Knapp et. al Ch. 4 Flashcards
Knapp et. al Ch. 4: the classroom
- students and teachers who dislike their learning environments will try to avoid or change it
- in gen, amount of student participation decreases as the number of students in the class increases
- content of student participation in large classes is more likely to be devoted to questions of clarification or requests to repeat ideas
- participation was most frequent among those students within range of instructor’s eye gaze. Follow up study found zone of participation in CENTER of classroom
- moderate participators increased participation but low participators remained low when you deliberately seat them in zone of participation
Knapp et. al Ch. 4: is classroom seating random?
No, certain types of people gravitate toward seats that are close to the instructor and/or within his/her expected pattern of gaze
Knapp et. al Ch. 4: Perceptions of Warmth
- environments that make us feel psychologically warm encourage us to linger, relax, and feel more comfortable
- could be a combo of colors of drapes or walls, paneling, carpet, softness of chairs, soundproofing, etc.
- fast food chains try to have enough warmth to get people to come but enough coldness to encourage rapid turnover
Knapp et. al Ch. 4: Perceptions of Privacy
- enclosed environments suggest more privacy
- with greater privacy, probably find close speaking distances and more personal messages designed and adapted for the specific other person rather than people in general
Knapp et. al Ch. 4: Perceptions of Familiarity
- when we meet someone new or encounter unfamiliar environment, we are deliberate and cautious
- laden with rituals and norms we are unsure of
- go slowly
- Have you been here before? What is it like? Who comes here?
Knapp et. al Ch. 4: Perceptions of Constraint
- perception of whether, and how easily, we can leave it if we want
- some students feel confined in own homes during christmas break
- has to do with space available to us and privacy
Knapp et. al Ch. 4: Perceptions of Distance
- how close or far away we must conduct our communication with each other.
- could be physical distance or psychological distance
Knapp et. al Ch. 4: Perceptions of Formality
- reactions may be based on objects present, people present, functions performed, or any number of other variables
- individual offices may be more formal than lounge in the same office
- we expect to see less formal behavior and dress in informal settings and more formal behavior and dress in formal settings
- trouble can arise when they expectations are not met
- “flip-flop flap”= expectations were violated, leading to negative reactions on the part of some viewers. Several lacross members wore flip flops when taking a picture with the president
Knapp et. al Ch. 4: Mehrabian said emotional reactions can be accounted for in terms of what? (3 things)
- how aroused the environment makes us feel
- how pleasurable we feel
- how dominant we feel
Knapp et. al Ch. 4: what is Arousal?
-how active, stimulated, frenzied, or alert we are
Knapp et. al Ch. 4: What is pleasure?
feelings of joy, satisfaction, and happiness
Knapp et. al Ch. 4: what is dominance?
feelings of being in control, important, and free to act in a variety of ways
Perceptions of time: flashbulb memory
9/11, what you were doing before, during, and after. In your mind still
Each environment has 3 major components
- natural environment- geography, location, atmospheric conditions
- presence or absence of other people
- architectural design and movable objects
do seasons change things?
yes, page 100
