Communication 201 Quiz 2

Ch. 5-7; Library Assignment

Scholarly Sources

Sources written by researchers or experts that contribute to a scholarly conversation

Examples of Scholarly Sources

…

First page of a scholarly article

1. Publication Information

2. Author Information

3. Research Overview

4. Contact Information

Empirical research

Gathering data and observable information rather than simply relying on theories or ideas. It is the process of asking questions and testing hypotheses to generate new knowledge through gathering evidence

Empirical Research Process

1. Define the purpose of the research

2. Identify supporting theories and relevant literature

3. Create hypothesis and measurement

4. Choose methodology and research design, and collect data

5. Analyze data and results

6. Determine conclusions and report findings

Parts of a scholarly article

1. Abstract

2. Literature review

3. Methods

4. Results

5. Discussion

6. Conclusion

7. References

tl;dr

Work smart, not harder, and use the library when you’re looking for scholarly articles

Deciding if you have the right scholarly article

Look at:

• Title

• Date

• Abstract

• Headings

How to read a scholarly article

1. Read the abstract

2. Skim the introduction and literature review

3. Read the Methods (focus on data collection procedure and research participants)

4. Skim over the discussion

5. Skim over the conclusion

Ethnocentric bias

Believing your culture is the benchmark for all others and your culture is right and normal and all other ways of acting are variations of the only really good way to act (yours)

Creating Culture

Culture is created symbolically through communication with others, not something you automatically belong to by way of birth or other association

Culture is not necessarily geographical

Relationships are fundamental to the creation and maintenance of culture

Cross-Cultural Communicatin

Communication within and among nations or physical regions. Compares the communication styles and patterns of people from very different cultural/social structures, such as nation-states

Intercultural communication

Deals with how people from cultural/social structures speak to one another and what difficulties or differences they encounter, over and above the different languages they speak. Studies what happens when cultures meet.

Limitations of studying culture

• Multiple cultures exist in one national or regional group

• Multiple social communities coexist in a single culture and communicate amongst themselves in specific ways, enacting membership in that community or cultural group

Benefits of studying culture

• There are some very broad differences between cultural groups that have been observed and should be taken into account

Cross cultural Characteristics

• Context

• Collectivism

• Time

• Conflict

Context

Involves the emphasis placed on the environment, the situation, or relationships when communicating

High-context Culture

Cultures leave much unsaid, like the implicit power of one person over the other. The assumption is that others will understand what is meant based on influences as circumstances and the social status of those communication.

Place a great dela of emphasis on the total environment or context where speech and interaction take place.

Low Context Culture

More straightforward when communication. The message is everything and it is more important to have a well-structured argument than to draw on an existing relationship with the person listening. Verbal communication is more direct.

Collectivist Cultures

Stress group benefit and the overriding value of working together; stress common concerns and the value of acting not merely for oneself but for the common good; your value is based on your place in a system

Individualist Cultures

Focusing on an individual’s personal dreams, goals, and achievements, and right to make choices or to have individual rights or to be eccentric. Individual desires and freedoms are emphasized, and your value is measured according to your personal accomplishments. Personal achievement is lauded and reinforced through conversations with others

Time

Includes monochronic cultures and polychronic cultures

Monochronic Culture

View time as a valuable commodity and punctuality as very important, so it comes up in everyday talk. They also think in terms of monochronic time, where people do one thing at a time or carry out connected tasks only because it helps them work toward particular goals, with tasks in sequence and communication fitting into a particular order

Polychronic cultures

Have a relaxed attitude toward time, see it as the ever-rolling cycle of the seasons (polychronic time), where independent and unconnected tasks can be done simultaneously and also where many people may carry out multiple conversations with different people at the same time.

Conflict

Real or perceived incompatibilities of processes, understandings, and viewpoints between people

Conflict as opportunity

Based on four assumptions. In this view, conflict is a normal and useful process. Conflict can lead to the enhancement of personal and relational life because its resolution is useful in clearing the air or getting problems out of the way eventually. All issues are subject to change.

Conflict as destructive

Based on four assumptions. Views conflict as unnecessary, detrimental, and to avoided. Individual desires are not necessarily more important than groups needs and established norms. Members consider confrontations futile and harmful to relationships and to the group as a whole.

Managing conflict

5 style of conflict mangement:

1. Dominating

2. Integrating

3. Compromising

4. Obliging

5. Avoiding

Dominating

Forcing one’s will on another person to satisfy individual desires regardless of relational consequences

Integrating

Necessitate a great deal of open discussion about the conflict at hand to reach a solution that completely satisfies everyone involved

Compromising

Solution is reached following discussion of conflict, a compromise demands everyone must give something up to reach the solution, and the people never feel satisfied

Obliging

Involve giving up one’s position to satisfy another’s. Generally emphasizes areas of agreement and de-emphasizes areas of disagreement

Avoiding

People avoiding the conflict entirely either by failing to acknowledge its existence or by withdrawing from a situation when it arises

Coded system of meaning

It is a set of beliefs, a heritage, and a way of being that is transacted in communication. Culture is a meaning system and any group with a system of shared meaning is a culture

Co-cultures

Smaller groups of culture within a larger cultural mass

Speech communities

Cultures defining membership in terms of speaking patterns and styles that reinforce beliefs and values of the group. Cultural groups are set apart based on their unique communication styles

Speech (communication) codes

A culture’s verbalizations of meaning and symbols, tend to have built into them certain ways of understandings the world that guide the particular talk patterns people use in conversation with another

Listening

Communication activity in which people engage most frequently. Spend nearly 12 hours a day in listening-related activities.

Listening Objectives

1. Relational Development and Enhancement

2. Gaining and Comprehending Information

3. Critical Listening

4. Enjoyment and Appreciation

5. Therapeutic Listening

Hearing

The passive physiological act of receiving sound; takes place when sound waves hit your eardrum.

Listening Process

The active process of receiving, attending to, interpreting, and responding to symbolic activity

1. Receiving the sound waves

2. Attending to stimuli occurs when you perceive and focus on stimuli (concentration)

3. Interpreting, assigning meaning to sounds

4. Responding, reaction to the communication of another person

5. Reflecting, paraphrasing, summarizing what another person said in your own words to convey meaning of the message

Engaged listening

Active listening; connecting with the source of a message that results from working together to create hared meaning and understanding; involves wanting to understand, recognize the transactional nature of communication, and feeling excited, enlightened, attached, and concerned

Relational listening

recognizing, understanding, and addressing the interconnection of relationships and communication

Respect

Awknoledges other people exactly as they are, with no judgements or evaluation, just acceptance of their ways of being in the world

Empathy

Involves getting in contact with anothers world, understanding others’ perspectives and feelings

Genuineness

Being oneself as openly and honestly as possible; creates trust and a belief in honesty of the interaction and encourages a like response from the other personas well as making the interactions based on a positive assessment of each other’s motivation without suspicion or an expectation of deceit

Unconditional positive regard

Involves regarding the other as a separate person of intrinsic worth and value, a human being

Critical thinking

Judging or assessing what you hear, involves the accuracy, legitimacy, and value of messages an evidence produced to support claims

Plausibility of the message

evaluating the message to the extent to which it seems legitimate

Elements of critical listening

1. Plausibility of the message

2. Evaluation of the source

3. Evaluation of Arguments

4. Evaluation of consistency

5. Evaluation of evidence

Verifiability

Indicates the material being provided can be confirmed by other sources or means

People oriented listeners

focus on the emotions of others and they are highly attuned to how people are feeling

Action-oriented listeners

focus their attention primarily on the task at hand and is best suited when needing to accomplish a job or when productivity is especially vital

Content-oriented listeners

focus on the details of the message and is best suited when learning when critically evaluating messages

Time-oriented listeners

Focus attention on time management

Environmental distractions

Result from the physical location where listening takes place and competing sources

Medium distractions

result from limitations or problems inherent in certain media and technology, like mobile phones or internet connections

Source distractions

result from auditory and visual characteristics of the message source

Factual diversion

frequent problem that students experience when taking notes while listening to a lecture in class; occurs when so much emphasis is placed on attending to every detail of a message that the main point becomes lost

Semantic diversion

takes place when people are distracted by words or phrases used in a message through negative response of unfamiliarity

Content (representational) listening

Occurs when people focus on the content level of meaning, or literal meaning, rather than the social or relational level of meaning

Selective listening

Occurs when people focus on the points of a message that correspond with their views and interests and pay less attention to those that do not

Egocenric listening

People focus more on their message and self-presentation than on the message of the other person involved in an interaction

Wandering thoughts

when you daydream or think about other than the message being presented

Experiential superiority

takes place when people fail to listen to someone else fully because they believe that they possess more or superior knowledge and experience than the other person

Message complexity

Becomes an obstacle to listening when you find a message so complex or confusing you stop llistening

Past experience with the source

Obstacle when listening when previous encounters with the message source lead people to ignore the message

Social relationships

Relationships in which the participants are interchangeable and communicate using socially understood norms and roles

Personal relationships

Those in which the participants are irreplaceable and communicate in close, unique ways

Provisions of relationships

deep and important psychological and supportive benefits that relationships provide

Key: Talk about oneself, opportunity to help others, provide physical support, reassurance of worth and value

Benefit of relationships

Belonging and a sense of reliable alliance; sense of stability and feelings of comfort

Attachment styles

1. Secure attachment (characterized by positive views or the self and positive views of other people, the person never feels threatened by interacting with anybody else)

2. Preoccupied attachment style (characterized by a positive view of others’ judgments but a negative view of one’s own assessment)

3. Dismissive attachment style (characterized by a negative view of others but a positive view of self)

4. Fearful attachment style (involves lacking confidence not only in oneself but also in the opinion of others about oneself)

Relationships Filtering Model

Suggests people pay attention to different cues in sequence as they get to know one another.

1. Physical appearance

2. Behavior/nonverbal communication

3. Roles

4. Attitudes/personality

Conative element

intrinsic motivation to persist with the relationship overtime

Affective element

a psychological element that is represented through an increasing tendency to experience life in dyadic terms (with the partner and the relationship becoming closely tired up with our expectations for enjoyment)

Congnitive element

Represents a change in the horizon for the future, now assumes the endurance of the relationship and considers present activities in terms of their effects on longer-term outcomes

Social Exchange Theory

Social interactions between people in a dyad are steered by the evaluation of rewards and costs

Relational continuity constructional units (RCCUs)

Communication seres to compose and transform relationships and maintain them when people are apart. A relationship continues to exist even when the partners are physically distant

1. Prospective

2. Introspective

3. Retrospective units

Prospective units

provide recognition that a specific interaction is about to end but the relationship continues

Introspective units

direct indications of a relationship’s existence during the physical absence of one partner

Retrospective units

recognize the end of an absence and the reestablishment of the relationship through actual interaction

Relational dialectics

The study of contradictions in relationships, includes how they a re played and how they are managed

Contradiction

involves the interplay between two things that are connected at the same time as they are in opposition

Symptoms of Decline in personal relationshihps

1. Deterioration in communication

2. Destructive conflict

3. Changes in evaluation standards

4. Major transgressions

5. Inequity

6. Personal Reflection

Process of relationship ends

1. Intrapsychic (person reflects on the strengths and weaknesses of a relationship and considers whether the relationship should be ended)

2. Dyadic (entails confronting the partner and openly discussing a problem with the relationship)

3. Social (telling other people in one’s social network about the relationship problem)

4. Grave dressing (creating the story of why a relationship died and erecting a metaphorical tombstone that summarizes its main points from birth to death)

5. Resurrection (people prepare themselves for new relationships after ending an old one)