Communication Flashcards
(28 cards)
Communication
is a process that allows organisms to exchange information through verbal and non verbal means (transmit a idea/gesture/action)
Chomsky (biological)
- formulated LAD
- Children don’t need others to talk to them rather all linguistic knowledge is innate and inbuilt
- proposed the Universal Grammar
LAD and 2 assumptions
- assumes all language share similarities for sentence construction.
- -> a black language box in the brain which worked by receiving (input) the native language around a child and generate sentences in that language
- 1) we have black box hard wired for language
- 2) grammar is innate
Universal Grammar
- innate/biological grammatical categories ie noun and verbs that causes entire language development in children
- universal rules that could distinguish grammatical sentences from ungrammatical
- people genetically predisposed to UG so learn language naturally
Chomsky Strengths and Criticism
Criticism:
- paid little attention to social environment
LAD doesn’t specify where or what it is
- if all predisposed to learn language why do we learn different ones
- no account for differences in languages
Strengths:
- accounts for why we all learn language
Bruner (learnt)
- parents guide and support children emerging language through interaction via referencing/scatter-folding
- proposed the LASS (support system) which needs LAD vice versa
- involves participation in shared activities where words and meaning develop in routines/activities regularly undertaken
Scatter-folding
- allows parents to raise expectations about language development
- provides support for language development by focussing children on important features of language (repetition/stress/speed/rhyme –> children books)
Referencing
- how people manage and direct each others attention by linguistic means e.g joint attention, gesture, repetition
LASS
- idea that caregivers support their child’s linguistic development in social interaction by interacting an encouraging their child to respond
- Good interaction = learn to take active roles in social situations
- Bad interaction= (deprivation) experience limited interaction early on have subsequent learning difficulties
Communication Styles
- examine cultural and social aspects of language
- learning to speak depends on culture, socio-ecominc background and gender
- accents, vocabulary, grammar and types of ideas expressed
- forms identity
Bernstein
- interested in relationship between language style and social class
- children in working class families had language deficit due to only using inferior restricted code as curriculum relies on successful use of elaborative
- middle class children better at switching between codes in right context
- theorised the form of language used by working class (restricted code) in contrast to middle class students (elaborated code) in part explained by their comparative performances at school
Restricted Code
- convo relied on preserving traditional roles
- short simple sentences/ few descriptive words “and but”
- meaning only makes sense with context
- no abstract ideas
- syntax used looser
- references implicit
“If you’re going to town, get Rupert a new April from you-know-where” (Restricted)
Elaborated Code
- develop ideas in relation to personal experience
- complex/ precise sentences with logical connectives ie if/unless
- meaning clear from sentence alone
- abstract ideas and future possibilities
- syntax more formal
- references explicit
Opposition Bernstein
Labov and Malcolm
Labov
- language styles are just as complex and rule goverened so should be considered different not deficit
- BEV is legitimate dialect rather than substandard version of English and you need to speak in black society in order to succeed (talk language thats spoken in particular place)
Malcolm
Study of discourse norms in speakers of Aboriginal English in Perth area found more than 20 distinct wats of talking about personal experience many of which specific to Aboriginal culture
Persuasive Communication
- involves trying to change the beliefs, feelings and behaviour of another
- 3 elements; audience/nature/source
Yale Hoveland
- formulated the Elaborative Likelihood Model
- believed persuasion involved
gaining attention
source of the message
nature of the communication
characteristics of the audience
Message
- order of arguments
- one vs two sided arguments
- type of appeal
- explicit vs implicit conclusion
Process: attention Outcome: opinion change
Source
- expertise
- trustworthiness
- status
- likability
Process: comprehension Outcome: perception change
Audience
- persuadability
- intelligence
- self esteem
- personality
Process: acceptance Outcome: affect/action change
Message Evidence
1) We are more easily persuaded if we think the message is not deliberately intended to persuade us (Walster & Festinger 1962)
2) Persuasion can be increased by messages that arouse dear in audience (Leventhal, Singer and Jones 1965)
Source/Communicator Evidence
1) Experts more persuasive than non experts, same arguments are more persuasive when delivered by someone who presumably know all the facts (Hovland and Weiss 1952)
2) Popular and attractive communicators are more effective than unpopular or unattractive ones (Kiesler & Kiesler, 1969).
Audience Evidence
1) People with low self-esteem are persuaded more easily than people with high self-esteem (Janis, 1954).
2) People are sometimes more susceptible to persuasion when they are distracted than when playing full attention, at least when the message is simple (Allyn & Festinger, 1961)
