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... Communication in the Real World An Introduction to Communication Studies Instructor Resources These resources were derived and created from: Communication in the Real World: An Introduction to Communication Studies. UNIVERSITY OF MINNESOTA LIBRARIES PUBLISHING EDITION, 2016. THIS EDITION ADAPTED FROM A WORK ORIGINALLY PRODUCED IN 2013 BY A PUBLISHER WHO HAS REQUESTED THAT IT NOT RECEIVE ATTRIBUTION. MINNEAPOLIS, MN Except where otherwise noted, this work is licensed under: https://creativecommonsorg/licenses/by-nc-sa/2.0/ Resources created by Justin S. Motto, Ph. D. during the 2021/2022 academic year. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #17. Except where otherwise noted, this work is licensed under: https://creativecommonsorg/licenses/by-nc-sa/2.0/ Table of Contents Chapter 1: Introduction to Communication Studies ....................................................................... 1 Basic Chapter Outline ............................................................................................................................... 1 Key Terms ................................................................................................................................................. 2 Discussion Questions ................................................................................................................................ 5 Test Questions ........................................................................................................................................... 6 Chapter 2: Communication and Perception ................................................................................... 8 Basic Chapter Outline ............................................................................................................................... 8 Key Terms ................................................................................................................................................. 9 Discussion Questions .............................................................................................................................. 12 Test Questions ......................................................................................................................................... 13 Chapter 3: Verbal Communication ............................................................................................... 15 Basic Chapter Outline ............................................................................................................................. 15 Key Terms ............................................................................................................................................... 17 Discussion Questions .............................................................................................................................. 20 Test Questions ......................................................................................................................................... 21 Chapter 4: Nonverbal Communication ......................................................................................... 23 Basic Chapter Outline ............................................................................................................................. 23 Key Terms ............................................................................................................................................... 25 Discussion Questions .............................................................................................................................. 27 Test Questions ......................................................................................................................................... 28 Chapter 5: Listening ..................................................................................................................... 30 Basic Chapter Outline ............................................................................................................................. 30 Key Terms ............................................................................................................................................... 32 Discussion Questions .............................................................................................................................. 34 Test Questions ......................................................................................................................................... 35 Chapter 6: Interpersonal Communication Processes ................................................................... 37 Basic Chapter Outline ............................................................................................................................. 37 Key Terms ............................................................................................................................................... 38 Discussion Questions .............................................................................................................................. 41 Test Questions ......................................................................................................................................... 42 Chapter 7: Communication in Relationships ................................................................................ 44 Basic Chapter Outline ............................................................................................................................. 44 Key Terms ............................................................................................................................................... 45 Discussion Questions .............................................................................................................................. 49 Test Questions ......................................................................................................................................... 50 Chapter 8: Culture and Communication ...................................................................................... 52 Basic Chapter Outline ............................................................................................................................. 52 Key Terms ............................................................................................................................................... 53 Discussion Questions .............................................................................................................................. 56 Test Questions ......................................................................................................................................... 57 Chapter 9: Preparing a Speech .................................................................................................... 59 Basic Chapter Outline ............................................................................................................................. 59 Key Terms ............................................................................................................................................... 61 Discussion Questions .............................................................................................................................. 64 Test Questions ......................................................................................................................................... 65 Chapter 10: Delivering a Speech .................................................................................................. 67 Basic Chapter Outline ............................................................................................................................. 67 Key Terms ............................................................................................................................................... 68 Discussion Questions .............................................................................................................................. 70 Test Questions ......................................................................................................................................... 71 Chapter 11: Informative and Persuasive Speaking ...................................................................... 73 Basic Chapter Outline ............................................................................................................................. 73 Key Terms ............................................................................................................................................... 75 Discussion Questions .............................................................................................................................. 77 Test Questions ......................................................................................................................................... 78 Chapter 12: Public Speaking in Various Context ......................................................................... 80 Basic Chapter Outline ............................................................................................................................. 80 Key Terms ............................................................................................................................................... 81 Discussion Questions .............................................................................................................................. 84 Test Questions ......................................................................................................................................... 85 Chapter 13: Small Group Communication ................................................................................... 87 Basic Chapter Outline ............................................................................................................................. 87 Key Terms ............................................................................................................................................... 88 Discussion Questions .............................................................................................................................. 90 Test Questions ......................................................................................................................................... 91 Chapter 14: Leadership, Roles, and Problem Solving Groups .................................................... 93 Basic Chapter Outline ............................................................................................................................. 93 Key Terms ............................................................................................................................................... 95 Discussion Questions .............................................................................................................................. 98 Test Questions ......................................................................................................................................... 99 Chapter 15: Media, Technology, and Communication ............................................................... 101 Basic Chapter Outline ........................................................................................................................... 101 Key Terms ............................................................................................................................................. 102 Discussion Questions ............................................................................................................................ 104 Test Questions ....................................................................................................................................... 105 Chapter 16: New Media and Communication ............................................................................ 107 Basic Chapter Outline ........................................................................................................................... 107 Key Terms ............................................................................................................................................. 108 Discussion Questions ............................................................................................................................ 109 Test Questions ....................................................................................................................................... 110 Chapter 1: Introduction to Communication Studies Basic Chapter Outline I. Communication History and Forms A. From Aristotle to Obama: A Brief History of Communication B. Forms of Communication 1. Intrapersonal Communication 2. Interpersonal Communication 3. Group Communication 4. Public Communication 5. Mass Communication II. The Communication Process A. Transmission Model of Communication B. Interaction Model of Communication C. Transaction Model of Communication III. Communication Principles A. Communication is Integrated into All Parts of Our Lives 1. Academic 2. Professional 3. Personal 4. Civic B. Communication Meets Needs 1. Physical Needs 2. Instrumental Needs 3. Relational Needs 4. Identity Needs C. Communication is a Process D. Communication is Guided by Culture and Context E. Communication is Learned F. Rules and Norms G. Communication Has Ethical Implications IV. Communication Competence A. Defining Competence B. Developing Competence C. Overcoming Anxiety 1 Chapter 1: Introduction to Communication Studies Key Terms channel: a sensory route civic engagement: working to make a difference in our communities by improving the quality of life of community members communication apprehension: fear or anxiety experienced by a person due to actual or imagined communication with another person or persons communication competence: the knowledge of effective and appropriate communication patterns and the ability to use and adapt that knowledge in various contexts communication ethics: the process of negotiating and reflecting on our actions and communication regarding what we believe to be right and wrong communication: the process of generating meaning by sending and receiving verbal and nonverbal symbols and signs that are influenced by multiple contexts compliance-gaining communication: communication aimed at getting people to do something or act in a particular way conscious competence: means that you know you are communicating well in the moment conscious incompetence: you know what you should be doing, and you realize that youre not doing it as well as you could cultural context: aspects of identities, such as race, gender, nationality, ethnicity, sexual orientation, class, and ability decoding: the process of turning communication into thoughts encoding: the process of turning thoughts into communication environmental noise: any physical noise present in a communication encounter feedback: messages sent in response to other messages group communication: communication among three or more people interacting to achieve a shared goal identity needs: needs related to presenting ourselves to others and being thought of in particular and desired ways 2 instrumental needs: needs that help us get things done in our day-to-day lives and achieve short- and long-term goals interaction model of communication: communication as a process in which participants alternate positions as sender and receiver and generate meaning by sending messages and receiving feedback, within physical and psychological contexts interactive learning: encourages students to reflect on how the content they are learning connects to other classes they have taken or are taking, their professional goals, and their civic responsibilities interpersonal communication: communication between people whose lives mutually influence one another intrapersonal communication: communication with oneself using internal vocalization or reflective thinking mass communication: communication transmitted to many people through print or electronic media message: the verbal or nonverbal content being conveyed from sender to receiver noise: anything that interferes with a message being sent between participants in a communication encounter participants: senders and/or receivers of messages in a communication encounter phatic communication: scripted and routine verbal interaction intended to establish social bonds rather than actually exchanging meaning physical context: the environmental factors in a communication encounter psychological context: the mental and emotional factors in a communication encounter public communication: a sender-focused form of communication in which one person is typically responsible for conveying information to an audience public speaking anxiety: the type of communication apprehension that produces physiological, cognitive, and behavioral reactions in people facing a real or imagined presentation relational context: the previous interpersonal history and type of relationship we have with a person relational needs: needs that help us maintain social bonds and interpersonal relationships 3 rhetoric: speaking well and persuasively semantic noise: noise that occurs in the encoding and decoding process when participants do not understand a symbol social context: stated rules or unstated norms that guide communication transactional model of communication: communication as a process in which communicators generate social realities within social, relational, and cultural contexts transmission model of communication: communication as a linear, one-way process in which a sender intentionally transmits a message to a receiver unconscious competence: successfully communicating without straining to do so unconscious incompetence: communicating in an incompetent manner without being aware of doing so 4 Chapter 1: Introduction to Communication Studies Discussion Questions 1. How does personal communication change based on the different forms of communication? 2. How can a different context change your communication? 3. Why is it important to study communication? 4. How does the way we learn words impact our understanding of those words? 5. Why is communication not 100% ethical or 100% unethical? 5 Chapter 1: Introduction to Communication Studies Test Questions True or False 1. Communication is a process. True 2. Rhetoric is about unethical, misleading, and false communication. False 3. Intrapersonal communication is communicating with another person. False 4. Posting a message on social media is an example of mass communication. True 5. A person is both a sender and a receiver in communication. True 6. Not understanding a message is referred to as semantic noise. True 7. Your communication is influenced by your history with a person. True 8. Communication with a friend to discuss their day fulfills a need. True 9. We do not have to learn to communicate. False 10. You can reduce public speaking anxiety by picturing yourself successful. True Multiple Choice 1. This type of communication occurs between two individuals who mutually influence one another. a. interpersonal communication b. group communication c. intrapersonal communication d. public communication 2. During the process of communication, saying goodbye would be considered what part of the process? a. encoding b. decoding c. channel d. message 3. A baby crying is considered what type of noise? a. semantic b. environmental c. psychological d. physiological 4. The fact that you would have a different conversation at a restaurant than you would at church explains the role of _____. a. physical context b. social context c. psychological context d. relational context 6 5. The ability to ask a friend for a bandage after getting a papercut represents communications ability to fulfill _____. a. physical needs b. instrumental needs c. relational needs d. identity needs 6. Sometimes people do not know that they are miscommunicating. This represents _____. a. conscious incompetence b. conscious competence c. unconscious incompetence d. unconscious competence 7. The fear of getting up and giving a speech is called _____. a. public speaking anxiety b. communication apprehension c. stage fright d. speaking apprehension 8. When a person knows how to communicate effectively and appropriately, he or she can be said to have communication ______. a. intelligence b. competence c. incompetence d. ethics 9. When you choose to send a text message rather than make a phone call, you are changing what part of the communication process? a. channel b. feedback c. context d. message 10. Taking a thought and making it a message is what process? a. decoding b. encoding c. messaging d. channeling 7 Chapter 2: Communication and Perception Basic Chapter Outline I. Perception Process A. Selecting Information 1. Visual and Aural Stimulation 2. Needs and Interests 3. Expectations B. Organizing Information C. Interpreting Information II. Perceiving Others A. Attribution and Interpretation 1. Attribution. 2. Impressions and Interpretation i. First and Last Impressions ii. Physical and Environmental Influences on Perception iii. The Halo and Horns Effects B. Culture, Personality, and Perception 1. Culture 2. Personality III. Perceiving and Presenting Self A. Self-Concept B. Self-Esteem C. Influences on Self-Perception 1. Social and Family Influences 2. Culture 3. Media D. Self-Presentation IV. Improving Perception A. Improving Self-Perception 1. Avoid Reliance on Rigid Schema 2. Be Critical of Socializing Forces 3. Beware of Self-Fulfilling Prophecies 4. Create and Maintain Supportive Interpersonal Relationships 5. Beware of Distorted Patterns of Thinking and Acting B. Overcoming Barriers to Perceiving Others 1. Develop Empathetic Listening Skills 2. Beware of Stereotypes and Prejudice 3. Engaging in Self-Reflection 4. Checking Perception 8 Chapter 2: Communication and Perception Key Terms actual self: the attributes that you or someone else believes you actually possess assumed similarity: our tendency to perceive others as similar to us external attributions: connecting the cause of behaviors to situational factors fundamental attribution errors: our tendency to explain others behaviors using internal rather than external attributions halo effect: when initial positive perception leads us to view later interactions as positive horn effect: when initial negative perceptions lead us to view later interactions as negative ideal self: the attributes that you or someone else would like you to possess implicit personality theories: generalizing the traits we can perceive to a persons overall personality internal attributions: connecting the cause of behaviors to personal aspects, such as personality traits interpretation: the third part of the perception process, in which we assign meaning to our experiences using mental structures known as schemata looking-glass self: explains the way we see ourselves reflected in other peoples reactions to us, then forming our self-concept based on how we believe other people see us organizing: the second part of the perception process, in which we sort and categorize information that we perceive based on innate and learned cognitive patterns ought self: consists of the attributes you or someone else believes you should possess perception checking: a strategy to help us monitor our reactions to and perceptions about people and communication perception: the process of selecting, organizing, and interpreting information personality: a persons general way of thinking, feeling, and behaving, based on underlying motivations and impulses prejudice: negative feelings or attitudes toward people based on their identity or identities 9 primacy effect: the tendency to place more value on the first information we receive about a person prosocial self-presentation: behaviors that present a person as a role model and make a person more likable and attractive punctuation: the structuring of information into a timeline to determine the cause (stimulus) and effect (response) of our communication interactions recency effect: the tendency to place more weight on the most recent impression we have of a persons communication, over earlier impressions salience: the degree to which something attracts our attention in a particular context schemata: databases of stored, related information that we use to interpret new experiences selecting: the first part of the perception process, in which we focus our attention on certain incoming sensory information self-concept: the overall idea of who a person thinks he or she is self-discrepancy theory: the theory that people have beliefs about and expectations for their actual and potential selves that do not always match up with what they actually experience self-efficacy: judgments people make about their ability to perform a task within a specific context self-enhancement bias: the tendency to emphasize our desirable qualities relative to other people self-esteem: judgments and evaluations we make about our self-concept self-fulfilling prophecies: thought and action patterns in which a persons false belief triggers a behavior that makes the initial false belief actually or seemingly come true self-presentation: the process of strategically concealing or revealing personal information self-serving bias: a perceptual error through which we attribute the cause of our successes to internal personal factors while attributing our failures to external factors beyond our control self-serving self-presentation: behaviors that present a person as highly skilled, willing to challenge others, someone not to be messed with social comparison theory: the theory that we describe and evaluate ourselves in terms of how we compare to other people 10 stereotypes: sets of beliefs that we develop about groups, which we then apply to individuals from that group 11 Chapter 2: Communication and Perception Discussion Questions 1. 2. 3. 4. 5. How can salience impact our selection of information? How can our perceptions influence online interaction? How does self-serving bias change our interactions? What role does our personality play in our communication with others? What happens when we are not able to see ourselves reflected around us? 12 Chapter 2: Communication and Perception Test Questions True or False 1. Selecting information is when we focus our attention on sensory information. True 2. Schemata are the ways we store related information to interpret new information. True 3. The fundamental attribution error refers to our interpretation of others behavior as due to external factors. True 4. A person putting more value on the first information he or she receives about a person is known as the primacy effect. True 5. Extroversion refers to people who are less social. False 6. Sometimes we assume that we are more similar to others than different. True 7. We form our self-concept based on how we believe others see us. False 8. Self-esteem is the overall idea of who you think you are as a person. False 9. People in the United States are more likely to self-enhance than people in Japan. True 10. Media representations guide our understanding of what is acceptable and what is unacceptable. True Multiple Choice 1. A person who shows information that they want to share and holds back other information is taking part in what process? a. self-presentation b. self-concept c. self-esteem d. self-awareness 2. When Jane looks at her friend and evaluates herself, she is taking part in _____. a. self-reflection b. social comparison c. self-presentation d. social reflection 3. Teagan was told many positive things before a first date with Sloan. Teagan used that information, resulting in a positive first date. This is an example of the _____. a. Halo effect b. Primacy effect c. Recency effect d. Horn effect 4. While Joan had a great first impression of Callie, the conversation ended in an argument. Joan has a bad view of Callie. This is an example of _____. a. Halo effect b. Primacy effect c. Recency effect d. Horn effect 13 5. Stephen failed his exam and blamed it on the teacher. What is Stephen exhibiting? a. Fundamental attribution error b. Self-serving bias c. Internal attribution d. Personal attribution 6. When you see a new object flying, you use your ideas of a plane to make sense of the information. What is this related information called? a. Perception b. Stereotype c. Schemata d. Script 7. Jennifer was retracing her last conversation with Evie. She remembers it started with Evian storming in laughing and ended in them making plans to see a movie. Jennifers attempt to establish a timeline is known as ______. a. Punctuation b. Remembering c. Perceiving d. Organizing 8. _____ is the process of selecting, organizing, and interpreting information. a. Perception b. Schemata c. Expectations d. Interpretation 9. Constance likes to hear new ideas. This is characteristic of what personality trait? a. Neuroticism b. Agreeableness c. Conscientiousness d. Openness 10. Scottie told himself he would do poorly on an exam. That led him to not study because he told himself that he was going to do poorly, no matter what. Scottie failed his exam. This is an example of _____. a. Self-fulfilling prophecy b. Self-efficacy c. Social forces d. Self-doubt 14 Chapter 3: Verbal Communication Basic Chapter Outline I. Language and Meaning A. Language is Symbolic 1. The Triangle of Meaning 2. Definitions B. Language is Learned 1. The Rules of Language 2. Language Acquisition II. Functions of Language A. Language is Expressive 1. Expressing Observations 2. Expressing Thoughts 3. Expressing Feelings 4. Expressing Needs B. Language is Powerful 1. Language Expresses Our Identities 2. Language Affects Our Credibility 3. Language is a Means of Control 4. Language is Performative C. Language is Fun D. Language is Dynamic 1. Neologisms 2. Slang E. Language is Relational 1. Language Can Bring Us Together 2. Language Can Separate Us III. Using Words Well A. Using Words Clearly 1. Level of Abstraction 2. Definitions and Clarity 3. Creating Whole Messages 4. Using Words Affectively 5. Figurative Language 6. Evocative Language B. Using Words Ethically 1. Civility 2. Polarizing Language 3. Swearing 4. Accountability IV. Language, Society, and Culture A. Language and Social Context B. Language and Cultural Context 1. Accents and Dialects 2. Customs and Norms 15 C. Language and Cultural Bias 1. Race 2. Gender 3. Age 4. Sexual Orientation 5. Ability 16 Chapter 3: Verbal Communication Key Terms accents: distinct styles of pronunciation adjacency pairs: related communication structures that come one after the other in an interaction affective language: language used to express a persons feelings and create similar feelings in another person annoyance swearing: used to provide a sense of relief for people using it to manage stress and tension; a preferable alternative to physical aggression code switching: changes in accent, dialect, or language codes: culturally agreed-upon and ever-changing systems of symbols that help us organize, understand, and generate meaning commissives: utterances that communicate intent communication accommodation theory: a theory that explores why and how people modify their communication to fit situational, social, cultural, and relational contexts connotation: definition based on emotion or an experience-based association people have with a word contaminated messages: messages that include mixed or misleading expressions convergence: a person making his or her communication more like another persons cultural bias: skewed, typically negative way of viewing or talking about a group denotation: definitions that the language group as a whole accepts, or the dictionary definition of a word dialects: versions of languages that have distinct words, grammar, and pronunciation displacement: our ability to talk about events that are removed in space or time from a speaker and situation divergence: a person using communication to emphasize differences from a conversational partner Esperanto: the most well-known and widely used auxiliary language, intended to serve as a common international language 17 facts: conclusions based on direct observation or group consensus grammar: rules that govern how words are used to make phrases and sentences inference-observation confusion: conclusions based on limited information about an observed or agreed-upon fact interferences: conclusions based on thoughts or speculation, but not direct observation judgments: expressions of approval or disapproval that are subjective and not verifiable language acquisition: the process by which we learn to understand, produce, and use words to communicate within a given language group metaphor: an implicit comparison of two things that are alike and/or are not typically associated neologisms: newly coined or used words partial messages: messages missing a relevant expression and, therefore, able to lead to misunderstanding and conflict personification: the attribution of human qualities or characteristics of other living things to nonhuman objects or abstract concepts simile: a direct comparison of two things using the words like or as slang: new or adapted words that are specific to a group, context, and/or time period social swearing: expressions used to create social bonds or for impression management supportive messages: messages communicated in an open, honest, and nonconfrontational way symbol: something that stands in for or represents something else triangle of meaning: a model of communication that indicates the relationship among a thought, a symbol, and a referent, highlighting the indirect relationship between the symbol and the referent unsupportive messages: making another respond defensively, which can lead to feelings of separation, actual separation, or dissolution of a relationship verbal expressions: spoken words that help us communicate our observations, thoughts, feelings, and needs 18 whole messages: all the relevant types of expressions needed to most effectively communicate in a given situation, including what you see, think, feel, and need 19 Chapter 3: Verbal Communication Discussion Questions 1. 2. 3. 4. 5. Where does meaning come from? What miscommunication can occur due to denotative and connotative meanings? In what ways does language help us communicate our identity? How can language be used to help reduce incivility? How can our use of language reveal our biases? 20 Chapter 3: Verbal Communication Test Questions True or False 1. A symbol is a culturally agreed-upon system used to organize, understand, and generate meaning. True 2. Denotative meanings are what you find in the dictionary. True 3. We use language to express our identities. True 4. Supportive messages make others respond defensively. False 5. Language is used to maintain relationships. True 6. Dialects are distinct styles of pronunciation. True 7. Facts are based on our thoughts and assumptions. False 8. Time is money is known as a simile. False 9. Code switching occurs when we change our accent, dialect, or language. True 10. A cultural bias is a negative perception we have toward a group. True Multiple Choice 1. In a speech presentation, a student states, Men and women are opposite sexes. The students use of language revealed what kind of cultural bias? a. Age b. Gender c. Race d. Ability 2. Communication accommodation theory states which of the following? a. People modify their communication to fit situations. b. People will converge by making their communication similar to others. c. People will diverge by making their communication different from others. d. All of the above. 3. Someone from the Midwest United States may sound different from someone from the southern United States. The difference in sound is referred to as a(n) _____. a. Dialect b. Context c. Accent d. Pronunciation 4. People may sometimes use uncivil language to develop bonds or to seem cool or attractive. This type of language is referred to as _____. a. Polarizing language b. Negative intentions c. Social swearing d. Ethical swearing 21 5. Keith stated that if you follow his simple steps, you will sleep like a baby. What type of figurative language is Keith using? a. Simile b. Metaphor c. Personification d. Palindrome 6. It is important to explain or avoid _____, specialized words often specific to a profession and challenging for others to understand. a. Partial messages b. Whole messages c. Jargon d. Metaphors 7. _____ messages help bring people closer together. a. Supportive b. Confirming c. Unsupportive d. Disconfirming 8. Janine really loved a show she had just seen. In describing the performance, she stated it was wicked. What kind of language is wicked? a. Neologism b. Commissive c. Slang d. Jargon 9. What kind of definition is based on emotion and experience? a. Denotative b. Connotative c. Expressive d. Affective 10. When you say, good night, the words that you use are referred to as _____, in which words represent an idea. a. Codes b. Thoughts c. Referents d. Symbols 22 Chapter 4: Nonverbal Communication Basic Chapter Outline I. Principles and Functions of Nonverbal Communication A. Principles of Nonverbal Communication 1. Nonverbal Communication Conveys Important Interpersonal and Emotional Messages 2. Nonverbal Communication is More Involuntary than Verbal 3. Nonverbal Communication is More Ambiguous 4. Nonverbal Communication is More Credible B. Functions of Nonverbal Communication 1. Nonverbal Communication Conveys Meaning 2. Nonverbal Communication Influences Others 3. Nonverbal Communication Regulates Conversational Flow 4. Nonverbal Communication Affects Relationships 5. Nonverbal Communication Expresses Our Identities II. Types of Nonverbal Communication A. Kinesics 1. Gestures 2. Head Movement and Posture 3. Eye Contact 4. Facial Expressions B. Haptics C. Vocalics D. Proxemics 1. Proxemic Distances i. Public Space (12 Feet or More) ii. Social Space (4-12 Feet) iii. Personal Space (1.5-4 Feet) iv. Intimate Space 2. Territoriality E. Chronemics F. Personal Presentation and Environment III. Nonverbal Communication Competence A. Guidelines for Sending Nonverbal Messages 1. Understand that Nonverbal Communication is Multichannel 2. Understand that Nonverbal Communication Affects Our Interactions 3. Understand How Nonverbal Communication Creates Rapport 4. Understand How Nonverbal Communication Regulates Conversation 5. Understand how Nonverbal Communication Relates to Listening 6. Understand How Nonverbal Communication Relates to Impression Management B. Increase Competence in Specific Channels of Nonverbal Communication 1. Kinesics i. Gestures ii. Eye Contact 23 iii. Facial Expressions 2. Haptics 3. Vocalics 4. Proxemics 5. Chronemics 6. Personal Presentation and Environment C. Guidelines for Interpreting Nonverbal Messages 1. There is No Nonverbal Dictionary 2. Recognize That Certain Nonverbal Signals Are Related 3. Read Nonverbal Cues in Context D. Interpreting Cues within Specific Channels 1. Kinesics i. Gestures ii. Head Movements and Posture iii. Eye Contact iv. Facial Expressions 2. Haptics 3. Vocalics 4. Proxemics 5. Personal Presentation and Environment E. Detecting Deception IV. Nonverbal Communication in Context A. Nonverbal Communication in Relational Contexts B. Nonverbal Communication in Professional Contexts C. Nonverbal Communication and Culture 1. Kinesics i. Gestures ii. Head Movements iii. Eye Contact 2. Haptics 3. Vocalics 4. Proxemics 5. Chronemics D. Nonverbal Communication and Gender 1. Kinesics i. Gestures ii. Posture iii. Eye Contact iv. Facial Expressions 2. Haptics 3. Vocalics 4. Proxemics 5. Self-Presentation 24 Chapter 4: Nonverbal Communication Key Terms adaptors: touching behaviors and movements that indicate internal states typically related to arousal or anxiety artifacts: objects and possessions that surround us chronemics: the study of how time affects communication civil inattention: a social norm that leads us to avoid making eye contact with people in situations that deviate from expected social norms, such as witnessing someone fall or being in close proximity to a stranger expressing negative emotions contact cultures: cultural groups in which people stand closer together, engage in more eye contact, touch more frequently, and speak more loudly emblems: gestures that have specific agreed-upon meaning formal time: time that usually applies to professional situations in which we are expected to be on time or even a few minutes early haptics: the study of touch illustrators: gestures used to illustrate the verbal message they accompany immediacy behaviors: verbal and nonverbal behaviors that reduce real or perceived physical or psychological distance between communicators, including such gestures as smiling, nodding, making eye contact, and occasionally engaging in social, polite, or professional touch informal time: casual and interpersonal situations that vary much more in terms of expectations of promptness kinesics: the study of hand, arm, body, and face movements mirroring: the often subconscious practice of using nonverbal cues in a way that matches that of people around us mixed messages: messages in which verbal and nonverbal signals contradict each other monochronic: orientation to time that sees it as a commodity to budget, save, spend, and waste noncontact culture: cultural groups in which people stand farther apart while talking, make less eye contact, and touch less during regular interactions 25 nonverbal communication: process of generating meaning using behavior other than words nonverbal congruence: consistency among different nonverbal expressions within a cluster nonverbal leakage: nonverbal behaviors that occur as we try to control the cognitive and physical changes that happen during stages of cognitive and physical arousal oculesics: the study of eye behavior paralanguage: the vocalized but not verbal part of a spoken message, such as rate, volume, and pitch polychronic: orientation to time that includes scheduling at overlapping times, making an orderly schedule impossible proxemics: the study of how space and distance influence communication territoriality: innate drive to take up and defend spaces tie signs: nonverbal cues that communicate intimacy and signal the connection between two people truth bias: tendency to believe that a person is telling us the truth, especially if we know and like that person vocalics: the study of paralanguage, including the vocal qualities that go along with verbal messages, such as pitch, rate, vocal quality, and verbal fillers 26 Chapter 4: Nonverbal Communication Discussion Questions 1. 2. 3. 4. 5. How does nonverbal communication enhance verbal communication? How can social media represent us nonverbally? How has the connected nature of our world impacted the way we perceive time? How can relying on nonverbal communication impair our communication? How can nonverbal communication assist in a professional setting? 27 Chapter 4: Nonverbal Communication Test Questions True or False 1. 2. 3. 4. 5. 6. 7. 8. Our possessions are nonverbal messages that communicate about our identity. True An emblem is a gesture that has an agreed-on meaning, like a thumbs up. True Paralanguage is the vocal elements of speech that are not words. True Mixed Messages are when verbal and nonverbal messages align. False A handshake is a functional-professional touch. True The social space (412 feet) is where social and professional interactions occur. True We often match others nonverbals through mirroring. True We often look to make eye contact with others when they experience events like falling. False 9. Polychronic time orientations focus heavily on time and schedules. False 10. Increased nonverbal expressiveness increases the likelihood of initiating a new relationship. True Multiple Choice 1. Mario was visited by his Japanese friend Riku. When Mario greeted Riku at the airport, Riku bowed and did not shake Marios hand. This experience of nonverbal interaction occurred because Japan is a _____ culture. a. Contact b. Non-contact c. Avoidant d. Indirect 2. A focus on schedules and being on time is _____. a. Monochronic orientation b. Polychronic orientation c. Static orientation d. Dynamic orientation 3. People are often poor detectors of deception. People who often believe that people are telling the truth are said to have _____. a. Nonverbal leakage b. Moral beliefs c. Truth bias d. Detection bias 4. Jackson was in the park and saw someone drop her ice cream. Jackson quickly looked away and avoided making eye contact. What was Jackson experiencing? a. Mirroring b. Civil inattention c. Nonverbal congruence d. Civil disobedience 28 5. Joselin was using her hands to show the size of a ball. What type of nonverbal communication was Joselin using? a. Adaptor b. Emblem c. Illustrator d. Expression 6. Jasmine gave her friend a hug. This is considered what type of touch? a. Functional-professional b. Social-polite c. Friendship-warmth d. Love-intimacy 7. _____ is the study of paralanguage. a. Vocalics b. Kinesics c. Proxemics d. Haptics 8. Smiling, nodding, making eye contact are all ways to help develop rapport. They are known as _____. a. Tie-signs b. Regulators c. Immediacy behaviors d. Expressive behaviors 9. Nonverbal communication generates up to _____ percent of meaning. a. 75 b. 65 c. 95 d. 50 10. Kevin slammed his hand on the desk as he talked about something important. This is an example of what function of nonverbal communication? a. Reinforcing b. Substituting c. Contradicting d. Complementing 29 Chapter 5: Listening Basic Chapter Outline I. Understanding How and Why We Listen A. The Listening Process 1. Receiving 2. Interpreting 3. Recalling 4. Evaluating 5. Responding B. The Importance of Listening C. Listening Types 1. Discriminative Listening 2. Informational Listening 3. Critical Listening 4. Empathic Listening D. Listening Styles 1. People-Oriented Listeners 2. Action-Oriented Listeners 3. Content-Oriented Listeners 4. Time-Oriented Listeners II. Barriers to Effective Listening A. Environmental and Physical Barriers to Listening B. Cognitive and Personal Barriers to Listening 1. Differences between Speech and Thought Rate 2. Lack of Listening Preparation 3. Bad Messages and/or Speakers 4. Prejudice C. Bad Listening Practices 1. Interrupting 2. Distorted Listening 3. Eavesdropping 4. Aggressive Listening 5. Narcissistic Listening 6. Pseudo-Listening III. Improving Listening Competence A. Listening Competence at Each State of the Listening Process B. Active Listening 1. Active Listening Can Help Overcome Barriers to Effective Listening 2. Active Listening Behaviors C. Becoming a Better Critical Listener D. Becoming a Better Empathic Listener E. Becoming a Better Contextual Listener 1. Listening in Professional Contexts 2. Listening in Relational Contexts F. Listening and Culture 30 G. Listening and Gender IV. Listenable Messages and Effective Feedback A. Creating Listenable Messages B. Giving Formal Feedback to Others C. Giving Formal Feedback to Yourself 31 Chapter 5: Listening Key Terms action-oriented listeners: those who focus on what action must take place regarding a received message and try to formulate an organized way to initiate that action active-empathetic listening: one who becomes actively and emotionally involved in an interaction so that it is conscious on the part of the listener and perceived by the speaker aggressive listening: a bad listening practice in which people pay attention in order to attack something the speaker says back-channel cues: verbal and nonverbal signals we send while someone is talking constructive criticism: comments that are specific and descriptive enough for the receiver to apply them for the purpose of self-improvement content-oriented listeners: those who like to listen to complex information and evaluate the content of a message, often from multiple perspectives, before drawing conclusions critical listening: listening with the goal of analyzing or evaluating a message based on information presented verbally and able to be inferred from the context discriminative listening: a focused and usually instrumental type of primarily physiological listening that occurs mostly at the receiving stage of the listening process eavesdropping: a bad listening practice that involves a calculated and planned attempt to secretly listen to a conversation empathic listening: the most challenging form of listening, when we try to understand or experience what a speaker is thinking or feeling high-context communication: a style in which much of the meaning generated within an interaction comes from the nonverbal communication informational listening: listening with the goal of comprehending and retaining information listenable messages: orally delivered messages tailored for a listener to comprehend listening environment: characteristics and norms of an organization and its members that contribute to expectations for and perceptions about listening listening: the learned process of receiving, interpreting, recalling, evaluating, and responding to verbal and nonverbal messages 32 long-term memory: mental storage capability, to which stimuli in short-term memory can be transferred if they are connected to an existing schema, in which information can be stored indefinitely low-context communication: a style in which much of the meaning generated within an interaction comes from verbal communication mental bracketing: the process of intentionally separating out intrusive or irrelevant thoughts that may distract you from listening mirroring: a listeners replication of the nonverbal signals of a speaker mnemonic devices: techniques to aid in information recall narcissistic listening: form of self-centered and self-absorbed listening in which listeners try to make the interaction about them paraphrase: rephrasing a message in ones own words people-oriented listeners: those concerned about others emotional states, who listen with the purpose of offering support in interpersonal relationships physiological noise: noise stemming from a physical illness, injury, or bodily stress pseudo-listening: behaving as if one is paying attention to a speaker but actually is not psychological noise: noise stemming from our psychological states, including mood and level of arousal response preparation: the tendency to rehearse what we are going to say next while a speaker is still talking selective attention: the tendency to pay attention to messages that benefit us in some way and filter out others short-term memory: mental storage capability that can retain stimuli for twenty seconds to one minute time-oriented listeners: those more concerned about time limits and timelines than with the content or senders of a message 33 Chapter 5: Listening Discussion Questions 1. 2. 3. 4. 5. How do the different listening styles impact our ability to listen? How do prejudices impact our ability to listen effectively? What can people do to improve bad listening practices? In what ways can culture impact how we listen? What role does feedback play in the listening process? 34 Chapter 5: Listening Test Questions True or False 1. 2. 3. 4. 5. 6. 7. 8. 9. Listening is a biological process that happens passively. False Paraphrasing is rewording ideas to show understanding. True Noise is one thing that gets in the way of effective listening. True Prejudices do not get in the way of listening effectively. False Listening to change the conversation back to you is narcissistic listening. True Active listening can help people overcome barriers to listening. True Eye contact is a weak form of active listening. False Feedback should be descriptive to help the speaker improve. True Giving yourself informal feedback should nit-pick at every detail to ensure perfection. False 10. Internal dialogue, such as covert questioning, can help improve listening. True Multiple Choice 1. Sam kept nodding while talking to Sian. The nodding is referred to as _____. a. Back channel cues b. Response cues c. Evaluating cues d. Listening cues 2. In what stage of listening do people draw on past information? a. Evaluating b. Interpreting c. Responding d. Receiving 3. Shanice often listens with a concern for her friends feelings. What kind of orientation does Shanice have? a. Time-oriented b. Content-oriented c. Action-oriented d. People-oriented 4. John wants to know as much information as possible and wants to receive different perspectives when listening. What kind of listener is John? a. Time-oriented b. Content-oriented c. Action-oriented d. People-oriented 35 5. Link has an upset stomach and finds it difficult to listen in class. What kind of noise is Link experiencing? a. Environmental b. Physiological c. Psychological d. Practical 6. _____ noise consists of the elements around a person, such as lighting, temperature, furniture. a. Environmental b. Physiological c. Psychological d. Practical 7. Sean is on the phone and playing a game on the tv. He is focused on his game and passively saying uh, yeh, and totally, at random times in the conversation. What kind of bad listening is Sean using? a. Pseudo-listening b. Narcissistic listening c. Aggressive listening d. Eavesdropping 8. Which of the following help people become better critical listeners? a. Asking questions to get more information b. Evaluating the speakers message c. Avoiding making assumptions d. All of the above 9. Which of the following is not a way to be competent in the receiving stage of listening? a. Discerning intention messages from noise b. Paying attention to turn-taking signals c. Separating facts, inferences, and judgments d. Avoiding interruptions while someone is speaking 10. Which of the following are recommendations for providing feedback to others? a. Be specific b. Be constructive c. Be realistic d. All of the above 36 Chapter 6: Interpersonal Communication Processes Basic Chapter Outline I. Principles of Interpersonal Communication A. Why Study Interpersonal Communication? B. Functional Aspects of Interpersonal Communication C. Cultural Aspects of Interpersonal Communication II. Conflict and Interpersonal Communication A. Conflict Management Styles 1. Competing 2. Avoiding 3. Accommodating 4. Compromising 5. Collaborating B. Culture and Conflict C. Handling Conflict Better 1. Identifying Conflict Patterns 2. Negotiation Steps and Skills III. Emotions and Interpersonal Communication A. Perceptions of Emotions B. Evolution and Emotions C. Culture and Emotions D. Expressing Emotions E. Managing and Responding to Emotions IV. Self-Disclosure and Interpersonal Communication A. Theories of Self-Disclosure B. The Process of Self-Disclosure C. Effects of Disclosure on the Relationship 37 Chapter 6: Interpersonal Communication Processes Key Terms accommodating: a style that indicates a low concern for self and a high concern for others anxious attachment: style of an individual desiring closeness but anxious about being abandoned avoidant attachment: style of an individual who has discomfort with closeness and a reluctance to depend on others avoiding: a style that indicates a low concern for self and for others collaborating: a style that indicates a high degree of concern for self and for others collectivistic cultures: those who value in-group identity over individual identity and conformity to social norms of the in-group competing: a style that indicates a high concern for self and a low concern for others compromising: a style that indicates a moderate concern for self and for others display rules: sociocultural norms that influence emotional expression dispositional attribution: the connection of the cause of disclosure to personality DTR talk: defining the relationship talk emotion sharing: communicating the circumstances, thoughts, and feelings surrounding an emotional event emotional contagion: spreading emotion from one person to another emotional intelligence: ability to understand and monitor ones emotions emotions: physiological, behavioral, and/or communicative reactions to stimuli that are cognitively processed and experienced face negotiation theory: theory that people in all cultures negotiate face through communication encounters face: the projected self we desire to put into the world facework: communicative strategies we employ to project, maintain, or repair our face or maintain, repair, or challenge anothers face 38 individualistic cultures: groups that emphasize individual identity over group identity and encourage competition and self-reliance interpersonal attributions: identifying the relationship between sender and receiver as the cause of the disclosure Interpersonal communication competence: the ability to communicate effectively and appropriately in personal relationships Interpersonal communication: the process of exchanging messages between people whose lives mutually influence each other in unique ways, in relation to social and cultural norms interpersonal conflict: interaction resulting from real or perceived incompatible goals, scarce resources, or opposing viewpoints Johari window: insight into parts of us that are open, hidden, blind, and unknown mindreading: communication in which one person attributes something to the other using generalizations personal idioms: unique to certain relationships, these create a sense of belonging due to the inside meaning shared by the relational partners primary emotions: innate emotions experienced for short periods of time, appearing rapidly, usually as a reaction to an outside stimulus, and experienced similarly across cultures relationship cultures: the climates established through interpersonal communication that are unique to the relational partners but based on larger cultural and social norms relationship rituals: take on more symbolic meaning and may be variations on widely recognized events relationship routines: communicative acts that create a sense of predictability in a relationship that is comforting relationship schemata: blueprints or plans that show the inner workings of a relationship secondary emotions: No as innate as primary emotions, these do not have a corresponding facial expression that makes them universally recognizable secure attachment: a style where an individuals relationship with parents is warm, and parents also have a positive and caring relationship with each other self-disclosure: purposeful disclosure of personal information to another serial arguing: a repeated pattern of disagreement over an issue 39 situational attributions: identifying the cause of a disclosure with the content or surroundings in which it takes place social comparison theory: the theory that we evaluate ourselves based on how we compare with others social penetration theory: the theory that as we get to know someone, we engage in a reciprocal process of self-disclosure that changes in breadth and depth and affects how a relationship develops 40 Chapter 6: Interpersonal Communication Processes Discussion Questions 1. 2. 3. 4. 5. How has technology changed the way we understand relationships? What are the advantages and disadvantages of the different conflict styles? What strategies can we use to help us better navigate conflict? How does culture impact the way we display and experience emotions? How does self-disclosure vary for different people? 41 Chapter 6: Interpersonal Communication Processes Test Questions True or False 1. Relationships help us accomplish goals. True 2. Spending time together is not a form of relational maintenance. False 3. Collaborating is giving in to conflict. False 4. Conflict often emerges when we have incompatible goals, resources, or views. True 5. Secondary emotions are innate emotions experienced similarly across cultures. False 6. Emotions can spread from one person to another. True 7. Expectations guide what kind of emotions should be expressed. True 8. Self-disclosure is the purposeful disclosure of information. True 9. According to the Johari Window, there is nothing we do not know about ourselves. False 10. People do not evaluate themselves based on comparison with others. False Multiple Choice 1. Sara has information about herself that she does not share with others. According to the Johari Window, which self would this refer to? a. Open b. Blind c. Hidden d. Unknown 2. Eileen had a nervous habit of flicking her finger during presentations. Eileen did not know this until an instructor provided feedback. According to the Johari Window, which self would this refer to? a. Open b. Blind c. Hidden d. Unknown 3. The range of topics you discuss with someone is known as its _____. a. Breadth b. Depth c. Variety d. Disclosure 4. The ability to monitor ones feelings and use that information to guide behavior is called _____. a. Emotional sharing b. Emotional contagion c. Emotional intelligence d. Emotional displays 42 5. Hector enjoys working with other people when conflict arises. Hector works to ensure that everyones needs are met, and a creative solution ensures that everyone wins. What conflict style does Hector use? a. Accommodating b. Avoiding c. Collaborating d. Compromising 6. Patrice hates conflict. She just gives up and tries to not engage. What kind of conflict style does Patrice use? a. Accommodating b. Avoiding c. Collaborating d. Compromising 7. Which of the following is an example of relational maintenance? a. Dinner with a friend b. Defining the relationship c. Helping a friend move d. All of the above 8. _____ are blueprints of how we think relationships should work. a. Relationship cultures b. Relationship schemata c. Relationship rituals d. Relationship routines 9. Brooklyn presented the wrong information in class. When they noticed the mistake, Brooklyn started explaining why the error was made to help fix the image of themselves in class. The attempt to explain the error is known as _____. a. Facework b. Face negotiation c. Face culture d. Face saving 10. Eyvie is comfortable with intimacy. She has few self-doubts and feels like she can rely on others. What kind of attachment does Eyvie have? a. Secure b. Avoidant c. Anxious d. Insecure 43 Chapter 7: Communication in Relationships Basic Chapter Outline I. Foundations of Relationships A. Stages of Relational Interaction 1. Initiating 2. Experimenting 3. Intensifying 4. Integrating 5. Bonding 6. Differentiating 7. Circumscribing 8. Stagnating 9. Avoiding 10. Terminating B. Social Exchange Theory II. Communication and Friends A. Defining and Classifying Friends B. The Life Span of Friendships C. Friendships Across the Life Span 1. Adolescence 2. Early Adulthood 3. Adulthood 4. Later Life D. Gender and Friendship III. Communication and Families A. Defining Family B. Family Communication Processes 1. Family Interaction Rituals 2. Conversation and Conformity Orientations IV. Romantic Relationships A. Relationship Formation and Maintenance B. Love and Sexuality in Romantic Relationships C. Romantic Relationships and Social Networks V. Relationships at Work A. Supervisor-Subordinate Relationships B. Workplace Friendships C. Romantic Workplace Relationships VI. The Dark Side of Relationships A. Lying B. Sexual and Emotional Cheating C. Anger and Aggression 44 Chapter 7: Communication in Relationships Key Terms altruistic lies: lies intended to protect a relational partner associative friendships: mutually pleasurable relationships between acquaintances or associates that, although positive, lack the commitment of friendships avoiding stage: a possible way to end the awkwardness that comes with stagnation, as people signal they want to close down lines of communication bonding stage: a stage that includes a public ritual announcing formal commitment circumscribing stage: a point at which individuals verbally close themselves off from each other; communication decreases, and certain areas or subjects become restricted cohabitating couples: couples who move in together collegial peers: individuals who engage in more self-disclosure about work and personal topics and communicate emotional support communication aggression: recurring verbal and nonverbal communication that significantly and negatively affects a persons sense of self companionate love: affection felt between two people whose lives are interdependent consensual family: a family high in both conversation and conformity orientations cross-gender friendships: friendships between males and females dark side of relationships: exploratory interactions that society deems acceptable or not; the degree to which something functions productively to improve a relationship or not dating couples: relationships encompassing the courtship period differentiating stage: communicating differences, we may become I experimenting stage: people exchange information and often move from being strangers to becoming acquaintances extradyadic romantic activity: sexual or emotional interaction with someone other than a primary romantic partner family celebrations: formal, more standardized, and culturally specific activities to transmit values and memories through generations 45 family of orientation: people who share the same household and are connected by blood or legal bond, or act/live as if connected by either family of origin: relatives connected by blood or other traditional legal bonds family traditions: more formal family interactions that occur less frequently and vary from family to family friends with benefits: close friendships that include sexual activity without the expectation of romantic commitment or labels friendships: voluntary interpersonal relationships between two people who are usually equals and mutually influence one another high conformity orientation: tendency to foster a climate of uniformity and expectation to conform to the family high conversation orientation: conversation in families that do not interact with each other often and topics of conversation are more restrictive information peers: individuals that communicate only about work-related topics initiating stage: stage at which people size each other up and try to present themselves favorably integrating stage: the merging of two peoples identities and personalities, and they develop a sense of interdependence intensifying stage: stage at which people would like or are open to more intimacy, and then wait for a signal of acceptance before attempting it intergenerational communication: communication between people of different age groups intimate partner violence: physical, verbal, and emotional violence that occurs between two people who are or were recently in a romantic relationship intimate terrorism: one partner uses violence to have general control over the other laissez-faire family: a family that has low levels of conversation and conformity low conformity orientation: tendency to foster diverse beliefs, attitudes, values, and behaviors matching hypothesis: the theory that people with similar levels of attractiveness will pair together 46 mentoring relationship: interaction in which one person functions as a guide for the other network overlap: the number of shared associations among friends and family partnered couples: couples who take verbal, ceremonial, or legal steps to commit to their relationship passionate love: an emotionally charged engagement between two people that can be both exhilarating and painful patterned family interactions: the most frequent rituals that do not have the degree of formality of traditions or celebrations peer coworker relationship: a workplace relationship between two people who have no formal authority over each other and are interdependent in some way personal relationship: interactions that meet emotional, relational, and instrumental needs because they are intimate, close, and interdependent pluralistic family: a family with high levels of conversation and low levels of conformity protective family: a family with low levels of conversation and high levels of conformity receptive friendships: interaction involving a status differential that makes the relationship asymmetrical reciprocal friendships: solid interpersonal relationships between people who are equals with a shared sense of loyalty and commitment sexual communication: the initiation or refusal of sexual activity and communication about sexual likes and dislikes sexual conflict: possible result when couples disagree over frequency or type of sexual activities situational couple violence: interaction provoked by a situation that is emotional or difficult and leads someone to respond or react with violence social exchange theory: a weighing of the cost and rewards in a given relationship social relationships: interactions that occasionally meet needs and lack the closeness and interdependence of personal relationships special peers: individuals who have high levels of self-disclosure with relatively few limitations and are highly interdependent, providing emotional and professional support for one another 47 stagnating stage: the stage at which a relationship may come to a standstill, as individuals basically wait for it to end supervisor-subordinate relationship: interaction between two people, one of whom has formal authority over the other terminating stage: the stage during which relationships end theory of triangles: theory that explains relationships in which primary partnership, inner self, and important interests are connected; different tensions in the relationship may result in focusing more on particular areas of the triangle violent resistance: type of violence between intimate partners, often a reaction or response to intimate terrorism workplace romances: interaction between two people who are emotionally and physically attracted to one another in the workplace 48 Chapter 7: Communication in Relationships Discussion Questions 1. 2. 3. 4. 5. How does communication change as you develop a relationship? What factors influence the life span of relationships? What impact does our family have on our communication practices? How can lies (even good lies) impact our communication in relationships? As technology continues to take us out of the office, how will that impact our workplace relationships? 49 Chapter 7: Communication in Relationships Test Questions True or False 1. Social relationships are intimate and close. False 2. People will weigh the cost and rewards of relationships. True 3. Friendships will deteriorate if a person does not take part in maintenance. True 4. The distance between friends can result in the ending of a friendship. True 5. Family of orientation is based on blood or legal bonds. False 6. Cheating and infidelity are common occurrences in relationships. True 7. Love contracts have people disclose consensual workplace relationships. True 8. Sonias nightly hug with her mom is a family tradition. False 9. Companionate love is emotionally charged, exhilarating, and painful. False 10. Altruistic lies intend to protect a relational partner. True Multiple Choice 1. Sheena only talks to Dave about work-related topics. Their workplace friendship is best described as _____. a. Collegial peers b. Special peers c. Information peers d. Romantic peers 2. A _____ relationship includes formal feedback on job performance. a. Workplace b. Mentoring c. Supervisor-subordinate d. Romantic 3. What is the idea that people develop relationships with those of similar levels of attractiveness? a. Matching hypothesis b. Sapir-Whorf hypothesis c. Attraction hypothesis d. Leveling hypothesis 4. Alyson and Karin are a romantic couple who live together. They are a _____ couple. a. Dating b. Cohabitating c. Partnered d. Roommate 5. What kind of family encourages conversation and limits control over behavior or decision? a. Consensual b. Pluralistic c. Protective d. Laissez-faire 50 6. Which of the following are examples of transactional definitions of family? a. The creation of a sense of home b. The quality of interaction among family members c. The focus on communication d. All of the above 7. Kelli and Stella are good friends who consider themselves equal and share a sense of loyalty and commitment. What kind of friendship do Kelli and Stella have? a. Reciprocal b. Associative c. Receptive d. Beneficial 8. Which of the following describes adolescent friendships? a. Adolescent relationships allow us to test our interpersonal skills. b. Adolescents view friendships as a means of social support. c. Adolescent friendships set the standards for future friendships d. All of the above 9. Getting married is considered which stage of coming together? a. Intensifying b. Integrating c. Bonding d. Experimenting 10. Joan intentionally tries to be away from Kelis and does not want to communicate. What coming stage does this describe? a. Differentiating b. Circumscribing c. Stagnating d. Avoiding 51 Chapter 8: Culture and Communication Basic Chapter Outline I. Foundations of Culture and Identity A. Personal, Social, and Cultural Identities B. Identity Development 1. Nondominant Identity Development 2. Dominant Identity Development C. Differences Matter II. Exploring Specific Cultural Identities A. Race B. Interracial Communication C. Gender D. Sexuality E. Ability III. Intercultural Communication A. Intercultural Communication: A Dialectical Approach B. Intercultural Communication and Relationships 1. Intercultural Friendships 2. Culture and Romantic Relationships IV. Intercultural Communication Competence A. Components of Intercultural Communication Competence B. Cultivating Intercultural Communication Competence 52 Chapter 8: Culture and Communication Key Terms ableism: the system of beliefs and practices that produces physical and mental standards projected as normal for human beings and labels deviations as abnormal antimiscegenation laws: laws that made it illegal for people of different racial/ethnic groups to marry ascribed identities: personal, social, or cultural identities that others place on us avowed identities: those identities we claim for ourselves code-switching: changing from one way of speaking to another between or within interactions cognitive flexibility: the ability to continually supplement and revise existing knowledge to create new categories rather than forcing new knowledge into old categories cultural identities: identities based on socially constructed categories that teach us a way of being and include expectations for social behavior or ways of acting cultural-individual dialectic: the interplay between patterned behaviors learned from a cultural group and individual behaviors that may be variations on or counter those of the larger cultural group culture: the ongoing negotiation of learned and patterned beliefs, attitudes, values, and behaviors dialectic: a relationship between two opposing concepts that constantly push and pull one another dichotomies: dualistic ways of thinking that highlight opposites differences-similarities dialectic: examining how we are simultaneously similar to and different from others digital divide: unequal access to technology and related skills, existing in much of the world dominant identities: identities known for having more resources and influence essentialize: reduce/overlook important variations within a group ethnocentrism: our tendency to view our own culture as superior to other cultures gender: an identity based on internalized cultural notions of masculinity and femininity 53 global village: recognition of new technology that makes vast distances much shorter and travel and communication more accessible and convenient history/past-present/future dialectic: reminder that while current cultural conditions are important, and present actions will inevitably affect the future, those conditions have a history ideology of domination: belief, natural and normal to many, that some people or groups will always have power over others intercultural communication competence: the ability to communicate effectively and appropriately in various cultural contexts intercultural communication: communication between people with different cultural identities intercultural relationships: relationships formed between people with different cultural identities who become friends, romantic partners, family, and coworkers intersectional reflexivity: a reflective practice by which we acknowledge intersecting identities, both privileged and disadvantaged, and implicate ourselves in social hierarchies and inequalities intersectionality: the acknowledgment that we each have multiple cultures and identities that intersect with each other medical model of disability: places disability as an individual and medical issue, rather than a social and cultural one mindfulness: state of self- and other-monitoring that informs later reflection on communication interactions motivation: the root of a persons desire to have or do something, such as fostering intercultural relationships nondominant identities: identities that have fewer resources and less influence patriarchy: a system of social structures and practices that maintain the values, priorities, and interests of men as a group personal identities: the components of the self that are primarily intrapersonal and connected to our life experiences personal-contextual dialectic: the connection between our personal patterns of and preferences for communicating, and how various contexts influence the personal 54 privileges-disadvantages dialectic: the complex interrelation of unearned, systemic advantages and disadvantages operating among our various identities race: socially constructed category based on differences in appearance sex: category based on biological characteristics sexual orientation: a persons primary physical and emotional basis of sexual attraction and activity social constructionism: the argument that the self is formed through our interactions with others and in relation to social, cultural, and political contexts social identities: the components of the self, derived from involvement in social groups to which we are interpersonally committed static-dynamic dialectic: changes over time that often appear to be and are experienced as stable (characteristic of culture and communication) tolerance for uncertainty: an individuals attitude about and level of comfort in uncertain situations transgender: an umbrella term for people whose gender identity and/or expression do not match the biological sex they were assigned at birth 55 Chapter 8: Culture and Communication Discussion Questions 1. How is culture visible on a daily basis in peoples communication? 2. Why is it important that we understand differences? 3. If who we are forms through interactions, what happens when a culture is not represented among them? 4. If gender and biological sex are socially constructed, why emphasize their differences in society? 5. How can we become more effective and appropriate in our intercultural interactions? 56 Chapter 8: Culture and Communication Test Questions True or False 1. Avowed identities are those that others place upon us. False 2. Culture is about ongoing negotiation of learned and patterned beliefs, attitudes, values, and behaviors. True 3. The melting pot accurately depicts the immigration history in the United States. False 4. Gender is the same as biological sex. False 5. The United States prevented people from marrying outside their race until 1967. True 6. People experience a push-and-pull toward opposing experiences, called a dialectic. True 7. The digital divide explores the idea that some people have faster Internet than others. False 8. In 2000, the last state removed language from its constitution that discriminated against interracial and ethnic marriages. True 9. Mindfulness is a persons attitude and feelings toward unfamiliar situations. False 10. Intercultural communication competence is about appropriate and effective communication in cultural contexts. True Multiple Choice 1. _____ identities are interpersonal in nature and connected to our life experiences. a. Personal b. Social c. Cultural d. Ascribed 2. Which of the following is not a stage in nondominant identity development? a. Unexamined identity b. Conformity c. Resistance and separation d. Embracing 3. Janelle communicates differently with her instructor than she does with her friends. This change in the way Janelle uses different language practices is called _____. a. Accommodation b. Code Switching c. Linguistic Diversity d. Cultural Mobility 4. _____ is a belief or practice that results in preventing access to resources, based on the standard that all people should have the same physical and mental traits. a. Sexism b. Racism c. Ableism d. Ageism 57 5. Which cultural dialectic explores the appearance of staying the same and changing over time? a. Differences-similarities b. Person-contextual c. Static-dynamic d. Cultural-individual 6. Which of the following cultural dialectics explores the relationship between a persons desire to be like others and wanting to stand out? a. Differences-similarities b. Person-contextual c. Static-dynamic d. Cultural-individual 7. Jayne thinks her country is the best and better than others. This belief is called _____. a. Ethnocentrism b. Cultural Relativism c. Global Village d. Superiority Complex 8. Intercultural communication competence is best understood through which of the following ideas? a. Motivation b. Self and other knowledge c. Tolerance for uncertainty d. All of the above 9. Which of the following effectively enhances intercultural communication? a. Practicing reflexivity b. Learning how we learn c. Developing empathy d. All of the above 10. Peoples ability to refresh information they have with new ideas and to create new categories is known as _____. a. Mindfulness b. Cognitive flexibility c. Tolerance for uncertainty d. Cerebral flexibility 58 Chapter 9: Preparing a Speech Basic Chapter Outline I. Selecting and Narrowing a Topic A. Analyze Your Audience 1. Demographic Audience Analysis 2. Psychological Audience Analysis 3. Situational Audience Analysis B. Determining Your Purpose 1. General Purpose 2. Specific Purpose 3. Thesis Statement II. Researching and Supporting Your Speech A. Finding Supporting Material B. Types of Sources 1. Periodicals 2. Newspapers and Books 3. Reference Tools 4. Interviews 5. Websites C. Types of Supporting Materials 1. Examples 2. Explanations 3. Statistics 4. Analogies 5. Testimony D. Visual Aids 1. Objects 2. Chalkboards, Whiteboards, and Flip Charts 3. Posters and Handouts 4. Pictures 5. Diagrams and Drawings 6. Charts and Tables 7. Graphs 8. Video 9. Presentation Software III. Organizing A. Organizing the Body of Your Speech 1. Determining Your Main Points 2. Organizing Your Main Points B. Topical Pattern 1. Chronological Pattern 2. Spatial Pattern 3. Problem-Solution Pattern 4. Cause-Effect Pattern 5. Monroes Motivated Sequence 59 C. Incorporating Supporting Material D. Signposts E. Introduction 1. Getting Your Audiences Attention i. Use Humor ii. Cite a Starting Fact or Statistic iii. Use a Quotation iv. Ask a Question 2. Introducing the Topic 3. Establishing Credibility and Relevance 4. Previewing Your Main Points F. Conclusion 1. Summarizing the Importance of Your Topic 2. Reviewing Your Main Points 3. Closing Your Speech IV. Outlining A. The Formal Outline 1. Principles of Outlining 2. Sample Formal Outline i. Introduction ii. Body iii. Conclusion iv. References 3. Examples of APA Formatting for References i. Books ii. Periodicals iii. Online Sources B. The Speaking Outline C. Writing for Speaking 60 Chapter 9: Preparing a Speech Key Terms abstract: author-supplied summary of the source analogies: comparison of ideas, items, or circumstances brainstorming: generating many potential topic ideas in a fast-paced and nonjudgmental manner captive audience: people who are required to attend your presentation cause-effect pattern: a relationship between ideas that shows a progression from origin to result chronological pattern: structure of a speech based on time or sequence coordinate points: on the same level of importance in relation to the thesis of the speech or central idea of a main point credibility: speakers appearance of competence, trustworthiness, and engaging manner demographics: broad sociocultural categories example: a cited case that represents a larger whole explanations: clarifications of ideas by providing information about what something is, why something is the way it is, or how something works or came to be formal outline: full-sentence outline that helps a speaker to prepare for a speech general purpose: the basic intention to persuade, inform, or entertain main points: components of a central idea that meet some part of the specific purpose and include supporting material from research that relates to the thesis Monroes Motivated Sequence: a five-setup organization pattern that creates attention, need, satisfaction, visualization, and action nonverbal signposts: pauses and changes in rate, pitch, or volume that help emphasize transitions within a speech parallel wording: similar wording among key organizing signposts and main points that help structure a speech 61 peer-reviewed process: the most rigorous form of review, taking several months to years and ensuring that published information has been vetted and approved by numerous experts on the subject primacy effect: a positive impression made by information presented first primary sources: people with firsthand experience of an event or researchers/scholars who conduct original research problem-solution pattern: presenting a problem and offering a solution in immediate sequence proxemic information: information that is geographically relevant to an audience psychological audience analysis: the audiences psychological dispositions toward the topic, speaker, and occasion, and how their attitudes, beliefs, and values inform those dispositions recency effect: a positive impression made from the last information presented reference librarians: information-retrieval experts rhetorical questions: questions asked for effect, designed to elicit a mental response from the audience secondary sources: aggregate research in a condensed summary by others signposts: statements that help audience members navigate the turns of a speech situational audience analysis: considering the physical surroundings and setting of a speech speaking outline: a keyword and phrase outline that helps one deliver a speech specific purpose: a statement that includes the objective the speech is meant to accomplish statistics: numerical representations of information subordinate points: items that provide evidence or support for a main idea testimony: quoted information from people with direct knowledge about a subject or situation thesis statement: one-sentence summary of the central idea of a speech that a speaker either explains or defends topical pattern: breaking a larger idea or category into smaller ideas or subcategories 62 visual aids: helps with which a speaker visually reinforces speech content voluntary audience: people choose to listen to a speech 63 Chapter 9: Preparing a Speech Discussion Questions 1. 2. 3. 4. 5. What kind of speeches best fit the different organizational patterns? How do you differentiate between reliable and unreliable sources? What are some ways to tailor your information to cater to your audience? What are the different ways speakers establish credibility? Why is it important to develop an outline for an extemporaneous speech? 64 Chapter 9: Preparing a Speech Test Questions True or False 1. A chronological pattern focuses on different ideas or subcategories. False 2. A speaker should always ask him- or herself to whom he or she is speaking. True 3. A captive audience chooses to attend your presentation. False 4. A specific purpose is a one-sentence statement about the main objective. False 5. People who have experienced the subject of research are primary sources. True 6. Analogies are useful to help compare similar ideas. True 7. Speakers should include their script on presentation slides. False 8. Main points should support the thesis. True 9. An attention-getter should be relevant and appropriate for the topic. True 10. An outline contains every word a speaker will say in a speech. False Multiple Choice 1. Audience analysis is one of the most important parts of speech development. Which of the following analyses should a presenter conduct? a. Demographic b. Psychological c. Situational d. All of the above 2. Which of the following is a general purpose? a. To inform b. To persuade about cats c. To inform on computers d. To discuss gaming 3. What should be included in an introduction? a. Gain attention, introduce the topic, credibility and relevance, and preview b. Discuss the thesis, transitions, specific purpose, and credibility c. Specific purpose, general purpose, preview, and review d. Introduction, transitions, and closing statement 4. Josiah started his speech by stating, 27.6 million! 27.6 million people! That is how many people do not have Internet, according to McNally. What strategy did Josiah use to gain his audiences attention? a. Humor b. Statistics c. Quotation d. Story 65 5. Christina stated during her speech that her certification as a pharmacy technician qualified her to speak about effective use of medications. This kind of statement helps establish what? a. Credibility b. Relevance c. Importance d. Experience 6. What is a one-sentence summary of the central idea of a speech? a. Specific purpose b. Preview c. Thesis d. General purpose 7. An audience that decides to come and hear you is a(n) _____ audience. a. Hostile b. Voluntary c. Captive d. Indifferent 8. Jaycie wants to give a speech about the history of the telephone. What would be the best organizational pattern? a. Spatial b. Topical c. Chronological d. Problem-solution 9. We often want to end with a memorable message because the audience is likely to retain the last thing they heard. This is known as the _____. a. Primacy effect b. Recency effect c. Lasting impression d. Lasting impact 10. To help guide your audience, use _____ to indicate where you are going and where you are in your speech. a. Thesis b. Signposts c. Order words d. Parallel language 66 Chapter 10: Delivering a Speech Basic Chapter Outline I. Managing Public Speaking Anxiety A. Sources of Speaking Anxiety B. Addressing Public Speaking Anxiety 1. Systematic Desensitization 2. Cognitive Restructuring 3. Skills Training 4. Physical Relaxation Exercises 5. Vocal Warm-Up Exercises C. Top Ten Ways to Reduce Speaking Anxiety II. Delivery Methods and Practice Sessions A. Delivery Methods 1. Impromptu Delivery 2. Manuscript Delivery 3. Memorized Delivery 4. Extemporaneous Delivery B. Practicing Your Speech III. Vocal Delivery A. Speaking for Engagement 1. Rate 2. Volume 3. Pitch 4. Vocal Variety B. Speaking for Clarity 1. Articulation 2. Pronunciation 3. Fluency IV. Physical Delivery A. Physical Delivery and the Face 1. Facial Expressions 2. Eye Contact B. Physical Delivery and the Body 1. Posture 2. Gestures 3. Movement C. Credibility and Physical Delivery 1. Personal Appearance 2. Professional Dress and Appearance D. Visual Aids and Delivery 67 Chapter 10: Delivering a Speech Key Terms articulation: the clarity of sounds and words we produce cognitive restructuring: changing the way we think about something communication apprehension: fear or anxiety a person experiences due to real or perceived communication with another person communication-orientation modification therapy: cognitive restructuring that encourages people to think of public speaking as a conversation rather than a performance extemporaneous delivery: memorizing the overall structure and main points of a speech and then speaking from keyword notes eye contact: connecting with the audiences eyes to establish credibility and hold their attention facial expressions: communicating emotions and demonstrating enthusiasm with ones face fluency hiccups: unintentional pauses in a speech that usually result from forgetting what one was saying fluency: the flow of ones speaking gestures: arm and hand movements impromptu delivery: the result when a speaker has little to no time to prepare for a speech manuscript delivery: speaking from a written or printed document that contains the entirety of a speech memorized delivery: completely memorized speech delivered without notes nonverbal adaptors: extra movements caused by anxiety physical relaxation exercises: movements that counteract the general physical signs of anxiety caused by cortisol and adrenaline pitch: how high or low ones voice is when speaking positive visualization: engaging in relaxation exercises and imagining success posture: the position ones body assumes 68 pronunciation: speaking words correctly public speaking anxiety: a type of communication apprehension that produces physiological, cognitive, and behavioral reactions in people faced with a real or imagined presentation rate: how fast or slowly you speak skill training: a strategy for managing public speaking anxiety that focuses on learning skills that will improve specific speaking behaviors state communication apprehension: anxiety related to communication that occurs in a particular situation and time systematic desensitization: making use of the fact that we become less anxious about something the more often we are exposed to it trait communication apprehension: a general tendency to experience anxiety related to communication, essentially incorporating it into ones personality verbal fillers: words that speakers use to fill a gap between what they are saying and what they will say next vocal variety: changes in ones rate, volume, and pitch vocal warm-up exercises: exercises designed to warm up different muscles and different aspects of ones voice volume: how loudly or softly one speaks 69 Chapter 10: Delivering a Speech Discussion Questions 1. 2. 3. 4. 5. What are the advantages and disadvantages of the different delivery methods? What should you do to prepare for a speech? What delivery elements contribute to credibility? How can you effectively use movement to enhance a speech? What kind of visual aids should accompany a speech? 70 Chapter 10: Delivering a Speech Test Questions True or False 1. Physical relaxation helps reduce anxiety related to public speaking. True 2. Positive visualization can make one more nervous for a speech. False 3. A memorized speech is a manuscript speech without the manuscript. True 4. A manuscript speech only allows for the use of brief notes. False 5. Pitch is how loud or soft ones voice is. False 6. Fluency refers to the clarity of sounds and words we produce. False 7. Gestures can emphasize verbal communication. True 8. What you wear should vary based on the context in which you present. True 9. Visual aids should have notes of everything you will discuss. False 10. You should practice your speech. True Multiple Choice 1. The fear or anxiety related to communicating with another individual. a. Public speaking anxiety b. Communication apprehension c. Stage freight d. Communication anxiety 2. This type of speech gets little or no time to prepare. a. Extemporaneous b. Manuscript c. Memorized d. Impromptu 3. Jorge presented a speech that prepared the main elements and spoke to the key points from notes. What kind of speech did Jorge give? a. Extemporaneous b. Manuscript c. Memorized d. Impromptu 4. This particular part of physical delivery helps an audience engage. By having ____, your audience will reciprocate and want to show they are paying attention. a. Eye contact b. Gestures c. Rate d. Posture 5. Tapping ones foot, playing with your hands, twirling hair, playing with something in your pocket, and many other examples are called _____. a. Finishing touches b. Nonverbal adaptors c. Posture movements d. Delivery distractors 71 6. _____ are helpful delivery tools that should enhance your speech. They should not distract or pull your audiences attention from the speech. a. Visual aids b. Gestures c. Slideshows d. Appearances 7. Which of the following is a good example of effective use of visual aids? a. Blank slides when you are not referencing the aid b. Highlighting every point of your speech c. Always having something for your audience to look at d. Putting your entire speech on the slides 8. By using _____, you can engage your audience and appear more credible, by changing your rate, volume, and pitch. a. Articulation b. Vocal variety c. Pronunciation d. Fluency 9. Some common words or phrases are often used to fill space when a speaker is trying to think about what comes next, including um, uh, ah, you know, and like. a. Vocal filler b. Fluency hiccup c. Articulation error d. Distractions 10. When people get nervous, they often speak fast. It is effective to adjust the ____ to the middle range to help the audience absorb information. a. Rate b. Pitch c. Volume d. Fluency 72 Chapter 11: Informative and Persuasive Speaking Basic Chapter Outline I. Informative Speeches A. Creating an Informative Speech B. Choosing an Informative Speech Topic C. Researching an Informative Speech Topic D. Organizing and Supporting an Informative Speech E. Methods of Informing 1. Informing through Definition 2. Informing through Description 3. Informing through Demonstration 4. Informing through Explanation F. Effective Informative Speaking 1. Avoiding Persuasion 2. Avoiding Information Overload 3. Engaging Your Audience G. Sample Informative Speech 1. Introduction 2. Body 3. Conclusion 4. References II. Persuasive Speaking A. Foundation of Persuasion B. Choosing a Persuasive Speech Topic C. Adapting Persuasive Messages D. Determining Your Proposition E. Organizing A Persuasive Speech III. Persuasive Reasoning and Fallacies A. Reasoning 1. Inductive Reasoning 2. Deductive Reasoning 3. Causal Reasoning B. Fallacies of Reasoning 1. Hasty Generalization 2. False Analogy 3. False Cause 4. False Authority 5. Bandwagon 6. Ad Hominem 7. Slippery Slope 8. Red Herring 9. Appeal to Tradition IV. Persuasive Strategies A. Ethos, Logos, and Pathos B. Dissonance, Motivation, and Needs 73 1. Cognitive Dissonance 2. Positive and Negative Motivation 3. Appeals to Needs C. Sample Persuasive Speech 1. Introduction 2. Body 3. Conclusion 4. References 74 Chapter 11: Informative and Persuasive Speaking Key Terms causal reasoning: establishing a relationship between a cause and an effect claim: a statement that evidence will support cognitive dissonance: the mental discomfort that results when new information clashes with or contradicts currently held beliefs, attitudes, or values competence: the perception of a speakers expertise in relation to the topic discussed deductive reasoning: reasoning that derives specifics from what is already known dynamism: the degree to which audience members perceive a speaker to be outgoing and animated ethos: the credibility of a speaker, including competence, trustworthiness, and dynamism evidence: factual information supporting a claim fallacies: flaws within an arguments logic or reasoning inductive reasoning: reaching conclusions through citation of examples, most frequently used in logical reasoning information overload: a barrier to effective listening that occurs when a speech contains more information than an audience can process informative speaking: teaching an audience something using objective factual information informing through definition: defining concepts clearly and concisely informing through demonstration: a speaker giving verbal directions about how to do something while also physically demonstrating the steps informing through description: creating verbal pictures for your audience informing through explanation: sharing how something works, how something can be, or why something happened learning styles: how people most effectively receive and process information logos: reasoning or logic of an argument negative motivation: implying or stating that failure to follow a speakers advice will result in negative consequences 75 pathos: emotional appeals persuasive speaking: effort to influence the beliefs, attitudes, values, or behaviors of audience members positive motion: speakers implicitly or explicitly conveying to the audience that listening to their message or following their advice will lead to positive results proposition of fact: the focus of beliefs that establish whether something exists or does not proposition of policy: advocating that something should or should not be proposition of value: the focus used to persuade the audience that something is good or bad, right or wrong, or desirable or undesirable reasoning by analogy: inductive reasoning that argues that what is true of one set of circumstances will be true for another safety needs: motivations for working to preserve our safety and that of our loved ones self-esteem needs: a need to think well of ourselves and have others think well of us social needs: motivations relating to the desire to belong to supportive and caring groups syllogism: an example of deductive reasoning in which major or minor premises support a conclusion trustworthiness: the degree to which audience members perceive a speaker to be presenting accurate, credible information in a nonmanipulative way warrant: the underlying justification that connects the claim and the evidence 76 Chapter 11: Informative and Persuasive Speaking Discussion Questions 1. 2. 3. 4. 5. What needs to be considered when selecting a speech topic? Explain the relationship among claim, evidence, and warrant. How can learning styles be considered in preparing a presentation? How can one balance information overload? What should one consider when organizing a speech? 77 Chapter 11: Informative and Persuasive Speaking Test Questions True or False 1. A claim is the statement that evidence will support. True 2. A topic should always be oriented toward the audience. True 3. A demonstration is a speech that creates verbal pictures for the audience. False 4. An informative speech should include emotional appeals. False 5. A proposition of value deals with what is or is not. False 6. The satisfaction stage of the motivated sequence deals with offering solutions. True 7. Deductive reasoning draws on major and minor premises to lead to a conclusion. True 8. A false dilemma relies on doing something because everyone else is doing it. False 9. Ethos is the use of emotional appeals. False 10. Dynamism is a speakers ability to appear outgoing and animated. True Multiple Choice 1. This type of speech teaches the audience something by using factual, unbiased information. a. Informative b. Persuasive c. Celebratory d. Introductory 2. Jasmine developed her speech with as much detail and information as she could. Her audience was unable to process the amount of information. What is this called? a. Information stacking b. Too much information c. Information overload d. Information underload 3. Avoiding persuasion is important when delivering an informative speech. What kind of words should be avoided? a. Good/bad b. Should/shouldnt c. Right/wrong d. All of the above 4. Which of the following is a specific purpose? a. To inform b. To inform about calico cats c. To persuade d. To discuss 5. What are the three main parts of a speech? a. Introduction, body, conclusion b. Thesis, main points, and transitions c. Specific purpose, preview, and review d. Introduction, transitions, and closing statement 78 6. Janet stated at the conclusion of her speech, Act now and sign up to save a life today! This statement fulfills what part of Monroes Motivated Sequence? a. Need b. Satisfaction c. Visualization d. Action 7. Stacie argued that we should continue teaching the way we do because it is what we have always done. What fallacy is Stacie using? a. Appeal to tradition b. Red herring c. Slippery slope d. False dilemma 8. _____ seeks to influence the beliefs, attitudes, values, or behaviors of an audience. a. Persuasive speaking b. Informative speaking c. Ceremonial speaking d. Coercive speaking 9. This type of organization presents information that contributes to an issue and then provides ways to fix the issue. a. Cause-effect b. Cause-effect-solution c. Problem-solution d. Problem-failed solution-proposed solution 10. To be a competent, trustworthy, and dynamic speaker, an individual is fulfilling which rhetorical proof? a. Logos b. Ethos c. Pathos d. Mythos 79 Chapter 12: Public Speaking in Various Contexts Basic Chapter Outline I. Speaking in Personal and Civic Contexts A. Speaking on Special Occasions 1. Speech of Introduction 2. Presenting an Award 3. Accepting an Award 4. Toast 5. Speech of Tribute 6. Eulogy B. Speaking as an Advocate in Personal and Civic Contexts II. Speaking in Academic Settings A. Speaking to Professors and Classmates 1. Social Sciences 2. Arts and Humanities 3. Education/Training and Development 4. Science and Math 5. Technical Courses B. Speaking at Academic Conferences III. Speaking in Business Settings A. Adapt to Your Audience 1. Speaking to Executive/Supervisors 2. Speaking to Colleagues 3. Speaking to Supervisees/Employees 4. Speaking to Clients/Customers/Funding Sources 5. Speaking in Intercultural Contexts B. Common Business Presentations 1. Briefings 2. Reports 3. Training 4. Meetings IV. Speaking via Electronic Media A. Speaking on Radio and Television 1. Radio 2. Television B. Media Interview C. Speaking on Behalf of Others 1. Speaking as a Spokesperson or Representative 2. Crisis Communication 80 Chapter 12: Public Speaking in Various Contexts Key Terms academic conferences: discussing and sharing knowledge in a particular field of study accepting an award: a brief, gracious, and humble speech acknowledging the award, nominees, and those that made the moment possible audio monitor: a means of allowing you to hear yourself, or studio producers or another person communicating with you off-site to hear you briefings: short presentations that either update listeners about recent events or provide instructions for doing something job-related ceremonial speaking: speeches of praise, tribute, and celebration that bring audiences together on special occasions communication to outside stakeholders: messages sent from service providers to people who are not employed by the organization but conduct business with or support it crisis communication: occurs as a result of a major event, outside of normal expectations, potentially negative, risking escalation in intensity, and may result in close media or government scrutiny, creating pressure for a timely and effective response downward communication: message directed at audience members who hold a lower place in the organizational hierarchy than the sender eulogy: a speech honoring a person who has died feasibility report: an exploration of potential actions or steps and recommendations for future action, based on evaluation final report: presentation at the conclusion of a task and similar to a progress report, but includes a discussion and analysis of the results of an effort horizontal communication: communication with colleagues on the same or approximately the same level in the organizational hierarchy media interview: a question-and-answer interaction with a reporter or radio or television representative mic fright: increased nervousness due to the presence of a microphone presenting an award: a speech whose main goal is to enhance the value of an award or to honor the person receiving it 81 public advocacy: engaging people through responsible communication that seeks to make a better world sound bite: a verbal bullet point that is about ten seconds or twenty-six words long speaking in education training and development: students delivering a lecture, facilitating a discussion, or running an activity as if they were actually teaching or training speaking in science and math: speech usually focusing on using established methods and logic to find and report objective results speaking in technical courses: speech focusing on learning through testing, replication, and design, then translating the technical information involving those processes into lay terms speaking in the arts and humanities: speech that usually involves critiquing, reviewing, or comparing and contrasting existing literature, art, philosophies, or historical texts in ways that connect the historical and the contemporary speaking in the social sciences: speech driven by quantitative or qualitative data reviewed in existing literature or from original research that focuses on historical or current social issues speech of introduction: a speech in which one speaker briefly introduces an upcoming speaker who is usually the focus of the occasion speech of tribute: a longer and more formal version of a toast, establishing why a person, group, or concept is worthy of praise spokesperson: a representative who speaks on behalf of others status reports: speech focusing on a specific project or task or simply reporting on the regular functioning of a group technical briefings: briefings that provide instructions this I believe speeches: speech that encourages people to use the power of their voice to speak in a personal context to inspire, motivate, and resonate with others toast: a ceremonial speech that praises or conveys goodwill or blessings in honor of a person, accomplishment, or event training: presentation that prepares new employees for their jobs or provides instruction or development opportunities for existing employees upward communication: speeches, proposals, or briefings directed at audience members who hold higher positions in the organizational hierarchy than the sender 82 video monitors: televisions that allow the on-air person to monitor movements and see what viewers are seeing 83 Chapter 12: Public Speaking in Various Contexts Discussion Questions 1. How can people ensure they are an advocate in public discourse? 2. Why is it important to recognize the different expectations for public speaking in different subject areas? 3. How does a persons role in an organization impact the persons communication? 4. What interpersonal skills are needed to conduct an interview? 5. What new challenges can media presentations create for speakers? 84 Chapter 12: Public Speaking in Various Contexts Test Questions True or False 1. 2. 3. 4. 5. Presenting an award introduces an upcoming speaker with a focus on occasion. False You should never use humor in a toast. False Public advocacy is an opportunity to engage with your listeners. True You should only speak from behind a lectern or a computer to assert authority. False Discussion facilitation is like a speech in that the presenter should be the primary speaker. False 6. Speakers do not have to translate technical information for the audience. False 7. Speaking to colleagues is often referred to as downward communication. False 8. Training material should be tested before implementation. True 9. Mic-fright is like stage fright, but in a radio setting. True 10. Sound bites are long explanations of information in media. False Multiple Choice 1. Jonas was asked to give a speech that would discuss an upcoming speaker at a dinner. What kind of speech was Jonas asked to give? a. Speech of introduction b. Speech of tribute c. Presenting an award d. This I believe speech 2. _____ is a speech that honors the life of a person that has passed away. a. Speech of tribute b. Public advocacy c. Eulogy d. Speech of introduction 3. What type of classroom speaking focuses on quantitative or qualitative data from original research on historical or current issues? a. Speaking in the social sciences b. Speaking in the arts and humanities c. Speaking in science and math d. Speaking in technical courses 4. Janice is giving a presentation in her math class. Which of the following should she rely on? a. Objective results b. Philosophical ideas c. Qualitative data d. None of the above 85 5. Which of the following is not a recommendation for effective lectures? a. Use content that excites you b. Preplan examples c. Do not move around d. Do not speak for more than 20 minutes at a time 6. Which of the following are recommendations for effective discussion facilitation? a. Use familiar examples b. Do not be afraid of silence c. Create questions that are open-ended d. All of the above 7. _____ is communication towards members of an organization who are in roles higher than that of the speaker. a. Upward communication b. Horizontal communication c. Downward communication d. Backward communication 8. Sian was preparing to give a speech to the team she supervises. She will be engaging in what kind of communication? a. Downward communication b. Upward communication c. Horizontal communication d. Backward communication 9. What types of screens allow presenters to see themselves and their movements while they are being recorded? a. Audio monitor b. Video monitor c. Video camera d. Teleprompter 10. Which of the following are questions a person should ask before taking part in a media interview? a. Who will be interviewing me? b. How long will the interview last? c. What information will be needed? d. All of the above. 86 Chapter 13: Small Group Communication Basic Chapter Outline I. Understanding Small Groups A. Characteristics of Small Groups 1. Size of Small Groups 2. Interdependence 3. Shared Identity B. Functions of Small Groups 1. Groups Meet Instrumental Needs 2. Groups Meet Interpersonal Needs 3. Groups Meet Identity Needs C. Types of Small Groups D. Advantages and Disadvantages of Small Groups II. Small Group Development A. Forming B. Storming C. Norming D. Performing E. Adjourning III. Small Group Dynamics A. Group Cohesion and Climate B. Socializing Group Members C. Group Pressures 1. Conforming 2. Groupthink D. Group Conflict 1. Procedural Conflict 2. Substantive Conflict 3. Interpersonal Conflict 4. Primary and Secondary Tensions E. Managing Conflict in Small Groups F. Advantages and Disadvantages of Conflict 87 Chapter 13: Small Group Communication Key Terms adjourning: a group dissolves because it has completed its purpose or goal, membership is declining, support for the group no longer exists, or it is dissolved because of some other internal or external cause forming: group members begin to reduce uncertainty associated with new relationships and/or new tasks, through initial interactions that lay the foundation for the later group dynamics group climate: the relatively enduring tone and quality of group interaction that is experienced similarly by group members group cohesion: members commitment to the purpose of the group and the degree of attraction among individuals within the group group fantasies: verbalized references to events outside the here-and-now of the group group socialization: the process of teaching and learning the norms, rules, and expectations associated with group interaction and group member behaviors groupthink: a negative phenomenon characterized by a lack of critical evaluation of proposed ideas or courses of action that results from high levels of cohesion and/or high conformity pressures interdependence: sharing a common purpose and fate interpersonal conflict: emerges from conflict between individual members of the group norming: solidifying the practices and expectations of the group, leading to more stability, productivity, and cohesion within the group performing: group members working relatively smoothly toward the completion of a task or achievement of a purpose primary groups: long-lasting groups that form based on relationships and including significant others primary tension: tension based on uncertainty that is a natural part of initial interactions procedural conflict: disagreements or trouble with the mechanics of group operations relational-oriented groups: groups formed to promote interpersonal connections, more focused on quality interactions that contribute to the well-being of group members 88 secondary groups: groups characterized by less frequent interaction, less emotional and relational communication, and more task-related communication than primary groups secondary tension: tension that emerges after a group has passed the forming stage of group development and begins to have conflict over member roles, differing ideas, and personality conflicts small-group communication: interactions among three or more people connected through a common purpose, mutual influence, and a shared identity social cohesion: attraction and liking among group members social loafing: taking advantage of the anonymity of a group, resulting in contributing less to the group than other members, less than they would if they worked alone storming: conflict that emerges as people begin to perform their various roles, have their voices heard, and negotiate where they fit within the groups structure substantive conflict: conflict that focuses on group members differing beliefs, attitudes, values, or ideas related to the groups purpose or task symbolic convergence: the sense of community or group consciousness that develops in a group through non-task-related communication, such as stories and jokes synergy: the potential for gain in performance or heightened quality of interactions when complementary members or member characteristics are added to existing ones task cohesion: the commitment of group members to the purpose and activities of the group task-oriented groups: groups formed to solve a problem, promote a cause, and generate ideas or information teams: task-oriented groups in which members are especially loyal and dedicated to the ask and to other group members 89 Chapter 13: Small Group Communication Discussion Questions 1. How is working in a group more beneficial than working as an individual? 2. How is working in a group more challenging than working as an individual? 3. Why is it important for groups to experience a forming stage despite its often seeming filled with unproductive interactions? 4. At what point does group cohesion become problematic and counterproductive? 5. What can groups do to counteract groupthink? 90 Chapter 13: Small Group Communication Test Questions True or False 1. A team consists of three or more people connected through a common purpose, mutual influence, and shared identity. False 2. Heightened performance from complementary members is called synergy. True 3. Groups can adjourn due to internal or external problems. True 4. Feedback is often perceived as a negative contribution to group climate. False 5. Groups that discuss their future are engaging in group fantasies. True 6. Group roles and norms help reduce uncertainty. True 7. Secondary tensions occur early and are based on uncertainty. False 8. Small groups have a specific set of members. False 9. The central person in a centralized group can function as a gatekeeper. True 10. Groups that meet primarily online are called virtual groups. True Multiple Choice 1. Piper does less work in a group than she would on her own. This is a common disadvantage of the interdependence and anonymity created in groups. In what is Piper engaging? a. Social loafing b. Cohesion c. Groupthink d. Synergy 2. Christina's group is experiencing conflict resulting from members discussion of roles, new ideas, and attempts to negotiate where they fit within the group. What stage of group development is Christina's group experiencing? a. Forming b. Storming c. Norming d. Performing 3. Groups can experience high levels of conformity and cohesion that result in less critical evaluation. What is this negative group experience? a. Groupthink b. Primary tensions c. Secondary tensions d. Social loafing 4. The fact that small groups share a common purpose and common fate refers to the groups _____. a. Shared identity b. Interdependence c. Functions d. Needs 91 5. These groups are brought together to solve a problem, promote a cause, or generate ideas or information. a. Task-oriented b. Relational-oriented c. Secondary d. Primary 6. In what stage does a group become more productive and solidify group expectations? a. Forming b. Storming c. Norming d. Performing 7. Jolenes group likes each other and gets along well. It can be said that Jolenes group has a high level of _____. a. Task cohesion b. Group climate c. Social cohesion d. Symbolic convergence 8. _____ conflict occurs when a group has differing attitudes, beliefs, values, or ideas regarding the group tasks and purpose. a. Procedural b. Substantive c. Interpersonal d. Tension 9. Which of the following is not a way to avoid groupthink? a. Evenly distribute responsivities b. Question major decisions c. Reflect on decisions d. Ignore minority opinions 10. Which of the following is a function of small groups? a. Meet instrumental needs b. Meet interpersonal needs c. Meet identity needs d. All of the above 92 Chapter 14: Leadership, Roles, and Problem-Solving Groups Basic Chapter Outline I. Leadership and Small Group Communication A. Why and How People Become Leaders 1. Leaders Emerge Because of their Traits 2. Leaders Emerge Because of the Situation 3. Leaders Emerge Based on Communication Skill and Competence B. Leadership Styles 1. Directive Leaders 2. Participative Leaders 3. Supportive Leaders 4. Achievement-Oriented Leaders C. Leadership and Power 1. Legitimate Power 2. Expert Power 3. Referent Power 4. Informative Power 5. Reward and Coercive Power II. Group Member Roles A. Task-Related Roles and Behaviors 1. Task Leader 2. Expediter 3. Information Provider 4. Information Seeker 5. Gatekeeper 6. Recorder B. Maintenance Roles and Behaviors 1. Social-Emotional Leader 2. Supporter 3. Tension Releaser 4. Harmonizer 5. Interpreter C. Negative Roles and Behaviors 1. Self-Centered Roles i. Central Negative ii. Monopolizer iii. Self-Confessor iv. Insecure Compliment Seeker v. Joker 2. Unproductive Roles i. Blocker ii. Withdrawer iii. Aggressor iv. Doormat III. Problem-Solving and Decision-Making in Groups 93 A. Group Problem-Solving B. Group Problem-Solving Process 1. Step 1: Define the Problem 2. Step 2: Analyze the Problem 3. Step 3: Generate the Possible Solutions 4. Step 3: Evaluate Solutions 5. Step 5: Implement and Assess the Solution C. Decision-Making in Groups 1. Brainstorming before Decision-Making 2. Discussion before Decision-Making 3. Specific Decision-Making Techniques D. Influences on Decision-Making 1. Situational Influences on Decision-Making 2. Personality Influences on Decision-Making E. Cultural Context and Decision-Making 1. International Diversity in Group Interactions 2. Domestic Diversity and Group Communication 94 Chapter 14: Leadership, Roles, and Problem-Solving Groups Key Terms achievement-oriented leaders: leaders who strive for excellence and set change goals, constantly seeking improvement and exhibiting confidence that group members can meet their high expectations airhead: member who skirts responsibilities by claiming ignorance when he or she actually understands or intentionally performs poorly on a task, so other group members question his or her intellectual abilities to handle other tasks coercive power: the ability of a group member to provide a negative incentive consensus rule: a decision-making technique in which all members of the group must agree to the same decision designated leader: member officially recognized in the leadership role, people inside or outside of the group may elect or appoint directive leaders: leaders who help provide psychological structure for group members by clearly communicating expectations, keeping a schedule and an agenda, providing specific guidance as group members work toward the completion of their task, and taking the lead on setting and communicating group rules and procedures emergent leaders: leaders who gain status and respect through engagement with the group and its task and to whom others turn as a resource for needed leadership expediter: a task-related role that keeps the group on track toward completing its task, by managing the agenda and setting and assessing goals to monitor the groups progress expert power: power that comes from knowledge, skill, or expertise that a group member possesses and other members do not gatekeeper: member that manages the flow of conversation in a group, to achieve an appropriate balance so that all group members get to participate in a meaningful way information power: power that comes from a persons ability to access information coming through informal channels and well-established social and professional networks information provider: members who present new ideas, initiate discussions of new topics, and contribute their own relevant knowledge and experiences information seeker: members who ask for more information, elaboration, or clarification on items relevant to the groups task 95 interpreter: someone who manages the diversity within a group by mediating intercultural conflict, articulating common ground between different people, and generally creating a climate where difference is seen as an opportunity rather than something to fear leader: group role associated with a high-status position, which group members may formally or informally recognize leadership: a complex of beliefs, communication patterns, and behaviors that influence the functioning of a group and move it toward the completion of its task legitimate power: power that flows from the officially recognized position, status, or title of a group member majority rule: decision-making technique in which one-half of the group plus one more member must agree before a decision is made minority rule: decision-making technique in which a designated authority or expert has final say on a decision and may or may not consider the input of the other group members nominal group technique: guide for decision-making, through a four-step process that includes idea generation and evaluation and seeks to elicit equal contributions from all group members participative leaders: leaders who work to include group members in the decision-making process by soliciting and considering their options and suggestions problem question: a question that guides the group as it generates possible solutions problem statement: a single statement that summarizes the problem recorder: a member who takes notes on the discussion and activities that occur during a group meeting referent power: power that comes from the attractiveness, likability, and charisma of the group reward power: power that comes from the ability of a group member to provide a positive incentive as a compliance-gaining strategy self-centered roles: actions that divert attention from the task to the group member exhibiting the behavior supporter: member characterized by communication behaviors that encourage other group members and provide needed emotional support supportive leaders: leaders who show concern for their followers needs and emotions 96 tension releaser: member who is naturally funny and sensitive to the personalities of the group and the dynamics of any given situation, and who uses those qualities to manage the frustration level of the group unproductive roles: members actions that just prevent or make it more difficult for the group to make progress 97 Chapter 14: Leadership, Roles, and Problem Solving Groups Discussion Questions 1. 2. 3. 4. 5. How are different leadership orientations ineffective or effective? How can we effectively work with the presence of negative group roles? How can we best put brainstorming to use in the problem-solving process? What are the advantages and disadvantages of minority and majority rule? What positive characteristics are often associated with a leader? 98 Chapter 14: Leadership, Roles, and Problem Solving Groups Test Questions True or False 1. 2. 3. 4. 5. 6. 7. 8. 9. You can be a leader without being formally recognized. True Participative leaders show concern for their followers needs and emotions. False Having a skill or expertise often results in expert power. True A gatekeeper controls the flow of information and conversation in a group. True Task roles focus on maintaining cohesion and interpersonal needs of a group. False The tension releaser of a group focuses on reducing conflict. False Productive roles make it more difficult to make progress. False Brainstorming should not consist of evaluating ideas. True Self-centered roles pull attention away from the group and focus on the individual group member. True 10. Problems typically consist of an undesired situation, a desired situation, and obstacles between the two. True Multiple Choice 1. Stanley became a leader after the prior leader failed. Stanley came to his status by engaging with the group and was frequently a resource for others. What kind of leader is Stanley? a. Designated leader b. Emergent leader c. Directive leader d. Participative leader 2. Kiana leads by allowing members to make their own decisions. What kind of leadership style does Kiana use? a. Autocratic b. Democratic c. Laissez-faire d. Directive 3. Jodie has power in their group due to their access to professional networks and resources pertaining to the group project. What kind of power does Jodie have? a. Expert b. Referent c. Information d. Reward 4. What task role focuses on taking notes during group meetings? a. Gatekeeper b. Recorder c. Information seeker d. Information provider 99 5. Which role attempts to stop progress within the group by turning down ideas, recommending new focuses, or missing meetings? a. Blocker b. Withdrawer c. Doormat d. Aggressor 6. Which of the following is not a rule for brainstorming? a. Evaluation of ideas is forbidden b. Wild and crazy ideas are encouraged c. Quality is the goal. d. Presenting new combinations of ideas is encouraged 7. Which of the following is not a stage in problem-solving? a. Define the problem b. Analyze the problem c. Generate possible solutions d. Discuss group norms 8. Which decision-making rule requires all members to agree? a. Consensus b. Minority c. Majority d. Dominant 9. Phoebes group is examining all the ideas they came up with for the project. Phoebes group is in what stage of problem-solving? a. Define the problem b. Analyze the problem c. Evaluate solutions d. Generate possible solutions 10. Steve likes to be sarcastic and play pranks during group meetings. Which role is Steve exhibiting? a. Self-confessor b. Joker c. Blocker d. Monopolizer 100 Chapter 15: Media, Technology, and Communication Basic Chapter Outline I. Technological Advances: From the Printing Press to the iPhone A. Print Mass Media 1. Books 2. Newspapers 3. Magazines B. Sound Mass Media 1. Wireless Sound Transmission 2. The Birth of Broadcast Radio 3. How Radio Adapted to Changing Technologies C. Visual Mass Media 1. Technology Leading to Visual Mass Media 2. Televisions Golden Age 3. Cable and Satellite Television 4. The Internet and Digital Media II. Functions and Theories of Mass Communication A. Functions of Mass Media B. The Media as Gatekeeper C. Theories of Mass Communication 1. Hypodermic Needle and Beyond 2. Media Effects 3. Cultivation Theory III. Mass Communication and Ethics A. Media Control and Ownership B. Media and Globalization C. Media and Representation D. Developing Media Literacy 101 Chapter 15: Media, Technology, and Communication Key Terms audiovisual age: an era from 1850 to 1990, marked by technological advancements in radio and television books: the earliest form of distributed communication boomerang effect: media-induced change that is counter to the desired change cultivation theory: theory that media exposurespecifically, televisionshapes our social reality by giving us a distorted view of the amount of violence and risk in the world digital media: constructed with digital, binary code comprising ones and zeros gatekeeping function: medias effect on or control of the information transmitted to their audience globalization: the complex interconnecting structural and cultural forces that aid the spread of ideas and technologies and influence the social and economic organization of societies hypodermic needle approach: suggestion that a sender constructed a message with a particular meaning that seemed as if it were injected into individuals in a mass audience internet and digital media age: the era of these media from 1990 and continuing today internet: a decentralized communications and information network that relies on the transmission of digital signals through cables, phone lines, and satellites, which are then relayed through network servers, modems, and computer processors magazines: the first national mass medium, reaching people all over the growing United States nation of the late 1700s and into the 1800s manuscript age: the period in human history that immediately predates the advent of mass media, beginning around 3500 BCE media convergence: the merging of technologies that were previously developed and used separately media effects: the intended or unintended consequences of what the mass media does media imperialism: the domination of other countries through exported media and the values and ideologies they contain media literacy: our ability to critique and analyze the potential impact of the media 102 movies: the first mass medium to combine audio and visual electronic communication newspapers: the chronicle of daily life in our society, providing regular coverage of events print age: period marked by the birth and rise of the first mass medium radio: a mass medium that broadcasts speech and music using wireless signals reciprocal effect: the interactive relationship between media and the subject being covered social learning theory: theory that claims media portrayals influence our development of schemata or scripts about different groups of people telegraph: a system of dots and dashes transmitted across cable using electric pulses television: the first mass medium capable of instantly and wirelessly transmitting audio and visual signals wireless telegraph: electromagnetic waves transmitting signals coded into pulses, the precursor of radio 103 Chapter 15: Media, Technology, and Communication Discussion Questions 1. 2. 3. 4. With what changes did each new form of mass media impact society? How did the digital age create new problems for media? How can media effects explain consumer behavior? If people have a heightened negative view of the world due to media consumption, how can we meaningfully balance the negativity? 5. What role does media literacy play in peoples consumption of media? 104 Chapter 15: Media, Technology, and Communication Test Questions True or False 1. The print age saw the birth of the first mass medium. True 2. Magazines were highly successful and highly regarded at first. False 3. Movies were the first medium to combine visual and audio communication. True 4. Mean-world syndrome is a distorted view of the world as a bad place. True 5. Portrayals in media influence how we see the world. True 6. Media literacy is about our inability to interpret media. False 7. Globalization refers to the isolation of nations use of media. False 8. We use media to escape our daily lives. True 9. Media can provide us with a distorted view of violence and risk in the world. True 10. Media outlets function as gatekeepers that decide what information is presented to the audience. True Multiple Choice 1. _____ record the daily life of society with regular coverage of events. a. Books b. Newspapers c. Magazines d. Movies 2. Which medium allows for the consumption of books, radio, television, and movies in one place? a. Sound mass media b. Digital media c. Visual mass media d. Print mass media 3. Which age saw the advancement in radio and television? a. Audiovisual age b. Manuscript age c. Digital media age d. Television age 4. Which of the following is not a function of mass media? a. Information b. Interpretation c. Decision d. Bonding 5. Which theory of mass media assumes that a message or meaning transmitted through a mass medium was just accepted by the receiver. a. Media effects b. Cultivation c. Hypodermic needle d. Boomerang effect 105 6. The domination of other countries through media is called _____. a. Media imperialism b. Globalization c. Media convergence d. Media representation 7. Which of the following is true of media-literacy skills? a. All media messages are constructed b. All media messages are embedded with values c. Media messages can prevent change d. All of the above 8. Which effect of media results in the opposite intended result? a. Reciprocal effect b. Boomerang effect c. Media effect d. Cultivation effect 9. Which of the following is true of heavy media viewers? a. They are more suspicious of others b. They believe they are more likely to be a victim of a crime c. They believe officers draw a weapon more frequently than they do d. All of the above 10. _____ is the result of technologies merging, and an e-book is an example. a. Media globalization b. Media convergence c. Media imperialism d. Media combination 106 Chapter 16: New Media and Communication Basic Chapter Outline I. New Media Technologies A. The Evolution of New Media B. Personal Media C. Social Media II. New Media and Society A. New Media and Democracy B. New Media and Ethics C. Intellectual Property Rights and Copyrights D. Content Filtering and Surveillance III. New Media, The Self, and Relationships A. New Media and the Self B. New Media and Interpersonal Relationships 107 Chapter 16: New Media and Communication Key Terms alternative media: a range of voices with diverse cultural identities and experiences, countering the mainstream media outlets that more privileged people control and populate with their voices and perspectives analogue media: encoding information onto a physical object that must be paired with another device capable of reading that specific code binary code: converting information into a series of 0s and 1s citizen journalism: individuals or small groups outside of the media establishment who do reporting as a corrective to mainstream journalism, which may inaccurately report or underreport a story constant connectivity: rendering people reachable nearly all the time, which can be comforting or anxiety-inducing crowdsourcing: the idea stage of development where people from various perspectives and positions offer proposals or information to solve a problem or create something new cyberslacking: the non-work-related use of new media while on the job digital media: composed of and/or designed to read numerical codes digital rights management: embedding devices or program-specific codes into a digital product, limiting its ability to be reproduced and/or used on multiple devices dormant network: a network of people with whom users may not feel obligated to explicitly interact but may find comfort in knowing the connection exists gatewatching: media-criticisms practice that seeks to correct or expand mainstream media reporting piracy: the unlawful reproduction and/or distribution of intellectual property or other copyrighted materials social networking sites: sites that allow users to build a public or semipublic profile, create a network of connections to other people, and view other peoples profiles and network connections 108 Chapter 16: New Media and Communication Discussion Questions 1. How does the connectedness of new media change the flow of information and communication, compared to older forms of media? 2. How do new media change relationships between sellers and consumers? 3. What are the positive and negative impacts of new media on democracy? 4. How do new media impact our sense of self-identity? 5. What challenges do new media present in the way we disclose and obtain information about people? 109 Chapter 16: New Media and Communication Test Questions True or False 1. Crowdsourcing consists of soliciting information from a wide audience. True 2. A laptop is a type of personal media. True 3. New media blurs the traditional lines between producers and consumers. True 4. Alternative media try to encourage competing voices. False 5. Piracy is the unlawful distribution of copyright-protected material. True 6. Content filtering occurs in many countries like China and the United States. True 7. Constant connectivity results in people being always available. True 8. Social networks hinder self-disclosure. False 9. Citizen journalists play a role in shaping local and national discussions. True 10. New media help put power into the hands of the people. True Multiple Choice 1. Which type of media consists of 1s and 0s? a. Digital media b. Analogue media c. Personal media d. Social media 2. _____ is an inclusive term for digital media, online media, social media, and personal media. a. Mass media b. New media c. Traditional media d. Special media 3. Which of the following is true of new media? a. Technology is changing fast b. Digitization allows for access on many platforms c. Individuals have a personal relationship with media d. All of the above 4. Which of the following is not a competent use of social media? a. Being consistent b. Posting anything c. Knowing privacy settings d. Being a gatekeeper 5. Which of the following is important to consider for interpersonal impression management on social media? a. Interaction of different groups b. Friends posts c. Personal reactions and responses d. All of the above 110 6. Which of the following is not a reported positive outcome of cyberslacking? a. Relieve boredom b. Relieve stress c. Find new jobs d. Employment satisfaction 7. Which of the following is true of young peoples engagement with political activism? a. They are not engaging in traditional forms of activism like voting. b. They start online political groups, share videos, and circulate stories. c. They are not interested in politics. d. They participate and interact much less than other groups. 8. Which of the following is true of digital rights management? a. People have the right to use their digital products as they desire b. Codes prevent the reproduction of media c. Any device can be used to access media d. The media does not belong to the purchaser 9. Which of the following is not true of open source? a. Open source cannot be modified without permission. b. Open source allows for synergy among contributors. c. Open source is open to anyone. d. Open source allows creating ones own spinoff. 10. Friends may use which of the following to form and reform impressions on social media? a. Pictures in which people are tagged b. Things people like c. Jokes that are shared d. All of the above 111  ...

... El muralismo mexicano A) Reflexin (No escribas las respuestas, anota ideas para hablar en clase) 1) En tu opinin, consideras que esta imagen es arte? Explica tu respuesta Mi tesoro de Eme Freethinker1 2) Crees que el arte debe tener un mensaje (poltico, social) o deben enfocarse en la belleza esttica? 3) Qu diferencias hay entre el arte de los museos y el arte urbano? 1 https://lh3.googleusercontent.com/PqywvwMttIaCVqJOMDJytyigk0xwjtSUsGncXu0zu7FbFdGdQwaIj7Vq nas_Qg6p8Id_uA=s128 B) Lectura El muralismo mexicano2 El muralismo mexicano es un movimiento pictrico iniciado en la dcada de 1920, como parte de las polticas de modernizacin del Estado de Mxico tras la revolucin de 1910. Se trata de un movimiento inspirado por un propsito: construir una identidad nacional para aglutinar3 a los diferentes sectores de la sociedad mexicana, dadas las profundas desigualdades sociales de la poca, especialmente educativas y culturales. (. . .) Con el propsito de crear un sentimiento de unidad nacional y promover los valores del Estado moderno, Jos Vasconcelos impuls, por un lado, la educacin pblica nacional, concentrando esfuerzos en la lengua castellana como punto de unificacin en un Mxico pluricultural y multilingstico. Por el otro, desarroll un programa de arte pblico para construir y reforzar la identidad y la memoria colectiva. Segn Claudia Mandel en su ensayo "Muralismo mexicano: arte pblico, identidad, memoria colectiva", Vasconcelos se inspir para ello en las ideas de los intelectuales rusos Anatoli Lunacharsky y Mximo Gorki, promotores del arte pblico para la edificacin social, as como en las campaas de alfabetizacin y creacin de bibliotecas pblicas del gobierno norteamericano. De este modo, Vasconcelos pretenda asegurarse tambin la integracin de la poblacin indgena, tradicionalmente discriminada por los sectores dominantes. Caractersticas del muralismo mexicano El muralismo mexicano segua un programa para lograr los propsitos del Estado revolucionario: en primer lugar, la valoracin y recuperacin de la historia, fuente de la identidad nacional, y, en segundo lugar, el reconocimiento de que los descendientes de esa historia seguan presentes en la contemporaneidad. Esto le dara no solo temas y valores al arte, sino una esttica muy particular. Veamos. Monumentalidad Si el muralismo era un arte concebido por el Estado para una estrategia social, es claro que deba tener un alcance pblico, lo que solo poda lograrse mediante el muro o la escultura monumental. 2 3 Adaptado de: https://www.culturagenial.com/es/muralismo-mexicano/ Reunir; juntar As, el soporte esencial del muralismo mexicano fue, evidentemente, el muro, lo que le dara monumentalidad al concepto artstico. Estos muros estaban dispuestos en edificios del Estado, en escuelas, universidades o iglesias.(. . .) El muro, adems, garantizaba que el arte cumpliera con su propsito pblico al no ser coleccionable, asestando un golpe contra el concepto elitista del mercado del arte. As, el soporte elegido era coherente con los valores de la revolucin triunfante. (. . .) Temas del muralismo mexicano VALORES REPUBLICANOS UNIVERSALES Y PROPAGANDA POLTICA En un principio, se representaban temas dentro del idealismo individualista del promotor del muralismo, Jos Vasconcelos. Principios republicanos y libertarios sern algunos de ellos. Aquellos eran tiempos en los cuales las ideologas de izquierda estaban en plena expansin y se erigan como una promesa. As, tambin se representaron valores y principios rectores del socialismo (la lucha de clases, la libertad, la opresin, la vida de los campesinos, la clase obrera), sus lderes polticos, entre otros. PROGRESO, CIENCIA, TECNOLOGA Y CONOCIMIENTO La tendencia del movimiento muralista era suscribir la modernizacin y el progreso. Por lo tanto, tambin hicieron apologa del conocimiento, la ciencia y la tecnologa, incluidas en ello la industrializacin y la mquina. Todo ello representaba el culto al progreso como horizonte desde una lgica marxista. PASADO PREHISPNICO Los muralistas se abocaron a representar la historia y mitologa de las culturas prehispnicas, y, de esa manera, le dieron una imagen y una voz a los herederos del pasado indgena a travs de las artes. En estas se incluan mitos, smbolos, costumbres, relatos histricos, etc. Sin embargo, lo indgena no se represent desde la fundacin del movimiento, sino que fue un hallazgo progresivo. HISTORIA DE MXICO Diferentes pasajes de la historia mexicana pasaran a formar parte del repertorio temtico. La conquista y colonizacin, la guerra de independencia, la revolucin mexicana, la abolicin de la esclavitud, las campaas de promocin de la alfabetizacin, etc. Algunas representaciones mostraran los triunfos de la nacin, otras las contradicciones frente a las cuales haba que luchar. Comprensin 4) Cundo surgi el movimiento muralista? Cules eran sus dos objetivos principales? 5) Si pensamos en estos objetivos, por qu era importante que fuera un arte pblico? Tambin, por qu era importante la monumentalidad? 6) Lee con atencin los temas del muralismo. Ve a este enlace, selecciona uno de los murales y: a) Analiza la esttica: Qu colores son ms relevantes? Cmo son las personas? Hay diferencias en cmo se dibujan? b) Qu temas del muralismo encuentras en el mural? Explica con ejemplos c) Cul es el tema y mensaje del mural? This lesson plan was created by Esther Recio and Enrique Tllez-Espiga (Saint Josephs University). Support for the project was provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #20. This work is licensed under a Creative Common Attribution-NonCommercial-ShareAlike 4.0 International and may not be reproduced for commercial purposes.  ...