Communication WACE

Question 1

Persuasive communication

Answer 1

Trying to change the beliefs, feelings and behaviour of another person(s)

Question 2

Hovland-Yale Model: 3 Steps to Persuasive Communication

Answer 2

The amount of attention paid to the communication
The extent to which the communication is comprehended
The amount of acceptance of the message being communicated
The amount of retention or memory for the communication

Question 3

Changed produced by persuasive communication

Answer 3

Opinion
Behaviour
Knowledge
Perception
Emotion

Question 4

Key compenents to persuasive communication

Answer 4

The characteristics of the source (who)
The content of the message itself (what)
The characteristics of the receiver (to whom)

Question 5

Communicator or source characteristics

Answer 5

-Experts are more persuasive
-Effectiveness depends on their trustworthiness, likeability, status and race
-Attractive sources e.g., celebrity endorsement
-Rapid speaking = more persuasive
-Poor linguistic style decreases persuasiveness

Question 6

Features of the message

Answer 6

-Repeated exposure to a person/object increasies familiarity and liking; makes it appear more true
-High fear messages are less effective at changing attitudes than low or moderate fear messages
-When persuasion is tough it’s effective to present both sides of the issue; when the audience is less intelligent or disposed toward the argument presented, a one sided argument is effective

Question 7

The audience/to whom

Answer 7

-Low and high levels of self-esteem people are less easily persuaded than those with moderate levels
-More susceptive in early adulthood and later life, less susceptible in middle adulthood

Question 8

Elaboration Likelihood Model

Answer 8

Suggest two different routes to persuasive communication depending on whether the audience is likely to focus on the message itself or other factors
Two routes: Central and peripheral routes

Question 9

Central route

Answer 9

Audience factors: High motivation and ability to think about message
Processing factors: Deep processing, focused on the quality of argumennts
Persuasion outcome: Lasting attitude change that resists fading or counterattacks

Question 10

Peripheral route

Answer 10

Audience factors: Low motivation and ability to think about the message
Processing factors: Superficial processing focused on seconday, peripheral factors such as attractiveness of the communicator
Persuasion outcome: Temporary attitude change that is susceptible to fading counterattacks

Question 11

Assertive communication

Answer 11

In assertive communication you express your beliefs, feelings, opinions and thoughts in an open respectful manner that does not violate the rights of others. Assertive communicatiors use actions and words to express their boundaries in a calm, confident manner.

Question 12

Aggressive communication

Answer 12

In aggressive communication you do not hold any respect for others, it disregards anyone else’s needs, feelings, opinons and ideas and sometimes this can compromise the safety of others as well. Aggressive communicators are identified by their demanding, manipulative, angry and self-promoting behaviour. The body language of an aggressive person might be fist clenching, crossed arms, scrowls, or staring at someone.

Question 13

Passive communication

Answer 13

Passive communicators are often silent since they often lack respect for themselves, while not giving any importance to their own needs, feelings, opinions, and wants. Passive communicators put their own needs after everyone elses, allowing for others to decide how things will turn out. Often they have body language that might include covering the mouth, looking down, avoiding eye contact and crossed arms

Question 14

Impact of social background - Restricted & elaborated code

Answer 14

-Berstein considered that working class people’s conversation relied on preserving traditional roles and ways of interacting; they used restricted code
-By contrast, people from middle classes wanted to develop ideas in relation to their personal experiences, so in addition to using restricted code they also used elaborated code in their interactions

Question 15

Restricted code

Answer 15

-Short and simple sentences are used, with much info conveyed non-verbally
-Much of the meaning only makes sense if the context is known
-Few descriptive words are used
-Abstract ideas are rarely expressed

Question 16

Elaborated code

Answer 16

-Complex, precise sentences are used
-The meaning is clear from the sentence alone
-More use is made of descriptive words
-Abstract ideas, future possibilities, etc. are expressed easily and often

Question 17

Black children in urban ghettos who use AAVE…

Answer 17

-Receive excellent verbal stimulation and particupate fully in verbal culture
-Possess the same capacity for conceptual learning, and use the same logic as anyone else who learns to speak/understand English

Question 18

Women (rapport talk)

Answer 18

-Use to talk to establish and maintain emotional connections
-Focus on personal and small talk ‘chat’
-Use talk to build relationships and maintain intimacy
-Tend to talk over and above one another, overlapping and simultaneous talk

Question 19

Men (report talk)

Answer 19

-Get more air time and exchange information with little emotional connection
-Are more public with their talk
-Use language to negotiate status and to avoid failure
-Talk in turn

Question 20

Nativist theory

Answer 20

Language is something that developed naturally as everyone learned how to speak their own native language

Question 21

Language Acquisition Device (LAD), Chomsky

Answer 21

-Assumes all languages share similarities for sentence construction
-These principles are universal and are the assumptions children bring to the task of learning language

Question 22

Scaffolding

Answer 22

-For learning to take place, appropriate social interactinoal frameworks must be provided; the caregiver should always be one step ahead of the child

Question 23

Features of a Language Acquisition Support System (LASS)

Answer 23

1. Adults highlight features of the world that are already salient to the child and which have simple grammatical form
2. The adult helps the child by encouraging words (or sounds) and gestures that can be regarded as communication
3. In play that is ritualised (such as peek-a-boo), events can be created by language and then later recreated by language

Question 24

Reference

Answer 24

How people manage and direct each other’s attention by linguistic means
-Includes joint attention & book reading

Question 25

Joint attention

Answer 25

The shared focus of two individuals on an object; it is seen in development when one individual, often the mother, alerts the child to an object by means of eye-gazing, pointing or verbal means.

Question 26

Book reading

Answer 26

A context within which children learn about books, the meanings associated with words, and the use of language