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Public Communication > exam 1 > Flashcards

exam 1 Flashcards

1
Q

Communication

A

the process through which people use messages to generate meanings within and across contexts, cultures, channels, and media

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2
Q

Public Communication

A

the process of preparing and delivering a message to an audience to achieve a specific purpose

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3
Q

Source (the public communication process)

A

the person who creates the message and chooses one or more channels for sending it

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4
Q

Encoding (the public communication process)

A

the process of using cognitive skills to create a message ready for transmission to recievers

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5
Q

Message (the public communication process)

A

the content / information shared with others

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6
Q

Channel (the public communication process)

A

the means through which the message is shared

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7
Q

Receiver (the public communication process)

A

the individual for whom the message is intended

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8
Q

Decoding (the public communication process)

A

the process of using cognitive skills to interpret the message

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9
Q

Frame of Reference (the public communication process)

A

an individuals set of experiences, values, goals, attitudes, and moods

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10
Q

Feedback (the public communication process)

A

the receivers response to the message

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11
Q

Noise (the public communication process)

A

distraction/interference that affects how the message is received

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12
Q

Public communication model (different from general model) (4)

A
  1. feedback is one way
  2. source’s communication is intentional
  3. Messages are produced and performed
  4. messages tend to be researched
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13
Q

Purposes of Public Communication (3)

A
  1. to inform
  2. to persuade
  3. to entertain
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14
Q

disconnect between senders intentions and receivers comprehension

A
  • senders create a message using their experience and knowledge
  • receivers interpret that message using their own experience and knowledge
  • the sender and the receiver do not share the same experiences or knowledge
  • in public comm the receivers typically cannot interrupt for clarification
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15
Q

linear model

A
  • comm is one way (start point and end point)

- components: message, channel, sender, receiver, noise

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16
Q

interactive model

A
  • combo of two linear models: sender -> receiver and receiver -> sender
  • some components of linear Plus feedback and frames of reference
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17
Q

transactional model

A
  • communication is “built” (mutual influence)

- each person is both sender and receiver

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18
Q

trait

A

how we are unique and different from other people

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19
Q

trait personality

A

enduring, habitual, consistent across time and situations

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20
Q

state personality

A

transient, varies depending on time and situation

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21
Q

communication apprehension

A

fear or anxiety associated with real or anticipated communication with another person

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22
Q

Causes of communication apprehension

A

Genetics (Nature)

Environment (Nurture)

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23
Q

Trait based communication apprehension

A
  • experiencing CA across most contexts, with most audiences, across time
  • enduring but not impossible to change
  • more than 30% of americans consider themselves CA
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24
Q

Context based communication apprehension

A

experiencing CA towards a single communication context regardless of the audience present. ex. public speaking, group discussions, meetings

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25
Q

situation based communication apprehension

A

experiencing CA in a given context, with a given receiver, at a given time

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26
Q

Audience based communication apprehension

A

experiencing CA towards a specific person or group regardless of the context in which it occurs

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27
Q

Internal Effects of communication apprehension

A

psychological - discomfort characterized by feeling a lack of control over the situation

physiological - rapid heart rate, increased perspiration, dry mouth, shakiness

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28
Q

Behavioral Effects of communication apprehension

A
  • avoidance

- withdrawal (shortening speech, low volume, not a lot of eye contact, fidgety movement)

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29
Q

ways to control communication apprehension (3)

A
  1. cognitive therapies (process of learning to identify and dispute irrational thoughts)
  2. systematic desensitization (training in relaxation techniques)
  3. skills training ( train in public comm)
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30
Q

constructive aggression

A
  • produces satisfaction

- improves relationships

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31
Q

Destructive aggression

A
  • produces dissatisfaction

- causes physical harm

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32
Q

Symbolic aggression

A
  • verbal or nonverbal

- causes psychological harm

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33
Q

Physical aggression

A
  • involves physical contact

- causes physical harm

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34
Q

Assertiveness (Aggressive Communication Traits)

A
  • constructive and symbolic
  • tendency to be interpersonally dominant and forceful
  • constructive aggressive comm
  • related to comm competance
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35
Q

Argumentativeness (Aggressive Communication Traits)

A
  • constructive and symbolic
  • motivation to attack another persons argument or position on an issue
  • constructive agressive comm
36
Q

Verbal Aggression (Aggressive Communication Traits)

A
  • motivation to attack another persons feelings or self concept instead of their position on a topic
  • destructive aggressive comm
  • may be caused by argument skill deficiency
  • destructive and symbolic but can lead to physical
37
Q

benefits in creating messages

A
  • increased curiosity
  • increased learning
  • reduced egocentric thinking
  • see things from other perspectives
  • increased creativity
38
Q

benefits in delivery of messages

A
  • seen as more dynamic, expert, interested in the situation, skillful at arguing
  • less likely to become verbally aggressive
  • seen as more communicatively competent
39
Q

presentational communication traits

A

the way one verbally / proverbally communicates to indicate how the context of a message should be interpreted

40
Q

9 styles of communication

A
  • dominant
  • dramatic
  • contentious
  • animated
  • impression leaving
  • relaxed
  • attentive
  • open
  • friendly
41
Q

hearing

A
  • physiological process

- occurs when sound waves are received by the ear and brain

42
Q

listening

A
  • mental process
  • involves paying close attention to messages and making sense of them
  • we listen with the intent to respond
43
Q

the importance of listening

A
  • most people are poor listeners
  • we remember 10 - 25% of original messages after 24 hours
  • listening can increase relationship satisfaction, make you more successful at work, and help improve your speaking skills
44
Q

factors involved in listening (6)

A
  • situational distractions (noise)
  • source distraction (talking to someone attractive, boring teacher)
  • medium distractions (bad cell reception, can be easily distracted)
  • focusing on the message (you dont agree with their stance so you dont listen to what they are saying, dont understand what they are saying)
  • Bias (about issue and/or speaker)(you dont like someone so you dont listen to them)
  • listening anxiety/aprehension (talking to your boss, “we need to talk”)
45
Q

factors that influence listening

A
  • we listen because we want to
  • Intelligence (people less intelligent wont know what youre talking about)
  • Anxiety/stress
  • negative attitude
  • culture, gender roles, attitudes, interests
  • content, poor speaker, disorganization
  • mediation, presence, visuals, noise
46
Q

thought speech differential

A

we listen and understand faster than we can speak so we have some time where we think we can do other things like check our phones

47
Q

listener apprehension

A
  • experienced when a listening situation is perceived as threatening or difficult
  • interfears with ability to process messages
48
Q

exercises to maintain attention through anxiety

A
  1. muscle relaxation (tighten a single muscle, then relax it. repeat for every muscle group in the body)
  2. imagery and fantasy (recall a positive experience or image)
  3. mental rehersals (imagine yourself acting on various responses to your stressful situations)
  4. deep breathing (focusing on breathing clears your mind and helps you focus)
49
Q

scopic listner

A

someone who is inquisitive, curious, and enters conversations with predetermined notions of what will be useful/important

50
Q

HURIER Model

A 
Hearing
Understanding
Remembering
Interpreting
Evaluating
Responding
51
Q

perception checking (types of questions)

A

confirm that your perception of your partners message is correct (tobagin)

52
Q

Closed questions (types of questions)

A

prompt, short, direct, specific responses (yes/no)

53
Q

Open questions (types of questions)

A

prompts multiple answers (how do you feel about…?)

54
Q

Leading questions (types of questions)

A

letting your partner know how you feel about the subject which can bias their response

55
Q

Probes (types of questions)

A

encourage your partner to elaborate (why? , how was it?)

56
Q

Immediate memory

A
  • filtering device
  • separates stimuli
  • info can be discarded or sent to short term memory
57
Q

Short term memory (STM)

A
  • between intermediate and long term memory
  • info retained for less than 30 seconds
  • increases interpersonal competance
58
Q

improve long term memory

A
  • repetition
  • chunking (breaking into smaller parts)
  • patterns (alphabetical or chronological
59
Q

Long term memory

A
  • data bank
  • warehouse of experiences
  • large storage capacity
  • input and retrieval are relatively slow
60
Q

How to improve long term memory (5)

A
  • association (making connections)
  • categorization (logical organization)
  • Mediation (making connections where there are none)
  • Imagery (using vivid images to represent ideas)
  • mnemonics (combine mediation and visuals)
61
Q

key stressors that relate to memory (4)

A
  • time
  • encounter (anticipated negativity)
  • situation (unexpected memory recall)
  • anticipatory (expected memory recall)
62
Q

critical thinking

A

the process of purposeful self regulatory judgement.
Purpose - form a well reasoned and fair minded judgment regarding what to believe/do
NOT about bashing peoples beliefs or about using argumentation to defend beliefs we know are untrue

63
Q

encoding

A

creating the message

64
Q

decoding

A

decrypting the message

65
Q

Interpretation (cognitive skills of critical thinking)

A

comprehend the meaning/ significance of a variety of experiences, situations, events, etc.
ask questions: what does that mean? what is the best way to categorize this?

66
Q

Analysis (cognitive skills of critical thinking)

A

identify the intended and actual relationships among statements, questions, and concepts.
ask questions: why do you think that? what is your basis for thinking that? what assumptions must we make to come to that conclusion?

67
Q

Evaluation (cognitive skills of critical thinking)

A

assess the credibility of statements and logical strength of the actual/ intended inferential relationships.
ask questions: how credible is the claim? are the facts credible? accurate?

68
Q

self regulation (cognitive skills of critical thinking)

A

monitor ones cognitive activities, the elements in these activities, and the results.
ask questions: before we commit what are we missing? could we describe more precisely?

69
Q

Inference (cognitive skills of critical thinking)

A

identify elements needed to draw reasonable conclusions, form hypothesis, consider relevant information.
ask questions: given what we know, what conclusions can we draw? what additional info is needed?

70
Q

Explanation (cognitive skills of critical thinking)

A

stating and justifying reasoning in terms of arguments and evidence and doing so clearly.
ask questions: what are the findings of this investigation?

71
Q

Inductive reasoning

A

drawing inferences about what is most likely to be true or not true given certain info (the info comes first)

72
Q

deductive reasoning

A

drawing inferences when it appears that if all of the premises are true the conclusion cannot possibly be false

73
Q

truth seeking (habits of strong critical thinkers)

A

having intellectual integrity, desire to strive for best possible knowledge

74
Q

open minded (habits of strong critical thinkers)

A

tolerant of divergent views sensitive to possibility of own biases

75
Q

analytical (habits of strong critical thinkers)

A

alert to potential problems, anticipate consequences

76
Q

systematic (habits of strong critical thinkers)

A

take an organized and thorough approach to identifying/ resolving problems

77
Q

confident in reasoning (habits of strong critical thinkers)

A

trustful of own reasoning skills to yield good judgments

78
Q

inquisitive (habits of strong critical thinkers)

A

strive to be well informed, seeks to learn new things about a range of topics

79
Q

judicious (habits of strong critical thinkers)

A

approach problems knowing there can be more than one plausible solution

80
Q

mine is better (habits that hinder critical thinking)

A

believing our ideas, values, group memberships, etc. are superior than others based only on our ego

81
Q

face saving (habits that hinder critical thinking)

A

protecting or restoring our self image following some threat to it

82
Q

resistance to change (habits that hinder critical thinking)

A

rejecting new ideas without objectively considering them. may be due to laziness, fear, or need to uphold routine/ tradition

83
Q

conformity (habits that hinder critical thinking)

A

following the social norm, believing and acting as others do

84
Q

stereotyping (habits that hinder critical thinking)

A

relying on irrational generalizations to attribute characteristics

85
Q

self deception

A

persuading yourself that others are to blame, not your own incompetency

86
Q

Problem solving

A

recognizing a difficulty and then resolving the problem for the current time and cirumdtanves

87
Q

Ideas model

A

I - identify the problem and set priorities
D - Deepen understanding and gater relavant information
E - enumerate options and anticipate consequences
A - Asses the situation and make a preliminary decision
S - Scrutinize the process and self correct as needed

Public Communication (3 decks)

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