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Unit 2 Study Guide

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by: Angie Martinez-Tejada

Unit 2 Study Guide COMM1001

Angie Martinez-Tejada
Fashion Institute of Technology
GPA 3.3

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About this Document

Unit 2 Exam Study Guide
Introduction to Communication
Keith Richards
Study Guide
50 ?




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"I was sick all last week and these notes were exactly what I needed to get caught up. Cheers!"
Miss Myrtle Ratke

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This 4 page Study Guide was uploaded by Angie Martinez-Tejada on Wednesday February 17, 2016. The Study Guide belongs to COMM1001 at East Carolina University taught by Keith Richards in Spring 2016. Since its upload, it has received 41 views. For similar materials see Introduction to Communication in Language at East Carolina University.


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I was sick all last week and these notes were exactly what I needed to get caught up. Cheers!

-Miss Myrtle Ratke


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Date Created: 02/17/16
COMM1001 Unit 2 Study Guide  Ch. 5  Language:  A system of ________ and rules that we use to communicate.  It is a learned  behavior and is taught through schools (Ex:___________) and our parents  (Ex:___________) .    Symbols represent actions, things, etc.  Anything that is representative for  ______________ is a considered a symbol.   Symbol types:  ­__________: Set meanings like words (spoken and written) based mostly in sound or  sight.    Non­verbal symbols:  ambiguous meaning­like ___________.  EX:  middle finger, eye­ contact. Smiling.    Symbols are created by_______, they exist only through human action.  They have _____ meaning, it occurs within people.  ____________: They can refer to things that aren’t present, observable, or that don’t  _____.  Ex: mermaid, unicorn.    Sharing Meaning: Meaning is _________ constructed.  Words have no meaning until we  _______them one.  We don’t all share the same meaning.  We must agree (regionally) on  meanings of words. Ex: Slang: artificial words that have been assigned meaning.    The symbol­meaning relationship is only important when others share it.  If words have  different meanings, ___________ & ________________occurs.    Types of meaning:  _______________ and ______________.    ___________Meaning: personal meaning.  What the word/symbol means to you.   Represents the various social overtones, cultural implications, or emotional meanings.    __________Meaning:  Dictionary­definition—shared meaning the explicit meaning.    ___________ Interaction:  Ongoing use of language and gestures in anticipation of how  the others will react: A conversation.    George Mead & Herbert Blumer: symbolic interactionism, meaning, language, and  culture.    ___________:  The construction of social reality.    Which Principle?  _______ Humans act towards people/things on the basis of the  meaning they assign to those people/things.   Ex: Difference in speech/dialect when  talking to you mom and talking to your best friend.   Stimulus_______________  Response  ______________ the source of meaning.  Meaning arises out of social interaction; it isn’t in objects, but instead it’s negotiated through language.  Ex:  Going to bed “early” is  different for some people.    Thinking is taking the role of the other.  An individual’s _____________ of symbols is  modified by his/her own thought­process. _____________ ______________ describes  thinking as an inner conversation, or _________.  Ex: You must keep in mind HOW  someone will interpret something.    _____________:  An internal dialogue that’s used to test alternatives, rehearse actions  and anticipate reactions before responding.  A reflective pause.  _________: reflections in a looking glass.  _____ cannot be found through introspection,  but instead through taking the role of the other.  Imagining how we look from the  perspective of significant people in our lives.    Self is ________­constructed: it is made up of values, likes, and dislikes.  It is always  changing as a person evolves.    Mead argues that people argue who we are indirectly and directly; by directly telling you  or by insinuating something.   The self is a product of how we ____________ other’s evaluations of us.    ___________­______________: your perceptions of self.  It is formed through  communication with others.    Self­concept is a social construction; a product of _____________ communication.    The self contains 2 parts: the ___ and the ___.  “_____” Is the starting point of the self.   “____” is the socially­constructive, it is dynamic and created through interaction.    _________ is the socializing effect of others’ expectations.    The composite mental image of others in a community, their expectations, and possible  responses is referred to as the ___________ _____________.  EX: society expects youth  to attend college, therefore you apply for college.   __________­_____________ Prophecy:  Each of us affects how others view themselves.  Our expectations evoke responses that confirm what we originally anticipated, resulting  in a ______­__________ prophecy.    Burgoon is associated with the _______________________­____________ Theory.    Burgoon defines _________________ ___________ as the invisible, variable. Volume of space surrounding an individual that defines individual’s preferred distance from other.   The _______ and _______ of our personal space depends upon cultural norms and  individuals preferences.    There always a ____________ between conflicting approach­avoidance needs that we as  humans have for affiliation and privacy.  It is dependent upon ourselves, situations, and  others.  Ex: What we like versus what others like.  When someone sits next to you and  there are many seats open.    ___________: The study of people’s use for space.    There are __ proxemics zones : _______________, ____________________,  _________________, and _________________.    _____________ valence: positive or negative value we place on an expected behavior.  If the valence is positive we’ll do more than what’s expected & vice­versa.  People who are  able to violate expectations with little fear of consequences include: _____________,  _______________, _______________.    Jesse Delia has to do with ___________________.    Constructivist view one person’s _____________ theory of communication as a tool  aligning one’s culture, cognition, and communication.  This seeks to explain  ____________ differences in people ability to communicate skillfully in social situations.  ________ is a free­response survey designed to measure the cognitive complexity of a  person’s inner perception.    _______________   _______________allows us to make distinctions that are more  sophisticated.    The core assumption of constructivism is that people make sense of the world through  systems of _____________ constructs.    Cognitive complexities show differences between adult and child­like language.  For  example, children may use words such as “___________, ______________,  ______________” while adults tend to utilize more ___________ vocabulary and give  more _______________.    T/F Adults have less categories than children.  T/F high scores indicate a wide­range of interpersonal constructs.   Constructivist believe that ___________________ ______________ enhances  communication.   Cognitive complexity expands your conversations to various ___________.  (Ex:  speaking to a child vs. speaking to a businessman)  Constructivist assume that strategic adaptation is a developmentally nurtured skill, but  not all differences in construct­differentiation are due to age.    ______________: used to create an impression of someone.    ___________­____________ Message:  tailored for a specific person/situation.  Who are  they? What do they/the situation need?   James Dillards constructed the ______­_______­___________ model, which can be used to explain the link between cognitive complexity & message production.    _________ goals are things we REALLY want to achieve and ____________ goals are  less important and often conflict with primary goals.    _______________­__________­ are long­term memory recollections of actions taken in  a specific situation paired with their consequences.    What is the critique on the RCQ?   ____________­___________: The reminder that we are responsible to take care of each  other.  ____________________________: A human signpost that points to our ethical  obligation to take care of others before we care for ourselves.    _____________­____________: The hypothetical outer boundary of intimate space; a  breach by an uninvited other occasions fight or flight.    _______________/relational: A heightened state of awareness, orienting response, or  mental alertness that stimulates a review of the relationship.    ____________­____________Theory: A systematic analysis of how people adjust their  approach when another’s behavior doesn’t mesh with what’s needed, anticipated, or  preferred.    ______________­______________: A person’s initial stance towards an interaction as  determined by a blend of personal requirements, expectations and desired.  (RED).   _____________: A strong human tendency to respond to an action in a similar behavior.    ______________­________________: A Duty without exception.  ________________­_______________: The process of developing deeper intimacy with  another person through mutual self­disclosure and other forms of vulnerability.    Onion­like layers of beliefs and feelings about oneself is called ____________­ _________.  


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