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Reviewers > PURPOSIVE COMMUNICATION > Flashcards

PURPOSIVE COMMUNICATION Flashcards

1
Q

-Is the source of the message, the one who encodes the message.
-The one who transforms thoughts into messages.
-Primary responsibility is to convey the message in the most comprehensible way.

A

Sender

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2
Q

the recipient of the message.
The one who decodes and processes the information conveyed by the sender.

A

Receiver

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3
Q

The body of information conveyed by the sender to the receiver.
- Refers to anything that is communicated.
- Encoded or decoded info.

A

Message

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4
Q

Connects the sender to receiver
Means of accessing the message.

A

Channel

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5
Q

2 Basic Channels

A

Sound(Verbal)
Light(non-verbal)

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6
Q

responses of the receiver to the sender

A

Feedback

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7
Q

is what impedes the communication process.
Anything that interferes with communication.

A

Interference/Noise

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8
Q

Interrelated conditions in the communication process.
-setting in which communication occurs

A

Context

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9
Q

Contextual Factors

A

Physcial
Social
Historical
Psychological
Cultural

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10
Q

setting in which an event occurs, or a situation is experienced.
- where communication takes place

A

Physical Context

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11
Q

Relationships that affect how people behave.
-relationship among the participants

A

Social Context

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12
Q

-time period and historical events that shape and influence the communication of people.
-Is the background provided by the previous communication between the participants that influences understanding of the current encounter
- It’s essentially the details that surround an occurrence
- Basically, it’s all the details of the time and place in which a situation occurs, and those details are what enable us to interpret and
analyze works or events of the past, or even the future, rather than merely judge them by contemporary standards

A

Historical Context

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13
Q

-The mental and emotional state of individuals that affects their behavior and reactions.
-Moods and feelings
each person brings
to communication
- How the audience is
feeling will have an
impact on how the
speaker’s messages
will be received,
and how they
should be delivered

A

Psychological Context

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14
Q

Understanding among people based on their stand beliefs

A

Cultural Context

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15
Q

Communication Models

A
  1. Shannon and Weaver Communication Model
  2. SMCR
  3. Schramm Communication Model
  4. Transactional Model
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16
Q
  • The model was designed by Claude Shannon and Warren Weaver in 1949.
    -First major model of communication.
    -They also recognize that there could be interference or noise.
A

Shannon and Weaver Communication Model

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17
Q

Elements of Shannon and Weaver

A
  1. Information source - Producer of the message
  2. Transmitter - Encodes the message into signals
  3. Channel - Adapts signal for transmission.
  4. Destination - Where destination arrives.
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18
Q

-Designed by David Berlo in 1960.
-An expansion of the Shannon and Weaver model.
-Every element has governed factors.

A

SMCR (sender, message, channel, receiver)

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19
Q

SMCR (sender and receiver)

A
  1. Communication skills
  2. Attitude
  3. Knowledge
  4. Social System
  5. Culture
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20
Q

SMCR (message)

A
  1. Context
  2. Elements
  3. Treatment
  4. Structure
  5. Codes
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21
Q

Designed by Wilbur Schramm in 1954.
The message has an impact on the receiver, either desirable or undesirable.
Shows that communication is a social interaction.

A

Schramm Communication Model

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22
Q

Proposed by Barnlund in 1970.
Communicators simultaneously engage in the act of sending and receiving messages.
Both sender and receiver have their own personal filters (gender, age, culture, and value system).

A

Transactional Communication Model

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23
Q

-the process of sharing meaning in any context
-a systemic process in which people interact
with and through symbols to create and interpret meanings (Wood, 2003)
-is a process whereby people
share their “thoughts, ideas, and feelings with each other in commonly understandable ways”
(Hamilton, 2014)

A

Communication

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24
Q

the people communicating

A

PARTICIPANTS

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25
Q

anything that interferes with
communication

A

Noise

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26
Q

3 types of Noise

A

E- External
I - Internal
S- Semantic

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27
Q

sights, sounds and other stimuli in the
environment

A

External Noise

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28
Q

thoughts and feelings

A

Internal Noise

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29
Q

responses to messages

A

FEEDBACK

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30
Q

FORMS OF COMMUNICATION

A

Verbal
Non-Verbal

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30
Q

unintended meanings

A

Semantic Noise

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31
Q

-involves words

-oral communication
-written communication

A

Verbal

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32
Q

-includes body language (gestures,
facial expressions, eye contact,
posture)
-paralinguistics
-extralinguistics

A

Non-Verbal

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33
Q

Level of Formality

A

Formal Language
Informal Language

34
Q

academic, scientific, technical, business, legal, or official communication

A

Formal Language

35
Q

family member, a friend, an acquaintance or to someone with whom you have established personal relationship.

A

Informal Language

36
Q

Non-verbal (Paralanguage/Paralinguistics)

A

K -Kinesics
H -Haptics
P -Proxemics
C -Chromatics
C -Chronemics
O -Oculesics
G -Gustorics
O -Olfactics/Olfactorics

37
Q

LEVELS OF COMMUNICATION

A

I - Intrapersonal
I - Interpersonal
D - Dyad
S - Small Group
P - Public
M - Mass

38
Q

“A speaker who uses language that
degrades or injures human personalities by
exaggeration, pseudotruths, twisting of
words and name calling is clearly acting
unethically.”

A

(Berko 1995)

39
Q

Believing that your culture is the benchmark of all cultures
is called

A

Ethnocentric bias.

40
Q

Generally compares the communication
styles and patterns of people from very
different cultural/social structures, such as
nation-states.

A

Cross-cultural Communication

41
Q

Deals with how people from these
cultural/social structures speak to one
another and what difficulties and
differences they encounter, over and above
the language they speak. (Gudykunst &
Kim, 1984).

A

Intercultural
Communication

42
Q

Any group with shared
meaning is considered as

A

culture.

43
Q
  • The common mistake learners make to
    identify culture with just what they see.
  • Culture is more than what meets the eye
A

Edward T. Hall’s Cultural Iceberg Model

44
Q
  • It is a community or population sufficiently large enough to be self-sustaining.
  • The totality of that group’s thought, experiences, and patterns of behavior and its concepts, values and assumptions about life that guide
    behavior and how those evolve with contact with other cultures.
A

Jandt’s (2010)

45
Q

Hofstede (1994) classified four elements of culture:

A

S* Symbols
R* Rituals
V* Values
H* Heroes

46
Q

verbal and non-verbal language.

A

Symbols

47
Q

socially essential collective activities within a culture

A

Rituals

48
Q

feelings do not open for discussion within a culture about what is good or bad, beautiful or ugly, normal or abnormal, etc.

A

Values

49
Q

real or imaginary people who serve as behavior models within a culture

A

Heroes

50
Q

-The message itself is the meaning.
-They place high value on having well-structured argument or a well-delivered presentation.
-People try to separate their relationships
from the messages and to focus on the
details and logic.
-Detailed info must be given to provide
relevant context, and only info presented
this way counts as relevant to the message

A

Low Context

51
Q

Total environment or speech where interaction take place (Samovar & Porter, 2004).

A

Context

52
Q

-It views spoken words as much less important for people to
indicate relationships between the people communicating
-Everything has meaning, a person’s societal
status, attachments on a person’s religious
beliefs, connections, etc.
-In such societies, people give major priority
to relationships between family, friends,
and associates. (Padrino system may be
existing among them.)

A

High context societies

53
Q

-place greater emphasis on the whole group, stressing common concerns and acting for the common good.
-Emphasis is on your role in a system rather
than your unique qualities as individual.
* Interest of the group over individual’s.
* People are integrated into cohesive groups
that usually last a lifetime with
unquestioning loyalty.
* Other group’s opinions matter when setting
goals.
* Emphasis on relationships among people.
* Stress interdependent activities and
suppressing individual aims for the group’s
welfare.
* Has indirect styles of communication.

A

Collectivist culture

54
Q

-focus on the individual person and his/her personal
dreams, goals, achievements, and right to make choices
-Interest of the individual prevails over the
interest of the group.
* Ties between people are loose.
* People look after themselves and their
families.
* Goals are set with minimal consideration
given to groups outside a person’s family.
* Individualist is more socially distant.
* Has direct styles of communication.

A

Individualist cultures

55
Q

-view is focused on punctuality and time is considered a commodity.
-Time is gold (or money).
* As time is precious, being late is offensive, not
following through time tables is a sign of
unprofessionalism, etc.
* People usually do not multi-task as they find
multi-tasking inefficient use of time (focus is
divided.)
* Answering phone calls during a face to face
conversation is trait of these cultures, too.

A

Monochronic time

56
Q

-cultures tend to be
individualist, such as the United States. This is
based on four assumptions (Martin and
Nakayama, 2007):
* Conflict is a normal, useful process.
* All issues are subject to change through
negotiation.
* Direct confrontation and conciliation is
valued.
* Conflict is necessary renegotiation of an
implied contract – a redistribution of
opportunity, release of tensions, and
renewal of relationship.

A

Conflict-as-opportunity

57
Q

-view has a more relaxed attitude to time.
-They see time as an open-ended or rotation
of season.
- ‘Fashionably late’ may be a way not to
show huge enthusiasm in the event.
-People tend to multi-task.
- Adherence to time is considered as childish
impatience (Calero, 2005)

A

Polychronic time

58
Q

-cultures tend to be collectivist, such as many Asian cultures. This
is also based on four assumptions (Martin and
Nakayama, 2007):

  • Conflict is a destructive disturbance of peace.
  • The social system should not be adjusted to
    meet the needs of the members; rather,
    members should adapt to established values.
  • Confrontations are destructive and
    ineffective.
  • Disputants should be disciplined.
A

Conflict-as-destructive

59
Q

How to address conflict?

A

D- Dominating Styles
I- Integrating Styles
C- Compromising Styles
O- Obliging Styles
A- Avoiding Styles

60
Q

necessitate a great deal of open discussion about the conflict at hand to reach a solution that completely satisfies everyone involved. E.g. You and your friend differ on what pizza topping you would like, so you both openly discuss your positions and the options available until you reach a solution that fulfills both of your desire – perhaps getting half and
half.

A

Integrating Syles

60
Q

involve forcing one’s will on another to satisfy individual desires regardless of negative relational consequences. E.g. You and your friend decide to order a pizza, and as you
call in the order, your friend mentions desire for pepperoni. You would rather have sausage and
reply, “Too bad, I’m making the call and we are having sausage.”

A

Dominating Styles

61
Q

are often confused with the integrating styles because a solution is reached through following discussion of the conflict. However, making a compromise demands that
everyone must give something up to reach a solution, and as a result, people never feel fully
satisfied.

A

Compromising styles

62
Q

involve giving up one’s position to satisfy another’s. This style of conflict management emphasizes areas of agreement and deemphasizes areas of disagreement. On the pizza dilemma, you probably mention that the important thing is you both want pizza and then agree to order pepperoni instead of sausage.

A

Obliging styles

63
Q

is just that people avoid conflict entirely either by failing to acknowledge its existence or by withdrawing from a situation when it arises. So, on the pizza dilemma, your friend expresses a desire for pepperoni on that pizza and even though you really want sausage, you indicate that pepperoni is find and place the order.

A

Avoidance Style

64
Q
  • Those that strive for maximal distinction
    between what women and men are expected to do.
  • They place high values on traits like assertiveness, competition and material
    success.
A

Masculine cultures

65
Q
  • e.g. Children are expected to
    display respect for those of
    higher status.
  • The extent where power,
    prestige, and wealth are
    distributed within a culture.
  • Concentrated power in the
    hand of a few.
  • Authoritarian nations
A

High Power Distance Cultures

66
Q
  • Those that permit more overlapping of social
    roles for sexes.
  • They place high value on traits like quality
    of life first, interpersonal relationships, and
    concern for the weak.
A

Feminine Cultures

67
Q

the extent to which less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally.

A

Power Distance

68
Q

is the extent to which people in a culture feel threatened
by uncertain or unknown situations. Hofstede (1997) explains that this feeling is expressed through nervous stress and in need for predictability or for written or unwritten rules

A

Uncertainty avoidance

69
Q
  • Active, aggressive, emotional, compulsive,
    security seeking, and intolerant
  • Students from this culture also expect their
    teachers to be experts who have all the
    answer (as they dislike researching on their
    own)
  • In the workplace, there is an inner need to
    work hard, need for rules precision and
    punctuality.
A

High/strong uncertainty avoidance cultures:

70
Q
  • Focus heavily on getting the job done.
  • Make team more competent by having up-to-date trainings.
  • Members are concerned about individual
    success
A

Task Orientation

70
Q
  • Contemplative, less aggressive, unemotional,
    relaxed, accepting of personal risks and
    relatively tolerant.
  • Students in this culture accept teachers who
    admit to not knowing all the answer.
  • In the workplace, employees only work hard
    when need. There are no rules more than
    necessary and precision and punctuality
    have to be learned
A

Low/weak uncertainty avoidance:

71
Q
  • Concerned about the members and their
    smooth functioning as a team.
  • Focus on more collective concerns:
    cooperative problem solving, a friendly
    atmosphere, a good physical working
    condition, etc.
A

Social Orientation:

72
Q
  • Focus heavily on getting the job done.
  • Make team more competent by having upto-date trainings.
  • Members are concerned about individual
    success
A

Task Orientation:

72
Q

Two factors that distinguish spoken language from the written one

A

A- Actual situation or context
P- Purpose

73
Q

Characteristics of Spoken and Written Language

A

Presence of an Interlocutor
Absence of an Interlocutor

Form of DIALOGUE
Form of MONOLOGUE

Utilizes Human voice and Gestures
Words are more deliberate

Is SPONTANEOUS but MOMENTARY
Is able to LIVE FOREVER

Cannot be Detached
Can be Detached, corrected and improved

74
Q
  • SOCIAL FUNCTIONS (DEVELOP RELATIONSHIPS)
    -INFORMAL
A

INTERACTIONAL

75
Q

REFERRING TO OBJECT OR ABSTRACT CONCEPTS WITH PRIOR KNOWLEDGE

A

REFERENTIAL

76
Q

SPEAKER’S JUDGEMENT OR FEELINGS

A

EXPRESSIVE

77
Q

GETTING INFORMATION OR MAKING A DEAL (GIVE-AND-TAKE RELATIONSHIP

A

TRANSACTIONAL

78
Q
  • ENGAGING IN SMALL TALK (SOCIAL NOT FOR INQUIRY) ESTABLISHING MOOD OF SOCIABILITY RATHER THAN EXCHANGING INFORMATION
A

PHATIC

79
Q

VARIETIES OF SPOKEN LANGUAGE

A

I- Interactional
R- Referential
E- Expressive
T- Transactional
P- Phatic

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