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COMM 210 > midterm > Flashcards

midterm Flashcards

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1
Q

Helix

A

in the beginning, communicators share but a small portion of themselves in their relationships. through a slow process of give and take, their relationships develop as , little by little, they commit more of themselves
-this helps us to remember that the communication process is ever changing, circular, expanding, an building upon the past

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2
Q

SMCR model

A

helps us to focus on the elements that must be operating effectively for communication to occur.
helps us to identify the location of potential barriers to effective communication.

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3
Q

elements of the communication process

A 
source
message
channel
receiver
feedback
noise
context
environment
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4
Q

source

A

transmits a message through a channel to a receiver

encodes-or creates- the message by putting ideas into words and actions

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5
Q

message

A

includes verbal elements (content) and nonverbal elements (delivery) what speakers say and the way they say it

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6
Q

channel

A

the means by which the message gets from the sender to the receiver

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7
Q

receiver

A

brings to the communication situation all of his or her communication skills, attitudes, knowledge, social system, and culture
the receiver decodes, or translates, the source’s message

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8
Q

feedback

A

any verbal or nonverbal response a source, such as a question from the audience, a puzzled look, or nod of agreement

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9
Q

noise

A

anything that interferes with the process of communication

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10
Q

internal noise

A

physiological or psychological

ex. stopped up ears, distracted thoughts about lunch

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11
Q

external noise

A

any other sounds that are being made in the environment that hinders the communication process

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12
Q

context/environment

A

the situation in which the communication occurs
includes the physical context, social context, munger of people involved, relationship of participants, surrounding events, culture, rituals, and noise

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13
Q

fundamental principles of the communication process

A

communication is circular
communication is based on our perception
communication is irreversible
all communication must build on previous interaction

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14
Q

levels of communication

A 
intrapersonal communication (with yourself)
interpersonal communication (between two people)
group communication (with three or more)
public communication (one person speaking face-to-face to a large group)
mass-mediated communication (over some form of technology because audience is too large and cannot be grouped together in one place)
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15
Q

communication apprehension

A

A broad-based fear or anxiety
associated with either real or anticipated communication with another person or persons
a personality trait that leads them to avoid all situations involving oral communication
the stress of communicating far outweighs the benefits

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16
Q

visualization and realization techniques

A

to help communication apprehension
the student tenses their muscles then relaxes them
by visualizing various speaking situations, then checking for tension and conscious relaxing, the student can better control CA

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17
Q

cognitive restructuring

A

to help communication apprehension

individuals attempt to change their thinking, usually through therapy

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18
Q

skill development

A

by learning specific skills related to public speaking, the process of delivering a speech becomes easier

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19
Q

movement

A

to help communication apprehension

moving muscles are less able to shake

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20
Q

practice

A

to help communication apprehension

by planning we can have some effective visualizations, feeling more prepared can help calm you

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21
Q

developing confidence

A

to help communication apprehension
sometimes we need encouragement to boost our self-esteem, sometimes our confidence reserves get too low for our effect performance

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22
Q

sharing the stage

A

to help communication apprehension

sometimes you can reduce your CA by sharing the stage with someone else

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23
Q

trait-like CA

A

Overall shy people

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24
Q

Context- based CA

A

A certain type of speaking sets you off

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25
Audience-based CA
Certain people make you less comfortable
26
situational CA
Certain situations set you off
27
models of communication
helix and SMCR model
28
firing order
what is going on, how you feel when you think of giving speeches. write a narrative of how you feel to help determine this
29
Different Reactions to CA
BASICS | behavior, affect, sensation, imagery, cognition, stress
30
Behavior
(I don’t have the skill sets)
31
affect
(fearful emotional feelings)
32
sensation
(nervous physiological feelings)
33
imagery
(negative mental pictures)
34
cognition
(negative thoughts-not pictures)
35
stress
(interpersonal support- feel no one supports them/cares what they say. Someone is not physically up for it) physiological responses
36
Focused Treatments for CA
Cognitive restructuring -coping statements- start saying positive things about how it will go Systematic desensitization -slow exposure to what you are afraid of Visualization -mental rehearsal script of how well it will go Physical exercise and stress reduction -Go to gym, yoga class Interpersonal support -Find that one person who will smile the whole time Skills training -Build your skills to build your confidence Deep abdominal breathing -Focus on your breathing
37
Tips for Dealing with CA
``` Anxiety can be useful Don’t procrastinate your preparation Know your audience Select an appropriate topic Focus on the message-not the fear Self perception creates anxiety You will feel more nervous than you will look Look for positive listener support Seek speaking opportunities ```
38
Pragmatics of public speaking
One can not not communicate | Content and relational message
39
Wasssmer’s Making Contact (how to look like you are listening)
``` SOFTEN (nonverbal to show we are attentive) Smile Open body position Forward lean Touch Eye contact Nod ```
40
your friend is worried about the introduction to her speech. what is the source of her CA?
behavior
41
systematic desensitization
slowly exposing yourself to the fear
42
types of informative speeches
concept event objects procedures
43
concept informative speeches
topical order
44
event informative speeches
chronological | spatial (layout based)
45
topical order
- primacy (start with most important) | - recency (end with most important)
46
objects informative speeches
chronological causal order (cause and effect based) topical order
47
procedure informative speeches
chronological order | causal order
48
callenge in our speeches (key aspects to keep in mind)
focus - timing - pace - relevance
49
constructing the body of our speech
``` Parallel words and mnemonic devices Internal previews and summaries Good argument = ACES the speech Argue Cite Evidence State again ```
50
Four Principles of Informative Speaking
Simplicity Interest Clarity Credibility
51
simplicity
``` Complex speeches are not the most interesting speeches -Groups -Relationships -Paired-down lists Number of main points -2 to 5 main points ```
52
interest
benefits to knowing about your topic Motivate (how it may shape their future) Excitement Involvement
53
clarity
``` Audience analysis -Words -Technical terms -Definitions -References -Supporting material -Comparison and contrasts Visual aids ```
54
credibility
``` Competence- Errors in speech choices Trustworthiness- credibility over time Extreme language or illustrations Dynamism- voice and body Respond to feedback ```
55
why should you make sure your speech relates to the audience
interest
56
what type of audience analysis can lead to problematic conclusion
demographics
57
what do you remember in a speech
We remember what is at the start -primacy We remember what is at the ed -recency
58
Objectives of the Introduction
``` Interest Need (how this will connect in their lives) Topic Reliability Overview (of your points) ```
59
for the introduction
Be succinct (20% or less of your speaking time) Adapt to the event Respect expectations Avoid weaknesses
60
What is the importance of the intro and the conclusion?
It is what the audience remembers from you speech It is the pick-up line for you audience and creates interest
61
Objectives of the Conclusion
Direction Overview Need Excitement
62
what style of delivery do we us in class
exeporaneous
63
being mindful of you dress when planning or you speech is part of what element of delivery
situational
64
listening vs. hearing
when you listen, you are processing what you heard | when you listen, you remember what you heard
65
Intrapersonal process
happened inside of ourselves. some people equate these processes with thinking but it also includes the way we think and the ways we communicate with ourselves. affects the way we receive messages from others and affects the way we send medals to others
66
frame of reference
they way you view the world
67
creativity
involves visualizing something in an innovative, new, or unique but useful way
68
imagined communication
self-talk | individuals talk to someone else or to themselves as if they were another person (takes place in their mind)
69
risk-taking behaviors
our willingness to take risks is largely dependent on your interpretation of past experiences
70
cognitive patterns
each person structures and interprets messages in his or her own unique ways. the process of measuring your thinking patterns is called cognitive mapping
71
selective listening
when you select out or choose to pay attention to some things while ignoring others
72
listening for pleasure
you are not worried about solving the problems of the world or even the problems of your own life
73
listening as therapy
the form you use when a friend has a problem and needs to talk
74
listening for comprehension
the kind of listening you do in class while you listen seriously to a professor's lecture
75
listening for evaluation
important to your functioning effectively and responsibly | you evaluate the truth or falsity of the message
76
improving our listening
note-taking preview-review (learn about the topic in advance and review what you heard after) concentrate interaction
77
psychological audience analysis
considering the impact of beliefs, attitudes, and values on the behavior of listeners (BAV system)
78
BAV system
beliefs- that which an individual considers to be fact, or statement, about reality attitude- a person's emotional reaction to an idea, object, person, or behavior values- our general rules for living
79
demographic analysis
provides statistics about the composition of the audience in terms of a variety official categories
80
analysis of the situation and occasion
needs to take into account the size of the audience, the characteristics of the physical environment, and the nature of the speaking occasion
81
ways to conduct audience analysis
observation, interviews, surveys
82
observations
many of your audiences will be familiar to you | you will come to know not only the beliefs, attitudes, and values of many individuals but also their habits
83
interviews
when in doubt about an audience or speaking situation, ask questions
84
surveys
you may be able to gather information form your audience using a questionnaire
85
friendly audience
one that is positively disposed toward the speaker's purpose
86
hostile audience
one that is opposed to the speaker's purpose
87
neutral audience
one that is undecided about the speaker's purpose
88
apathetic audience
one that has no knowledge of or interest in the speaker's purpose
89
audience centered speaker
look at their goals in terms of the goals of the audience, try to understand the experiences of the listeners, respect diversity among individuals
90
self centered speakers
lack respect for diversity, act as though everyone has had the same experiences, focus only on issues that are important to them
91
didactic method
teaching or an instructive approach, if you state your idea, develop it with forms of support and then restate
92
inductive method
presents the support first then draws a conclusion from it
93
transitions
``` verbal or nonverbal words, phrases, or full sentences internal summaries and previews signposts interjections special devices (use of a theme, key phrase, and memory aid) ```
94
methods of delivery
extemporaneous speaking (carefully prepared but delivers in a spontaneous, conversational manner- most effective) impromptu speaking from a manuscript (appropriate when you must be careful about what you say) speaking from memory (common when the speaker plans to deliver it multiple times such as in a political campaign)
95
vocal elements of delivery
volume, articulation, pronunciation, rate, pitch, quality
96
volume
needs to be loud enough to be heard by everyone, but don't yell
97
articulation
enunciation, refers to the manner in which an individual uses the lips, tongue, jaw, and soft palate to produce vowel and consonant sounds a language
98
pronunciation
correct pronunciation means presenting the appropriate sounds of a word in the accepted order
99
rate
number or words a speaker utters in a minute | moste speakers deliver 120 to 175 words per minute
100
pitch
how high or low you speak during your message
101
quality
the unique musical characteristics of a speaker's voice caused by a variety of elements including one's manner of breathing, level or mention in the throat, use of the soft palate to close and open the nasal passage
102
bodily elements of delivery
posture, movement, gestures, facial expressions, eye contact
103
environmental and situational elements of delivery
personal appearance (be appropriate for occasion), time (know your time frame and don't go under, over), amplification (know when you will need to use a microphone)
104
why do we practice for our speeches
feel more familiar with the topic, visualize the audience and speaking situation which should help reduce nerves, test your plans for use of visual aids, find out how long your speech wail take you to deliver
105
why do we outline
helps you organize your ideas to achieve your desired results, helps you reign the phrasing of your key ideas to promote clarity and retention, helps you identify where you need to help the listener by providing transitions, held your prepare useful speaking notes.
106
the elements of an outline
contains one side or one piece of support
107
word outline
contains the key topics contained in a speech can be helpful in planning an overall organization pattern for the speech not good for a preparation outline because it often gives the inexperienced speaker a false sense of security may serve as speaking notes
108
phrase outline
uses sentence fragments for an outline weaknesses similar to word outline
109
sentence outline
provides a sound planning tool for extemporaneous, manuscripted, or memorized speaking
110
complete content outline
is the manuscript of a speech written in outline form help the speaker quickly identify relationships during the planning an d speaking phases seldom used in a asdic public speaking course unless it contains an assignment for manuscript or memorized speaking
111
speaking notes
use a combination of words, phrases, and sentences that help you remember your content should contain important statistics, names, and other facts reminders about your delivery are helpful number your note cards and make sure you can read them well highlight delivery cues
112
content of the preparation outline
purpose statement, central idea, body of speech, intro, conclusion, transition, reference list or bibliography, title, special considerations
113
steps for preparing an effective outline
insert picture
114
intro timing
no more than 20% of your speech or less than 5%
115
conclusion timing
no more than 5 to 10 %
116
building interest into your speech
involve the listeners mentally by showing the way the topic affects them you can involve the listeners physically by having them do something with the speaker you should involve the listeners indirectly by explaining and demonstrating your interest in the topic
117
strengthening credibility
establish their knowledge of the subject early in the message, effective speakers do nothing to bring into question their honesty and trustworthiness showing goodwill toward the audience can increase your reliability
118
effective use and purpose of visual aids
identify the material that you can best clarify or emphasize with visual aids. However, avoid overusing visual aids- if you emphasize everything, the result is nothing starts out as more important

COMM 210 (2 decks)

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