MODULE 1: Communication Fundamentals Flashcards
1
Q
Define: Language (6 ideas)
A
Complex Rule-governed system Socially-shared code Arbitrary symbols Evolved/Used as a social tool Used to share ideas, desires, and information
2
Q
Define: Dialect
A
A regional or social variety of a language distinguished by pronunciation, grammar, or vocabulary, especially a variety of speech differing from the standard literary language or speech pattern of the culture in which it exists: Cockney is a dialect of English.
3
Q
Define: Pidgin
A
A simplified form of language that is usually a mixture of two or more languages, has a rudimentary grammar and vocabulary, is used for communication between groups speaking different languages, and is not spoken as a first or native language.
4
Q
Define: Creole
A
When a pidgin language has speakers where it is their‘ first’ language or ‘mother tongue’, this is referred to as a creole.
5
Q
5 Domains of Language
A
Pragmatics Semantics Phonology Morphology Syntax
6
Q
3 Components of Language
A
Form
Content
Use
7
Q
Principles of good communication (5)
A
Awareness (as both speaker and receiver)
Effective and accurate use and interpretation of language
Effective use and interpretation of non-verbal symbols
Listen and respond thoughtfully (active listening, being other-orientated)
Adaptive
8
Q
Speech Pathology Practise Areas (6)
A
Speech Language Swallowing Voice Fluency Multi-modal communication
9
Q
Define: Semantics
A
The meaning of the words and phrases themselves (vocabulary and lexicon)
10
Q
Define: Pragmatics
A
Language use in social context
11
Q
Define: Morphology
A
How words are formed/the structure of words
12
Q
Define: Phonology
A
System of speech sounds as the basic components of oral language
13
Q
Define: Syntax
A
Set of rules, processes and processes that govern the structure of sentences
14
Q
Bloom & Lahey’s 1978 Taxonomy of Language
A
Form: Phonology, Morphology, Syntax
Content: Semantics
Use: Pragmatics
15
Q
Define: Speech
A
a motor act determined by how speech organs interact/approach one another by (place, manner, voiced or voiceless, nasal or non-nasal)
16
Q
Define: Voice
A
the ability to produce sound through expiration and vibrating of vocal folds in the larynx.
Involves quality, pitch, resonance, intensity which can be labelled e.g. rough, low
17
Q
Define: Fluency
A
The ability to speak words smoothly, or the flow of speech, rate, continuity, effort, co-ordination
18
Q
Define: Multi-modal communication
A
Communication using different/multiple modes other than verbal e.g. writing, texting, email, communication device, gestures, body language
19
Q
Define: Communication
A
the sharing/exchanging of thoughts, feelings or information between two or more persons
20
Q
Paralinguistic elements
A
occur alongside speech that change or add to the meaning: pitch, facial expression, body language
21
Q
Metalinguistic elements
A
study and analysis of language
22
Q
Non-linguistics elements
A
communication elements which do not involve language: mental images, physical sensations such as laughter, whistles, crying
23
Q
Skills of Communication (5)
A
Self-presentation skills,
Relationship skills (includes maintaining and problem solving),
Interviewing skills (ask questions, when to probe further),
Group interaction & leadership skills,
Presentation or public speaking skills
24
Q
Forms of Communication (6)
A
Inter and intra-personal, interviewing, group, public, computer-mediated, mass media
25
Stages in the communication process (4)
Formulation (from thought to language)
Transmission (voice and speech)
Reception (hearing)
Comprehension
26
Define: Noise
Anything that interferes with the message (transmission or receiving
27
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Type of Noise: (provide examples)
Physical
Sensory or physiological
Semantic
Psychological
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Physical (other sounds, lighting, font size, spelling)
Sensory or physiological (impairment e.g.articulation difficulty, hearing loss, visual impairment impacts listening to non-verbals, memory loss)
Semantic (different meanings of words eg. using jargon creates semantic noise)
Psychological (emotions, prejudices, biases interrupt non-judgmental listening, anxiety)
28
Name the model of communication:
source > transmitter > channel > receiver > destination
unidirectional, applies to monologue, no account for feedback or non-verbal message, noise can interfere at the channel
Linear
29
Name the model of communication:
source > transmitter > channel > receiver > destination > feedback > source
cyclical, still only in one direction, one source and receiver, noise can occur at source, channel or receiver
Interactional
30
Name the model of communication:
source/receiver <>message/feedback <> source/receiver
simultaneous communication and feedback, noise can occur at any point, communicators are both senders and receivers
Transactional
31
Name the model of communication:
| both communicators contribute and the conversation expands infinitely and never goes back to the beginning
Helical
32
4 AXIOMS (rules) OF COMMUNICATION
Unavoidable: “you cannot not communicate”
Irreversible
Involves content + relationships
Rule governed
33
DESCRIBE a competent communicator (7 characteristics)
Uses a range of communication behaviours (language, non-verbals, tone, ask questions and provide answers)
Can choose the most appropriate behaviour (modify communication for their environment or audience)
Can think cognitively through the communication (think through and reflect how the communication will unfold)
Is an effective listener (an active listener - covered in next lecture)
Committed to successful communication (requires effort and persistence)
Can take the perspective of another (consider how much detail the listener needs, and their needs in the communication)
Monitors their own communication (stay attentive to identify potential breakdown and adapt their communication effectively)
34
SUGGEST barriers to active listening
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Effort – it’s hard to stay focused
Message overload – too much at once
Rapid thought – 600 words per minute vs spoken 180 wpm
Assumptions – “heard it all before”
Psychological noise – personal concerns
Physical noise – cause fatigue
Hearing problems – frustration
Talking has more advantages (preference to speak)
Gender differences
Cultural differences
Distractions
```
35
5 stage model of the listening process
Receiving > understanding > remembering > evaluating > Responding
Hearing at the ear > brain processing > retain > work out how respond > respond
+ Back-channeling
36
LIST the 4 listening styles
CONTENT ORIENTED
PEOPLE ORIENTED
ACTION ORIENTED
TIME ORIENTED
37
Define: Content-oriented listening
CONTENT ORIENTED Focus on issues & arguments
38
Define: People-oriented listening
PEOPLE ORIENTED Focus on feelings & emotions
39
Define: Action-oriented listening
ACTION ORIENTED Impatient, often finish speakers’ thoughts, tend to second guess
40
Define: Time-oriented listening
TIME ORIENTED Prefer bulleted talking points, quickly & briefly
41
LIST the 3 LISTENING STRATEGIES
Informational listening
Critical/Evaluative listening
Empathic/supportive listening
42
Define: Informational Listening
Informational listening for specific information for a purpose
e.g. instructions/directions, a story or a case history
43
Define: Critical/Evaluative Listening
Critical/Evaluative listening to evaluate, provide opinion (must still listen first to understand, then evaluate credibility, evidence and examine emotive appeals, consider the interpretations and perspectives)
e.g. debate, sales pitch
44
Define: Empathetic/Supportive Listening
Empathic/supportive listening to understand person’s feelings/experience from their point of view
e.g. supporting an emotional friend or family member, counselling, relationship building
45
Four Message Forms: Combine Code and Channel
Define: Code
Define: Channel
CODE: how our brain encodes the message (verbal or non-verbal)
CHANNEL: how the message is delivered (vocal or non-vocal)
46
LIST systems of non-verbal communication (6)
```
Kinesics
Proxemics
Oculesics
Haptics
Chronemics
Vocalics
```
47
Define KINESICS
Communication by body movements & motion = Kinesics
48
Define PROXEMICS
Communication by organisation of people and territory in space = Proxemics
49
Define OCULESICS
Communication by eye movements & eye contact = Oculesics
50
Define HAPTICS
Communication by touch = Haptics
51
Define CHRONEMICS
Communication by time = Chronemics
52
Define VOCALICS
Communication by sounds other than words = Vocalics
53
LIST Pragmatic Functions (7)
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Greetings,
Requests,
Protesting/Rejecting,
Getting Attention,
Seeking Information,
Giving Information,
Commenting
```
54
Define: CONVERSATION
highly organised routine, co-operatively managed, in which rules and conventions are mostly observed
55
Define: POLITENESS
Politeness is the following of social conventions to keep communication going
Includes showing awareness for others’ face
56
Define: FAUX PAS
faux pas are when rules or expected behaviours are broken or not followed
57
Define and provide an example: ADJACENCY PAIRS
Adjacency pair = learned expected ways of responding)
usually structured/expected utterance and response pair (preferred or dis-preferred)
e.g. greetings "hi, how are you?" > good thanks how are you?"
other e.g. offers, requests, assessments, blame, questions
(note: when using a dis-preferred pair, an apology/reason or explanation is usually felt necessary)
58
LIST discourse elements (6)
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Greetings
Turn taking
Holding the floor
Turn ending
Building meaning co-operatively
Leave taking
```
59
LIST Grice's 4 Maxims
Quantity
Quality
Relevance
Manner
60
Define Grice's Maxim: QUANTITY
Quantity: contribution to be as informative as necessary, no more, no less
61
Define Grice's Maxim: QUALITY
Quality: contributions to be true and reliably evidenced
62
Define Grice's Maxim: RELEVANCE
Relevance: relevant content to the topic, issue or question
63
Define Grice's Maxim: MANNER
Manner: clear, concise, orderly, without ambiguity or obscurity
64
Define FACE (positive and negative)
Public self image/social identity/ reputation
| Positive and Negative face: a person’s want to simultaneously be well-regarded and not imposed upon by others
65
```
Define the characteristics of teams:
Rules and norms
Roles
Patterns of Interaction
Decision Making
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Rules and norms - explicit and implicit, social, procedural and task
Roles - formal and informal, task, social/maintenance and dysfunctional
Patterns of Interaction - number and complexity of interactions, communication network structure
Decision Making - how decisions are made (consensus, majority/minority control, expert opinion or authority rule)
66
```
Identify factors that influence communication in teams:
Situational influences
Motivational influences
Capability
Nature of interactions
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Situational influences - individual’s language, experiences and engagement styles, dynamic nature of teams, decision-making style
Motivation - motivated to achieve common goal ensures engagement, motivated to partake in team communication due to high team morale
Capability - effective communication and reflective communication skills
Nature of interactions - official or informal, written or in-person
67
Explain the Hersey & Blanchard leadership model
Dynamic and adaptable balance of the need for supportive relationship behaviour or task-management behaviour (different for every team)
68
LIST 4 elements of effective leadership
Clearly define goals
Maintain focus on achieving goals and solving problems
Build effective team relationships on respect, trust and open communication
Adaptable to needs of the group
69
LIST 6 categories of determinants of health
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Genetic/Biological
Behavioural
Environmental
Social
Cultural
Sex and Gender
```
70
Define: Equality
Equality: addressing any health disparities between individuals, make individuals equal and provide equal resources
71
Define: Equity
Equity: addressing unfair health disparities between individuals to get them to equal endpoints
72
Define and provide example: Biological Health Determinants
Definition: the influence of genetic predisposition or biological factors on the development health conditions (strongly influenced by environment)
General e.g. BRCA1 and 2 in risk to develop ovarian and breast cancer
Communication e.g. FOX2P mono-genetic speech disorder, inheritability of speech and language disorder
73
Define and provide example: Behavioural Health Determinants
Definition: ‘lifestyle choices’ but are influenced/limited/restricted by other factors
General e.g. what we eat, how we move, how we rest, drinking or smoking, how and which whom we interact
Communication: e.g. activities that improve or reduce vocal hygiene, reading, technology use, home practise for speech therapy interventions
74
Define and provide example: Social Health Determinants
Definition: both individual and populations with shared social properties share risk factors, social circumstances are strongly influenced by socio-economic and political context
General e.g. 1st nations status, housing, disability, employment status, work conditions, stress/anxiety, health care, social support, addiction, education, racism, gender, early-life exposures
Communication e.g. frequency and diversity of communication and vocabulary exposure
75
Define and provide example: Cultural Health Determinants
Definition: how culture, beliefs and values interact with an individual’s opportunity and experience with their health (see ways of knowing module)
Communication e.g. language barriers, different cultural rules might be interpreted as incompetent communication such as avoiding eye contact or restraint in speaking unless spoken to, semantic clashes between words with different meanings in another language
76
Define and provide example: Environmental Health Determinants
Definition: any aspects relating to the environment the individual is born, raised, educated, lives and works
General e.g. air quality, food availability and quality, sanitation, communicable disease, climate, conflict and political unrest
Communication: e.g. book availability, diversity of stimuli to broaden vocabulary such as toys, parental interaction style or communication ability, exposure to multiple languages, opportunities for social stimulation at childcare, trauma
77
Define and provide example: Sex and Gender Health Determinants
Definition: how someone’s biological sex, self identity of their sexuality, or gender influences their lifestyle, opportunities and health
General e.g. particular health concerns specific to a particular sex such as testicular or ovarian cancer, most studies are performed only on men so literature may not be applicable to women
Communication: individuals adapt their communication based on the gender role, sexuality or professional position they wish to fill, voice can be a part of someone’s identity and can cause a dysmorphia if it does not align with how they see themselves
78
Describe the "social gradient"
*the social gradient is a global trend that the lower the socioeconomic position, the lower the standard of health*
79
LIST 3 levels of intervention
universal/upstream whole population level
selective/targeted/midstream at risk population level
indicated/affected/downstream care
80
Identify PROS/CONS of UPSTREAM INTERVENTION
universal/upstream whole population level
pro: aims to increase health for the population as a whole
con: usually only taken up by those with advantage (resources, education)
81
Identify PROS/CONS of TARGETED INTERVENTION
selective/targeted/midstream at risk population level
pro: addresses inequalities by identifying and targeting poorest and most disadvantaged/at risk
con: does not remove the barrier creating the disadvantage so the inequity remains
82
Identify PROS/CONS of DOWNSTREAM INTERVENTION
indicated/affected/downstream care and treatment
pro: personalised intervention for affected/diagnosed individuals or groups
con: limited reach, relies on diagnosis
83
LIST 3 types of DUELLING DETERMINANTS
Toxic (negative severe and chronic events)
Tolerable (mediated by positive influences)
Positive (positive developmental influence and effects)
84
Define and provide and example: Toxic Determinant
Negative severe and chronic events
| e.g.
85
Define and provide and example: Tolerable Determinant
Negative events or exposures that can be mediated by positive influences
e.g.
86
Define and provide and example: Positive Determinant
Positive developmental influence and effects
| e.g. educated parent reads daily with child
