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Family Studies 238 > Communication > Flashcards

Communication Flashcards

1
Q

role of technology

A
  • Transmits info
  • Manages info
  • Assists with home activities
  • Helps elderly, less mobile, disabled individuals (ie. Sympathy robot)
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2
Q

issues with technology

A
  • Stranger contact
  • Cyberbullying
  • Loss of privacy
  • Image you feel you must project on Facebook
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3
Q

cyberbullying

A
  • Someone spreading rumours about you online
  • Someone posting an embarrassing picture of you online without your permission
  • Someone sending you a threatening or aggressive email/text
  • Someone forwarding a private picture or conversation without permission
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4
Q

benefits to families and couples

A
  • Families felt closer today than when parents were children thanks to modern technology
  • Opportunity for parent-child shared time even when apart
  • Romantic couples use it to express affection when not physically together
  • Adolescents: a review found positive interactions with peers they knew and associated with in real life and online
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5
Q

developing friendships in cyberspace (benefits and costs)

A
  • You can be more open with people online -> learn more about them -> connect with people like yourself
  • You get to know someone inside without being judged on appearance
  • Age, race, etc. Don’t matter -> allows kids and adults to interact
  • Might lose sense of personal conversation
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6
Q

developing relationships in cyberspace

A
  • Just another way of making friendships
  • Invest as much effort in maintaining relationships here as in other social spaces
  • Are formed here in similar ways to in wider society
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7
Q

how does type of communication influence romantic relationships?

A
  • Facebook: increased jealousy

- Internet and phone: no difference

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8
Q

why do youth prefer texting to face-to-face communication?

A
  • Can talk to multiple people at once
  • Leave large gaps in conversation
  • Conceal truth
  • Can clarify any misunderstanding quickly
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9
Q

what method of communication do young couples (in their 20’s-30’s) use most? What did they use it for?

A
  • used cell phone most, then text messaging, then email
  • Used least frequently: social networking site, instant messaging, blogs, webcams
  • Reasons for using media: mostly for expressing affection, some for discussing serious issues, and a few for apologizing
  • Things they did not use social media for: confrontational topics, topics that would hurt partner
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10
Q

who uses media most (age and relationship status)? Who uses media for what?

A
  • Younger used all media sources more than older
  • Married used all sources more than dating couples
  • Those more satisfied with their relationship reported using media to express affection
  • Those who ere less satisfied used media to begin a confrontational subject
  • Key finding: text messaging had the strongest association with individuals’ positive and negative communication within their relationships
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11
Q

instant messaging: what do positive messages include that negative ones don’t?

A
  • Respond more quickly
  • Use more punctuation
  • Agree with partner
  • Use more words
  • Use fewer affective terms
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12
Q

people who are away from their families include…

A
  • International students
  • Commuter families
  • Within a country
  • Across country boundaries
  • Travel for work
  • Military
  • Arctic & Space Stations
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13
Q

university students’ communication with family (most to least used)

A
  • Phone (Frequent phone conversations = more satisfying, supportive parental relationships)
  • Face-to-face
  • Email
  • Social networking sites (the students who used these the most reported loneliness and parent-child conflict)
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14
Q

comparison of communication with family: military vs. astronaut

A
  • Military
    • Wanted to hear their voices
    • Email best for showing intimacy and love
    • Liked care packages
  • Astronaut
    • Wanted to see face and hear voice
    • Like care packages with earth products
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15
Q

family communication (what does it do? what is normal communication like?)

A
  • Promotes cohesion, adaptability, and functionality
  • Normal compared to highly conflicted family:
    • More harmonious
    • More task oriented
    • More satisfying
    • Take less time to decide common activities
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16
Q

destructive conflict

A

Verbal attacks on a person’s sense of self

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17
Q

constructive conflict

A
  • Focus on issue, not the other person’s deficits
  • Constructive conflict resolution:
    • Approach issue by determining each party’s hopes, values, beliefs, assumptions
    • Determine commonalities and build from there
    • Compromise and negotiate
    • Remove ego
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18
Q

Tannen’s points about communication in small groups

A
  • Parents should listen more to their teenage children and criticize them less
  • Couples should talk about assumptions and bring hidden messages out in open
  • Learn art of apology
  • Win-win situations = ideal
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19
Q

husbands are more satisfied than wives based on…

A
  • Shared emotions/beliefs
  • Perception of how partner gives/received information
  • Perception of adequacy of communicating with each other
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20
Q

ways to satisfy marital communication

A
  • Agree essential points
  • Feel understood
  • Pleasant meal conversation
  • No silent treatment
  • Avoid saying irritating things
  • Discuss interests/work
  • Communicate affection and regard
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21
Q

who is likely to discuss money matters?

A
  • If both members of a couple are knowledgeable about finances, creates even discussion
  • Younger people more open to discussing
  • Educated
  • Larger households
  • High monthly debts
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22
Q

couples who communicate about money are more likely to…

A
  • use recommended financial practices

- Have greater quality of life (indirect effect through money management practices)

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23
Q

gender differences in communication

A
  • Men talk more than women in public, but women say more words in a day than men
  • Women think marriage is working if they talk about it, men are the opposite
  • Women result men offering solutions, men think women don’t take action
  • Women seek advice, men solve problems and move on
  • Girls say “we, let’s” (cooperation); boys order (Leader)
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24
Q

listening problems

A
  • View topic as uninteresting and turn off speaker
  • Look at speaker’s features more than the message
  • Not agreeing with or liking the sender’s message
  • Pretending to listen when really thinking of other things
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25
Q

dialogue vs. monologue

A
  • dialogue: 2-way communication, genuine interaction, express concern for other people and their views to be supportive or empathetic
  • monologue: opposite of a dialogue -> 1 person speaks and the other listens
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26
Q

communication

A
  • the process of transmitting a message from sender to receiver
  • Communication is only effective when the receiver interprets the sender’s message in the same way the speaker intended it (no interference)
  • made up of channel + setting + noise
  • step 6 (feedback) in Goldsmith’s management model
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27
Q

interference

A

anything that distorts or disrupts messages

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28
Q

effective communication is

A
  • Clear
  • Concise
  • Consistent
  • Creative
  • Sensitive to audience
  • Persuasive (explains rather than demands)
  • Open to differing opinions
29
Q

pace

A

speed with which you speak or communicate (quick pace = happiness, excitement; slow pace = boredom, talking down to someone)

30
Q

channel vs. setting vs. noise

A
  • Channel: the method by which communication travels from sender to receiver (direct or indirect, social or expert)
  • Setting: the physical surroundings where messages are communicated, can influence communication (ex. Quiet settings allow people to concentrate on each other, communication must be appropriate for the setting - ie. office vs. home)
  • Noise: unwanted sound that interferes or distracts; barrier to communication; prevents message from being heard correctly (internal and external)
31
Q

direct vs. indirect channel

A
  • direct channel: face to face (less miscommunication)

- indirect channel: radio, tv, magazines, signs

32
Q

internal vs. external noise

A
  • Internal noise: occurs in the sender and receiver’s minds - thinking about something else during the conversation (Ex. daydreaming, thinking about your weekend instead of focusing on lecture)
  • External noise: comes from the environment, and can include more than just sounds (Ex. airplane overhead, hot blinding sun, wind, etc.)
33
Q

sending vs. receiving

A
  • Sending: saying what one means to say, with agreement between verbal and nonverbal messages
  • Receiving: listening to the verbal messages and observing the nonverbal messages
34
Q

source vs. destination

A
  • Source: the sender/communicator

- Destination: receiver/audience

35
Q

4 communication functions used by senders and receivers

A
  • Encoding: putting thoughts, ideas, or information into symbolic form
  • Decoding: receiver assigning meaning to the symbols
  • Responses: individual reactions that follow a message
  • Feedback: total response pattern between sender and receiver
36
Q

ways parents can communicate better with their kids

A
  • Talking about problems and how they were overcome (not just talking about successes)
  • Finding good guys and bad guys in stories
  • Picking situations that kids and parents care about
  • Including details about human nature
37
Q

ways listeners can communicate interest

A
  • Learn forward (not back)
  • Nod occasionally to show comprehension
  • Smile
  • Look at speaker and maintain eye contact
  • Make comments like “I see”, “go on”, oh, “mmm”
  • Taking notes/recording responses (if appropriate)
38
Q

types of listening

A
  • Critical listening
  • Reflective/empathetic listening
  • Informational listening
  • Pleasurable listening
39
Q

critical listening

A

listener evaluates and challenges what is heard (ie. Listening to a political debate – is the message accurate and reliable?)

40
Q

reflective/empathetic listening

A

listening for speaker’s feelings; listening for details of the story, paraphrasing speaker’s comments etc.

41
Q

empathy

A

ability to recognize and identify another’s feelings by putting yourself in someone else’s place

42
Q

informational listening

A

listening to acquire knowledge or instruction (ie. Listening to a college lecture… this also involves critical listening too)

43
Q

pleasurable listening

A

provides enjoyment, relaxation, or amusement (ie. Listening to music, watching TV, listening to child say first word)

44
Q

message

A

total communication that is sent, listened to, and received

45
Q

ostrich effect

A

burying one’s head in the sand; not wanting to know the content of an unwanted message or communication

46
Q

I-messages vs. you-messages

A
  • I-message: statements or facts about how an individual feels or thinks (ex. “I feel stupid when you shout at me”)
  • You-message: statements that often ascribe blame or judge others (ex. “You need to stop yelling at me”) -> Often lead to arguments because of their accusatory tone
47
Q

message construction vs. message content

A
  • Message construction: appropriate placement of info in a message to have maximum impact
  • Message content: strategies or information that may be used to communicate an idea or policy to receivers; best way to get message across
48
Q

symbols

A
  • things that suggest something else through association

- Visible symbols, abstract symbol, verbal symbols, words, nonverbal symbols

49
Q

visible symbols

A

can be seen (ie. Engagement ring)

50
Q

abstract symbols

A

ideas (ie. My apartment is “awesome” -> awesome symbolizes something different for everyone)

51
Q

verbal symbols

A

words

52
Q

non-verbal symbols

A
  • anything other than words
  • ex. Train whistles, sirens, tone and volume of voice, eye contact, demeanor, personal appearance, gestures, facial expressions, posture, and yawns, time, silence, and smell (make up around 90% of communication)
53
Q

social vs. advocate/expert channels

A
  • Social channels: include friends, neighbours, and family members
    • Most likely to involve face-to-face contact due to proximity
  • Advocate/expert channels: include experts in a field, salespeople, etc.
    • More likely to contact people through letters, speeches, or less direct forms of communication
54
Q

conflict

A
  • state of disagreement or disharmony
  • Poor communication can create conflict between sender and receiver, and this conflict tends to be amplified in families
55
Q

conflict resolution (and what affects it)

A
  • negotiations to remedy the conflict
  • Affected by:
    • Goals (long and short-term)
    • Emotional state (ex. Angry, sorry)
    • Cognitive assessment of situation (ex. Who is the cause of the conflict?)
    • Personality and communication (ex. Shy, extroverted, aggressive)
    • Family history (repeating patterns your family modeled)
56
Q

common forms of ineffective communication

A
  • Ordering someone to do something
  • Threatening
  • Moralizing (making someone feel guilty)
  • Providing solutions in a condescending way
  • Lecturing
  • Criticizing
  • Ridiculing
  • Analyzing
  • Interrogating
  • Withdrawing
57
Q

interpersonal conflict

A
  • actions by one person that interfere in some way with the actions of another
  • destructive vs. constructive
58
Q

social exchange theory

A

individuals seek to develop relationships that will maximize their benefits or profits and minimize the cost of defecits

59
Q

culture and communication

A
  • Culture affects communication
  • Both verbal and non-verbal forms of communication may be different cross-culturally
  • ex. Correct social space
60
Q

3 purposes of communication in small groups

A
  • Cement relationships
  • Complete tasks and problem-solve
  • Aid personal growth
61
Q

3 steps in group discussion

A
  • Step 1: brainstorming (group members suggest and examine ideas)
  • Step 2: move towards solutions and develop a plan
  • Step 3: evaluate plan
62
Q

factors affecting group cohesion

A
  • Size of group (smaller group = better cohesion)
  • Goal-achievement orientation
  • Status and resources of group
  • Degree members depend on group for need satisfaction
  • Demands or pressures group faces
63
Q

social networks vs. social networking sites

A
  • social networks: communication connections among individuals and groups
  • social network sites: LinkedIn, Facebook, etc -> web-based services that allow people to construct a profile, create lists of users they share a connection with, view their list and the list of others
64
Q

passively vs. actively acquired info

A
  • Passively acquired: consumer doesn’t seek out information (ie. Billboards, loudspeakers at stores)
  • Actively acquired: consumer looks for it or engages in it (ie. Social networking, reading advertisements in magazines or signs at stores)
65
Q

low involvement

A

not thinking much about it; this is the typical way consumers react to info like store displays and advertisements

66
Q

habitual decision-making

A

choices are made out of habit without any additional information search

67
Q

information overload vs. information anxiety

A
  • Information overload: individuals are exposed to so much information in a short time that they can’t process it
  • Information anxiety: gap between what individuals think they understand and what they actually understand; offshoot of info overload – people feel like they have to know everything about everything
68
Q

cocooning

A

desire to remain at home as a place of coziness, control, peace, insulation, and protection; facilitated by technology

Family Studies 238 (15 decks)

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