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CAL: Communication Across The Lifespan > MODULE 1: Communication Fundamentals > Flashcards

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
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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.

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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.

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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.

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5
Q

5 Domains of Language

A 
Pragmatics 
Semantics 
Phonology 
Morphology
Syntax
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6
Q

3 Components of Language

A

Form
Content
Use

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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

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8
Q

Speech Pathology Practise Areas (6)

A 
Speech
Language
Swallowing
Voice
Fluency
Multi-modal communication
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9
Q

Define: Semantics

A

The meaning of the words and phrases themselves (vocabulary and lexicon)

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10
Q

Define: Pragmatics

A

Language use in social context

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11
Q

Define: Morphology

A

How words are formed/the structure of words

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12
Q

Define: Phonology

A

System of speech sounds as the basic components of oral language

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13
Q

Define: Syntax

A

Set of rules, processes and processes that govern the structure of sentences

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14
Q

Bloom & Lahey’s 1978 Taxonomy of Language

A

Form: Phonology, Morphology, Syntax
Content: Semantics
Use: Pragmatics

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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)

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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

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17
Q

Define: Fluency

A

The ability to speak words smoothly, or the flow of speech, rate, continuity, effort, co-ordination

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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

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19
Q

Define: Communication

A

the sharing/exchanging of thoughts, feelings or information between two or more persons

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20
Q

Paralinguistic elements

A

occur alongside speech that change or add to the meaning: pitch, facial expression, body language

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21
Q

Metalinguistic elements

A

study and analysis of language

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22
Q

Non-linguistics elements

A

communication elements which do not involve language: mental images, physical sensations such as laughter, whistles, crying

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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

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24
Q

Forms of Communication (6)

A 
Inter and intra-personal, 
interviewing, 
group, 
public, 
computer-mediated, 
mass media
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25
Q

Stages in the communication process (4)

A

Formulation (from thought to language)
Transmission (voice and speech)
Reception (hearing)
Comprehension

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26
Q

Define: Noise

A

Anything that interferes with the message (transmission or receiving

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27
Q 
Type of Noise: (provide examples)
Physical
Sensory or physiological 
Semantic
Psychological
A

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)

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28
Q

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

A

Linear

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29
Q

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

A

Interactional

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30
Q

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

A

Transactional

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31
Q

Name the model of communication:

both communicators contribute and the conversation expands infinitely and never goes back to the beginning

A

Helical

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32
Q

4 AXIOMS (rules) OF COMMUNICATION

A

Unavoidable: “you cannot not communicate”
Irreversible
Involves content + relationships
Rule governed

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33
Q

DESCRIBE a competent communicator (7 characteristics)

A

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)

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34
Q

SUGGEST barriers to active listening

A 
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
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35
Q

5 stage model of the listening process

A

Receiving > understanding > remembering > evaluating > Responding
Hearing at the ear > brain processing > retain > work out how respond > respond
+ Back-channeling

36
Q

LIST the 4 listening styles

A

CONTENT ORIENTED
PEOPLE ORIENTED
ACTION ORIENTED
TIME ORIENTED

37
Q

Define: Content-oriented listening

A

CONTENT ORIENTED Focus on issues & arguments

38
Q

Define: People-oriented listening

A

PEOPLE ORIENTED Focus on feelings & emotions

39
Q

Define: Action-oriented listening

A

ACTION ORIENTED Impatient, often finish speakers’ thoughts, tend to second guess

40
Q

Define: Time-oriented listening

A

TIME ORIENTED Prefer bulleted talking points, quickly & briefly

41
Q

LIST the 3 LISTENING STRATEGIES

A

Informational listening
Critical/Evaluative listening
Empathic/supportive listening

42
Q

Define: Informational Listening

A

Informational listening for specific information for a purpose
e.g. instructions/directions, a story or a case history

43
Q

Define: Critical/Evaluative Listening

A

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
Q

Define: Empathetic/Supportive Listening

A

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
Q

Four Message Forms: Combine Code and Channel
Define: Code
Define: Channel

A

CODE: how our brain encodes the message (verbal or non-verbal)
CHANNEL: how the message is delivered (vocal or non-vocal)

46
Q

LIST systems of non-verbal communication (6)

A 
Kinesics
Proxemics 
Oculesics 
Haptics
Chronemics
Vocalics
47
Q

Define KINESICS

A

Communication by body movements & motion = Kinesics

48
Q

Define PROXEMICS

A

Communication by organisation of people and territory in space = Proxemics

49
Q

Define OCULESICS

A

Communication by eye movements & eye contact = Oculesics

50
Q

Define HAPTICS

A

Communication by touch = Haptics

51
Q

Define CHRONEMICS

A

Communication by time = Chronemics

52
Q

Define VOCALICS

A

Communication by sounds other than words = Vocalics

53
Q

LIST Pragmatic Functions (7)

A 
Greetings, 
Requests, 
Protesting/Rejecting, 
Getting Attention, 
Seeking Information, 
Giving Information, 
Commenting
54
Q

Define: CONVERSATION

A

highly organised routine, co-operatively managed, in which rules and conventions are mostly observed

55
Q

Define: POLITENESS

A

Politeness is the following of social conventions to keep communication going
Includes showing awareness for others’ face

56
Q

Define: FAUX PAS

A

faux pas are when rules or expected behaviours are broken or not followed

57
Q

Define and provide an example: ADJACENCY PAIRS

A

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
Q

LIST discourse elements (6)

A 
Greetings 
Turn taking
Holding the floor
Turn ending 
Building meaning co-operatively 
Leave taking
59
Q

LIST Grice’s 4 Maxims

A

Quantity
Quality
Relevance
Manner

60
Q

Define Grice’s Maxim: QUANTITY

A

Quantity: contribution to be as informative as necessary, no more, no less

61
Q

Define Grice’s Maxim: QUALITY

A

Quality: contributions to be true and reliably evidenced

62
Q

Define Grice’s Maxim: RELEVANCE

A

Relevance: relevant content to the topic, issue or question

63
Q

Define Grice’s Maxim: MANNER

A

Manner: clear, concise, orderly, without ambiguity or obscurity

64
Q

Define FACE (positive and negative)

A

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
Q 
Define the characteristics of teams: 
Rules and norms
Roles
Patterns of Interaction 
Decision Making
A

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
Q 
Identify factors that influence communication in teams:
Situational influences
Motivational influences
Capability
Nature of interactions
A

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
Q

Explain the Hersey & Blanchard leadership model

A

Dynamic and adaptable balance of the need for supportive relationship behaviour or task-management behaviour (different for every team)

68
Q

LIST 4 elements of effective leadership

A

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
Q

LIST 6 categories of determinants of health

A 
Genetic/Biological
Behavioural
Environmental
Social
Cultural
Sex and Gender
70
Q

Define: Equality

A

Equality: addressing any health disparities between individuals, make individuals equal and provide equal resources

71
Q

Define: Equity

A

Equity: addressing unfair health disparities between individuals to get them to equal endpoints

72
Q

Define and provide example: Biological Health Determinants

A

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
Q

Define and provide example: Behavioural Health Determinants

A

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
Q

Define and provide example: Social Health Determinants

A

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
Q

Define and provide example: Cultural Health Determinants

A

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
Q

Define and provide example: Environmental Health Determinants

A

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
Q

Define and provide example: Sex and Gender Health Determinants

A

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
Q

Describe the “social gradient”

A

the social gradient is a global trend that the lower the socioeconomic position, the lower the standard of health

79
Q

LIST 3 levels of intervention

A

universal/upstream whole population level

selective/targeted/midstream at risk population level

indicated/affected/downstream care

80
Q

Identify PROS/CONS of UPSTREAM INTERVENTION

A

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
Q

Identify PROS/CONS of TARGETED INTERVENTION

A

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
Q

Identify PROS/CONS of DOWNSTREAM INTERVENTION

A

indicated/affected/downstream care and treatment

pro: personalised intervention for affected/diagnosed individuals or groups
con: limited reach, relies on diagnosis

83
Q

LIST 3 types of DUELLING DETERMINANTS

A

Toxic (negative severe and chronic events)
Tolerable (mediated by positive influences)
Positive (positive developmental influence and effects)

84
Q

Define and provide and example: Toxic Determinant

A

Negative severe and chronic events

e.g.

85
Q

Define and provide and example: Tolerable Determinant

A

Negative events or exposures that can be mediated by positive influences
e.g.

86
Q

Define and provide and example: Positive Determinant

A

Positive developmental influence and effects

e.g. educated parent reads daily with child

CAL: Communication Across The Lifespan (5 decks)

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