PURCOM EXAM (copy)

communication

• the process of generating meaning by sending and receiving verbal and nonverbal symbols and signs that are influenced by multiple contexts.

University of Minnesota (Minnesota Libraries)

Who says?

• communication as the process of generating meaning by sending and receiving verbal and nonverbal symbols and signs that are influenced by multiple contexts.

Symbols

Language (Verbal communication), Printed materials.

Signs

Things we do with our bodies (Non-verbal communication).

A: How people use messages to generate meanings

Q: According to the National Communication Association (NCA), what does the discipline of communication primarily study in relation to messages and meaning?

A: All forms, modes, media, and consequences of communication

Q: What does the discipline of communication study according to the NCA, beyond just message use and meaning generation?

Spoken Language

Words used in conversations, classroom discussions.

Written Language

Words in emails, essays, letters, poems.

• Spoken Language:

• Written Language:

types of Verbal Communication

• Body Language/Haptics

• Gestures/Kinesics

• Facial Expressions

• Eye Gaze/Eye Contact

• Paralinguistics/Paralanguage

• Postures

• Artifacts

• Environmental Cues

types of Nonverbal Communication

Body Language/Haptics

•  Physical touch, movements, postures.

Gestures/Kinesics:

• Body motions conveying meaning.

Facial Expressions

• Visual cues for emotions or reactions.

Eye Gaze/Eye Contact

• Eye movement indicating attention or emotion.

Paralinguistics/Paralanguage

• Tone, pitch, intonation, and fillers (e.g., "um," "huh").

Postures

• Body positioning reflecting attitudes or emotions.

Artifacts

• Clothing, hairstyle, accessories, and objects used in communication.

Environmental Cues

Space and surroundings influencing communication.

Context

• The reason or setting for communication, encompassing physical, social, chronological, cultural, and psychological aspects. It serves as a prerequisite for effective communication.

Example: Classroom __ for learning.

Environment

• : Includes the physical environment (e.g., classroom where communication occurs) and psychological environment (e.g., attention or distractions affecting message interpretation).

Sender/Transmitter/Encoder

• The individual or entity creating and sending the message.

Receiver/Decoder

• The recipient interpreting the message, with roles that may switch.

Channel/Medium

• The bridge between sender and receiver for message transmission (e.g., telephone, radio, TV, social media, newspapers).

  • Note: Direct speech in class is not a channel; tools like projectors are aids, not channels.

Message

• The concepts, information, ideas, or knowledge imparted to the receiver.

Feedback

• The receiver’s response sent back to the sender, a type of message that completes the communication process.

• Context

• Environment

• Sender/Transmitter/Encoder

• Receiver/Decoder

• Channel/Medium

• Message

• Feedback

Main Components of Communication

• Effect

• Noise

Secondary Components of Communication

Effect

• The impact or outcome on the receiver (e.g., behavior change).

Noise

•  Factors disrupting communication (e.g., static, hissing, distractions).

Interactivity

• Sender and receiver roles alternate in interactive or transactional models.

• verbal and nonverbal

• Misconception: Communication is not just talking; it encompasses all ___ forms.

Psychological Environment

• nfluences message interpretation (e.g., distracted students may miss information).

Multi-Disciplinary Nature of communication

Spans Development Communication, Mass Communication, Broadcast Communication, Communication Arts, Theater, Speech, and more.

Context

 (why communication occurs)

environment

(how the message is interpreted);

Channels

transmit over distance (e.g., phone, newspaper)

aids

• (e.g., projectors) support but do not transmit.

Linear Model

• One-way process with no feedback; message stops at the receiver.

Interactive Model

• Two-way process that includes feedback.

Transactional Model

Two-way, ever-changing, and ever-evolving progress

• Linear Model

• Interactive Model

• Transactional Model

Communication Models Categories

Aristotle Model of Communication

• Components: Speaker → Speech → Occasion → Audience → Effect.

• Context: Public speaking in ancient Greece, considered the "godfather" of the public speaking era.

• Example: Political campaign speech; valedictorian address.

• Secondary Component: Effect (intended outcome on behavior).

Flaw:

No feedback, limited to public speaking.

Flaw of Aristotle Model of Communication

Aristotle Model of Communication

Lasswell’s Communication Model

• Components: Communicator → Message → Medium → Receiver → Effect.

• Improvement: Introduces medium, reflecting the newspaper era (Who → Says What → In What Channel → To Whom → With What Effect).

• Example: News article informs readers.

• Flaw: Assumes no noise.

• Assumes no noise.

Flaw of Lasswell’s Communication Model

Lasswell’s Communication Model

Shannon-Weaver’s Model of Communication

• Components: Information Source (sender) → Transmitter (channel) → Signal → Receiver (channel) → Destination (receiver).

• Noise Source: Disrupts signal (e.g., static, hissing).

• Example: Telephone conversation with static.

• Flaw: Technical focus, less emphasis on human interaction.

• Technical focus, less emphasis on human interaction.

Flaw of Shannon-Weaver’s Model of Communication

Shannon-Weaver’s Model of Communication

Berlo’s SMCR Model of Communication

• Components: Source (encodes: skills, attitudes, knowledge, social system, culture) → Message (content, elements, treatment, structure, code) → Channel (hearing, seeing, touching, smelling, tasting) → Receiver (decodes: matching skills, attitudes, etc.).

• Example: Food tasting conveys cultural knowledge.

• Key Note: Cultural context affects understanding (e.g., local expressions).

• Flaw: Assumes shared cultural context.

• Flaw: Assumes shared cultural context.

• Flaw of Berlo’s SMCR Model of Communication

Berlo’s SMCR Model of Communication

• Aristotle’s Model:

• Lasswell’s Model:

• Shannon and Weaver’s Model:

• Berlo’s SMCR Model:

Linear Models

• Osgood and Schramm’s Model

• Components: Encoder ↔ Message ↔ Decoder (circular flow between Participant 1: Encoder/Interpreter/Decoder and Participant 2: Decoder/Interpreter/Encoder).

• Roles: Simultaneously encoders, decoders, interpreters in a dynamic, two-way exchange.

Example: Classroom Q&A with reciprocal feedback

Osgood and Schramm’s Model

Westley and MacLean’s Model

• (Interactive, Not Quizzed):

  • Introduces: Culture/history, sensory experiences, gatekeeper, misinterpretation as noise.

  • Example: Teasing (“walang bet”) varies by relationship.

  • Context: Development Communication/Communication Research.

• (Interactive, Not Quizzed):

  • Introduces: Culture/history, sensory experiences, gatekeeper, misinterpretation as noise.

  • Example: Teasing (“walang bet”) varies by relationship.

  • Context: Development Communication/Communication Research.

• Dance’s Helical Model

• Dance’s Helical Model (Transactional):

• Key: Ever-changing and ever-evolving process, represented by a helix (infinity symbol, ∞).

• Process: Evolves with experience (e.g., infant crying → college thesis).

• Example: Record conversations, review in 2028.

• Note: Continuous spiral incorporating all components.

• Osgood and Schramm’s Model

• Westley and MacLean’s Model (Interactive, Not Quizzed):

• Dance’s Helical Model (Transactional):

Interactive/Transactional Models

Linear

• One-way, no feedback.

Interactive

• Two-way with feedback.

Transactional

• Evolving with feedback.

Secondary Components

•  Effect and noise enhance linear models.

Channels

• Physical (e.g., newspaper) or sensory (e.g., taste).

Cultural Context and Feedback

• Critical for effective communication.

• Intrapersonal:

• Interpersonal:

• Small Group:

• Public Communication:

• Organizational Communication:

• Mass Communication

Levels of Communication

Intrapersonal

• Communication with oneself (internal dialogue).

Interpersonal

Two people interacting (e.g., friend chats).

Small Group

• 3–12 people communicating for a common purpose (e.g., group discussions).

Public Communication

• A speaker addressing a populace (13+ with a common trait, e.g., psychology students).

  • Example: Instructor addressing a class.

Organizational Communication

• Hierarchical interaction within a large group (e.g., business, religion, government).

  • Example: CEO communicating to workers.

Mass Communication

One source sending messages to a populace via media (e.g., TV news like 24 Oras).

 The functions of communication

why people communicate and what they aim to achieve in interactions. Beyond exchanging words or gestures, communication serves to influence, connect, inspire, express, and inform. The CIMES acronym organizes these purposes into five key goals.

• Control:

• Information Dissemination

• Motivation:

• Emotional Expression:

• Social Interaction

Functions of Communication (CIMES)

• Clarity:

• Timeliness:

• Effectiveness:

• Comprehensiveness:

• Attention and Style:

• Coherence:

Principles of Communication

Clarity

• Ensure the audience understands the message, eliminating confusion with proper language and emphasis.

Example: Rephrase, avoid jargon.

Timeliness

• Ensure the message is relevant, delivered with urgency and impact at the proper time.

  • Example: Timely LRP topics (e.g., current issues).

Effectiveness

•  Involves a clear purpose, determined by what is said, how it is delivered, and when it is sent or published.

  • Example: LRP data aligns with objectives.

Comprehensiveness

• Ensure the message is adequate and complete, without delay or confusion.

  • Example: Finish ideas in conversations.

Attention and Style

• Involves engaging delivery through grammar, pronunciation, and accent.

  • Example: Clear LRP paragraphs, varied tone.

Coherence

• Ensure the message is logical, well-planned, and self-reinforcing.

  • Example: Structured LRP with connected arguments.

Misconception

Culture and communication are unrelated.

Reality

• Culture is integral to communication.

Communication

is the ability to share ideas, feelings, and knowledge, forming the basis for human interaction.

Culture

•  is learned, shared, and preserved through communication.

  • Example: Filipino practices like using "po" and "opo" are taught by elders, preserving traditions via communication.

inseparable

Relationship: Communication and culture are __; communication preserves and transfers culture across generations.

Cultural Diversity

• Definition: Recognizes every individual's unique and positive contribution to society, regardless of cultural background, gender, social status, or education.

Multiculturalism

Cultural Diversity =

1. Recognizes and respects diverse groups in an organization or society.

2. Acknowledges and values their sociocultural differences.

3. Encourages continued contributions within an inclusive cultural context.

4. Empowers all members to contribute to the organization or society.

• Cultural Diversity = Multiculturalism (Rosado, 2011):

  • A system of beliefs and behaviors that:

1. Recognize the abundant diversity of cultures.

2. Respect differences.

3. Acknowledge the validity of different cultural expressions and contributions.

4. Value what other cultures offer.

5. Encourage contributions from diverse groups.

6. Empower individuals to achieve their potential while being critical of personal biases.

7. Celebrate (not just tolerate) differences to foster unity through diversity.

3. Seven Actions for Cultural Diversity (Rosado, 2011)

Tolerating

• Passive acceptance (e.g., being "okay" with the LGBTQIA+ community's presence).

Celebrating

• Active advocacy (e.g., supporting equal rights like gay marriage or adoption for the LGBTQIA+ community).

Linguistic Diversity

• Definition: Recognizes differences in languages and communication styles, encouraging flexible perspectives, practices, and solutions.

• Importance: Supports multiple valid ways to communicate based on cultural context.

• Biblical Perspective (Tower of Babel)

• Humanity spoke one language until divine intervention created multiple languages to halt the Tower of Babel's construction, leading to global dispersion.

• Explains language diversity from a religious perspective, suggesting a single origin.

Migration and Isolation

• Early human tribes split and migrated, developing distinct dialects and languages due to isolation, differing environments, diets, and interactions.

Language Families

Linguists trace languages to common ancestors (proto-languages)

• Syntax and Basic Vocabulary

• Sound Changes

Language Families: Linguists trace languages to common ancestors (proto-languages) using:

Syntax and Basic Vocabulary

• : Reliable indicators (e.g., pronouns, numbers, kinship terms) less likely to be borrowed.