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Chapter 10 definitions and concepts

Interpersonal Communicationthe process by which people exchange information and give it meaning;the process by which we exchange meaningful information with other people

Verbal communicationany communication that uses words; we exchange information by talking,writing, and reading

Nonverbal communication communication through means other than words, such as through gestures orfacial expressions; ex: shaking a fist, sniffing, making a face, etc.

True Listening is an active, effortful process whereby a person receives and thinks about a message. Thelistener must work to discover meaning in all the available information in a message.

Languagea system of communication that allows people to encode meanings into words and combinewords to express thoughts and feelings

Productivitythe ability to create an infinite number of new sentences using a finite number or wordsand rules

Denotative meaning the equivalent of its definition Connotative meaning a more personal, subjective meaning each listener gives the word as a result of his

or her unique experiences

Grammarthe rules for ordering of words and phrases into sentences; grammar is the set of rules thatdefines how we build meaningful messages from words and phrases

Paralanguagenon-word sounds that accompany speech, such as um or uh; non-word sounds wemake when speaking

Syntaxdictates how we organize words into phrases and sentences Linguistic DeterminismThe theory that language structures thought and organized our view of the

world

Aphasiasdisorders involving an inability to comprehend or express ideas using language-can occurafter damage to the left cerebral hemisphere, which is normally dominant for language.

Brocas aphasiaa disorder that results from damage to the lower part of the left frontal lobe and ischaracterized by difficulty in producing, but not understanding, grammatical speech; an expressive disorder

they can understand spoken language but have difficulty speaking

Wernickes aphasiaa disorder associated with damage to the upper part of the left temporal lobe and ischaracterized by an inability to understand the precise meaning of words ; a comprehension disorder,generally speak clearly and fluently , and at a normal rate, but speak nonsense, they do not understand the

meaning of words

Motherese/Parentese a lilting, high-pitched voice and exaggerated tone used by adults when speaking tobabies. A lilting voice with a higher than normal pitch and exaggerated tone, that soothes babies and

captures their attention

Cooingnon-word vowel sound made by infants; nonverbal words such as uh and roo; children cooin response to adult speech or to express themselvesthey stimulate conversation by cooing and this helpsthem learnt the back and forth communication sequence

Babblinginfant sounds made by stringing vowel-consonant pairs into sequences of syllables such asbaba and lala ; babbling helps babies learn how specific mouth and throat movements create distince

sounds

Phonemethe smallest unit of sound in any language; each consonant-vowel pair in a babbled wordknown as a phoneme, is the smallest unit of sounds in any language

Morphemethe smallest unit of meaningful sound in alanguage; phonemes combine to create amorpheme, the smallest meaningful units of sound in a language

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Overextend words using a single word to refer to many itemstypically nouns are overextendedaccording to their appearance or function

Telegraphic speechcommunicating in short, correctly ordered noun-verb phrases that do not containunessential elements such as plurals, possessives, and prepositions; children do this between ages 2-3

Private speech when children talk to themselves; thought to aid in their cognitive development Language Acquisition Device (LAD)as proposed by Noam Chomsky, an innate device that acts as a

blueprint or guideline for grammar that babies use to make sense of the voices around them

High-Context communication communication in which meaning is implied, rather than stated in astraightforward manner; predominantly found in collectivist cultures

Low-Context communication communication in which information is stated explicitly; predominatelyfound in individualistic cultures

Prosodythe speed and pitch o four voice 2.Vocal Qualifiersvocal sounds that accompany speechsuchas language, crying, or sighing and3. Vocal Segregatesvocal sounds that break up a sentence, such as

um or uh

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Understand the roles of the sender, the message, the physical channel, encoding, the receiver, decoding, andfeedback in the communication process.

-Both verbal and nonverbal communication involves at least two people, one sends the message and one

receives it.-Sender an act of communication begins with a Sender, a person sending a message

-Message The Message refers to the thought or feeling that the sender wants to convey

-Physical channel The sender must select a Physical Channel, such as speech, writing, or gesturing, by

which to communicate the message.

-Encode To send the message, the sender must encode, or translate, the idea into a symbol, such as aword or body movement that represents the idea

-Receiver & Decode Once the sender transmits the encoded message, the Receiverthe person whogets the messagemust Decode or interpret it. Because symbols such as hand gestures and words are

representations or an idea but not the ideas themselves, listeners must create meaning as they decode

messages.-Feedback As the receiver decodes the message, his or her reaction gives feedback to the sender.

The Characteristics of Communication:

o What are the 5 qualities of communication?1. Communication has Consequences By definition, a successful communication creates a reaction in its

receiver. However, the receiver may not interpret your message as intended. Ex: ok/obscene sign2. Communications can be conscious or unconscious we send messages without even knowing we are doing

so. Ex: lean toward people you find attractive3. Communication can be self-reflectiveWhen we do communicate consciously, we constantly judge

whether our intended messages are getting across. Often, as we reflect on what we are saying or note our

listeners reactions, we modify our approach in the midst of communicating.4. Communications are not Reversible Once sent, a message cannot be taken back. WE can apologize for

insulting someone, but we cannot erase the insult. However, if the insult is closely followedor even

interrupted- by an apology, it is less likely to cause harm than if it is not.

5. Communications have contextsA messages context to a large extent determines its meaning. Thus, thesame message may mean quite different things in different contexts. The context provides important clues

that help us to guess the meaning of a message. Ex: ok for mom to hug you, not ok for dentist to hug you

Paralanguage includes: 1.Prosodythe speed and pitch o four voice 2.Vocal Qualifiersvocal sounds that

accompany speechsuch as language, crying, or sighing and 3. Vocal Segregatesvocal sounds that break up a

sentence, such as um or uh

How is Language Acquired?:

Research suggests that children readily learn their native language if the following are true: 1. Theirenvironment provides the sounds of a spoken language 2.they have an opportunity to practice the language 3.

They are biologically ready to learn a language

The universal language blueprint tells us to 1.Divide words into categories, such as noun, verb, adjective, andpreposition 2. Distinguish individual word or meaningful phrases within a string of sounds such as

doesbabbywantabottle? 3. Figure out the correct sequence for nouns and verbs 4. Notice how words are

changed and to denote plurality, ongoing action and past tense