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COMM 210 > midterm > Flashcards

midterm Flashcards

1
Q

Helix

A

in the beginning, communicators share but a small portion of themselves in their relationships. through a slow process of give and take, their relationships develop as , little by little, they commit more of themselves
-this helps us to remember that the communication process is ever changing, circular, expanding, an building upon the past

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2
Q

SMCR model

A

helps us to focus on the elements that must be operating effectively for communication to occur.
helps us to identify the location of potential barriers to effective communication.

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3
Q

elements of the communication process

A 
source
message
channel
receiver
feedback
noise
context
environment
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4
Q

source

A

transmits a message through a channel to a receiver

encodes-or creates- the message by putting ideas into words and actions

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5
Q

message

A

includes verbal elements (content) and nonverbal elements (delivery) what speakers say and the way they say it

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6
Q

channel

A

the means by which the message gets from the sender to the receiver

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7
Q

receiver

A

brings to the communication situation all of his or her communication skills, attitudes, knowledge, social system, and culture
the receiver decodes, or translates, the source’s message

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8
Q

feedback

A

any verbal or nonverbal response a source, such as a question from the audience, a puzzled look, or nod of agreement

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9
Q

noise

A

anything that interferes with the process of communication

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10
Q

internal noise

A

physiological or psychological

ex. stopped up ears, distracted thoughts about lunch

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11
Q

external noise

A

any other sounds that are being made in the environment that hinders the communication process

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12
Q

context/environment

A

the situation in which the communication occurs
includes the physical context, social context, munger of people involved, relationship of participants, surrounding events, culture, rituals, and noise

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13
Q

fundamental principles of the communication process

A

communication is circular
communication is based on our perception
communication is irreversible
all communication must build on previous interaction

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14
Q

levels of communication

A 
intrapersonal communication (with yourself)
interpersonal communication (between two people)
group communication (with three or more)
public communication (one person speaking face-to-face to a large group)
mass-mediated communication (over some form of technology because audience is too large and cannot be grouped together in one place)
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15
Q

communication apprehension

A

A broad-based fear or anxiety
associated with either real or anticipated communication with another person or persons
a personality trait that leads them to avoid all situations involving oral communication
the stress of communicating far outweighs the benefits

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16
Q

visualization and realization techniques

A

to help communication apprehension
the student tenses their muscles then relaxes them
by visualizing various speaking situations, then checking for tension and conscious relaxing, the student can better control CA

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17
Q

cognitive restructuring

A

to help communication apprehension

individuals attempt to change their thinking, usually through therapy

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18
Q

skill development

A

by learning specific skills related to public speaking, the process of delivering a speech becomes easier

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19
Q

movement

A

to help communication apprehension

moving muscles are less able to shake

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20
Q

practice

A

to help communication apprehension

by planning we can have some effective visualizations, feeling more prepared can help calm you

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21
Q

developing confidence

A

to help communication apprehension
sometimes we need encouragement to boost our self-esteem, sometimes our confidence reserves get too low for our effect performance

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22
Q

sharing the stage

A

to help communication apprehension

sometimes you can reduce your CA by sharing the stage with someone else

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23
Q

trait-like CA

A

Overall shy people

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24
Q

Context- based CA

A

A certain type of speaking sets you off

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25
Q

Audience-based CA

A

Certain people make you less comfortable

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26
Q

situational CA

A

Certain situations set you off

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27
Q

models of communication

A

helix and SMCR model

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28
Q

firing order

A

what is going on, how you feel when you think of giving speeches. write a narrative of how you feel to help determine this

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29
Q

Different Reactions to CA

A

BASICS

behavior, affect, sensation, imagery, cognition, stress

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30
Q

Behavior

A

(I don’t have the skill sets)

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31
Q

affect

A

(fearful emotional feelings)

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32
Q

sensation

A

(nervous physiological feelings)

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33
Q

imagery

A

(negative mental pictures)

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34
Q

cognition

A

(negative thoughts-not pictures)

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35
Q

stress

A

(interpersonal support- feel no one supports them/cares what they say. Someone is not physically up for it)
physiological responses

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36
Q

Focused Treatments for CA

A

Cognitive restructuring
-coping statements- start saying positive things about how it will go
Systematic desensitization
-slow exposure to what you are afraid of
Visualization
-mental rehearsal script of how well it will go
Physical exercise and stress reduction
-Go to gym, yoga class
Interpersonal support
-Find that one person who will smile the whole time
Skills training
-Build your skills to build your confidence
Deep abdominal breathing
-Focus on your breathing

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37
Q

Tips for Dealing with CA

A 
Anxiety can be useful
Don’t procrastinate your preparation
Know your audience
Select an appropriate topic
Focus on the message-not the fear
Self perception creates anxiety
You will feel more nervous than you will look
Look for positive listener support
Seek speaking opportunities
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38
Q

Pragmatics of public speaking

A

One can not not communicate

Content and relational message

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39
Q

Wasssmer’s Making Contact (how to look like you are listening)

A 
SOFTEN (nonverbal to show we are attentive)
Smile
Open body position
Forward lean
Touch
Eye contact
Nod
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40
Q

your friend is worried about the introduction to her speech. what is the source of her CA?

A

behavior

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41
Q

systematic desensitization

A

slowly exposing yourself to the fear

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42
Q

types of informative speeches

A

concept
event
objects
procedures

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43
Q

concept informative speeches

A

topical order

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44
Q

event informative speeches

A

chronological

spatial (layout based)

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45
Q

topical order

A
  • primacy (start with most important)

- recency (end with most important)

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46
Q

objects informative speeches

A

chronological
causal order (cause and effect based)
topical order

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47
Q

procedure informative speeches

A

chronological order

causal order

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48
Q

callenge in our speeches (key aspects to keep in mind)

A

focus

  • timing
  • pace
  • relevance
49
Q

constructing the body of our speech

A 
Parallel words and mnemonic devices
Internal previews and summaries
Good argument = ACES the speech
Argue
Cite
Evidence
State again
50
Q

Four Principles of Informative Speaking

A

Simplicity
Interest
Clarity
Credibility

51
Q

simplicity

A 
Complex speeches are not the most interesting speeches
-Groups 
-Relationships
-Paired-down lists
Number of main points
-2 to 5 main points
52
Q

interest

A

benefits to knowing about your topic
Motivate (how it may shape their future)
Excitement
Involvement

53
Q

clarity

A 
Audience analysis
-Words
   -Technical terms
   -Definitions
-References
-Supporting material
-Comparison and contrasts
Visual aids
54
Q

credibility

A 
Competence-
Errors in speech
choices
Trustworthiness-
 credibility over time
Extreme language or illustrations
Dynamism-
 voice and body
Respond to feedback
55
Q

why should you make sure your speech relates to the audience

A

interest

56
Q

what type of audience analysis can lead to problematic conclusion

A

demographics

57
Q

what do you remember in a speech

A

We remember what is at the start
-primacy
We remember what is at the ed
-recency

58
Q

Objectives of the Introduction

A 
Interest	
Need (how this will connect in their lives)
Topic 
Reliability
Overview (of your points)
59
Q

for the introduction

A

Be succinct (20% or less of your speaking time)
Adapt to the event
Respect expectations
Avoid weaknesses

60
Q

What is the importance of the intro and the conclusion?

A

It is what the audience remembers from you speech

It is the pick-up line for you audience and creates interest

61
Q

Objectives of the Conclusion

A

Direction
Overview
Need
Excitement

62
Q

what style of delivery do we us in class

A

exeporaneous

63
Q

being mindful of you dress when planning or you speech is part of what element of delivery

A

situational

64
Q

listening vs. hearing

A

when you listen, you are processing what you heard

when you listen, you remember what you heard

65
Q

Intrapersonal process

A

happened inside of ourselves. some people equate these processes with thinking
but it also includes the way we think and the ways we communicate with ourselves.
affects the way we receive messages from others and affects the way we send medals to others

66
Q

frame of reference

A

they way you view the world

67
Q

creativity

A

involves visualizing something in an innovative, new, or unique but useful way

68
Q

imagined communication

A

self-talk

individuals talk to someone else or to themselves as if they were another person (takes place in their mind)

69
Q

risk-taking behaviors

A

our willingness to take risks is largely dependent on your interpretation of past experiences

70
Q

cognitive patterns

A

each person structures and interprets messages in his or her own unique ways. the process of measuring your thinking patterns is called cognitive mapping

71
Q

selective listening

A

when you select out or choose to pay attention to some things while ignoring others

72
Q

listening for pleasure

A

you are not worried about solving the problems of the world or even the problems of your own life

73
Q

listening as therapy

A

the form you use when a friend has a problem and needs to talk

74
Q

listening for comprehension

A

the kind of listening you do in class while you listen seriously to a professor’s lecture

75
Q

listening for evaluation

A

important to your functioning effectively and responsibly

you evaluate the truth or falsity of the message

76
Q

improving our listening

A

note-taking
preview-review (learn about the topic in advance and review what you heard after)
concentrate
interaction

77
Q

psychological audience analysis

A

considering the impact of beliefs, attitudes, and values on the behavior of listeners (BAV system)

78
Q

BAV system

A

beliefs- that which an individual considers to be fact, or statement, about reality
attitude- a person’s emotional reaction to an idea, object, person, or behavior
values- our general rules for living

79
Q

demographic analysis

A

provides statistics about the composition of the audience in terms of a variety official categories

80
Q

analysis of the situation and occasion

A

needs to take into account the size of the audience, the characteristics of the physical environment, and the nature of the speaking occasion

81
Q

ways to conduct audience analysis

A

observation, interviews, surveys

82
Q

observations

A

many of your audiences will be familiar to you

you will come to know not only the beliefs, attitudes, and values of many individuals but also their habits

83
Q

interviews

A

when in doubt about an audience or speaking situation, ask questions

84
Q

surveys

A

you may be able to gather information form your audience using a questionnaire

85
Q

friendly audience

A

one that is positively disposed toward the speaker’s purpose

86
Q

hostile audience

A

one that is opposed to the speaker’s purpose

87
Q

neutral audience

A

one that is undecided about the speaker’s purpose

88
Q

apathetic audience

A

one that has no knowledge of or interest in the speaker’s purpose

89
Q

audience centered speaker

A

look at their goals in terms of the goals of the audience, try to understand the experiences of the listeners, respect diversity among individuals

90
Q

self centered speakers

A

lack respect for diversity, act as though everyone has had the same experiences, focus only on issues that are important to them

91
Q

didactic method

A

teaching or an instructive approach, if you state your idea, develop it with forms of support and then restate

92
Q

inductive method

A

presents the support first then draws a conclusion from it

93
Q

transitions

A 
verbal or nonverbal
words, phrases, or full sentences
internal summaries and previews
signposts
interjections
special devices (use of a theme, key phrase, and memory aid)
94
Q

methods of delivery

A

extemporaneous speaking (carefully prepared but delivers in a spontaneous, conversational manner- most effective)
impromptu
speaking from a manuscript (appropriate when you must be careful about what you say)
speaking from memory (common when the speaker plans to deliver it multiple times such as in a political campaign)

95
Q

vocal elements of delivery

A

volume, articulation, pronunciation, rate, pitch, quality

96
Q

volume

A

needs to be loud enough to be heard by everyone, but don’t yell

97
Q

articulation

A

enunciation, refers to the manner in which an individual uses the lips, tongue, jaw, and soft palate to produce vowel and consonant sounds a language

98
Q

pronunciation

A

correct pronunciation means presenting the appropriate sounds of a word in the accepted order

99
Q

rate

A

number or words a speaker utters in a minute

moste speakers deliver 120 to 175 words per minute

100
Q

pitch

A

how high or low you speak during your message

101
Q

quality

A

the unique musical characteristics of a speaker’s voice caused by a variety of elements including one’s manner of breathing, level or mention in the throat, use of the soft palate to close and open the nasal passage

102
Q

bodily elements of delivery

A

posture, movement, gestures, facial expressions, eye contact

103
Q

environmental and situational elements of delivery

A

personal appearance (be appropriate for occasion), time (know your time frame and don’t go under, over), amplification (know when you will need to use a microphone)

104
Q

why do we practice for our speeches

A

feel more familiar with the topic, visualize the audience and speaking situation which should help reduce nerves, test your plans for use of visual aids, find out how long your speech wail take you to deliver

105
Q

why do we outline

A

helps you organize your ideas to achieve your desired results, helps you reign the phrasing of your key ideas to promote clarity and retention, helps you identify where you need to help the listener by providing transitions, held your prepare useful speaking notes.

106
Q

the elements of an outline

A

contains one side or one piece of support

107
Q

word outline

A

contains the key topics contained in a speech
can be helpful in planning an overall organization pattern for the speech
not good for a preparation outline because it often gives the inexperienced speaker a false sense of security
may serve as speaking notes

108
Q

phrase outline

A

uses sentence fragments for an outline weaknesses similar to word outline

109
Q

sentence outline

A

provides a sound planning tool for extemporaneous, manuscripted, or memorized speaking

110
Q

complete content outline

A

is the manuscript of a speech written in outline form
help the speaker quickly identify relationships during the planning an d speaking phases
seldom used in a asdic public speaking course unless it contains an assignment for manuscript or memorized speaking

111
Q

speaking notes

A

use a combination of words, phrases, and sentences that help you remember your content
should contain important statistics, names, and other facts
reminders about your delivery are helpful
number your note cards and make sure you can read them well
highlight delivery cues

112
Q

content of the preparation outline

A

purpose statement, central idea, body of speech, intro, conclusion, transition, reference list or bibliography, title, special considerations

113
Q

steps for preparing an effective outline

A

insert picture

114
Q

intro timing

A

no more than 20% of your speech or less than 5%

115
Q

conclusion timing

A

no more than 5 to 10 %

116
Q

building interest into your speech

A

involve the listeners mentally by showing the way the topic affects them
you can involve the listeners physically by having them do something with the speaker
you should involve the listeners indirectly by explaining and demonstrating your interest in the topic

117
Q

strengthening credibility

A

establish their knowledge of the subject early in the message, effective speakers do nothing to bring into question their honesty and trustworthiness
showing goodwill toward the audience can increase your reliability

118
Q

effective use and purpose of visual aids

A

identify the material that you can best clarify or emphasize with visual aids. However, avoid overusing visual aids- if you emphasize everything, the result is nothing starts out as more important

COMM 210 (2 decks)

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