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CMN 135 > MT1 > Flashcards

MT1 Flashcards

0
Q

Source orientation

A

If the source meant to send a message, then it is a message
We reject this because
1. Intentionality (puts too much power in the sender)
2. Mindlessness (whole rituals you don’t think of - e.g. shaking hands)
3. Timing (could be unaware while engaging in NVC of the intent behind your actions)

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1
Q

What is Nonverbal Communication?

A

All the messages other than words that people exchange in interactive contexts

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2
Q

Receiver orientation

A

If the receiver believes a message has been sent, then it is considered a message
We reject this because
1. Everything is potential communication
2. Sender intent is irrelevant

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3
Q

What is a message?

A

Messages include behaviors that:

  • are typically sent with intent
  • a used with regularity among members of a given social community, society, or culture
  • have consensually recognized meaning
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4
Q

What are the principles of Nonverbal communication

A
  1. NVC is an analogic code; verbal communication is a digital code
  2. NVC is processed primarily in the right brain hemisphere, verbal communication is processed primarily in the left brain hemisphere
  3. NVC has a biological basis, verbal communication doesn’t (it I’d taught by cultural)
  4. NVC has ontogenetic primacy
  5. Some nonverbal cues can be understood across cultures
  6. NVC is continuous, verbal communication is discontinuous
  7. NVC is multi-channeled; verbal is single channeled
  8. NVC is inherently redundant; verbal requires repetition for redundancy
  9. NVMs are processed as gestalt; verbal messages are processed discretely
  10. NVC is perceived to be more genuine and is more likely to be believed than verbal
  11. Nonverbal codes are more useful for global meanings and attributions; verbal communication is more useful for precise and factual information
  12. NVMs are most useful for affective and emotional info; verbal messages for logical and cognitive info
  13. NVMs are the primary vehicle for relational communication; verbal messages are the primary vehicle for content communication
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5
Q

What type of code is nonverbal communication?

A

Analogic

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6
Q

What are analogic messages

A
  1. Have a direct, non arbitrary, intrinsic relationship to the thing they represent
  2. Have an infinite number of values or degrees
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7
Q

What type of code is verbal communication

A

Digital

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8
Q

Where is nonverbal communication primarily processed

A

Right brain hemisphere

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9
Q

Where is verbal communication primarily processed

A

Left brain hemisphere

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10
Q

Does nonverbal or verbal communication have a biological basis?

A

Nonverbal communication has a biological basis

Verbal communication is taught by culture

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11
Q

Why does nonverbal communication have ontogenetic primacy

A

When you are born, you speak nonverbal communication first

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12
Q

What are the nonverbal cues that can be understood across cultures

A

Universal facial expressions (SAD FISH)
Sadness, Anger, Disgust, Fear, Interest*, Surprise, Happiness
*= not always recognized

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13
Q

Is nonverbal or verbal communication discontinuous? Continuous?

A

Nonverbal is continuous

Verbal is discontinuous

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14
Q

Is nonverbal or verbal multi channeled? Single channeled?

A

Nonverbal is multi channeled

Verbal is single channeled

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15
Q

Describe nonverbal communications and redundancy

A

Nonverbal communication is inherently redundant

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16
Q

Describe verbal communication and redundancy

A

Verbal communication requires repetition for redundancy

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17
Q

What is gestalt

A

We make sense of an interdependent whole rather than isolated parts

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18
Q

How are verbal messages processed? Nonverbal? Gestalt or discretely?

A

Nonverbal messages are processed as gestalt

Verbal messages are processed discretely

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19
Q

Is verbal or nonverbal perceived to be more genuine and more likely to be believed?

A

Nonverbal commutation is perceived to be more genuine and is more likely to be believed than verbal communication
- approximately 2/3 of our meaning comes from nonverbal communication

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20
Q

What are nonverbal codes more useful for

A

Global meanings and attributions

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21
Q

What is verbal communication more useful for?

A

Precise and factual information

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22
Q

What are nonverbal messages most useful for?

A

Affective and emotional information

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23
Q

What are verbal messages more useful for

A

Logical and cognitive information

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24
Q

What is the primary vehicle for relational communication

A

Nonverbal messages

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25
Q

What is the primary vehicle for content communication

A

Verbal messages

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26
Q

What are nonverbal skills

A

The ability to decode and encode nonverbal skills

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27
Q

What is decoding

A

Receiving a signal

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28
Q

What is encoding

A

Sending a signal

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29
Q

How do we acquire nonverbal skills

A
  1. Mimicry (starts very young, infants can)
  2. Feedback (someone telling you how you look)
  3. Training (practicing the skills)
  4. Life experiences (an example - parents of toddlers are excellent at decoding nonverbal cues)
  5. Acquiring knowledge (by reading about it, you’ll get better)
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30
Q

What are some characteristics of skilled decoders

A

These are correlations NOT causations

  • better adjusted
  • less hostile and manipulating
  • more interpersonally encouraging
  • more extroverted, less shy, less socially anxious
  • more warm, empathic
  • more cognitively complex and flexible
  • judged as more popular and interpersonally sensitive
  • report having warmer and ore satisfying interpersonal relationships
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31
Q

How does sex relate to skilled decoders

A

Women are better than men

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32
Q

How does age relate to skilled decoders

A

Your skill rapidly increases into early adulthood, then you plateau until you are elderly and your skills start to decline

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33
Q

How does ethnicity relate to a skilled decoder q

A

Not much correlation, more of a power role scenario
Those with more power don’t need to learn as many nonverbal cues as those with less, those with less need to learn them to communicate with peers

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34
Q

How does intelligence relate to a skilled decoder

A

There is zero correlation between IQ and decoding skills

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35
Q

What are positive correlations with skilled encoders?

A
  1. Expressiveness (if they feel it they show it)
  2. Facial features (can influence how well you encode)
    • Ex) big bushy eyebrows overpower other features
  3. Sex (women are better than men)
    • except, men always encode anger better than women
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36
Q

Kinesics

A

Study of body language

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37
Q

Oculesics

A

Study of eye behavior

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38
Q

Vocalics

A

Study for vocal activity

also called paralanguage

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39
Q

Haptics

A

Study of touch

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40
Q

Proxemics

A

Study of the use of space

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41
Q

Chronemics

A

Study of the use of time

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42
Q

Olfactics

A

Study of use of smell

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43
Q

What are Hall’s four conversational distances

A
  1. Intimate distance - touching to 18in
  2. Personal-Casual distance - 18in to 4ft
  3. Social-Consultive distance - 4 to 10ft
  4. Public distance - 10ft and beyond
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44
Q

Intimate distance

A

From contact to 18 in

  • reserved for private and intimate interactions
  • body odor and breath are important
  • complete awareness of the other person
  • accidental touching happens and is accepted
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45
Q

Personal-Casual Distance

A

18in to 4 feet

  • reserved for family and close friends
  • use arms length for acquaintances and less personal topics
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46
Q

Social-Consultive Distance

A

4-10 ft

  • Impersonal conversation
  • business transactions
  • conversations becomes different at far distances
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47
Q

Public distance

A

10 feet and beyond

  • public speaker
  • royalty
  • elicits a formal speaking style
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48
Q

Personal space definition

A

An invisible flexible bubble that surrounds us (aka body buffer zone)

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49
Q

At what age do you expect and acknowledge peoples personal space boundaries?

A

About age 7

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50
Q

How does sex affect conversational distance

A

Men prefer farther conversational distances

But closest generally woman-woman, next is man-woman, farthest is man-man

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51
Q

How does culture affect conversational distance

A

It simply varies by culture how okay it is to stand x close

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52
Q

How does status affect conversational distance

A

Larger distance if you are talking to someone of higher status
Closer with your peers
The person with high status can break the rules

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53
Q

How does the setting or environment affect conversational distance

A

For example, when you go to pee at the urinal

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54
Q

How does the topic or subject matter affect conversational distance

A

A positive condition will have a closer distance, negative a farther one

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55
Q

How does personality characteristics affect conversational distance

A

Extroverts are closer (those who are energized by other people), introverts stand farther

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56
Q

How do stigmas affect conversational distance

A 
Physical stigmas (wheelchairs, etc) have larger conversational distances 
Social stigmas (addict, have an STD) have larger conversational distances
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57
Q

Expectancy Violation Theory

A

Part 1 - Expectations
Part 2 - Violation (if violate and is + valenced= like you more)
Part 3 - Valence (+/- value we place on the unexpected behavior)
1. We consider the nature of the behavior itself
2. Communicator reward values

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58
Q

Expectancy Valence Theory

  • predictive explanations
  • prescriptive explanations
A

Predictive explanations= what we expect to occur based on what actually does occur
Prescriptive explanations= what we expect to occur on what is appropriate

59
Q

What are expectations shaped by?

A
  • Context - cultural norms, formality/informations, environment, etc
  • relationship - history, status differences, etc
  • individual communicator characteristics - sex, age, etc
60
Q

Expectancy Valence Theory

- when to violate? When not to?

A

You should violate if
1. You’re fairly certain the behavior will be a pleasant surprise
2. If you’re uncertain about how the behavior will be received but you believe you’ve made a positive personal impression
You should NOT violate if
1. You’re fairly certain your behavior will be offensive
2. You’re uncertain how your behavior will be interpreted and you believe you made a negative personal impression

61
Q

What is the importance of touch

A
  • most powerful nonverbal code
  • critical for our cognitive and social development
  • absence of touch can result in “failure to thrive”
62
Q

What is the study of touch

A

Haptics

63
Q

What are Heslin’s categories of touch?

A
  1. Functional/professional
  2. Social/polite
  3. Friendship/warmth
  4. Love/intimacy
  5. Sexual arousal
64
Q

What are Jones and Yarbrough’s global findings about touch

A
  • vast majority of touch took place in private
  • most touch was of a personal nature
  • touch, more than any other communication channel, most directly and immediately escalates the balance of intimacy
65
Q

What are Jones and Yarborough’s categories of touch

A
  1. Positive affect
  2. Negative affect
  3. Play
  4. Influence
  5. Interactional management
  6. Physiological stimulus
  7. Interpersonal responsiveness
  8. Task-related
  9. Healing
66
Q

What are the categories that body movements can be analyzed in

A
  1. Emblems
  2. Illustrators
  3. Adaptors
  4. Regulators
  5. Affect displays
67
Q

What is the study of body language

A

Kinesics

68
Q

Emblems?

A

Gestures that have direct verbal translation

  • ex) middle finger = f u
  • are speech independent
69
Q

Illustrators

A

Gestures that are used to support what is being said verbally

  • these are speech dependent
  • serve as a redundant or complementary function
  • there are three types
    1. Those that emphasize words or sentences
      • ex) pointing to “that” and saying “that”
    2. Those that represent the thought processes
    3. Those that draw the shape of the object
      • ex) the fish was “this” big
70
Q

Regulators

A

Gestures that allow us to regulate when to talk and when to allow others to talk

  • insert them within multiple places within the conversation
  • important in: 1. Greetings/closings
    2. Turn-taking
    3. Back-channeling
    - ex) head nods= “feedback”
71
Q

Adaptors

A

Nervous habits, fidgeting
- ex) self-touching, twirling hair, etc…
1. Used to adjust the body or satisfy some emotional need
2. Often caused by nervousness, negative arousal,or boredom
=> almost universally perceived NEGATIVELY

72
Q

Affect displays

A

Displays of emotion

73
Q

What is the study of the eyes

A

Oculesics

74
Q

What is gaze

A

Individuals looking behavior

75
Q

What is eye contact

A

Looking specifically at each other’s eyes

76
Q

What are functions of eye gazing

A
  1. Regulating the flow of communication (managing convo)
  2. Monitoring feedback (provides meaning to our actions; improves/increases understanding; indicates level of listener interest)
  3. Reflecting cognitive activity
  4. Expressing emotions
  5. Communicating the Nature of Interpersonal Relationship (differing status levels; eye gaze= indicator of respect)
    • reward value… Look at person you like the most
    • signals a desire for heightened intimacy
    • marriage… Unhappy couples gaze more
    • aggression leads to a sustained eye gaze
77
Q

Pupil dilation and constriction

A

Dilate with arousal

78
Q

What is the study of how we say our words

A

Vocalics

79
Q

How does vocalics influence meaning

A
  1. Repetition (helps show emotion etc)
  2. Accenting (changes meaning of what is said)
    • ex) don’t EVER do that again vs don’t ever do THAT again
  3. Substitution (can substitute sounds for words)
    • ex) Mhmmmm! For this is good
  4. Regulation (back channeling)
  5. Contradiction (e.g - sarcasm)
80
Q

Touch avoidance questionnaire score

A

The higher the score the more touch avoidant

81
Q

Which sex avoided touch more with same sex touching

A

Male

82
Q

Which sex avoided opposite sex touching more

A

Females avoided being touched by males more than males did by females

83
Q

Who avoided touch more, Protestants or non-Protestants?

A

Protestants

84
Q

Who are the highest touch avoiders

A

Married, Protestant females

85
Q

Who are the lowest touch avoiders

A

Married, non Protestant men

86
Q

How much of our meaning is derived from nonverbal behavior?

A

60-65%

87
Q

When do we rely more heavily on verbal messages for meaning?

A

Verbal messages account for most of the meaning when people are interpreting factual or persuasive messages

88
Q

Why are nonverbal messages seen as more believable?

A

People view nonverbal behaviors as spontaneous expressions of internal thoughts and feelings that reveal our “inner selves”

89
Q

What is the distinction between behavior and communicative message?

A
  • behavior = stands for itself, it just is

- communicative messages = stand for something other than themselves

90
Q

Look at figure 1 - message exchange outcome chart

A

Look at it!

91
Q

What are some contexts that shape our interpretation of nonverbal messages?

A

Culture
Relational context
The situation

92
Q

In Dillard and Spitzberg’s study of social skills, which nonverbal behaviors were perceived to be skillful or competent?

A
  • Response latency (time between people talking)
  • eye gaze (look at each other)
  • eye contact (look at each other’s eyes)
  • smiles
  • volume
  • vocal variety (level of expressiveness)
  • talk time
  • *adaptors (negative perception of skill)
93
Q

What are the four fundamental dimensions of communication competence?

A
  1. Coordination (how well verbal speaking turns are handled, maintains topical flow, initiating/terminating convos etc)
  2. Attentiveness (extent to which someone shows attention to concern for, interest in convo etc)
  3. Composure (level of anxiety, nervousness, confidence, assertiveness)
  4. Expressiveness (level of animation and energy in conversation)
94
Q

What are systematic methods

A

They are planned, organized, orderly and methodical methods to research (= good research)

95
Q

What is the descriptive approach

A

Work from the “ground up” , conclusions are guided by the study; use your own interpretations to explain and the interpretations of those you observe

96
Q

Hypothesis testing approach

A

Decide beforehand a very specific “what” to look for; use theories to explain results

97
Q

Controlled setting

A

Created by the researcher for the purpose of the investigation

98
Q

Naturalistic setting

A

Those that exist in the “real world” without being manipulated by the researcher

99
Q

Manipulated

A

Researcher makes it different in one situation compared to another

100
Q

Confederate

A

Someone who works for the researcher but whose role is not known by the participants

101
Q

Stimulus materials

A

Things that augment the study - pics videos, CDs

102
Q

Understand Figure 3-1

A

Look at it!

103
Q

Lab experiments

A

Controlled setting with manipulation

104
Q

Controlled observations

A

Controlled setting without manipulation

105
Q

Field experiments

A

Naturalistic setting with manipulation

106
Q

Naturalistic observations

A

Naturalistic setting without manipulation

107
Q

What are the five methods of recording nonverbal communication

A
  1. Surveys
  2. Coding systems (observe nvb and use codes to keep track)
  3. Field notes (observation notes)
  4. Diaries (subject takes their own notes)
  5. Physiological responses
108
Q

When are we most likely to use emblems?

A

When verbal discourse is prevented by external circumstance, by distance, by agreement (charades), or by organic impairment

109
Q

Why are illustrators different that emblems?

A

They are conversationally dependent, not all of them have a precise verbal definition, only shown by speaker

110
Q

What functions do illustrators serve

A

Usually to augment what is being said verbally

111
Q

What is the general impact of direct vision

A

It is the first step in interpersonal engagement -> starts a train of actions that develop and define the relationship between the gazer and gazed upon

112
Q

Generally how do we use eye contact as a means of survival

A

It transmits instant and meaningful information within new relationships

113
Q

How do we use eye contact as a courier of affection

A

Eye contact is a messenger and inspirer of love

114
Q

What are the main functions of eye contact (understand, don’t memorize)

A

Social position, positive vs negative emotions (+ emotion = increased gaze, - = decreased), willingness to relate, woman vs man, cultural factors, synchrony of speech (listeners look more than talkers), character traits

115
Q

What is civil inattention?

A

A behavioral ritual enacted when two or more persons are mutually present but not involved in any form of interaction

116
Q

When is civil inattention likely to occur

A

It is likely to occur in an elevator, or when strangers encounter one another one the street (second one isn’t proven as much)

117
Q

What is the civil inattention rule? When is it broken?

A

The ritual is an exchange of glances between the persons in question followed by gaze aversion
The rule is broken when
1. Open stare - indicating a search for info as well as a reaction to this info
2. Complete gaze aversion - indicates the person is not worth even if minimal attention

118
Q

What are the findings of the elevator studies?

A
  • civil inattention is present in elevators

- the extent to which the rule is followed is influenced by other variables

119
Q

What functions are served by smiling?

A

A smile is a major component of a facial display associated with and caused by feelings of happiness or joy; also functions to hide our true feelings, to show we are friendly

120
Q

The results of the smiling study reveal athwart about the motivation/function of smiling?

A

The smile is an evolutionarily designed symbol to smooth interactions amount members of a species who must cooperate in group living

121
Q

What two important qualities does the attractive voice have?

A

Pitch and impact

122
Q

What is pitch? How does it relate to vocal attractiveness?

A

Pitch= how high or low a voice sounds

- an attractive pitch is neither too high nor too low and varies throughout the conversation

123
Q

What is impact? How does it relate to vocal attractiveness?

A

Impact includes: resonance, articulation and volume
- resonance= fullness of sound in the facial cavity
- articulation= production of crisp and distinct speech sounds
- volume= loudness or softness
An attractive voice has moderate levels of all 3, a clear, robust voice

124
Q

What personality characteristics are associated with vocal attractiveness?

A

Powerful, strong, assertive, dominant

125
Q

What is the caveat of vocal attractiveness research?

A

The studies that have found the strongest effects for the vocal attractiveness stereotype have isolated the vocal channel… When it hasn’t been isolated the effect has only been moderate

126
Q

How do young adults modify their speech when talking to older adults?

A

Speakers voice sounds higher and more feminine when talking to grandparents rather than parents

127
Q

Affiliative needs

A

Need to be in contact with people

128
Q

Territory

A

A geographical area

129
Q

Territoriality

A

Innate need for territory

130
Q

Touch deprivation

A

People need touch for physical and psychological health

131
Q

Touch rules

A

Guide who is allowed to touch whom and where

132
Q

How do we react when our personal space is invaded

A

We feel uncomfortable, violated

133
Q

What is stimulus overload

A

When we cannot stake out real, tangible personal space (e.g a crowded elevator) one can create it in the mind (e.g blocking people from our field of vision)

134
Q

What is the distinction semi fixed features and fixed features?

A
  • Fixed features= clear, unmovable boundaries (an office)

- semi fixed features= when we bound our space with movable objects (like a coffee cup, notebook, etc)

135
Q

What is the relationship between personal space and power?

A

More power gets more personal space

136
Q

What is the relationship between propinquity and power

A

More propinquity to leaders (closer to leaders) = more power

137
Q

What is the relationship between the number of “things” and power?

A

The more things one had the more power they had

- ex) CEO has the most number of phone lines, the most number of people under them etc

138
Q

What is the relationship between the size of the artifacts and power?

A

The bigger the artifacts the more power (like bigger furniture in an office)

139
Q

What is perceived crowding

A

A result of physical, social, and personal factors that sensitize the individual to actual or potential problems of sparse space

140
Q

What are the two dimensions of perceived crowding

A
  • spatial= the number of inanimate objects in an environment and their relationship to one another
  • social= the number of individuals as well as the rate and extent of social interactions among people in a given environmental setting
141
Q

What were the findings of the perceived crowding study

A

The decrease in shoppers satisfaction is also influenced by expectations of tolerance and tolerance for crowding

142
Q

What did the study find regarding the relationship between tipping and touch?

A

The shoulder touch and the fleeting touch (touch their hand) both increased tipping an equal amount

143
Q

What is patriarchal or intimate terrorism?

A

Describes the nature of chronic violence against intimate partners

  • patriarchal because usually male
  • terrorism because emphasizes intentionally perpetuated violence that is enacted in order to control and demonstrate ownership
  • differs from other types of violence in 3 ways
    1. Rooted in patriarchal and gender asymmetrical
    2. More frequent (like weekly)
    3. It escalates over time
144
Q

What is common couple violence

A

Violence that occurs when conflict gets out of hand leading usually to minor forms of violence
- usually less frequent and contained to a particular conflict, the violence usually leads to diminished violence in the relationship, not solely a male thing

145
Q

What role does the environment play in helping people protect their privacy

A

It plays a key role

146
Q

What are the environmental strategies used for maintaining privacy

A

(Top= most flight, goes down to most fight)

  • distancing = used to avoid, withdraw from, or delay the intrusion of others (a distinct physical space -office, transition space-porch)
  • separating = people stand their ground, metaphorically. These mechanisms act as a “wall” that discourages privacy violators, helping people to deny access (barriers like partitions, decorating your space in your dorm etc)
  • masking = used when some exposure of self to others is unavoidable or desired (use background noise to muffle convo, or a public space to feel invisible)
  • rejecting = the most direct and unambiguous method of preventing invasions of privacy, using environmental strategies is seen as more polite/tactful than other verbal or nonverbal strategies (signing - do not disturb, symbolic indicators - closed blinds, cowboy hat on the doorknob)

CMN 135 (3 decks)

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