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MSU COM 225 - Exam 2 Study Guide

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COM 225 1nd EditionExam # 2 Study Guide Lectures: 9-14Lecture 9 (September 29)(Chapter 5) Difference between listening and hearingThe listening process - “process of receiving, constructing meaning from, andresponding to spoken and/or nonverbal messages” • Attention-act of selectively focusing on certain communication cues while ignoring others, interpretation- act of assigning meaning to the stimuli that capture our attention, evaluation- make decisions about accuracy and usefulness of the messages we have interpreted, re-sponding- offering your partner some overt indication of interest and support Types of listening• Discriminatory- more than one way to listen, basic to all forms of listen-ing• Appreciative - listen for pleasure• Comprehensive- much of listening we do involves receiving and re-membering new information • Evaluative- listen to make judgements • Empathic- listen to help others • Problem-focused- listen to understand and diagnose problems in our relationships Listening styles- own attitudes toward listening and preferences for how to listen • People-oriented- see listening as a way of building relationships • Content-oriented- like the challenge of listening to complex information• Action-oriented- listen for a specific reason and prefer concise, well-or-ganized information that is related to their goals • Time-oriented- concerned with keeping on schedule Relational - often verbal (but not always), says something about how partici-pants feel about each other and content messages- verbal (always words), refer to what is “actually said” • Their functions – giving neutral content message meaning- “Shut the door”-“Call me tomorrow”, repeating or contradicting content message-“I just love you so much” Lecture 10 (October 6) relational message themes (all 7, plus 5 subdimensions of intimacy)- domi-nance-submission, emotional arousal, composure, similarity, formality, task-social orientation, intimacy (affection-hostility, trust-distrust, inclusion-exclu-sion, intensity of involvement, depth-superficiality)one-up, one-down, and one-across messagesreasons why conflict is healthy- means interdependence, signals a need for achange, allows problem diagnosis reasons why conflicts are difficult to manage- hot emotions- emotions that kick in when egged in conflict, biased perceptions- biased in our own behav-ior, blame others to save self conflict terms:• Gunnysacking- failing to confront problems as they crop up• Kitchen-sinking- individuals mismanage the situation by including irrel-evant details i their argument • Demand-withdrawal- demander uses complaints and criticisms to pres-sure the withdrawer, who responds by becoming defensive and passive• Stonewalling- refusing to talk • Reframing- way of restating a conflict so that it is no longer a “competi-tive clash of positions” and becomes instead a “collaboration based on understanding and acknowledgment of underlying needs and world viewsHow to improve empathic listening- respect the others point of view, make sure to understand what the other has said before responding, check your understanding by paraphrasing, when paraphrasing express relational as well as content meaning Lecture 11 (October 8) (Chapter 6) social cognition- process of using cognitive structures like stereotypes mindfulness and mindlessnessimportance of social cognition-affects how we interpret the meanings of oth-ers’ messages, quires our actions, examines the appropriateness of the socialcognitions we employ and we gain some measure of control over social situa-tions, as we communicate we are creating social cognitionsfactors that influence perceptionElaboration Likelihood Model- selecting social information• central-high elaboration, will pay careful attention to relevant factors/peripheral route processing- low elaboration, will pay less atten-tion to relevant factor • how motivation- how much do you really care? highly motivated= cen-tral route and ability- do you have enough knowledge in this area to make a decision?, only if we care and able to but mostly go peripheral route - influence route to persuasionselective attention- idea that in any social situation you have to choose in that social situation what you are going to pay attention too, exposure- can not be in all social situations all the time, and memory- don’t remember ev-erything said schemas, and how we use themtypes of schems• peopleo prototype- mental category we use to classify and label others o exemplar model- images of actual objects, people, or events we have encountered in the past o stereotype- mental structure that allows us t ouse group mem-bership to make predications about behavior o self-schema- can be defined as information about ourselves that includes abstractions such as aspirations, values, attributes, pref-erences, and behavioral routines • role schema- is an internal representation of the rules, norms, and be-havioral expectations associated with social roles • relational schema- or relational prototypes, are “cognitive representa-tions of typical interaction patterns”Lecture 12 (October 13) • event- register our beliefs and expectations about different kinds of so-cial situations o scripts- mental representations that tell us what comes next in a sequence▪ situations when we do not have scripts- social episodes- “internal cognitive representations about common, recur-ring interaction routines within a defined cultural milieuo episodes▪ open- when participants enter a situation without and pre-conceived plan or with a very general one, closed- when a situation is almost completely scripted, defined- an open episode in which the participants are trying to negotiate some closure personal constructs- • 4 types of personal constructsself-fulfilling prophecy and four steps of self-fulfilling prophecyprimacy effect- tendency for first impressions to be lasting ones recency effect- when more recent observations change our initial impression implicit personality theory- belief that certain trait that we think is part of a cluster, we will assume that the person also have the rest of the traits in the cluster • halo effect- someone has a positive trait and infer more positive traits on them • horns effect- someone has a negative trait and infer more negative traits on theminternal- (personality) that persons fault because of who they are, and exter-nal attributions- (situation)


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