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Flashcards by charliemccarthy2, updated more than 1 year ago
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Created by charliemccarthy2
over 10 years ago
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| Question | Answer |
| Define non-verbal communication | Conveying messages that do not require the use of words or vocal sounds. Includes, eye contact, facial expressions and body language. |
| What is tone of voice? | The way words are spoken to convey a message |
| Describe and evaluate a study into verbal communication. | Argyle, Alkema and Gilmour(1971) Aim: To see if tone of voice is important when interpreting a message. Method: Different groups of p's listened to friendly or hostile messages in friendly or hostile tones of voice. Hostile message-friendly voice friendly message-hostile voice Results: When asked to interpret messages, tone of voice had x5 effect of verbal message itself. Conclusion: Tone of voice is extremely important in ow people interpret verbal messages. Evaluation: - Artificial conditions where p's had to concentrate on different aspects of the communication. - Difficult to apply to real life because it's not a normal conversation. |
| what is intonation? | Inflection in the voice when speaking |
| What is verbal communication? | Conveying messages using words or vocal sounds. E.g. talking to someone or just grunting. |
| Describe and evaluate a study into paralinguistics. | Davitz and Davitz (1961) Aim: To see the effect of paralinguistics on the assessment of emotion. Method: P's were asked to listen to tape recordings and asses speakers emotions from paralinguistic cues; tone of voice; emphasis; intonation. Results: High level of accuracy in recognizing these emotions; affection; amusement; disgust and fear. Conclusion: Paralinguistics has great importance when judging emotion. Evaluation: - Artificial conditions where p's had to concentrate on different aspects of the communication. - Isn't a real conversation so hard to apply to real life. |
| Define emphasis. | Giving prominence to some words more than others. |
| What is the meaning of eye contact? | When 2 people are looking at each other's eyes at the same time |
| Describe and evaluate a study into eye contact. | Argyle (1968) Aim: To see how interrupting eye contact affects conversation. Method: pairs of o's were observed during conversation. Half of conversations, one wore dark glasses. Results: When dark glasses were worn, there were more pauses and interruptions then without. Conclusion: Eye contact is important in ensuring smooth flow of conversation. Evaluation: - Knew they were being observed they might of picked up on demand characteristics and acted this way. - P's may have been effected by someone observing them so may not have acted normally |
| What is the meaning of paralinguistics? | These are vocal features that accompany speech. E.g tone of voice, intonation, emphasis (inflection when speaking) |
| Define touch. | A form on non-verbal communication by conveying a message by physical contact between people |
| Describe and evaluate a study in pupil dilation. | Hess (1963) Aim: To see the effect of pupil dilation on emotion. Method: P's were shown two identical pictures of a girl and asked which one was more attractive. One had dilated pupils, one didn't. Results: Majority said picture with dilated pupils was more attractive but couldn't say why. Conclusion: Pupil dilation and an unconscious but powerful effect on emotion. Evaluation: - Asking people to 'get acquainted' and then observe them is artificial. + helps us to understand why the use of eye make-up is so popular. |
| What is pupil dilation? | When the pupils in the eyes expand to look larger. |
| Describe and evaluate a study into touch. | Fisher, Rytting and Heslin (1976) Aim: To see the effect of touch on people's attitudes. Method: Female student were handed a book by a librarian. Librarian was confederate. Half of the students were briefly touched and others were not. Results: Those who were touched had a more positive attitude towards the librarian than those who weren't. They were not aware they had been touched. Conclusion: Touch can have an unconscious and positive effect on attitudes. Evaluation: - Didn't know they were apart of it so didn't have the right to withdraw. - Only females so difficult to generalise findings to males and were only students so hard to generalise findings to adults. |
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