CH. 1 Define the basic communication elements contained in the communication models (channel, sender, receiver, message, encode, decode, context, fields of experience, noise, and feedback)
>Channel: Medium a message is sent
>Sender: Person sending message
>Receiver: Person getting the message
>Message: What the senders want the receivers to get
>Encode: Putting ideas into spoken language
>Decode: Translating the spoken ideas
>Context: Setting
>Fields of Experience: Personal experiences
>Noise: Interference with effective transmission and reception of a message.
>Feedback: The receiver's verbal and nonverbal response to the message
CH. 1 Explain the two aspects of every message: Content and relationship.
>Content: What is actually being said or done
>Relationship: How the message defines or redefines the association between individuals
CH. 1 How do constructive versus destructive communication climates influence relationships?
>Constructive: Open and supportive
>Destructive: Closed off and Defensive
CH. 1 Define communication competence and describe the skills needed to be an effective and appropriate communicator.
>Communication Competence: Engaging in communication with others that is perceived to be both effective and appropriate
Skills Needed:
1. Progress towards the achievement of their goal
2. Know that even the best communicators make errors
3. Communication focuses on the "we" aspect instead of the "me
CH. 1 Explain the role of rules in communication contexts.
Rules create expectations for appropriate behavior. Some rules are explicitly stated, others are implied.
CH. 1 List the characteristics of an ethical communicator.
Respect, honesty, fairness, choice, and responsibility.
CH. 2 Explain the three elements of the perceptual process (selecting, organizing, and interpreting).
>Selecting: One must select a stimuli and focus on that one and block out all the others
>Organizing: Organize data you collect and create schemas
>Interpreting: Make sense of the stimuli or interpret the info collected and react to it
CH. 2 What is a perceptual schema (prototype, stereotype, and script)?
Mental framework that creating meaningful patterns from stimuli.
>Prototype: Best example of something
>Stereotype: Generalization about a group or category of people
>Script: A predictable sequence of events that indicates what we are expected to do in a given situation
CH. 2 Define self-concept and describe how it is formed (reflected appraisal, significant others, and society).
>Self-Concept: Knowing ourselves and how we are different from all other individuals.
>Reflected Appraisal:
>Significant Others:
>Society:
CH. 2 What are some of the influences on perception (gender, culture, past experiences, mood, and context)?
Gender, culture, past experiences, mood, and context.
CH. 2 What is self-disclosure?
Self-Disclosure: Process of purposefully revealing to others personal info about yourself that is significant and others would not know unless you told them
CH. 2 How do depth and breadth of self-disclosure influence the building of relationships?
>Depth: Refers to how personal you become
>Breadth: Range of subjects discussed between persons
CH. 2 What are the rules for constructively and appropriately self-disclosing and responding to self-disclosure?
1. Trust to avoid being hurt or damaged
2. Reciprocity that risk and trust is shared
3. Understand that some cultures are not as open as others
4. Make sure appropriate for the situation
5. Do incremental disclose to avoid an overload of information
CH. 2 Why is reciprocal sharing important?
You want to be comfortable and be able to have the same trust and risk as the person sharing
CH. 2 Explain what a self-serving bias is and how it influences our interactions (personal traits, situations)
Self serving bias: attribute our successful behavior to ourselves and assign external circumstances to our unsuccessful behavior
CH. 2 Explain how our perceptions of others can influence our communication with them (first impressions, primacy effect, negativity bias, attribution error, stereotyping, self-fulfilling prophecy)
>First Impression: Biased influence but accurate
>Primacy Effect: Tendency to be more influenced by initial info about a person than by the info gathered later
>Negativity Bias: Adds to the primacy effect which can distort your view of others
>Attribution Error: Tendency to overemphasize personal traits and under emphasize situations as causes of other peoples behavior
>Stereotyping: Using rapid judgement when instant decisions are required
>Self-fulfilling Prophecy: Acting on an wrong expectations that produces expected behavior and confirms the original impression.
CH. 2 Describe the three dimensions related to communicating "empathy.
1. Perspective Taking: see as others see
2. Emotional Understanding: Participate in the feelings of others
3. Concerns for others: you care what happens to them
CH. 3 Define what culture is.
Learned set of enduring values, beliefs, and practices
CH. 3 Explain how culture influences communication.
Different cultures have different set of values, beliefs, and practices all have the things that mean something different
CH. 1 What are the most common myths about communication?
1. Communication is a cure all
2. Communicating is just common sense
3. Communication quantity equals quality
CH. 1 Explain the differences between the three models of communication: linear, interactive, and transactional.
>Linear: One way
>Interactive: Back and Forth
>Transactional: Everyone is a sender and a reciever
CH. 3 Define ethnocentrism, cultural relativism, and multiculturalism.
>Ethnocentrism: Ones own culture is superior to others
>Cultural Relativism: Views cultures as different not deficient
>Multiculturalism: Social intellectual movement that promotes the value of diversity
CH. 3 Explain the major differences between low-context and high-context communication styles.
>Low-Context: Straightforward, explicit, direct, expression of point of view
>High Context: Indirect, forces you to sue context clues to figure out meaning in the message, situation setting
CH. 3 Explain the major differences between individualistic and collectivistic cultures.
>Individualistic: Emphasis on self, motivated by personal achievement
>Collectivistic Cultures: Focused on group, not "me" but "we", commitment to groups is vital
CH. 3 Explain the major differences between low-power distance and high power-distance cultures.
>Low-Power Distance: Horizontal, share power equally
>High Power Distance: Vertical, emphasize maintaining power differences, caste
CH. 3 Explain the major differences between feminine and masculine cultures.
>Feminine: exhibits stereotypical feminine traits such as affection, sensitivity, compassion
>Masculine: exhibit stereotypical masculine traits such as male dominance, competitiveness, and drive for achievement
CH. 3 How does culture influence nonverbal communication?
Emotions are expressed differently in different cultures
CH. 10 Define what a small group is.
Each individual in the group can recognize and interact with every other group memeber
CH. 10 What are the advantages and disadvantages of small groups?
>Advantages: More efficient, easier to schedule meetings, less complex, less non-participants
>Disadvantages: Few resources, less input
CH. 10 What is cohesion? How is it developed?
>Degree to which members identify with group and wish to remain in this group.
>Developed: Encouraging compatible membership when possible, developing shred goals that members find challenging and exciting to achieve, and accomplishing shared goals
CH. 10 What influence does cohesion have on task and social dimensions of small groups?
Without cohesion the work performed would be poor along with the relationship between group members
CH. 10 What are group norms?
Rules that indicate what group members have to do, should do, or may not do if they want to accomplish specific goals
CH. 10 What is the difference between formal and informal roles?
>Formal Roles: Assigned and Acknowledged
>Informal Roles: Identity function, not position
CH. 10 Explain the difference between the three types of informal group roles (maintenance, task, and disruptive).
>Maintenance Roles: Gain and maintain group cohesiveness
>Task Roles: Extract optimum productivity from group
>Disruptive Roles: Put needs of one group member before the rest of the group
CH. 10 What is leadership?
Leader-follower influence process with the goal of positive change through communication with group members
CH. 10 What are the different approaches to leadership (traits, styles, and situational)?
>Traits: highlight differences between people
>Styles: Directive, Participative, Laissez-Faire
>Situational: Operate within a context
CH. 10 Define the major leadership styles (directive or autocratic; participative or democratic; laissez-faire, and situational).
>Directive/Autocratic: Put emphasis on task dimensions
>Participative/Democratic: Emphasis on task and social dimension of group
>Laissez-Faire: sit on your bum approach
>Situational: Operate within a context
CH. 11 Explain the distinctions between a team and a group.
>Team: Small # of people with complimentary skills
>Group: Specific # of people, don't necessarily have complimentary skills
CH. 11 What is brainstorming? What is critical to its success?
>Brainstorming: Creative problem-solving process
>Critical to success: All people must hold their opinions until everyone has submitted their ideas
CH. 11 Explain the steps in the Standard Agenda.
1. Identify Goals
2. Analyze Problem
3. Establish Criteria
4. Generate Solutions
5. Evaluate Solutions and Final Decisions
6. Implement Decisions
CH. 11 Explain the differences between the major forms of decision-making (majority
rule, minority rule, and consensus).
>Majority Rule: Most amount of people want a result, fast, please most
>Minority Rule: Expert makes decision for the group, doesn't please as many people
>Consensus: State of mutual agreement
CH. 11 What are the advantages and disadvantages of the major forms of decision-making (majority rule, minority rule, and consensus)?
>Majority Rule:
A- Efficient --> Rapid Closure
D- Decide too quickly
>Minority Rule:
A- Consensus with qualification
D- Expert can ignore other group member
>Consensus
A- Full discussion of issues --> satisfaction
D- Time consuming/ difficult to achieve
CH. 11 What is groupthink? How might groupthink be avoided?
>Groupthink: Members stressing cohesiveness and agreement instead of skepticism and optimum decision making.
>Avoid:
1. Consult an impartial outsider with expertise in problem discussed
2. Reduce pressure on group members
3. Assign devils advocate role
4. Set up "second chance" meeting where members can consider preliminary decisions
CH. 12 What are the components of doing an audience analysis, and how is a speech adapted based on those components (demographics, values, beliefs, & attitudes)?
>Demographics: characteristics of age, gender, culture, and ethnicity and group affiliation
>Values: most deeply felt view of what is right
>Beliefs: What a person thinks is true or probable
>Attitude: Learned predisposition to respond favorably or unfavorably toward some attitude object
CH. 12 How are the preparation and presentation of a speech influenced by audience analysis?
1. Adhere to the audience
2. Audience decide what topics capture their attention
3. Make sure topic interests audience
4. Capture audience attention while presenting
CH. 12 Define the general purpose, specific purpose, and central idea in public speaking.
>General Purpose: Overall goal of your speech
>Specific Purpose: Statement is concise, precise, clear language that encompasses general purpose and idea of speech
>Central Idea: Identifies the main concept, point, issue, and conclusion that you want the audience to understand, believe, or feel.
CH. 12 What should be considered when choosing a topic (speaker, subject, occasion, and audience)?
>Speaker: enjoy research and delivering speech
>Subject: should be interesting
>Audience: topic should be appropriate and effective
>Occasion: should relatable so it intrigues crowd
CH. 12 How does one avoid plagiarism?
>Not copying and pasting other work and stealing speeches
>Always have supporting material
CH. 12 What are the main types of supporting materials used in speeches?
Examples, statistics, and testimonies of authorities
CH. 12 What are the criteria for evaluating supporting material?
1. Credibility
2. Relevance
3. Sufficiency
CH. 12 What are the components of a competent presentation body?
1. Full sentences
2. Main points equally discussed
3. Sub points to further explain main points with examples
CH. 12 Identify the organizational pattern used in speeches (topical, spatial, causal, chronological, problem-solution, and Monroe's Motivated Sequence).
>Topical Patterns: Types and classifications
>Spatial Patters: Info based on location, visualization, in order to explain position
>Casual Patters: Cause-effect
>Chronological: sequence of events
>Problem-Solution: explore nature of problem and give solution
>Monroe's Motivated Sequence:
1. Attention
2. Need
3. Satisfaction
4. Visualization
5. Action
CH. 13 What are some guidelines for managing speech anxiety?
1. Be prepared
2. Gain perspective
3. Create positive visualization
4. Use relaxation techniques
CH. 13 What are the critical elements of a competent speech introduction?
1. Gaining attention from audience
2. Preview of the main points
3. Making a clear purpose statement
4. Establishing the significance of the topic
CH. 13 How does a speaker create credibility and identification in an introduction?
1. Creating a purpose with reason
2. Supporting information throughout body of the speech
CH. 13 What are the critical elements of a competent speech conclusion?
1. Summarizing main points
2. Referring to the intro
3. Making a memorable finish
CH. 13 How does the oral style of communication differ from a written style?
Simpler sentences, highly interactive, less formal written style
CH. 13 What impact do various delivery considerations have on an audience (eye contact, vocal variety, verbal fluency, poise, dynamism)?
>Eye Contact: Get audience engaged visually and no fear
>Vocal Variety: allows audiences's mood to be influenced by the tone
>Verbal Fluency: Using vocal filters that may distract audience by repeated use
>Poise: May make the audience uncomfortable if board or moving excessively
>Dynamism: Speech performance is too bizarre then may be couterproductive
CH. 13 Explain the differences between the major delivery styles (manuscript, memorized, extemporaneous, and impromptu).
>Manuscript: Distinct sound and rhythm, extensive practice
>Memorized: Difficult, lots of energy, memorization
>Extemporaneous: Delivered from a prepared outline or notes
>Impromptu: Speaking without preparation
CH. 14 What distinguishes informative speaking from persuasive speaking?
>Informative speeches: teach the audience something
>Persuasive speeches: Convince your audience to change their viewpoint and behavior
CH. 14 What are signposts and transitions, and how are they used in constructing a presentation?
>Signposts: points in speech that let audience know something is about to be said
>Transition: what connect different points together
>Used to organize and feel smoother and make it easier for the audience to follow ad stay intrigued.
CH. 14 Describe the characteristics of an appropriate or effective oral citation.
>Appropriate Citation: used correctly and states the origin of that point
>Effective Oral Citation: clear to people where you got the information from and it gets through to audience with ease
CH. 14 What are the types of visual aids that can be used during a speech?
Objects, Models, Graphs, Maps, Photos, Drawings, Poster, Video, Handouts, PowerPoints.....
CH. 14 What are guidelines for the competent usage of visual aids?
>Keeps aids simple, neat, attractive, accurate, and visible
>Keep aids close to you, out of sight when not in use
>Practice with aids
>Anticipate problems
CH. 4 Explain the four elements common to all languages (structure, productivity, displacement, and self-reflexiveness).
Structure: form or shape characterized by an interrelationship among its parts
Productivity: capacity of language to transform a small number of phonemes into whatever words, phrases, and sentences that you require to communicate your abundance of thoughts and feelings
Displacement: ability to use langaue to talk about objects events, ideas, that don't just exsist in the here now and may only be in our minds
Self-Reflexiveness: ability to use language to talk about language
CH. 4 Explain the abstracting process (sense experience, description, inference, and judgment).
Sense Experience: Physical world
Description: Verbal reports that sketch what we perceive from our senses
Inference: Conclusions bout the unknown based on the known
Judgement: Subjective evaluation of objects, events, or ideas
CH. 4 Explain the two versions of the Sapir-Whorf hypothesis and their relationship to culture.
Linguistic Determinism: Claims we are prisoners of our native language, unable to think certain thoughts or perceived in certain ways because of the grammatical structure ad lexicon of our language
Linguistics Relativity: Claims that grammar and lexicon of our native language powerfully influences but does not imprison our thinking and perception
CH. 4 Explain how connotative meaning differs from denotative meaning.
Connotative Meaning: personal meaning
Denotative Meaning: shared meaning
CH. 4 What is the difference between a fact and an inference?
Fact: something that actually exists and can be verified
Inferences: guesses, conclusion about unknown
CH. 4 How might the use of slang, jargon, and euphemisms influence the understanding of a communication message?
Slang: informal words used by group with common interest
Jargon: verbal shorthand
Euphemisms: polite expression used in place of words or phrases that otherwise might be considered harsh or unpleasant to hear
CH. 5 Explain how nonverbal channels of communication differ from verbal channels.
Nonverbal: multi channeled
Verbal: single channel
CH. 5 Explain how nonverbal communication functions in relationship with verbal communication (repetition, substitution, regulation, contradiction, accentuation).
Repetition: same message, different channel
Substitution: no words needed
Regulation: signals for verbal interaction
Contradiction: mixed message
Accentuation: intensify verbal communication
CH. 5 Explain the major types of nonverbal communication (kinesics, paralanguage, territoriality, proxemics, and haptics).
Kinesics: body language and gestures
Paralanguage: the vocal cues and way we talk indicate more meaning behind words
Territoriality: how we define our space
Proxemics: use of space
Haptics: use of touch
CH. 6 Define listening by its basic elements (comprehending, retaining, and responding).
Comprehending: how we understand what is being said
Retaining: keeping the info in our brains and retaining it for later
Responding: how we respond to verbal and nonverbal messages
CH. 6 Define the three types of listening (informational, critical and empathic).
Informational: comprehend message of speaker before critically evaluating it
Critical: comprehending and evaluating messages
Empathic: taking the perspective of another person to listen for what that person wants/needs to make it more personal
CH. 6 Explain the problems that can interfere with competent informational listening (conversational narcissism, competitive interrupting, glazing over, pseudo-listening, and ambushing).
Conversational Narcissism: listeners to turn ordinary conversations about themselves without showing interest in others
Competitive Interrupting: dominating the floor when others begin to speak
Glazing Over: when listener daydreams or attention wanders
Pseudo-Listening: pretend to be listening
Ambushing: listen for weakness and ignore strength of speaker's message
CH. 6 Explain the problems that can interfere with competent critical listening (skepticism, true belief, and cynicism).
Skepticism: process of listening to claims, drawing conclusion based on probabilities
True Belief: willingness to accept claims without solid reasoning or evidence
Cynicism: fault finding, ridiculing
CH. 6 Describe the listening response styles associated with empathic listening and non-empathic listening.
Empathic Listening: take another's perspective probing, supporting, understanding
Non-Empathic Listening: evaluating, advising, content only
CH. 7 Define power
The ability to influence the attainment of goals sought by you or others
CH. 7 Explain the difference between assertiveness and aggressiveness
Assertiveness: ability to communicate the full range of your thoughts and emotions with confidence and skill
Aggression: any physical or verbal communication that is intended to inflict harm
CH. 7 What are the major power resources (expertise, legitimate authority, reward,
punishment, personal qualities)?
Expertise: requisite skills and knowledge of topic and be considered trustworthy
Legitimate Authority: perceived to have the right to direct others behavior because of his or her position
Reward: induce rewarding behavior
Punishment: coercive and reinforces dominance
Personal Qualities: exhibit personal quilities we find attractive
CH. 7 How is power indicated in communication (verbally and nonverbally)?
Who is giving directions vs who is following them
Talkativeness
Clothing
Body Language/Eye Contact
CH. 15 Define persuasion.
Communication process of converting, modifying, or maintaining the attitudes, beliefs, and behaviors of others
CH. 15 What are the primary dimensions of credibility (competence, trustworthiness, dynamism, and composure)?
Competence: refers to the audience's perception of the speaker's knowledge and experience of the topic
Trustworthiness: how truthful or honest we think the speaker is
Dynamism: enthusiasm and energy given off by the speaker
Composure: well being of speaker (emotional state, confidence, and control)
CH. 15 Identify and discuss how the three Aristotelian modes of proof (ethos, logos, and pathos) are used in persuasive speeches.
Ethos: credibility- judgement made by audience
Logos: logic and evidence - focus on persuasion
Pathos: emotional appeals - powerful motivators
CH. 15 Identify and discuss how propositions of fact, value, and policy are used in persuasive speeches.
Proposition of Fact: states the truth
Proposition of Value: asks for judgement that determine worth of an object or practice
Proposition of Policy: calls for change of how problems are being handled