essentials of human communication, 7th edition
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Chapter Four: Verbal Messages This multimedia product and its contents are protected under copyright law. The following are prohibited by law: - any public performance or display, including transmission of any image over a network; - preparation of any derivative work, including the extraction, in whole or in part, of any images; - any rental, lease, or lending of the program. Copyright ©2011, 2008, 2005 Pearson Education, Inc. All rights reserved.TRANSCRIPT
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Essentials of Human Communication,
7th Edition
Joseph A. DeVito Hunter College of the City University of New York
Copyright ©2011, 2008, 2005 Pearson Education, Inc. All rights reserved.
Chapter Four:Verbal Messages
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:- any public performance or display, including transmission of any image over a network;- preparation of any derivative work, including the extraction, in whole or in part, of any images;- any rental, lease, or lending of the program.
Copyright ©2011, 2008, 2005 Pearson Education, Inc. All rights reserved.
Learn the nature and principles of verbal messages
Learn to use verbal messages more effectively
Learn to avoid sexist, heterosexist, racist and ageist language
Chapter Four Goals
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Six Principles of Verbal Messages
1. Message meaning are in people.2. Messages are denotative and connotative.3. Messages vary in abstraction.4. Messages vary in politeness.5. Message vary in assertiveness.6. Messages are influenced by culture and
gender.
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Messages are Influenced by Culture and Gender
Culture Messages are culturally
influenced The principle of
cooperation The principle of
peaceful relations The principle of self-
denigration The principle of
directness
Gender Verbal messages
reflect considerable gender influences
Example: Politeness
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Disconfirmation and Confirmation
Disconfirmation A communication
pattern in which one ignores the other person’s presence and communication
Confirmation A communication
pattern in which one acknowledges the other person’s presence and attends to his/her communication
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Disconfirmation and Confirmation cont…
Confirmation Acknowledge presence and
contribution of other Make nonverbal contact Demonstrate understanding
of words and feelings Ask questions Encourage the other person
to express thoughts and feelings
Disconfirmation Ignore presence and
indifferent to messages Make no nonverbal contact Jump to interpret and
evaluate messages Talk about self Interrupt; make it hard for
other’s expression
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Skill Development Experience
Carrie’s boyfriend of seven years left her and married another woman. Carrie
confides this to Samantha.
What would she say if responding with disconfirmation? with rejection? with confirmation?
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Racist Speech Classifying others in an inferior position Makes dominant group more powerful Inherently racist language—“white” Commonly called “cultural identifiers” (i.e.,
descriptions like old, black, Jew, queer) Learn to use appropriate identifiers
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Heterosexist Speech
“derogatory language used against gays or lesbians” Avoid offensive parodies and nonverbal mannerisms Avoid “complimenting” gay men and lesbians that
they “don’t look it” Avoid assumptions about their relational knowledge
of other people “like them” Affirm them as individuals Stay clear of making overattributions Remember and celebrate relationship milestones
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Ageist and Sexist Speech
Ageist Prejudice against other
age groups General disrespect for
older people Age restrictions in
certain occupations
Sexist Generic “man” Generic “he” and “his” Sex role stereotyping
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Cultural Identifiers
Race and nationality Affectional orientation Age Sex
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Principles for Using Verbal Messages Effectively
Avoid intensional orientation
Avoid allness Distinguish between
facts and inferences Avoid indiscrimination Avoid polarization Avoid static evaluation
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Extensionalize: Avoid Intensional Orientation
Intensional Orientation: Viewing people, objects, or events in the way they are talked about or pre-labeled
Extensional Orientation: Look first at the actual people, objects, or events and then apply labels
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See the Individual: Avoid Allness
Allness thinking—putting into “all” or “never” categories
Recognize that there is always more to learn about something
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Differences between Factual and Inferential Statements
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Avoid Indiscrimination
Indiscrimination: Failure to distinguish between similar but different people
Solution: See the individual apart from the group
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Avoid Polarization
Polarization: Tendency to see the world in opposite extremes
Solution: Search for the middle ground
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Avoid Static Evaluation
Static Evaluation: When you hold on to judgments about people and ignore they’ve changed
Solution: Look at statements in context of time