Interpersonal Communication Relating Others 7th Edition By Beebe Redmond - Test bank
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Interpersonal Communication Relating Others 7th Edition By Beebe Redmond - Test bank

Interpersonal Communication Relating Others 7th Edition By Beebe Redmond - Test bank   Instant Download - Complete Test Bank With Answers     Sample Questions Are Posted Below   Chapter 1: Introduction to Interpersonal Communication Copyright ©2014, 2011, 2008 Pearson Education, Inc. All rights reserved.22c) Texting someone (as well as sending e-mail, instant messages, andtweets) …

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Interpersonal Communication Relating Others 7th Edition By Beebe Redmond – Test bank

 

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Sample Questions Are Posted Below

 

Chapter 1: Introduction to Interpersonal Communication
Copyright ©2014, 2011, 2008 Pearson Education, Inc. All rights reserved.
22
c) Texting someone (as well as sending e–mail, instant messages, and
tweets) allows you time to compose your message and craft it more
carefully than you might in an FtF interaction.
2. Varying Degrees of Anonymity.
• You may not always know precisely with whom you are communicating
when you receive an e–mail message or are “friended” or “poked” by
someone you don’t know.
• Being anonymous may tempt you to say things that aren’t true.
3. Potential for Deception
• Because with many forms of EMC you can’t see or hear others, it’s easy to
lie.
• Online deception is almost as easy as typing.
• The ease with which someone can create a false persona means that you
need to be cautious in forming relationships with strangers over the
Internet.
4. Nonverbal Cues
• Words and graphics become more important in EMC than in face–to–face
communication, because when communicating electronically you must rely
solely on words to carry nonverbal messages.
• Text users can capitalize messages, add emoticons, make letters bold, and
so on to compensate for the limited emotional cues available in some forms
of electronic communication.
• There is typically less emphasis on a person’s physical appearance online
than in FtF situations, unless you’re using Facebook, Skype, or other video
messages.
5. Role of the Written Word
• Reliance on the written word affects EMC interactions.
• Your skills in typing as well as your ability to express yourself in writing
affects how others may perceive you.
• Your written messages provide insights to others about your personality,
skills, sense of humor, and even your values.
• You communicate a message about the nature of a relationship based on the
formality or informality of your language and whether your style reflects
what the receiver expects.
6. Distance
• There is often a great deal of distance between two people engaged in
EMC.
• We can easily send a message to someone across the globe as to someone
in the same building we are in.
B. Understanding EMC
• Three theories help explain and predict how EMC works:
1. Cues–Filtered–Out Theory — suggests that communication of emotions is
restricted when people send messages to others via e–mail or other electronic
means because nonverbal cues such as facial expression and tone of voice are
filtered out and that because of the lack of nonverbal cues and other social
Chapter 1: Introduction to Interpersonal Communication
Copyright ©2014, 2011, 2008 Pearson Education, Inc. All rights reserved.
23
information, we’ll be less likely to use EMC to manage relationships because
of its limited ability to carry emotional and relational information.
2. Media Richness Theory — identifies the richness of a communication
medium based on the amount of feedback it allows, the number of cues
receivers can interpret, the variety of language it allows, and the potential for
emotional expression.
• There is some evidence that those wishing to communicate a negative
message, such as a message ending a relationship, may select a less rich
communication medium.
• Similarly, people usually want to share good news in person, when they can
enjoy the positive reaction to the message.
3. Social Information–Processing Theory — suggests that people can
communicate relational and emotional messages via the Internet, although such
messages take longer to express without nonverbal cues.
• This theory also suggests that if you expect to communicate with your
electronic communication partner again, you will likely pay more attention to
the relationship cues.
• EMC can actually develop into more socially rich relationships than face–to–
face communication can.
• When using EMC, we ask questions and interact with others to enhance the
quality of our relationship with them.
• EMC makes it possible for people to develop interpersonal relationships with
others, whether they are miles away or in the next room.
VI. Interpersonal Communication Competence
A. Become Knowledgeable, Skilled, and Motivated
1. Become Knowledgeable: You must know how interpersonal communication
works by learning theories, principles, concepts, and rules.
2. Become Skilled: by translating knowledge into action.
• Learning skills requires breaking it down into sub–skills you can learn
and practice (four steps: hear it, see it, do it, and correct it).
• Skills require practice.
3. Become Motivated: You need to be motivated to use your knowledge and
skill.
B. Become Other–Oriented
• Become an other–oriented communicator by considering the thoughts, needs,
experiences, personality, feelings, motives, desires, culture, and goals of your
communication partner, while maintaining your own integrity.
• Being other–oriented involves a conscious effort to consider the world from
the point of view of those with whom you interact.
• Sometimes we are egocentric communicators, such as when we create
messages without giving much thought to the person who is listening.
a) Being egocentric is detrimental to developing healthy relationships with
others.
b) Other people can often perceive whether we’re self–focused or other–
oriented.
Chapter 1: Introduction to Interpersonal Communication
Copyright ©2014, 2011, 2008 Pearson Education, Inc. All rights reserved.
24
c) Speaking without thinking may occur when we need to purge ourselves
or to confirm our sense of self–importance.
• It may undermine our relationships with others.
• A self–focused communicator often alienates others.
• We can adapt to our listeners by asking questions, finding topics of
mutual interest, selecting meaningful examples, and avoiding topics
that are uncomfortable for our communication partner.
• Being empathic – able to experience the feelings and emotions of
others – is especially important in becoming other–oriented.
• Other–oriented communicators are ethical.
a. Ethics are the beliefs, values, and moral principles by
which people determine what is right or wrong.
b. Ethical communicators seek to establish trust and reduce
interpersonal barriers.
c. Ethical communicators do not intentionally decrease
others’ feelings of self–worth.
d. Becoming other–oriented, as evidenced through knowledge,
skill, and motivation, can enhance your interpersonal
communication competence and the quality of your life.
Discussion/Journal Questions
Ask your students how many have taken a communication course in the past. Invite them to
assist you in distinguishing interpersonal communication from other types of communication,
especially intrapersonal communication, small group communication, and public address. Note
that the functions of each differ: interpersonal communication focuses on initiating, building,
maintaining, and terminating relationships.
Have students journal for a week, noting each time they engage in interpersonal, intrapersonal,
and impersonal communication, noting with each entry the context of the communication as well
as the result.
Activities and Assignments
Activity 1.1: Icebreakers
Look up almost any YouTube clip from the sitcom Everybody Loves Raymond (an episode called
“The Angry Family” works particularly well). Instruct the students to write down everything
they notice about the communication of the participants. When the clip has finished and students
have had time to write down their reactions, ask them what they saw. This should generate a
great deal of discussion that may include the following:
• Verbal communication (raised voices, etc.)
• Nonverbal communication (proxemics, kinesics, paralinguistics, haptics)
Chapter 1: Introduction to Interpersonal Communication
Copyright ©2014, 2011, 2008 Pearson Education, Inc. All rights reserved.
25
• Lying
• Avoidance
• Defensiveness and self–protection
• Blaming
• Manipulating
Ask the students why they were laughing during the clip. Why is the depiction of “brokenness”
in relationships funny to us? Why do we laugh when we see the sort of strains and tensions
among people as evidenced in this clip? Do media of this sort help us in our communication
with one another, or does it reinforce norms that support brokenness in relationships?
Immediately following this discussion, show a clip from the Robin Williams movie Patch
Adams. (The clip should be the scene where Robin William’s character Patch Adams, a medical
student, resists objectifying a hospital patient who has a serious illness, and who is being
dispassionately diagnosed by a team of medical students headed by their supervising physician.)
In the clip, Patch asks the one question no one else thinks to ask—”What is her name?” Lead
your students in a discussion that includes the following:
• Patch Adams’ focus
• How he touches the woman, reaching through to her in her pain and anxiety
• How he asks her name and bridges over to her humanity, refusing to objectify
her
• His eye contact and vocal cues
End by asking the students who, in their lives, speaks to them like Patch Adams spoke to the sick
woman in the hospital—that is, who gives them “good words.” This exercise has a lot of appeal
to students because it has media clips they will enjoy, and it clearly demonstrates how
interpersonal communication can both damage and heal human relationships.
Activity 1.2: Power and Influence
Many communication scholars suggest that each interaction is accompanied by a power
dynamic. That is, one of the interactants has more power over the other. Thus, it would seem that
the person with more power would be in a position in which s/he could nearly always have more
influence that the person less power. Have the class discuss the concept of mutual influence and
how they influence others with whom they have different types of relationships (friendships,
romantic relationships, work relationships, and so on) and how the other people in their
interactions influence THEM.
Activity 1.3: People Skills
Robert Bolton, author of People Skills, asserts that “80% of the people who fail at work do so for
one reason: they do not relate well to other people” (Simon & Schuster, 1986, p. 7). Ask students
to provide concrete examples of how they have seen communication negatively or positively
impact work environments they have been part of.
Chapter 1: Introduction to Interpersonal Communication
Copyright ©2014, 2011, 2008 Pearson Education, Inc. All rights reserved.
26
Activity 1.4: Impersonal vs. Interpersonal
Have each student prepare a list of the ways (positively or negatively) in which s/he
communicates with various members of his or her family (parents, siblings, aunts, uncles,
grandparents, and so on), not using real names. Then, have students form small groups (3–5) to
discuss the ways in which each may or may not have learned relationship communication skills
from those people in his or her early life. Finally, debrief the small groups in the larger, full
class.
Activity 1.5: Myths About Communication
1. More words will make the meaning clearer.
Encourage students to discover their preferred learning style: visual, auditory, kinesthetic, or
any combination.
Suggest that other–oriented communicators recognize their preferences but select channels
that the recipient prefers for best results. For instance, when asking a “visual” boss for a
raise, showing her/him a list of reasons for this pay boost may be more effective than a
simple discussion. Likewise, an “auditory” friend may prefer a phone call to a Hallmark™
card.
Investigate learning styles, using channel preferences. See Michael Brooks’ Instant Rapport
(Warner, 1989).
2. Meanings are in words
Ask students to describe the meanings of their names. Do they respond differently to people
if they use their full name (e.g., Michael Joseph) rather than a shortened version of their
name (e.g., Mike)? Discuss this.
A number of situation comedies on television rely upon semantic noise to create humor.
Nearly every Seinfeld and Friends episode portrays bypassing. Consider showing a portion
of a show to illustrate how meanings are in people, not in words.
Write the following words on the board (or on PowerPoint™):
WOMAN WITHOUT HER MAN IS NOTHING
Ask students to comment about the meaning of these words. Discuss the value of punctuation
and how syntactic rules are important for discerning meanings of words. Do point out that
whatever punctuation is used, both statements are sexist and untrue.
WOMAN. WITHOUT HER, MAN IS NOTHING.
WOMAN WITHOUT HER MAN, IS NOTHING.
3. Information equals communication.
Ask students to discuss or journal about using a set of instructions. Were they clear?
Did they help in understanding?
Bring a set of instructions for a game, building project, or recipe. Discuss how these
instructions may be misinterpreted and what the possible outcomes might be.
Chapter 1: Introduction to Interpersonal Communication
Copyright ©2014, 2011, 2008 Pearson Education, Inc. All rights reserved.
27
4. Interpersonal relationship problems are always communication problems.
Ask students to journal about a problem that was not related to communication in
comparison to a problem that was communication based.
See if some students want to support the argument that all relationship problems can be
solved through communication.
Activity 1.6: Understanding the Models of Communication
Models of human communication are complex. Often, students must learn new definitions for
terms for which they had pre–existing definitions, and the components can seem overwhelmingly
abstract. Illustrating the models visually can help students to comprehend and remember the
components.
The linear model:
• Bring in any ball to demonstrate how a message/ball is transferred from one
communicator to another.
• A two–toned Nerf™ football makes a good model of a communication message.
• Explain that the colors denote verbal and nonverbal codes/cues. Discuss how the
message is encoded, and transmitted to a receiver.
• Explain further that all communication messages contain a nonverbal element but that
not all contain verbal codes.
• Ask students to think of examples of communication working in a linear model. This
may include television, telegraph, etc.
The interaction model:
• Have students toss the message/ball back and forth to demonstrate this model of
communication.
• Discuss how the roles of sender and receiver change.
• Ask students how they have to “adapt” in order to catch the “message.”
• Ask students to identify examples of the interaction model. This may include fax, e–
mail, or mail.
The transactional model:
• Ask students to create their own model for this perspective.
• How would they represent examples of noise and channel?
*For an intercultural perspective, ask students in the class who have international
backgrounds, or backgrounds from outside the majority group in the class, to share
how the norms in their culture of origin influence the models of communication they
would choose or be most comfortable with. Where would their norms differ from the
norms of “this” culture?
Activity 1.7: The Team Project
A few days prior to this activity, ask students to bring several magazines to class. The instructor
should be prepared to supply a poster board, scissors, and paste for each group. For this activity,
have small groups (3–5) cut out images from the magazines and create, using those images and
pasting them to their poster board, a) an action model, b) an interactional model, and c) a
Chapter 1: Introduction to Interpersonal Communication
Copyright ©2014, 2011, 2008 Pearson Education, Inc. All rights reserved.
28
transactional model. Tell the class that each group will be expected to explain how the images
their group chose illustrate each model.
Activity 1.8: Communicating on Facebook
Interpersonal communication is governed by rules, and these rules can be extended to new media
as well. Ask students to make a list of the norms governing communication on Facebook. For
example, do they think it is appropriate for a professor to be Facebook “friends” with a student in
his or her class? What sort of communication is appropriate on Facebook? Who should and
shouldn’t be friends? What new rules do they think should apply to this sort of communication?
Ask students to share any examples of poor communication practices they’ve seen on Facebook.
Where would they place this sort of communication on the impersonal to interpersonal
continuum? What advantages does mediated communication like this have? What
disadvantages? How can the technologies of communication function in ways that facilitate the
spreading of rumors? How can the technologies of communication strengthen and help
relationships?
Activity 1.9 EMC
Electronically mediated interpersonal communication is different from live, FtF interactions in
six distinctive ways: (1) time, (2) varying degrees of anonymity, (3) potential for deception, (4)
availability of nonverbal cues, (5) role of the written word, and (6) distance. Have students form
six (6) small groups (in a very large class, you may want to have twelve small groups and assign
two groups to each area). Assign each group one (1) of the six differences. Then, each group is to
create a fairly exhaustive list of the ways each difference can be a) detrimental to effective
communication and b) helpful in achieving effective communication. Once these lists are
completed, each group should be given time to present and discuss their list to the class.
Activity 1.10: Hyperpersonal Relationships
Hyperpersonal relationships are relationships formed primarily through EMC that become even
more personal than equivalent face–to–face relationships, in part because of the absence of
distracting external cues (such as physical qualities), an overdependence on just a few tidbits
of personal information (which increases the importance of the information), and idealization of
the partner. Have students work with a partner to discuss the relationships each has that were
created through EMC and which of these relationships is equivalent to face–to–face relationships
or not as personal as their face–to–face relationships. What factors make some online
relationships equivalent? What factors prevent some online relationships from being equivalent?
Activity 1.11: Investigating Communication Strategies
1. Become Knowledgeable
To learn more about the what makes a communicator competent, check out this University of
Kentucky take on the topic: http://www.uky.edu/~drlane/capstone/commcomp.htm
2. Become Skilled
Ask students to write for five minutes about whether they believe there are any sure–fire
strategies for interacting with others.
For instance, is honesty always the best policy?
If you can’t say something nice, should you refrain from saying anything at all?
Chapter 1: Introduction to Interpersonal Communication
Copyright ©2014, 2011, 2008 Pearson Education, Inc. All rights reserved.
29
Invite students to consider other proverbs.
Following the writing exercise, invite students to comment on the need for flexibility in
communication.
3. Become Motivated
While each individual must develop a degree of self–motivation, there are ways to improve each
area of communication and by knowing these, a person can become more motivated to be a
competent communicator. Visit this site and see “Effective communication skills #4: Emotional
awareness” to learn more about motivation:
http://www.helpguide.org/mental/effective_communication_skills.htm
4. Become Ethical
Talk about civility and the need for interpersonal competence. Some students who work with
customers will offer excellent examples of the need for civility. Ask students about their
experiences with civility while engaged in electronic mediated communication.
5. Become Other–Oriented
Share with students these words by John Luther:
“Natural talent,” intelligence, a wonderful education—none of these guarantees success.
Something else is needed: the sensitivity to understand what other people want and the
willingness to give it to them. Worldly success depends on pleasing others. No one is going to
win fame, recognition, or advancement just because he or she thinks it’s deserved. Someone else
has to think so too.” (From “Bits & Pieces,” The Economics Press, 1992, Vol. M, No. 1.)

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