Log in to StudySoup
Get Full Access to UGA - Comm 1500 - Class Notes - Week 1
Join StudySoup for FREE
Get Full Access to UGA - Comm 1500 - Class Notes - Week 1

Already have an account? Login here
Reset your password

UGA / Communication Studies / COMM 1500 / What is the exact definition of interpersonal communication?

What is the exact definition of interpersonal communication?

What is the exact definition of interpersonal communication?


School: University of Georgia
Department: Communication Studies
Course: Introduction to Interpersonal Communication
Professor: Kristin andersen
Term: Summer 2015
Tags: Interpersonal, communication, and 1500
Cost: Free
Name: Comm 1500 lecture notes through 2/3/17
Description: Lecture notes from beginning of semester through Feb 3
Uploaded: 02/07/2017
10 Pages 235 Views 4 Unlocks

CH 1: INTRODUCING INTERPERSONAL  COMMUNICATION Interpersonal Communication (COMM 1500) | Professor Heather Cohen |  MWF 9:05am – 9:55am Mon Jan 9 ∙ Communication  o It’s a process o What we say to a person can affect our present & future o Consists of messages o Thus, occurs in virtually any situation or context o Uses a variety of channels (actual sensory dimension of  communication, aka 5 senses) o Through different media tools (it’s a canvas through which the  message/sensory aspects are transferred  Ex: media = powerpoint, channel = picture ∙ Interpersonal Communication (IPC) o “diadic” = 2 people, “triadic” = 3 people, “small group” = more  than 3 o Definition: a dynamic form of communication bw 2+ people in  which the messages exchanged significantly influence their  thoughts, emotions, behaviors, & relationships  Dynamic – always changing o “I” Positions  I-Thou relationship (most interpersonal) ∙ “we are similar” (ex family, lovers)  I-You relationship ∙ Middle of spectrum (ex teacher/student)  I-It relationship (most impersonal) ∙ “we are different” (ex political debates) o Principles of IPC  Includes content & relationship info (ex: ppt content,  attitude of teacher)  Can be intentional or unintentional  ∙ “one cannot NOT communicate” ∙ Metacommunication – communicating about how you are communicating  Wed Jan 11 ∙ Case Study – Dyadic Primacy o Grouped a bunch of people together in one room (didn’t matter  if a few people knew each other)o FINDINGS: people are more likely to break into groups of 2,  rather than a triad, small group, etc) ∙ 4 Principles of IPC o 1. IPC is irreversible o 2. IPC is dynamic (changes based on many factors) o 3. IPC is rule-governed o 4. IPC is learned ∙ 3 Models on How People Communicate  o 1. Linear Communication Model  Info flows in one direction  Made up of sender > message > channel (5 senses) >  noise (distractions that hinder receival of message) >  receiver  Simplistic but not the most salient (important)   Best example = text messages o 2. Interactive Communication Model   Incorporates senders & receivers, but relies on feedback  & fields of experience  Feedback = acknowledgement that message has been  received (ex: facial expressions, head nod)  Experience = changes the way the receiver thinks   Addresses most channels of communication but doesn’t  looks at the receivers’ role in constructing meanings o 3. Transactional Communication Model  Multi-directional  Communicators collaboratively construct meanings  Communication in every-day life ∙ Interpersonal Communication & Goals o 1. Self Presentation Goals  Goals on how you want to be perceived o 2. Instrumental Goal  Communicating in a way that helps you achieve some  thing/task o 3. Relationship Goals  Build, maintain, or end relationships ∙ IPC Competence (essay topic!!) o “Communicating in ways that…”  1. Are appropriate ∙ Degree to which communication matches  expectations of situation o Situational, relational, conceptual, cultural  (norms) ∙ Self-monitor people o High = prefers clear-cut expectations on how  to communicate 2o Low = prefers to act & communicate how they want  2. Are effective ∙ Communicating to achieve goals  3. Empathy ∙ “walking a mile in my shoes” ∙ Communicate understanding   4. Show adaptability ∙ Changes behaviors & goals to meet the needs of an  interaction ∙ Usually a person with high effectiveness has high  adaptability  5. Utilize conversation involvement ∙ Showing engagement in conversation ∙ Usually shown in feedback (facial expressions, head  nod)  6. Utilize conversation management ∙ Able to change or manipulate a situation Wed Jan 18 ∙ The “Self” o An evolving composite of:  1. Self-Awareness ∙ The ability to step outside yourself & reflect on your  own thoughts, feelings, & behavior ∙ “who am I?” ∙ Social comparison (social comparison theory,  Festinger 1954) o You determine social & personal worth by how you compare yourself with others  2. Self-Concept ∙ The overall perception of one’s identity based on  beliefs, attitudes, & values that he/she has about  his/herself ∙ “this is who I am” ∙ Self-fulfilling prophecies – our self concepts allow us to make predictions then if we believe it enough it  becomes our future) ∙ Looking-glass self – you see yourself based on how  you think others see you ∙ Culture is an overarching belief, self-concept is like  individual culture  Fri Jan 20 3 3. Self-Esteem ∙ The overall positive or negative value we assign to  ourselves ∙ The way we think about ourselves ∙ “Because this is who I am, what do I think of myself” ∙ Self-Discrepancy Theory o Ideal self = characteristics you want to possess o Ought self = what others want/expect you to be o *we want to find a balance bw the two so we  don’t feel inferior ∙ Negative beliefs lead to negative self-esteem which  leads to negative communication ∙ The Sources of Self o Outside forces such as…  Gender: women tend to see themselves in a relationship  (within the social filter) vs men who are more independent  from relationship ∙ Women chose responses based on interpersonal  obligations vs men state their position & offer their  opinion ∙ Self-Presentational Goals – more important in men than women o “I need to be presented in a certain way” ∙ Self-esteem is lowest for men in their 40s-50s when  they realize their goals/expectations were never met ∙ Most people, men & women, like their 60s-70s most  Culture: beliefs, attitudes, & values shared across people ∙ Culture influences things bc it influences self-esteem ∙ Individualistic culture – the individual is more  important (instrumental goal oriented people) o Value revealment over concealment (ex US) ∙ Collectivistic culture – focused on the large scale  greater good (expressive oriented people) o Value concealment over revealment (ex Japan)  Family: caregivers have the greatest impact on how we view  ourselves (especially during development) ∙ Study: Harsh Discipline at Home (Goughman) o Kids are more likely to have internalized conflict  & are more depressed when they are older ∙ The Public “Self” o Face = what we want people to see   Public self that is presented to others when communicating w them  Saving face vs Losing Face 4

SELF SAVING FACE Saving self’s face DAMAGE FACE Damage self’s face

o How can we teach it?

If you want to learn more check out Identify features and functions of the glycocalyx.

o Mask = what we don’t want others to see  Public self designed to conceal what is private  ∙ Social Penetration Theory (SPT) o HUGE self disclosure theory o Peeling back the layers of the onion (self)  1. Peripheral (outermost) – demographics, age, name, etc  2. Intermediate – attitudes & opinions, things that  characterize you  3. Central (innermost) – self-awareness/concept/esteem,  fears, values ∙ Most personal o Based off levels of intimacy (closeness & union) o Breadth vs Depth of information  Breadth = range/# of topics  Depth = deepness of conversation OTHER Saving other’sDamage other’∙ Usually starts high breadth then evens out then more  depth than breadth as relationship becomes more  intimate  Mon Jan 23 ∙ Johari’s Window  o Peering into someone’s windows (different than SPT where you  peel back layers)

YOU KNOW YOU DON’T KNOW OTHERS KNOW Public Ex: physical appearance Blind Ex: you are rude & unaware OTHERS DON’T KNOW Hidden Ex: secrets Unknown Ex: subconscious; an experience you haven’t had

What are the short-term/long-term consequences of my actions?

What are the positives of this encounter?

If you want to learn more check out What is an evolutionary independent population or group of populations?
Don't forget about the age old question of How can the object move to the right and the force retaining to the left?
We also discuss several other topics like What is a parasomnia?
Don't forget about the age old question of How do you calculate the marginal distribution?
We also discuss several other topics like What is the equation of motion for an undamped-unforced oscillation?

Wed Jan 25 ∙ Perception: the process of selecting, organizing, & interpreting info  from our senses o Selection  organization  interpretation  responds  Selection – focus our attention on specific senses in the  environment (salient/important – what attracts our  attention most) 5 Organization – formulating selection in to a coherent  pattern in your mind (punctuation – structure info in to  chronological order)  Interpretation – assign meaning to the info creating  explanation (schema – mental structures in your brain  based off previous experiences)  Response o Attributions: answers to the “why” question of everyday life  1. Internal attribution – attributing someone’s behavior to  their internal characteristics (personalist, attitudes,  values)  2. External attribution – attributing someone’s behavior to outside causes (in the environment) (unrelated to personal qualities/characteristics) o Attribution ERRORS  1. Fundamental Attribution Error (FAE) – tendency to only  attribute other’s behavior to internal causes (the kind of  person they are) ∙ Ex: romantic relationships, technology  ∙ Study  does the FAE cross cultures? Took people  from Canada & Korea, made them watch a video of  fish swimming.  o Individualistic cultures talked about fish  behavior  *way more likely to commit the FAE o Collectivistic culture noticed things in the  outside environment Fri Jan 27  2. Actor-Observer Error – the tendency of people to make  external attribution regarding their OWN behaviors  3. Self-Serving Bias – the tendency to credit ourselves  internally for our success instead of internally ∙ Driving force = ego protection  o Uncertainty Reduction Theory  Must reduce uncertainty about new communication  partner  Gather enough info  The less uncertainty the more likeable a person is  Strategies:  ∙ Active – asking 3rd parties about a person ∙ Passive – gather info by watching ∙ Interactive – starting a direct conversation with the  person 6 Kam & Lee (2012) Study: how to reduce alcohol & drug  use among adolescents ∙ Used interactive strategy but talking directly to the  parents about alcohol use ∙ Passive strategy would be “watching the videos”  which is apparently not influential enough ∙ Perception, Culture, & Gender o Culture: Ingoupers vs outgroupers  People similar to you vs people not similar to you  Gudykunst et al. (1987) came up with the idea o Gender  “when it comes to interpersonal communication, mean &  women respond in a similar manner 99% of the time” ∙ Personality & Perception o Openness – being able to consider other people’s ideas  (imaginative) o Conscientiousness –persistence about achieving goals  (dependable) o Extraversion – how much someone thrives off interpersonal  encounters o Agreeableness – how trusting & cooperative a person is o Neuroticism – how often we view ourselves negatively (insecure, emotional instability, NOT “crazy”) Mon Jan 30 ∙ Interpersonal Expressions: mental pictures of who people are & how  we feel about them o Gestalt (based off schemata) – general feelings about a person  based on your past experiences w them o Positivity bias – tunnel vision that people are good (ex seen a lot  in abusive relationships) o Negative effect – we only define someone based off their  negative aspects o Halo vs Horn Effect – halo is when someone does something  good we attribute it to their internal attributions; when  something is bad it’s attributed to external reasons (viewed like  an angle) VS Horn is the opposite (positive is external, negative  is internal) ∙ Improving Impressions o 1. Empathy o 2. World-Mindedness o 3. Perception-Checking (5 Steps) p.94 o *KNOW: implicit personality theories & stereotyping 7Wed Feb 1 ∙ Definition: an intense reaction to an event that involves interpreting  event meaning, becoming physiologically aroused, labeling the  experience as affective, managing reactions, & communicating  through emotion displays & disclosures  o Triggered by our perception of things ∙ Emotions & Communication o Technology & communication o Emotion sharing – how we talk about our emotional experiences  w other people o Emotional contagion – experiencing an emotion that spreads to  people around you ∙ Feelings vs Mood vs Emotion  o Feelings – short-term, produce limited arousal (small baby  emotion) o Mood – low-intensity, longer-lasting o Emotions – high-intensity, produces higher arousal; 6 primary  emotions  Jealousy is a blended emotion (anger, sadness, & fear) ∙ How We Shape Emotions o Culture – display rules o Gender – expressing emotions o Personality – the big 5 (OCEAN) ∙ Emotional Intelligence o Definition: “the ability to interpret emotions accurately & to use  this info to manage emotions, communicate them competently,  & solve relationship problems” o Skill sets  1. Self-awareness: knowing & labeling experiences &  emotions  2. Self-control: appropriateness  3. Motivation: you have to be motivated to use emotional  intelligence  4. Empathy: perspective taking  5. Social Skills: socially appropriate  Fri Feb 3 ∙ Studies Suggest… o Emotional intelligence is associated with success at work o Higher emotional learning scores  higher company rank &  greater merit pay increases ∙ Can you teach/improve emotional intelligence? 8o Yes!! But it’s very challenging o Focus on perception of, use of, understanding of emotions, &  managing of emotions  Understanding & managing are easiest  Perception & use are hardest because they involve  another person  o How can we teach it?  Role play, journal writing  The more you can incorporate other people, the better ∙ Managing & Preventing Emotions o Emotional Management  Suppression = internalizing  Venting = emotions dominate thoughts then we  explosively express them (typically leads to more anger) o Preventing Emotions (4 strategies)   1. Encounter Avoidance (people, places, etc)  2. Encounter Structuring (topics of conversation)  3. Attention Focus (only focus on parts of an encounter  that avoid the bad emotions) ∙ Ex: in a divorce, only focus on the kids  4. Deactivation (desensitize yourself to an experience) ∙ Reappraisal  o “Actively changing how you think about the meaning of emotion eliciting situations so that their emotional impact is change” o Before an actual emotion reaction begins…  1. What are the positives of this encounter?  2. What are the short-term/long-term consequences of my  actions? ∙ Anger o Primary emotion (but studies are starting to say otherwise) o Suppression in the easiest way to avoid anger o Passive-aggressive communication o Chronic Hostility – suppress anger so much that you become  chronically hostile o Catharsis – belief that venting will give you a temporary state of  satisfaction ∙ Grief Communication  o Grief: the intense sadness to a substantial loss (ex: death,  divorce, subjective to the person o Greif & communicating are related o Oscillation = to go back & forth  Should be what grieving people should be doing (loss oriented  restoration-oriented)  ∙ Passion 9o Blended emotion of positive feelings (ex joy, excitement, etc +  sexual attraction 10
Page Expired
It looks like your free minutes have expired! Lucky for you we have all the content you need, just sign up here