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  1. Apr 15, 2024 · With a focus on concepts of communication within the academic field of communication studies, this chapter organizes conceptions of communication under five broad categories: shaper of public opinion; language use; information transmission; developer of relationships; and definer, interpreter, and critic of culture.

    • CONTEXTS OF COMMUNICATION
    • COMMUNICATION COMPETENCE
    • THE NATURE OF THEORY
    • CHAPTER SUMMARY
    • DISCUSSION QUESTIONS
    • Questions for Consideration

    Although we hesitate to provide a single definition of communication, we can identify some specific contexts of communication. In fact, we have organized this book around these specific contexts. The first context that requires consideration is the cognitive context, by which we mean the influence our thoughts have on the way we communicate. Second...

    Because we believe one of the goals of studying communication theory is to make you a better communicator, we should articulate more clearly the nature of communication competence. Research indicates that communication competence is most often understood as achieving a successful balance between effectiveness and appropriateness (Spitzberg & Cupach...

    The term theory is often intimidating to students. We hope by the time you finish reading this book you will find working with theory to be less daunting than you might have expected. The reality is that you have been working with theories of communication all of your life, even if they haven’t been labelled as such. Theories simply provide an abst...

    In this chapter, we discussed the popular perception of communication, which suggests that the communication process is paradoxically simple yet powerful. We identified three ways our understanding of communication can vary: the level of observation (what is included or not included in the definition), the role of intentionality (whether speaker in...

    Why do you think people assume that “communication is easy?” Conversely, why do you think people put so much focus on communication for personal and professional success? How do you make sense of this paradox? Think about your own view of communication. Do you tend to take a broad or narrow level of observation? Do you tend to focus more on the sou...

    Attribution theory does not specifically define communication. However, review the description of the theory carefully. What do you think might be the level of observation for the theory’s view of communication? Do you think it takes a source orientation or a receiver orientation? What about normative judgment? Provide an example for how attributio...

  2. Communication allows ideas to be conveyed clearly and succinctly. • It is a process by which two or more people exchange ideas, facts, feelings or impressions in ways that each gains a common understanding of the message. Source: [Hybels and Weaver II] DeVito. J. A. (1985). Human Communication: The Basic Course.

    • Ruth Martos
  3. Communication is not simply one more thing that happens in personal and professional life; it is the very means by which we produce our personal relationships and professional experiences—it is how we plan, control, manage, persuade, understand, lead, love, and so on.

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  4. A consistent, organized structure with numerous features including Questions for Understanding and Analysis, Theoretical Insight (examining a particular relevant theory), and a Skill Set section, easily guides you through the foundations of the study of communication.

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  5. In 2002, Stewart proposed a definition that nails the matter on its head. According to this definition, “Communication is the continuous, complex, collaborative process of verbal and non-verbal meaning making through which we construct the worlds of meaning we inhabit.”

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  7. Communication is the process of passing messages - ideas, informa tion, beliefs - from one person to another person(s). This can take a multiplicity of forms including signals, gestures, speech, letters, telex, telephone, morse code, fax, television and radio.

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