Flashcards

COMM10 CHAPTER 4-6 TEST2

VinDancer English 125 cards

Cards in this deck (125)

1Empathic ListeningEmpathic Listening requires us to take the perspective of the other person, to listen for what that other person needs and wants.
2Listener Response StylesThe types of initial verbal reactions we make when another person comes to us with a problem, reveals a frustrating event, or is expriencing an emotional crisis.
Seven Styles:
1. Evaluative (Non-empathic)
2. Advising (Non-empathic)
3. Interpreting (Non-empathic)
4. Content-Only (Non-empathic)
5. Probing (Empathic)
6. Supporting (Empathic)
7. Understanding (Empathic)
3Evaluative ResponseIt makes a judgment about the person's conduct. It assumes a standard of evaluation has or has not been met.
*It is the weakest of all the responses in terms of empathy*
4Advising ResponseIt tells people how they should act. Men use this response more than any other. It fails to acknowledge the other eprson's feelings and it communicates superiority by the person giving the advice.
5Interpreting ResponseA response where we express what we think is the underlying meaning of a situation presented to us. It places the listener in the superior position. It's what therapists do.
6Content-Only ResponseA content-only response comprehends the literal meaning of messages from others but doesn't recognize the feelings behind the details.
7Probing ResponseThe probing response seeks more information from others by asking questions. As a listener, you are showing interest in the other person's distress by inquiring further about the problem. Three types of questions possible:
1. Clarifying Question ("Can you give me an example of what you mean when you say that she is insensitive?")
2. Exploratory Question ("Can you think of some ways to diffure her anger?")
3. Encouraging Question ("You didn't have any other choice, did you?")
*PROBING QUESTIONS ARE NOT INTERROGATION QUESTIONS*
8Supporting ResponseA supporting response includes expressions of care, concern, affection, and interest, especially during times of stress or upset. 5 types of supporting responses:
1. Reassurance ("First day on the job can be a little nerve-racking, but you have the skills to do the job really well.")
2. Agreement ("You're right! Your boss is completely out of line.")
3. Praise ("You did a fantastic job even if she didn't recognize it.")
4. Assistance ("I can help you move out if you need me.")
5. Validating Feelings ("You should be angry; I know I would be!")
*Don't provide "cold comfort" responses(denying the right to feel a particular way, minimizing the significance of the subject, or ocusing on the future.)*
**Women tend to want this the most**
9Understanding ResponseThe understanding response requires a listener to check his or her perceptions for comprehension of the spewaker's message or to paraphrase the message to check accuracy.
10Confirming ResponsesEmpathic Responses (Probing, Supporting, and Understanding) that enhance the person's self-esteem and confidence.
11Disconfirming ResponsesNonempathic Responses (Evaluating, Advising, Interpreting, and Content-Only) that diminish the person and reduce confidence.
12Response Style CompetenceThree variables that influence the appropriateness and effectiveness of evaluating, advising, interpreting, and content-only responses.
1. Frequency (How often you use disconfirming responses - should be very little if you are not really close with the person you are talking to)
2. Timing (When you use nonempathic responses. - not to be used when person is feeling fragile and in need of support)
3. Solicitation (Whether you are asked to evaluate, interpret, advise, or concentrate on the content, not the feelings, of the speaker - not to be used when a person only wants you to listen to them.)
13Group StructureA form or shape characterized by an interrelationship among its parts. Composed of:
1. Group Size
2. Task and Social Dimensions
3. Norms
4. Roles
14Burden of ProofThe obligation of the person making the claim to present compelling evidence and reasoning to support it. *As a speaker, whenever you make a claim to an audience, you assume the burden of proof*
Shifting The Burden of Proof is inappropriately assuming the validity of a claim unless it is proven false by another person who never made the original claim.
**WHOEVER MADE THE CLAIM ASSUMES THE BURDEN OF PROOF**
***Extraordinary claims require extraordinary proof***
15Confirmation BiasThe tedency to seek information that supports one's beliefs and to ignore information that contradicts those beliefs. *Strong aspect of a True Believer*
**Competent critical listeners must be prepared to say to themselves consistently, "So why would some people disagree with this speaker?" You're listening with an ear for both sides on an issue, not just one side.**
16Rationalization of DisconfirmationInventing superficial, even lame, alternative explanations for contradictory evidence. *Strong True Believers tend to follow this*
17CynicismNay-saying, fault finding, and ridiculing. A cynic is a person who is quick to pounce on human frailties and imperfections. They have a strong negativity bias.
18Competitive InterruptingCompetitive Interrupting occurs when we dominate the conversation by seizing the floor from others who are speaking. Usually causes a speaking battle.
19Glazing OverGlazing Over occurs when listeners' attention wanders and daydreaming occurs. *Slow speaking causes this, so faster speech from the speaker will most likely improve the overal attentiveness from the listerner(s)*
20Pseudolistening"Pretend listening"
*Responding with "mm-hmm," "really," and "uh-huh" as someone speaks, fakes attention if one's mind is not focused on the speakers message. Pseudolistening is typically easier to enact over the phone because visual cues are not available.*
21AmbushingThe process of evaluating the merits of claims as they are heard.
*You separate the facts from the almost certain fantasies and nonsense by listening critically.*
**Competent critical listeners must be prepared to say to themselves consistently, "So why would some people disagree with this speaker?" You're listening with an ear for both sides on an issue, not just one side.**
22Critical ListeningThe process of evaluating the merits of claims as they are heard.
*You separate the facts from the almost certain fantasies and nonsense by listening critically.*
**Competent critical listeners must be prepared to say to themselves consistently, "So why would some people disagree with this speaker?" You're listening with an ear for both sides on an issue, not just one side.**
23ClaimA generalization that remains to be proven.
24SkepticismA willingness to accept claims without solid reasoning or valid evidence and to hold those beliefs tenaciously even if a ton of contradictory evidence disputes them.
*Nowhere is critical listening a part of true belief*
**The key distinction between a true believer and a skeptic is not the strength of the belief but the process used to arrive at and maintain a belief**
*** True believers tend to have strong confirmation bias and typically use rationalization of disconfirmation***
Four degrees of likelihood skeptics must consider:
1. Possibility (Could Happen, but don't bet on it - Don't accept an unsupported claim based on evidenc that meets this)
2. Plausibility (Making a logical case - A basis for inquiry, but it is an insufficient basis for acceptance of a claim)
3. Probability (Highly likelyit will be true - good enough basis to go off of. Involves the Law of Very Large Numbers (with large enough numbers in statistics, almost anything is likely to happen to someBODY.))
4. Certainty (Skeptics can never claim anything is a 100% fact, only very high probability)
****Skepicism and self correction are inseparable - b/c skepticism goes where the evidence leads, and if the evidence compels change, then change must occur****
*****When faced with multiple explanations for an event or phenomenonm skeptics follow The Principle of Parsimony (When competing explanations or theories fit the facts, the simplest is preferred. A theory that uses fewer concepts or makes fewer assumptions is less likely to be wrong)*****
25True BeliefA willingness to accept claims without solid reasoning or valid evidence and to hold those beliefs tenaciously even if a ton of contradictory evidence disputes them.
*Nowhere is critical listening a part of true belief*
**The key distinction between a true believer and a skeptic is not the strength of the belief but the process used to arrive at and maintain a belief**
*** True believers tend to have strong confirmation bias and typically use rationalization of disconfirmation***
26InterruptingClosely related to Shift Responses. It can be used to shift attention to oneself and away from the other person talking.
*Shift responses obey the "one person at a time" rule, while interrupting does not*
*Cn be used for noncompetitive reasons: (showing enthusiasm for the speakers point, stopping the speaker to clarify a point, warning of danger, or giving a group a break from a
talkaholic's nonstop monologue*
**Most Interrupting is noncompetitive**
27Conversational NarcissismThe tendency of listeners to turn the topics of ordinary conversation to themselves without showing sustained interest in others' topics. (Shift Response - Me-Oriented)
28Shift ResponseA competitive vying for attention and focus on self by shifting topics. Me-Oriented.
29Support ResponseA cooperative effort to focus the attention on the other person. We-Oriented.
Three types of support responses:
1. Background Acknowledgment ("uh-huh," "really," "yeah,")
2. Supportive Assertion ("That's Great," "I didn't think of that," "You must have considered this carefully.")
3. Supportive Question ("Why are you feeling depressed?")
30Retention*Memory is essential to the listening process*
*The information we when engaged in the listening process is the raw material from which meaning is constructed*
*Our brains DO NOT retain all of the information thrown at us.*
*Immediately using information that is given to you enhances retention (Applying it to something you actually do/experience)*
-You forget information for a variety of reasons: Inattention, The inevitable Forgetting Curve, not properly organizing the information given to you, lack of motivation to listen carefully.
*Retention is diminished when our listening is mindless and Retention is enhanced when listening is mindful*
*Mindful listening is active listening*
31Information BulimiaCramming information into short-term memory, only to have it forgotten before it moves into long-term memory. *College Students are typical cases of this (The average college kid will forget 80% of the information he/she larned by the time he/she graduates)*
32The Forgetting CurveThe rate at which we no longer retain information in our memory. (Drops rapidly, then levels out over time)
33ResponseThe 3rd essential element of the listening process. *Listening is a transactional process between speaker and audience - Speakers look for responses from listeners to determine whether a message is being processed or ignored [responses can be both verbal and nonverbal]*
*Responsiveness is a key determinant of effective listening*
34Informational ListeningInformational Listening attempts to comprehend the message of a speaker. (Includes: Information Overload, Shift Responses, Competitive Interrupting, Glazing Over, Pseudolistening, and Ambushing)
35Nonverbal Communication Competence1. Monitor Nonverbal Communication (Observe nonverbal communication in action and become sensitive to the subtleties of these codes.)
2. Resist Jumping to Conclusions (Perception Check)
3. Observe Multiple Nonverbal Cues (Make inferences of what is being communicated nonverbally by as many nonverbal cues as possible, don't rely on one.)
4. Recognize Cultural Differences (Observe members of the other culture to determine the appropriateness of the behavior at hand)
5. Strive For Consistency (Try to always match your verbal message with the nonverbal message you are giving out)
36ListeningThe process of receiving, constructing, and reconstructing meaning from, and responding to spoken and/or nonverbal messages. (The active effort to construct meaning from verbal and nonverbal messages) Three elements of this process:
1. Comprehending
2. Retaining
3. Responding
37ComprehensionShared meaning between or among parties in a transaction.
1st step in the listening process.
The first challenge is accurately discriminating speech sounds (Phonemes) and understanding those sounds as words (Morphemes)
Comprehension involves discerning breaks between words (speech segmentation)
[Hearing and listening are two different processes - hearing is the physiological process of registering sound waves as they hit the eardrum]
38The Fuctional-Professional TouchThe least intense form of touching. The touch is instrumental communication that takes place between doctors and patients, coaches and atheletes, and the like. It is businesslike and limited to the requirements of the situation.
39The Social-Polite TouchIt occurs during initial introductions, business relationships, and formal occasions. (Example: Handshake)
40The Friendship-Warmth TouchThe most ambiguous type of touch and leads to the most misunderstandings between people. Too little and you may communicate unfriendliness, indiference, and coldness. Too much and you might be perceived as wanting sexual advancement.
41The Love and Intimacy TouchReserved for close friends, family members, spouses, and lovers. (Example: softly touching the face of your lover, intimate hugging, etc.)
42The Sexual TouchThe most personal intimate touch and the most restricted. Mutual consent is critical. Engaging in this type of touch when it is unwanted will produce serious reprocussions.
43Touch Taboos"When not to touch an individual in a certain way." Six different Touch Taboos:
1. "Strangers Are the Untouchables" (Anything other than a functional touch with strangers should be avoided)
2. "Harmful Touches Should Be Avoided"
3. "Avoid Startling Touches"
4. "Avoid the Interruption (Touches should not interfere with principal activities.)
5. "Don't Physically Move Others" (Don't do so unless you explain why you need to before you do)
6. "Avoid 'Rub-it-in' Touches" (Don't intensify a NEGATIVE remark with a touch)
44Touch CompetenceFive Suggestions:
1. Begin by assuming the violation is accidental. (Pull away or frown to show that the touch was unwanted and/or innapropriate)
2. Use Descriptive Statements to identify your reaction and the behavior that ignited it. ("I don't like to be touched in that way, it seems aggressive so please don't do it")
3. Use intense Non-verbal cues when faced with a purposeful violator (A penetrating stare can make the perpetrator feel uncomfortable and convey the message that it's not ok to do that to you)
4. Repeat offenders require strong nonverbal signs of rejection plus a direct, firm command ("Don't ever touch me that way again")
5. A brief aplogy should follow your own touch violation.
45Voice CommunicationOur voice communicates information about our age, sex, socioeconomic status, ethnicity, and ethnic background.Vocal Cues (Paralanguage) divided into three categories:
1. Vocal characterizers (laughing, yelling, moaning, crying, whining, belching, yawning)
2. Vocal qualifiers (Volume, tone, pitch, resonance, rhythm, rate)
3. Vocal Segregates ("Uh-hum," "uh," "mm-hmm," "oooh," "shh")
46Space CommunicationSpace communicates in very powerful and significant ways. Two categories:
1. Distance
2. Territoriality
47ProxemicsThe influence that distance and territoriality have on our communication
48DistanceFour types of spatial relationships:
1.Intimate (0-18" used for showing tenderness)
2. Personal (18"-4' used for conversing with friends/intimates)
3. Social (4'-12' used for business talk and social conversing)
4. Public (12'+ used for lectures or speeches)
49TerritorialityA predisposition to defend a fixed geographic area, or territory, as one's exclusive domain.
Various ways we stake out territory:
1. Using markers (fences, signs)
2. Erecting barriers to entry (walls, locked doors, dogs)
3. Occupancy (constantly occupying a particular spot.)
50Facial Communication"Faces express emotions, thoughts, and character/ Brows knit, mouths gape, lips grin, cheeks blush, jaws clench, eyes weep, and pupils dilate with libidinal enthusiasm." *Your eyes and face are the most immediate cues people use to form impressions.*
Two sections:
1.Eyes
2. Facial Expressions
51KinesicsThe study of both facial communication and gestures.
52OculesicsThe study of Eye Contact. Eye contact regulates conversational turn taking, Communicates involvement and interest, manifests warmth, commands attention, expresses attraction, and establishes connections with others.
*Interpersonal Communication is very dependent on eye contact*
53Facial Feedback HypothesisEmotions can influence facial expressions and facial expressions can inflluence emotions.
54Universal Emotional Facial ExpressionsFear, Anger, Surprise, Contempt, Disgust, Happiness, and Sadness.
55Display RulesCulture-Specific prescriptions that dictate the appropriateness of behaviors. (Not showing anger towards group members in Japan)
56GesturesThree main categories:
1. Manipulators
2. Illustrators
3. Emblems
57ManipulatorsGestures made by one part of the body, usually the hands, that rub, squeeze, pick, clean or groom another part of the body.
*They have no specific meaning, although others may percieve as nervousness, discomfort, or deceit.*
58IllustratorsGestures that help explain what a person says to another person. *Usually occur simultaneously with the verbal message but sometimes begin while the speaker is still formulating the words.*
(Example: Telling a person where to go while pointing that direction.)
59EmblemGestures that have precise meanings separate from verbal cmmunication. (Examples: Middle finger "Fuck You!" or hand waving "Good-Bye.")
60Touch Communication"Our richest means of emotional expression." We can perceive Anger, fear, disgust, love, gratitude, sympathy, happiness, and sadness all from touch. Five types of touch based on their function, usage, and intensity:
1. The Functional-Professional Touch.
2. The Social-Polite Touch.
3. The Friendship-Warmth Touch.
4. The Love and Intimacy Touch.
5. The Sexual Touch.
*Types of touch help define relationships between people.*
61Waist-to-Hip ratioOnly for women: The smaller the waist -to-hip ratio is (Hourglass Shape), the more physically attractive the woman is.
62Wedge ShapeOnly for Men: A Wedge shape is the most physically attractive of all the body shapes. *Broad Shoulders-Skinny Waist.*
63Dead Level AbstractionThe practice of remaining stuck at one level of abstraction.
*Never rising above the level of the concrete and precise is also dead-level abstracting*
64Combatting Dead-Level Abstraction1. Avoid By-passing (Check to see if everybody assigns the same meaning to a word or phrase)
2. Operationally define abstract terms.
3. Use language flexibly. (Vary the levels of abstraction in your communication)
65By-PassingAssuming that everyone assigns the same meaning to a word, without checking to see if it's true.
66Interconnectedness of Verbal and Nonverbal CommunicationWe don't speak without embellishing the words with gestures, facial expressions, tone of voice, and eye contact.
Five ways they interconnect:
1. Repetition
2. Accentuation
3. Substitution
4. Regulation
5. Contradiction
67RepetitionWhen you "repeat" the message stated with words with gestures. The gestures support the words and give the message more clarity to the listener.
68AccentuationUse of gestures or tone/pitch to intensify meaning. (Examples: Pounding your fist against the table as you explain how mad you are, or adding emphasis on certain words within a sentence to intensify the meaning behind it.)
69SubstitutionTrading a certain word for a certain action (Example: Yawning to express a meaning of "I'm tired." or winking to express attraction towards another.)
70RegulationNon-verbal Conversational guidelines. Example: A teacher pointing at a student to send the message, "It's your turn to speak." or long pauses and eye contact after a sentence to say "I'm done talking, now you go."
71ContradictionNon-verbally communicating contradictory messages to those you are expressing in words. Sarcasm is a strong example. They create MIXED MESSAGES.
72Mixed MessagesInconsistencies between verbal and nonverbal messages. Created by Contradiction. Found in sarcasm and in those lying.
73Inferential ErrorA mistaken conclusion that results from the assumption that inferences are factual descriptions of reality instead of interpretations of varying accuracy made by individuals.
74Avoiding Inferential ErrorTwo ways:
1. Base inferences on a substantial quantity of information.
2. Base inferences on High-quality information.
75JargonA specialized language within a group of people. A kind of verbal shorthand. *Jargon is NOT inherently a poor use of language*
Problems occur when a speaker uses jargon when conversing with a person who is not initiated into the specialized society that the jargon occurs in. Misunderstanding then occurs.
76Combatting Misunderstanding from the use of Jargon1. Cut the use of jargon when conversing with someone unfamiliar with the jargon.
2. If jargon is necessary, operationalize terms unfamiliar to the receiver.
77EuphemismA form of "linguistic Novocain" whereby word choices numb us to or camouflage unpleasant or offensive realities. *Not always a negative thing, such in the use of "passed on" instead of "died."*
Misunderstanding occurs with euphemisms when the listener gets so clouded by the euphemism itself that the actual meaning becomes blurry.
78Combatting Misunderstanding when using Euphemisms1. Use euphemisms cautiously and wisely (euphemisms are okay when disguising profanities, but the goal should always be to commuicate in a way that the listener will clearly know what you are talking about.)
2. Expunge dangerous euphemisms. (Never use euphemisms that are put there to hide ugly, dangerous truths about our world)
79SlangThe highly informal words not in standard usage that are employed by a group with a common interest. *Typically innapropriate to use slang in formal speeches*(Slang also has a negative aspect in which those who understand and speak the slang, belong while those who do not get excluded)
80Non-verbal CommunicationSharing meaning with others nonlinguistically. *Verbal communication is single-channeled, but non-verbal communication is multi-channeled* Non-verbal communication is central to emotional expression, impression management, and much of what facilitates healthy relationships. Approximately 65 percent of messages are communicated non-verbally.
81Truth BiasA bias to believe that most of the messages you recieve are truthful. Typical humans have this.
82Lie-BiasA bias that most of the messages you receive are lies. Most typical of prison inmates.
83Beauty BiasA perceived advantage accorded those who are viewed as attractive. Studies do show that all humans are born witht this bias. Not entirely subjective.
84Universal Standards of Physical Attractiveness1. Bilateral Symmetry
2. Waist-to-hip ratio
3. Shoulder to waist ratio (Wedge Shape)
Four Realms of physical attractiveness:
1. Body Shape/Size
2. Body Adornments
3. Clothing
4. Hair
85Bilateral SymmetryThe right and left sides match each other. Symmetrical body image.
86LabelA name or a descriptive word or phrase. *Can powerfully influence perception and behavior*
*The accuracy of any label depends on common agreement of what the label requires*
87FramingThe influence wording has on our perception of choices. *it narrows our perceptions*
The way a word or phrase is framed, will cause the listener to think of the word or phrase in a specific way.
88IdentityThe principal language that one uses to communicate can also mark an individual's or group's educational level, socioeconomic class, and ethnic and cultural identity.
89Signal ReactionsAn automatic, emotional response to a symbol. Almost always sourced by connotation.
90ConnotationPersonal meaning. The volatile, individual, subjective meaning of a word. 3 Dimensions of Connotation:
1. Evaluation (Good/Bad)
2. Potency (Strong/Weak)
3. Activity (Active/Passive)
91DenotationShared Meaning. The objective meaning of words commonly agreed to by members of a speech community and usually found in some sort of dictionary. (DESCRIPTION OF OBJECT)
92Semantic ReactionsA delayed, thoughtful response that seeks to decipher the user's intended meaning of a word, thus short-circuiting a behavioral response to the hair-trigger emotional reaction.
(To delay response, clarify intended meaning with a question)
93Competence and Signal Reactions2 Suggestions:
1. Learn to follow signal reactions with semantic reactions.
2. Refrain from using words that will likely trigger signal reactions. (Unless a signal reaction is good as in shouting "look out!")
94Language of Abuse and ExclusionLanguage of contempt, criticism, and defensiveness have a corrosive effect on personal relationships.
Counterattacked by learning the language of connection and inclusion.
95False DichotomyUsing either-or language to frame a choice as though only two opposing possibilities exist, when at least a third option is clearly available.
*Can alter our perceptions*
96Avoiding False DichotomiesTwo steps:
1. Think Pluralistically. When presented with a dichotomous choice, search for other possibilities.
2. Recognize degrees of difference when using language.(use language that includes the words: slightly, moderately, often, usually, rarely, etc.)
97Combatting Mislabeling1. Operationally define significant labels. (Ask for specification on what behaviors the label requires to be properly labeled.)
2. Apply the labels accurately once they have been operationalized.
98Operational DefinitionA definition that grounds a label by specifying which measurable behaviors or experiences are subsumes under the label and which are ruled out.
99Gender-Biased LanguagePower instilling language for men while women get discluded fromt he language.
Examples: Man and Wife. WorkMAN's Compensation.
100SymbolsArbitrary representations of objects, events, ideas, or relationships.
"each person constructs meaning from symbols that appear in the form of sounds, words, phrases, and sentences by interpreting those symbols in a context.
101ReferentsThe actual objects, events, ideas, or relationships that are being referred to by the word/symbol.
102LexiconThe total vocabulary of a specific language.
103ProductivityThe capacity of language to transform a small number of phonemes into whatever words, phrases, and sentences that you require to communicate your abundance of thoughts and feelings.
*Allows you to express a virtually infinite number of thoughts annd feelings in a variety of ways*
104DisplacementYour ability to use language to talk about objects, ideas, events, and relations that don't just exist in the physical here and now. (Creativity and time related things?)
105Self-ReflexivenessThe ability to use language to talk about language.
106AbstractingThe process whereby we formulate increasingly vague conceptions of our world by leaving out details associated with objects, events, and ideas.
Four levels of abstraction:
1.Sense experience
2.Description
3.Inference
4.Judgement
107Sense Experience1st level of abstraction. Occurs in the Nonverbal World. It is an experience that you go through that is picked up by one or more of your senses.
108Descriptions2nd Level of Abstraction. Occurs in the Verbal world. Descriptions are verbal reports that sketch what we perceive from our senses. *Your description of the world is an approximation of the world as you perceive it, not an exact duplicate*
109InferencesThird level of abstraction. Occurs in the Verbal World. Inferences are conclusions about the unknown based on the known. They are guesses.
*can be improved by assuring quality and quantity of known information is reliable and prominent*
110JudgmentThe 4th and last level of abstraction. Occurs in the Verbal World. Judgments are subjective evaluations of objects, events, or ideas.
111Sapir-Whorf HypothesisSapir: Linguistic Determinism
Whorf(Early): Linguistic Determinism
Whorf(Later): Linguistic Relativism
112Linguistic Determinism"We are prisoners of our native language, unable to think certain thoughts or perceive in certain ways because of the grammatical structure and lexicon of our language."
113Linguistic Relativism"The grammar and lexicon of our native language powerfully influence but do not imprison our thinking and perception."
114Masculine-GenericThe use of words relating to man in regards to talking about a non-gender-specific thing in general.
Examples: his, man, mankind, he, him.
115SyntaxRules that govern combining words into phrases and phrases into sentences.
S-V-O (Subject-Verb-Object) is the typical syntactical word order of the english language.
116SemanticsThe set of rules that governs the meaning of words and sentences. "A sentence must make sense."
"Word origin is arbitrary, but word usage is conventional."
117MorphologyThe part of grammar that describes how morphemes are constructed meaningfully from phonemes.
Two sections:
1. Free Morphemes
2. Bound Morphemes
118Free MorphemeA stand alone word with meaning.
Example: Friend, Dog, Soda.
119Bound MorphemeA unit of meaning that has no meaning until it is attached to a free morpheme.
Examples: Prefixes, Suffixes, Word Changers.
120Language-The structured system of symbols for communicating meaning.
-Composed of four essential elements:
1. Structure
2. Productivity
3. Displacement
4. Self-Reflexiveness
121StructureThe MOST essential element of any language and easily the most complicated. It is the system of guidelines that sounds must follow to be classified as a language. Consists of Grammar (which consists of phonology, morphology, syntax, and semantics)
122GrammarThe set of rules that specify how the units of language can be meaningfully combined. Consists of four elements:
1.Phonology
2.Morphology
3.Syntax
4.Semantics
123PhonemesThe individual units of sound that compose a specific spoken language. Divided into three possibilities:
1. Consonants
2. Vowels
3.Consonant Combinations
124PhonologyA part of grammar that describes the patterns of sound in a language.
"The study of how we find order within the apparent chaos of speech sounds."
Rules set up that indicate which sounds to use, how to pronounce these sounds, and how to combine these sounds in a meaningful way.
125MorphemesThe smallest unit of meaning in a language.
Created by combination of phonemes.
Two possibilities of morphemes:
1. Free Morpheme
2. Bound Morpheme
Problems occur with multiple possibilities of meaning. Counteracted with analyzing context with which the morpheme was phrased.

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Description: Flashcards on COMM10 CHAPTER 4-6 TEST2, created by VinDancer on 23/04/2013.
Created by: VinDancer · Apr 2013
Updated: Apr 7, 2018
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