COM 100 Final

Communication with peers

Communication with subordinates

Communication with superiors

The communicative, behavioral, and cognitive processes that influence individuals to join, identify with, become integrated into, and (occasionally) exit an organization

• 1- Emotion labor
• 2- Stress and burnout
• 3- work-life conflict

The emotions displayed when an organization expects or requires workers to display particular feelings

A chronic condition that results from the accumulation of daily stress, which manifests itself in a very specific set of characteristics, including exhaustion, cynicism, and ineffectiveness

The difficulties individuals and families face as they try to balance job and home responsibilities

Repeated hostile behaviors that are or appear to be intended to harm parties unable to defend themselves

30%

• A person or institution that addresses a large audience
• The originator of a communication message but not necessarily the one delivering it

Artistic skills of a retor that influence effectiveness

Credibility

• Ethos
• Pathos
• Logos

• Good sense
• moral character
• good will

Ethos

A channel for communication

The exchanges of messages carried through an intervening system of digital electronic storage and transmitted between two or more people

The potential information-carrying capacity of a communication medium

Degree of psychological closeness or immediacy engendered by various media

The use of web-based security cameras and other tracking systems to monitor employee email and internet activity inside and outside of the office.

• Traditonal
• Seperate
• Independant

• Men do typical men tasks/work
• Women do typical at home work and childcare

Traditional in theory, but couples are not as interdependant

Everything is negotiated. Individuals in couples do many things on their own. Do not "need" to be together often.

Independents

• How tuned in to each other you are. \
• How well you get along.
• Your ability to be responsive to your partners emotional state.

If you fight about something more than 3 times and it's not solved, then you really are just fighting over power.

• The Hidden Dimension
• The 3X Rule
• Who will be in control?
• Let your partner make their own decisions

• Show interest
• Be affectionate
• Show you care
• Be appreciative
• Be accepting
• Joke around
• Share your joy
• Be empathic

Helping to maintain/improve your partners public image and identity by engaging in complimenting behaviors

Degrading/teasing your partner in any way that weakens their public image or identity

• Feelings of frustration, anger, guilt
• Increased conflict
• Stress and burnout
• Poor health
• Relationship deterioration

• Avoid repetively performing a tast that you don't want to own
• Request a task to be performed (and avoid resentment)
• Avoid critiquing others' performance
• Express gratitude

• Recognize partner's lower threshold
• Perform a task before it seems to need to be done
• Create a schedule for the task performance
• Strive for competence
• Recognize that the task will eventually need to be performed
• Express gratitude

• Individual Characteristics
• Dyadic Characteristics
• Social/Cultural Characteristics
• Communication Patterns

• Threshold Level
• Biology- Evolutionary vs. Biosocial

One's tolerance level for tasks left undone

• Self Organizing
• Economics of Gratitude

The process by which interactions between individuals produce patterns of behavior

When individuals offer each other "gifts" by doing something beyone what is expected

• Gender Socialization
• Gender Identity
• Gender Strategy

• Serves to teach children what tasks each sex performs
• Develops different competencies in boys and girls

Individuals perform household tasks to communicate theirgendered identies

Baseline against which one determines whether an offering is a gift or a cost, which in turn determines whether one responds with appreciation or displeasure.

• Under-Performers:
• Argue that "it doesn't bother me, so I shoulddn't have to do it."
• See your performance as a gift

• Over-Performers:
• Complain about partner's performance
• Expect partner to meet your threshold levels

• Training
• Mentoring
• Information giving/seeking
• Relationship development
• Role negotiation
• Resistance

The final stage of the socialization process during which employees come to see themselves as members of the organization, and colleagues see them this way as well

• Anticipatory Socialization
• Encounter
• Metamorphosis

Activities and experiences that ocur before an individual enters an organization but that later assist in the assimilation process

The stage in the assimilation process during which individuals learn the norms, expectations, and practices of the organization and begin to accept and adapt to them

• Speeches
• Newspapers
• Magazines
• Television
• Radio
• Email
• (Anything that is addressed to the public)

• It helps us understand how and what we know about the world
• It helps us better understand our culture
• It helps us better evaluate public messages
• It helps us become better communicators

• Reaffirming Cultural Values
• Increasing Democratic Participation
• Bringing About Justice
• Prompting Social Change

• Events that arrise that need response.
• Provide insight into the ways meaning is tructured and cultural values affirmed

Argues what a society should do in the future

• Rhetoric focused on past events.
• Used in courtrooms

• Concerned with social justice/Rights
• Bringing about social change through social movements

• Increased aggressiveness and antisocial behavior
• Increased fear of becoming victims
• Less sensitivity to violence and to vicitms of violence
• Increased appetite for more violence in entertainment and in real life

The power of media coverage to influence individuals' view of the world

The idea that people seek media messages and/or interpret media texts in ways that confirm their beliefs and, conversly, resist or avoid messages that challenge their beliefs

• Information
• Personal Identity
• Integration and Social Interaction
• Entertainment

• Audiences want to learn from some media presentations
• Ex: News

• The idea that viewers may use media messages to affirm some aspect of their personal identiy
• Ex: Mothers, consumers, political conservatives

• Underscores the role that media can play in helping people connect with others
• Ex: Sports or events on a soap opera

The use of media for pleasure, or the desire simply to be entertained

Idea that long-term immersion in a media enviornment leads to "cultivation," or enculturation, into shared beliefs about the world

a major impact of online communication that gives subordinates far more access to high-level administrators that ever before.

• Openness
• Supportiveness
• Motivation
• Empowerment

A state in which communicators are willing to share their ideas as well as listen to others in a way that avoids conveying negative or disconfirming feedback

Refers to supervisors who provide their subordinates with access to information and resources

Supervisors are able to motivate their subordinates so that they feel personally invested in accomplishing a specific activity or goal

Supervisor's ability to increase employees' feelings of self-efficacy

• Arises when employees find it difficult to meet conflicting or incompatible job demands
• Ex: Managers told to treat employees fairly but meet tight production deadlines

• Suggests that women's keener sense of smell and greater attention to detail made them well adapted to household laber.
• Women who were more attentive to cleanliness and home safety issues likely lived long enough to reproduce and were more likely to rear children who survived to adulthood and who could then reproduce and further this genetic legacy

Argues that women's relegation to household labor occurred through the sexual division of labor due to their maternal role- over time women became more aware of and sensitive to cleanliness in the household.

Social groups that arise when self-organizing systems repeat the same decisions and actions of individuals within the network

Suggests that both partners need to understand and communicate about the underlyig dynamics of labor allocation and that both need to change their behaviors since the performance of domestic labor is part of a socal organizing system created by all participants.

The performance of inside and outside tasks related to home and family maintenance

• Avoid Blame:
• - Accusations don't lead to behavioral changes
• -They really dont see it... (High Tolerance Level)
• Negotiate labor divison before cohabitating
• Continue to discuss and negotiate labor throughout your relationship

• Can end relationships
• Result in unemployment
• Lessen Self-Esteem

• Become more effect at work
• Develop and maintain close relationships
• Participate in your community
• Change the way you see yourself

A process in which people generate meaning through the exchange of verbal and nonverbal messages

Something that represents something else and conveys meaning

Signs that represent a thing itself and always bear some resemblance to the object to which they refer

• Signs taht reveal something beyond the thing itself
• Ex: Smoke is an indexical sign of fire

The concrete meaning of the message, and the meanings suggested by or associated with the message and the emotions triggered by it

What a message conveys about the relationship between parties

The physical surroundings of a communication event

The people interacting during communication

Transmitting ideas and emotions via signs and symbols

The means through which a message is transmitted

Any stimulus that can interfere with, or degrade, the quality of a message

The response to a message

• Setting
• Participants
• Message creation
• Channel
• Noise
• Feedback

Taking ideas and converting them into messages

Recieving a message and interpreting its meaning

Standards of what is right and wrong, good and bad, moral and immoral

The stardards of right and wrong that one applies to messages that are sent and recieved

• Listen mindfully
• Have reasoned skepticism
• Give healthy feedback

• Paying close attention to what is being communicated and listening both for what is said and what is left unsaid
• *When you must form opinions or make decisions based on information you recieve*

The balance of open-mindedness and critical attitude needed when evaluating others' messages

The honest and ethical responses recievers provide to the messages of others

A message that other parties have no right to expect access to it

Occurs when other parties might legitimately expect access to a message that is withheld

Communication that is open and free from pretense.

Communication that is closed, attempts to manipulatie the interaction or other communicatiors, and denies those with a legitimate interest in the issue the right to communicate.

The belief that there is a single correct moral standard that holds for everyone, everywhere, everytime.

The belief that moral behavior varies among individuals, group, and cultures, and across situations

Belief system that represents a particular worldview

A set of statements that explains a particular phenomenon

• Social Science (Behaviorism)
• Interpretive (Humanism)
• Critical
• Postmodern

A systemo f thought that celebrates human nature and its potential

The mechanics of public speaking, including proper pronounciation, posture, and grammar

An accepted set of methods for developing new knowledge about a subject

Contemporary term for the behaviorist approach

Contemporary term for humanistic (rhetorical) study

Relating to everyday, real-life situations, such as a classroom, cafe, or shopping mall

Methods that convert data to numerical indicators, and then analyze these numbers using statistics to establish relationships among the concepts

Methods in which researchers study naturally ocurring communication rather than assembling data and converting it to numbers

Relating to studies in which researchers actively engage with participants

Used by researchers to examine tets or public speeches as they occur in society with the aim of interpreting textual meaning

An approach used not only to understand human behavior but ultimately to change society

Used to analyze cultural "products" such as media and public speeches

A broad intellectualand social movement of the late twentieth century

The belief that through rational thinking, humans can advance and discover universal truth

An approach in which reality is subjective, and power is an important issue

To describe, predict and explain behavior

External and describable

Complex but predictable

• Quantitative analysis of surveys
• Observation
• Experiments
• Focused interviews

Identifies communication paterns and associations among variables

Does not focus on the influence of power or societal forces

To desribe, explain, and understand behavior in context

Subjective

Creative and voluntary

Oualitative analysis of rhetorical texts and ethnographic data (such as participant observation, observation, interviews)

Emphasizes in-dept study of communication

• Limited number of participants
• Does not focus on power or societal forces

To describe, explain, and understand society in order to affect change

Subjective and material

Resistive

• Textual Analysis
• Media Analysis

• Emphasizes power relations in communication interactions
• Recognizes societal impacts on communication

Does not focus on face-to-face communication

To understand the contemporary human condition

Subjective

Fluid

• Textual analysis
• Participant observation

Challenges assumptions about gender, race, ethnicity, and other social categories

• Does not focus on face-to-face communication
• May be viewed as pessimistic and imprctical

The idea that people's self-images arise primarily from the ways that others view them and from the many messages they have recieved from others about who they are

The idea that self-image results from the images others reflect back to an individual

The important people in an individual's life whose opinions and behavior influence the various aspects of identity

The collection of roles, rules, norms, beliefs, and attitudes endorsed by the community in which a person lives

When an individual expects something to occur, the expectation increases the likelihood that it will

The understanding of one's unique characteristics as well as the similarities to, and differences from, others

Process in which reminding individuals of stereotypical expectations regarding important identities can impace their performance

• Part of one's self-concept
• Arises out of how one percieves and interprets reflected appreaisals and social comparisons

The process or means by which we show the wold who we think we are

Performing scripts deemed proper for particular identies

The expectation that onew ill perform in a particular way because of the social role occupied

Who a person is: composed of individual and social categories a person identifies with, as well as the categories taht others identify with that person

• Racial Identity
• Gender Identity
• Ethnic Identity
• Age Identity
• Natuional Identity
• Religious Identity
• Sexual Identity
• Social Class Identity

Iddentification with a particular racial group

One who self-identifies as having more than one racial identity

A person's citzenship

• Identification with a particular group with which one shares some or all of these characteristics:
• National or tribal affiliation
• Religious beliefs
• Language
• and/or cultural and traditional origins and backgrounds

How and to what extent one identifies with the social construction of masculinity and feminity

Which of the various categories of sexuality one identifies with: sexual orientation

A combination of self-perception of age along with what others understand that age to mean

An informal ranking of people in a culture based on their income, occupation, education, dwelling, child-rearing habits, and other factors.

Subject to change

The cultural differences between masculinity and feminity

The biological differences between males and females

• Occupation
• Marital Status
• (Changable over the life span and from situation to situation)

• Selection
• Roganization
• Interpretation

The process of choosing which sensory information to focus on

The process by which one recognizes what sensory input represents

The act of assigning meaning to sensory information

Consciously or unconsciously attending to just a narrow range of the full array of sensory information available

• Intensity
• Size
• Contrast
• Repetition
• Movement

• Congitive Representation
• Categorization

The abilit to form mental models of the world.

Cognitive structure that represents an individual's understanding of a concept or person

An idealized Schema

• The sequence of actions one develops to attain particular goals
• Ex: Planning the request for a bank loan

• A relatively fixed sequence of events that functions as a guide or template for communication or behavior
• Ex: What you usually say when you meet a new person

A cognitive process used to organize information by placing it into larger groupings of information

• Frames
• Attribution

Creating schemas that overgeneralize attributes of a specific group

• A structure that shapes how people interpret their perceptions
• Peoples' view of the world through interprettive frames that guide how they make sense of events

• Schemas
• Plans
• Scripts

• A categorization method
• A name assigned to a category based on one's perception of the category

Explanation of the process we use to judge our own and others' ehavior

The tendency to attribute one's own negative behavior to external causes and one's positive actions to internal states

The tendency to give one's self more credit than is due when good things happen and to accept too little responsibility for those things that go wrong

The tendency to attribute others' negative behavior to internal causes and their positive behaviors to external causes

Categories people develop to help them organize information

• The degree to which a person's constructs are detailed, involved, or numerous
• Ex: When you tend to have many ways of explainging and understanding interpersonal interactions

• Emotional State
• Outlook
• Knowledge

The tendency to view one's own group as the standart against which all other groups are judged

Experiencing aversive or negative feelings toward a group as a whole or toward an individual because she or he belongs to a group

The role prejudice plays in protecting individuals' sense of sel-worth

The role played by prejudice in allowing people to view their own values, norms, and cultural practices as appropriate and correct

• Ego-Defensive Function
• Value-Expressive Function

• Physical Abilities
• Schemas/Constructs
• Cognitive Complexity
• Interpersonal constructs

The fundamental attribution we make in deciding whether the cause of an individual's behavior is internal or external

• Instrumental
• Regulatory
• Informative
• Heuristic
• Interactional
• Personal Language
• Imaginative

• Use of language to obtain what you need or desire
• Ex: Sending out invitations to a dinner to get people to come

• Use of language to control or regulate the behaviors of others
• Ex: Asking someone to bring something specific over to dinner

• Use of language to communicate information or report facts
• Ex: Including the date and time on an invitation

• Use of language to aquirre knowledge and understanding
• Ex: Asking peopl if they are available at a certain date so you know if you can invite them to dinner

• Use of language to establish and define social relationships
• Ex: Engaging in behavior that helps maintain relationships when socializing

• Use of language to express individuality
• Ex: Expressing your sense of humor in an interaction

• Use of language to express oneself artisticaly or creatively
• Ex: Art, Writing, Poetry, Drama etc.

• Phonology
• Syntax
• Semantics
• Pragmatics

• The study of sounds that compose individual languages and how those sounds communicate meaning
• Ex: vowels, consonants, and dipthongs (th)

• The rules that govern word order
• Ex: Sentence Structure- "The young boy hit the old man" vs. "The old man hit the young boy"

The study of meaning

Field of study that epmphasies how language is used in specific situations to accomplish goals

• Speech Acts
• Conversational Rules
• Contextual Rules

The dictionary, or literal, meaning of a word

• The affective or interpretive meanings attached to a word
• Ex: Wise- Implies an older person with long experiene

• Branch of pragmatics that suggests that when people communicate, they do not just say things, they also do things with their words.
• Ex: Betting on a sports game. Saying and physically doing something with those words at the same time

• Branch of Pragmatics that govern the way in which communicators organize converstaion.
• Ex: Waiting your turn to speak
• Ex: Answering a question when someone asks you

• Branch of Pragmatics that studies the use of language depending on the communication situation
• Ex: You wouldnt discuss the same things at a funeral as you would at a bar.

• Gender
• Age
• Regionality
• Ethnicity/Race
• Education/Occupation

Growing up mal or female may influence the way you communicate in some situations, because men and women are socialized to communicate in specific ways

A variation of a language distinguished by its vocabulary, grammar, and pronounciation

Vocabulary

• Age plays a factor in language use mainly through word choice
• Ex: bad, hot, phat, righteous, "the cooties"

• Geographical location strongly influences people's language use.
• Ex: Saying "Soda", "Pop", or "Coke" based on where you are from

The influence of shared characteristics of a group that was born and reared in the same general period

The specialized terms that develop in many professions

• Using a language as a second language can influence syntax, accent, and word choice
• Ex: Spanish adjective sentence structure is different from English.

• Education: Affects dialect in part because many people from different areas are brought together on one campus, and university schooling can develop specific vocabularies
• Occupation: Jargon can affect language use and understanding

Those who argue that any idea can be expressed in any language and that the structure and vocabulary of the language do not influence the speaker's perception of the world

Those wo argue that language serves not only as a way for us to voice our ideas but "is itself the shaper of the ideas, the guide for the individual's mental activity"

• Idea that the language people speak determines the way they see the world
• (A relativist perspective)

Explores the role of power in daily interactions

• Sensing
• Understanding
• Evaluating
• Responding

• The stage of listening most people refer to as "hearing"
• When listeners pick up the sound waves directed towards them

Interpreting the messages associated ith sounds or what the sounds mean

Assessing your reaction to a message

Showing others how you regard their message

• Rational Listening
• Relational Listening
• Conscious Listening

• Boredom
• Preoccupation
• Conflicting listening objectives

• Noisy environment
• Physical Discomforts
• Hearing Impairments

• Listeninga s thinking
• (Predominant Listening Type)
• Ex: Not only listening to the content of a reply, but also scrutinizing nonverbal behavior to determine truthfulness

• Listening to understand how the other person feels
• Ex: Being openminded when listeing, listening even if you don't want to listen, and just being there to listen to someone who is in need

• Being in tune with the world around you so that you can understand yourself and society
• Reflects the ability to synthesize rational and relational listening in order to create a comprehensive understanding of others

• Comments that reject or invalidate a positive or negative self-image of our conversational partners
• Ex: Saying the test was easy when someone gets a good grade, instead of implying that they worked hard or are smart

• Comments that validate positive self-images of others
• Ex: Complimenting someone on working hard when they get a good grade

• A type of disconfirming message that involves making negative generalizations about others conveyed through 3 parts:
• -The other person's behavior
• -Your feelings about that behavior
• -The consequences the other's behavior has for you

Ex:"When you criticize my appearance (behavior), I feel unloved (feeling), and I respond by withdrawing from you (consequence).

• Talk less
• Keep an open mind
• Focus on the speaker
• Provide nonverbal feedback
• Provide verbal feedback
• Empathize
• Monitor how you are listening

• All the nonverbal actions people perform
• Ex: Blinking, scratching an arm, etc.

• Nonverbal behavior that has symbolic meaning
• Ex: Coughing to catch someone's attention, yawn because you are tired, etc.

Distinct, organized means of expression that consists of symbols and rules for their use

• Kenesics
• Paralinguistics
• Time and Space
• Haptics
• Appearand and Artifacts

Nonverbal communication sent by the body, including gestures, posture, movement, facial expressions, and eye behavior

Nonverbal communication made with part of the body, including actions such as pointing, waving, or holding up a hand to direct people's attention

• Signals taht accompandy speech to clarify or emphasize the verbal message
• Ex: Holding your hands apart to indicate the size of a fish that you caught

• Gestures that stand for a specific verbal meaning
• Raising one's hand in class to indicate that you wish to speak

• Gesutres used to manage emotions
• Ex: Tapping a pencil, twirling one's hair

• Gestures used to control conversation
• Ex: Holding up your hand during a conversation to indicate that the other person sould wait to talk

• Illusrators
• Emplems
• Adaptors
• Regulators

• How close or involved people appear to be with each other
• Ex: When people like someone they tend to orient their bodies in the other person's direction, lean towards them, etc.

The degree of tension displayed by one's body

• The body- Gestures, immediacy, relaxation
• The face- Facial expressions

• All aspects of spoken language except the words themselves
• Ex: Rate, pitch, volume, stress

• Voice Qualities
• Vocalizations

Qualities such as speed, pitch, rythm, vocal range, and articulation that make up the "music" of the human voice

• The sounds that do not have the structure of language
• Ex: uh-huh, uh, ah, er

The study of how people use time (Chronemics) and proximity (Proxemics) to convey messages

• The study of the way people use time as a message
• Includes issues such as punctuality and the amount of time people spend with each other.

The study of how people use spatial cues, including interpersonal distance, territoriality, and other space relationships, to communicate

Engaging in one task or behavior at a time

• Engaging in multiple activities simultaneously
• Ex: Multitasking

• Intimate Distance
• Personal Distance
• Social Distance
• Public Distance

• 0-18''
• Displaying physical and psychological intimacy
• Ex: lovemaking, hugging, comforting, telling secrets

• 18"-4ft
• The space we use when interacting with friends and acquaintances

• 4-12ft
• Distance most Americans use when they interact with unfamiliar others
• Ex: standing in line, job interviews, talking to a sales clerk, etc.

• 12-25ft
• Distance most appropriate for public ceremonies such as lectures and performances, although greater distances can be maintained between public figures (President, celebrities, etc)

The study of the communicative function of touch

• Professional/Functional Touch
• Social-polite Touch
• Friendship Touch
• love-intimate Touch
• Demand Touching

• Type of touch used by certain workers as part of their livelihood.
• (Least intimate type of touch)
• Ex: hairstylists, dentists, hospice workers' touching clients to do their jobs

• Thouch that is part of daily interaction in the Unite States; it is more intimate tha professional touch, but is still impersonal
• Ex: shaking hands

• Touch that is more intimate than social touch and usually conveys warmth, closeness, and caring
• Ex: brief hugs, a hand on the shoulder etc.

• The touch most often used with one's romantic partners and family
• Ex: Kisses, long hugs

• A type of touch used to establish dominance and power
• Ex: used at work (in hierarchial settings)
• Ex: A supervisor standing behind a subordinate and leaning over to provide directioins, placing his/her hand on the subordinate's shoulder

The use of clothing, jewelry, and body stature to convey nonverbal messages

The clothing and other accessories a person uses to convey a nonverbal message

• Communicating Information
• Regulating Interaction
• Exressing and Managing Intimacy
• Establishing Social Control
• Signaling Service-Task Functions

Using nonverbal behaviors to help clarify verbal messages and reveal attitudes and moods

• Using nonverbal behaviors to help manage turn-taking during conversation
• Ex: To reveal that you are finished with your turn speaking, you can drop your volume and pitch, lean back, look away, nonverbally "show" that you are done talking

• Using nonverbal behaviors to help convey attraction and closeness
• Ex: being on a date and leaning in towards your partner, gazing into their eyes, etc.

• Using nonverbal behavior to exercise influence over other people
• Ex: Smiling at someone you want to do a favor for you, glaring at noisy people in a library, etc.

• Using nonverbal behvior to signal close involvement between people in impersonal relationship and contexts
• Ex: Physicians, massage therapists, and tailors engaging in very itimate touch as part of their profesions etc.

• Not long at people when we tlak to them
• Not smiling at peole when they walk into the room or staring as if to say "what are you doing here" or stopping the conversation with a hush as they walk by
• Not acknowledging people's presence or making them wait as if they weren't there
• Not touching their skin when we give them something
• Watching them closely to see what they're up to
• Avoiding someone walking down the street, giving them wide berth or even crossing to the other side

Communication that occurs in interactions between people who are culturally different

Learned patterns of perceptions, values, and behaviors shared by a group of people

A feeling of disorientation and ciscomfort due to the lack of familiar environmental cues

Culture shock experienced by travelers upon returining to their home country

People who live betwen cultures and often experience contradictory cultural patterns

• Voluntary Short-term Travelers
• Involuntary Short-term Travelers
• Voluntary Long-term Travelers
• Involuntary Long-term Travelers

• People who are border dwellers by choice and for a limited time
• Ex: study-abroad students, corporate personnel

• People who are border dweller by choice and for an extended time
• Ex: Immigrants

• People who are border dwellers not by choie and only for alimited time
• Ex: Refugees forced to move

• People who are border dwellers permanently butnot by choice
• Ex: Those who relocate to escape war

• Through Travel
• Through Socialization (Cocultural Groups)
• Through Participation in an intercultural relationship

• Dealing with the psychological streess of being in an unfamiliar environment
• Learning how to behave appropriately in the new culture (learning a new language), both verbally and nonverbally (nonverbal cues of that culture)

• people who grow up livin the the border between cultural groups.
• Ex: Latinos, Asian Americans, African Americas who live in the predominantly White United States

People who have intimate partners whose cultural background differs from their own

A significant minority group within a dominant majority that does not share dominant group values or commmunication patterns

Explores the role of power in daily interactions

Beliefs that are so central to a cultural group that they are never questioned

People who feel disintegrated by having to shift cultures

People who thrive in border-dweller life, whicl recognizing its tremendous challenges

• A value orientation that respects the autonomy and independence of individuals
• Ex: children raised to live on their own by late adolescence. Parents expected to take care of themselves and not be a burden on the children when they age

• A value orientation taht stresses the eneds of the group
• Ex: The primary responsibility of the people is to maintain interdependence in family, work, and personal relationships.

• Individualistic vs.Collectivistic
• Preferred Personality
• View of Huan Nature
• Human-Nature Value
• Power Distribution
• Long-Term vs. Short-Term Orientation

• A value orientation that expresses whether it is more important for a person to "do" or to "be"
• Ex: "working to live" or "living to work"

• A value orientation taht expresses whether humans are fundamentally good, evil, or a mixture
• Ex: Innocent until proven guilty vs. punishment over rehabilitation

• The percieved relationship between humans and nature
• Ex: Does man rule nature, or does nature rule man? Or should the two exist in harmony?

• A value orientation that refers to the extent to which less powerful members of institutions and organizations within a culture expect and accept an unequal distribution of power
• Ex: Hierarchy vs befrending your superiors

The dimension of a society's value orientation that reflects its attitude toward virtue or truth

• A value orientation in which people stree the importance of virture
• Polytheistic beliefs (more than one god)

• A value orientation that stresses the importance of possessing one fundamental truth
• Monotheistic (belief in one God)

Recognizes that things need not be percieved as either/or, but may be seen an both/and

• Thinking in which things are percieved as "either/or"
• Ex: Good or Bad, Big or Small, Right or Wrong

• Cultural-Individual
• Personal-Contextual
• Differences-Similarities
• Static-Dynamic
• History/Past-Present/Future
• Privilege-Disadvantage

• Focuses on the importance of context or situation in intercultural communication.
• In any intercultural encounter, both the individual and the situation are simultaneously important

• Emphasizes that some behaviors (such as way of relating to others) are determined by our culture while others are simpy idiosyncratic, or particular to us as individuals
• Ex: Someone who twists their hair as they talk. (Personal preference, not a cultural norm)

Focuses on the idea that real, important differences exist between cultural groups, however, important commonalities exist as well.

• While some cultural patterns remain relatively stable and static for years, they also can undergo dynamic change
• Ex: Many people get their idea of Indians as being like Pocahontas, living rural lives like they did centuries ago, even though the majority of Indians today live in urban areas
• Requires that you recognize both traditional and contemporary realities of a culture

• Focuses on the present and the past.
• Ex: One can not fully understand contemporary relations between Arabs and Jews, or Muslims and Christians without knowing something of their history.

• Focuses on the fact that people can be simultaneously privileged and disadvantaged.
• Ex: While Americans may be privileged in having more money and the luxury of travel, they can also feel vulnerable in foreign countries if they are ignorant of the local languages and custorms.

• Increase Motivation: Be willing to improve knowledge and skills
• Increase your knowledge of self and others: Knowing yourself can help you better understand others. Know the background and values of people from other cultures
• Avoid Stereotypes

• Increased knowledge and skill in intercultural communication can improve:
• your business effectiveness
• intergroup relation
• self-awareness

• Proximity: How close you are to others
• Attractiveness: The appeal one person has for another based on physical appearance, personalities, and behavior
• Similarity: The degree to which people share the same values, interests, and background

The tendency to develop relationships with people who are approximately as attractive as we are

• Social Penetration Theory
• Knapp's Stage Model
• Turning Point Model
• Whirlwind Model
• Friendship First Model
• Dialectical Models

• A theory that proposes relationship dvelop through increases in self-disclosure
• Self-Disclosure occurs across 3 dimensions:
• Breadth
• Depth
• Frequency

Describes thenumber of different topics dyads willingly discuss

How deep or personal communication exchanges are

How often self-disclosure occurs

• Orientation
• Exploratory Affective Exchange
• Affective Exchange
• Stable Exchange

The stae in which people first meet and engage in superficial communication

The stage in which people increase the breadth of their communication

The stage in which people increse the breadth, depth, and frequency of their self-disclosure

The stage in which relational partners engage in the greatest breadth and depth of self-disclosure

Model of relationship development that views relationships as occuring in "stages" and that focuses on how people communicate as relationships develop and decline

• Initiating: Both people behave so as to appear pleasant and likeable
• Experimenting: Both people seek to learn about each other
• Intensifying: Both people seek to increase intimacy and connectedness
• Integrating: Both people portray themselves as a couple
• Bonding: Stage characterized by public commitment

• Differentiating: Couples increase their interpersonal distance
• Circomscribing: couples discuss safe topics
• Stagnating: Couples try to prevent change
• Avoiding: Couples try not to interact with each other
• Terminating: Couples end the relationship

Relationship development models that view relationship development as more variable than do stage models

A model of relationship development in which couples move both toward and away from commitment over the course of their relationship

The tension people experience when they have two seemingly contradictory but connected needs

• Autonomy/Connection
• Expressiveness/Privacy
• Change/Predictability

A dialectical tension in relationships that refers to one's need to connect with others and the simultaneous need to feel indepenent or autonomous

A dialectical tension in relationship that describes the need to be open and to self-disclose while also maintaining some sense of privacy

A dialectical tension in relationships that describes the human desire for events that are new, spontaneous, and unplanned while simultaneously needing some aspects of life to be stable and predictable

• Behaviors that couples perform that help maintain their relationships
• Ex: Friendships: Using assurances, positivit, open discussion, and listening to help maintain the friendship
• Ex: Romantic Partners: Using joint activities, humor, positivity, openness, sharing tasks to maintain the relationship

Refers to relationship that end without prior waring (for at least one participant)

The process by which relationships decline over time

A friendship termination strategy in which friends spend less time together, don't return phone class, and avoid places where they are likely to see each other

Concealment, distortion, or lying in communication

92% of partners admit to decieving their partner in some way

A complex and often painful emtion that occurs when aperson percieves a threat to an existing relationsip

• Anger
• Sadness
• Worry
• Embarrassment
• Disappointment

Men: More likely to consider leaving the relationship and to become involved with other wimen in an attempt to repair their self-esteem

Women: More likely to focus on repairing the relationship

• Relationships in which one individual uses violence as a way to control and dominate their partner
• (Most batterers are male)

Characterized by less intense forms of violence and tends to be more mutual in its performance

Physical violence against a partner or child

• Battering
• Situational couple violence

• Lack fundamental communication and problem-solving skills
• Tend to engage in more conflict discussions
• Appear unble to let even small maters slide
• Unable to present and defend their positions on issues without becoming hostile

• Negative communication behaviors:
• Annoy
• Criticize
• Nag
• Betray
• Lie
• Disappoint
• Ostracize
• Embarrass
• Tease

44% likely to be annoyed by a relational partner on any given day

• Relationship termination
• Stress
• Depression

• A feeling of grudging or somewhat admiring discontent aroused by the possessions, achievements, or qualities of another
• A feeling of discontent or covetousness with regard to another's advantages, success, possessions, etc.