Chapter 4. Trait Approaches
1. Describe the three steps of the Classical Conditioning Model (Pavlov). Provide a communication example using this model.
a. The first step of classical conditioning is when the unconditioned stimulus produces the unconditioned response. The second step adds in the conditioned stimulus to the unconditioned stimulus to produce the unconditioned response. The third and final step is the conditioned step produces the conditioned response
3. Describe the Contextual, Trait and State views of behavior. What is the Cross Situational Consistency issue? What are the major positions on the cross-situational consistency issue?
a. The contextual view says that behavior varies across contexts. The trait view says that behaviors are consistent across contexts. The state view says that behavior is a result of specific time and place variables. [CROSS SITUATIONAL CONSISTIENCY ISSUE?] The first major position of the cross-situational consistency issue is the situation position which says that behavior is shaped by situation. The trait position says that individual predispositions explain behavior. The interactionist position says that behavior is the joint product of traits and situational variables.
4. What are the four types of Communication Apprehension (CA)? What are the manifestations of CA? What are the consequences of having high CA?
a. The first type is traitlike CA, in which people manifest a personality trait of being afraid to communicate. The second trait is context-based CA, in which people are scared depending on the context that the situation occurs in. The third is audience-based CA, in which a specific person or group makes someone nervous. The final is situational CA.
Sunday, 26 October 2008
Term paper scenario
Social Judgment Theory
Two justices retired from the Supreme Court, and their positions needed to be filled. The President nominated Howard Pryor and Susan Caulfield. To gain the seats, Judges Pryor and Caulfield needed Congressional approval.
Senator Bertrand Smith chaired the committee that oversaw the questioning of the two judges and made recommendations whether they should be approved for the Supreme Court. Senator Smith held an extremely important position on the committee. He made decisions about what questions could be asked by committee members, had a strong influence on the final vote of the committee, and was the official spokesperson of the committee.
Two groups for years had lobbied Senator Smith. The first group was No More Abortions (NMA). This group consisted of firmly committed members who believed that all abortion should be illegal. Members of this organization based their position on strong moral and religious beliefs. The second group was We Are Pro-Choicers (WAPC). This group consisted of equally committed members who believed that abortion should remain legal. These people based their position on strong beliefs that a woman has an inherent ethical right to determine what she does with her body. They also believed that abortion should remain legal for practical reasons; e.g., deaths from illegal abortions, unwanted and uncared for babies, the financial burden of raising more children than a family could support, etc.
During the course of the senatorial hearings, Senator Smith questioned the judges on many issues, including their views on abortion. Senator Smith had not taken a public stand on abortion. During the first hearing, Judge Pryor replied to Senator Smith’s question about abortion by saying, “I believe that abortion is murder. I am opposed to abortion, except in very special circumstances such as rape, incest, or a potentially fatal health hazard to the woman.” When he returned to his office, Senator Smith found an extremely strongly worded message from the WAPC opposing Judge Pryor’s appointment to the Supreme Court.
During the second hearing, Judge Caulfield answered Senator Smith’s question about abortion by saying, “I believe that the Supreme Court’s Wade vs. Roe decision legalizing abortion is constitutional. A woman’s right to have an abortion should be protected.” Upon returning to his office, Senator Smith found a message from the NMA expressing outrage at Judge Caulfield’s position, and adamantly opposing her appointment to the Supreme Court.
Senator Smith called a press conference. He announced that he did not want to influence members of his committee one way or the other on the abortion issue. He said that he wanted members of the committee to make up their own minds on the abortion issue, and on whether they should approve or reject the appointments of Judges Pryor and Caulfield to the Supreme Court. Senator Smith stated, “I am neutral on the abortion issue.”
Immediately following his press conference, Senator Smith received messages from both the WAPC and NMA expressing outrage at his position on abortion. The WAPC accused Senator Smith of really supporting the NMA position, but lacked the guts to say so. The NMA similarly attacked Senator Smith of really supporting the WAPC position, but lacked the courage to admit this.
Two justices retired from the Supreme Court, and their positions needed to be filled. The President nominated Howard Pryor and Susan Caulfield. To gain the seats, Judges Pryor and Caulfield needed Congressional approval.
Senator Bertrand Smith chaired the committee that oversaw the questioning of the two judges and made recommendations whether they should be approved for the Supreme Court. Senator Smith held an extremely important position on the committee. He made decisions about what questions could be asked by committee members, had a strong influence on the final vote of the committee, and was the official spokesperson of the committee.
Two groups for years had lobbied Senator Smith. The first group was No More Abortions (NMA). This group consisted of firmly committed members who believed that all abortion should be illegal. Members of this organization based their position on strong moral and religious beliefs. The second group was We Are Pro-Choicers (WAPC). This group consisted of equally committed members who believed that abortion should remain legal. These people based their position on strong beliefs that a woman has an inherent ethical right to determine what she does with her body. They also believed that abortion should remain legal for practical reasons; e.g., deaths from illegal abortions, unwanted and uncared for babies, the financial burden of raising more children than a family could support, etc.
During the course of the senatorial hearings, Senator Smith questioned the judges on many issues, including their views on abortion. Senator Smith had not taken a public stand on abortion. During the first hearing, Judge Pryor replied to Senator Smith’s question about abortion by saying, “I believe that abortion is murder. I am opposed to abortion, except in very special circumstances such as rape, incest, or a potentially fatal health hazard to the woman.” When he returned to his office, Senator Smith found an extremely strongly worded message from the WAPC opposing Judge Pryor’s appointment to the Supreme Court.
During the second hearing, Judge Caulfield answered Senator Smith’s question about abortion by saying, “I believe that the Supreme Court’s Wade vs. Roe decision legalizing abortion is constitutional. A woman’s right to have an abortion should be protected.” Upon returning to his office, Senator Smith found a message from the NMA expressing outrage at Judge Caulfield’s position, and adamantly opposing her appointment to the Supreme Court.
Senator Smith called a press conference. He announced that he did not want to influence members of his committee one way or the other on the abortion issue. He said that he wanted members of the committee to make up their own minds on the abortion issue, and on whether they should approve or reject the appointments of Judges Pryor and Caulfield to the Supreme Court. Senator Smith stated, “I am neutral on the abortion issue.”
Immediately following his press conference, Senator Smith received messages from both the WAPC and NMA expressing outrage at his position on abortion. The WAPC accused Senator Smith of really supporting the NMA position, but lacked the guts to say so. The NMA similarly attacked Senator Smith of really supporting the WAPC position, but lacked the courage to admit this.
Monday, 13 October 2008
sample reaction paper for extra credit
The study I participated in dealt with using TV as a medium of education. To start we filled out a survey that asked about various things concerning what TV programs we watched, what networks, and how often. Later questions then focused on our knowledge of AIDS. Afterwards, we saw an episode from Girlfriends that dealt with AIDS in particular, and discussed it afterwards. We discussed whether we thought the episode portrayed AIDS in an accurate manner, whether we learned anything from the episode, and then more generally what we thought of the episode. The episode itself dealt with the more emotional aspects and impact of AIDS from someone who already was HIV positive. I also noticed that some of the questions asked in the original survey were apparent in what was “taught” in the sitcom episode. We then later watched part of a Sex and The City episode that dealt with one of the more promiscuous characters dealing with the fact that she had never had an AIDS test. All of her friends have been tested, and the episode basically dealt with the issues in AIDS prevention. We later discussed this episode much in the same manner that we did the Girlfriends episode, and then later compared the two episodes to see which we felt dealt with AIDS better, how each dealt with it, and whether they affected the way in which we acted in every day life (one question was: “does this make you want to go out and get an AIDS test?”). We also discussed on a broader level whether we thought TV or entertainment should be used to teach the public about important topics such as AIDS, whether or not the US public actually knows all that much about diseases like AIDS, and whether the educational use of sitcoms was appropriate and whether or not we actually learned something. Lastly, we filled out a survey much similar to the first that focused more on certain aspects of AIDS to see whether or not our views had changed.
One issue I find most pertinent to the research study was how the graduate student seemed to define Communication for her study. From what I gather, she defined communication as having intentionality—we must communicate with intention; such intention in the case of the research study was to actively try to teach and educate the public about important topics affecting society today. Furthermore, her research reflected some issues dealing with Axiology, in that her research seemed to be geared at fomenting social change, which is rather self-evident as most communication scholars are conducting research in an attempt to understand the communication process and ultimately better society. What I wonder is what her hypothesis was, or rather what theory she was trying to validate. A possible theoretic proposition could be “the greater the amount of educational material presented on primetime TV, the higher the level of societal understanding of important, pertinent issues facing them today.” Therefore the surveys given to us in the beginning and the end of the session were key. One way in which the theoretic proposition could be validated would be through an increase of “right answers” on the survey. In addition, our discussion about which episodes we felt were more effective would play into the fact that the study conducted on us is mechanistic—it is trying to show how both channel (TV) and message (content) variables are affecting our perceptions and awareness. I personally think that it would be interesting to study the effects of TV as a medium of education from a psychological perspective in addition to looking at it from a mechanistic perspective. I know, for example, that my own personal biases and beliefs were affecting how receptive I was to the ideas presented in the TV shows (which one could argue as a psychological extraneous variable that the graduate student must account for).
One issue I find most pertinent to the research study was how the graduate student seemed to define Communication for her study. From what I gather, she defined communication as having intentionality—we must communicate with intention; such intention in the case of the research study was to actively try to teach and educate the public about important topics affecting society today. Furthermore, her research reflected some issues dealing with Axiology, in that her research seemed to be geared at fomenting social change, which is rather self-evident as most communication scholars are conducting research in an attempt to understand the communication process and ultimately better society. What I wonder is what her hypothesis was, or rather what theory she was trying to validate. A possible theoretic proposition could be “the greater the amount of educational material presented on primetime TV, the higher the level of societal understanding of important, pertinent issues facing them today.” Therefore the surveys given to us in the beginning and the end of the session were key. One way in which the theoretic proposition could be validated would be through an increase of “right answers” on the survey. In addition, our discussion about which episodes we felt were more effective would play into the fact that the study conducted on us is mechanistic—it is trying to show how both channel (TV) and message (content) variables are affecting our perceptions and awareness. I personally think that it would be interesting to study the effects of TV as a medium of education from a psychological perspective in addition to looking at it from a mechanistic perspective. I know, for example, that my own personal biases and beliefs were affecting how receptive I was to the ideas presented in the TV shows (which one could argue as a psychological extraneous variable that the graduate student must account for).
Term paper requirements
Communication as a Social Science
Comm. 200
Ken Sereno
Fall 2008
Assignment: Term Paper
Due Date: Dec. 2, Tuesday, at the beginning of class. Papers turned in after class has started will be counted as one day late. Late papers will be penalized 10 points for each late day (not counting Saturdays and Sundays).
% of Grade: 20% (100 points)
Format: 8-12 double-spaced, typed pages (excluding the title, scenario, and reference pages). Number the pages. Place the page number in the
upper right corner. Have a 1 inch margin for top, bottom, and sides. You will be penalized 5 points for every extra page.
Purpose: To describe and evaluate a communication theory which will be assigned to you, and to use variables from the theory to explain a communication scenario, which will be provided to you in your Discussion Section.
Organization: Use the following headings to organize your paper. Type these headings on your paper to introduce each section. Place each heading in the center of the page.
Introduction
Description of Theory
Perspective
Evaluation
Application
Conclusion
Sections:
Introduction
Develop interest in the topic or issue. (Demonstrate why the content the theory deals with is important and relevant to people’s lives. Use an example, scenario, question, etc. that
will make a reader want to know more. Look at speeches, newspaper and magazine articles to see how they capture attention and arouse interest.) Preview what you’ll do in the paper.
Description of Theory
Name, define, and describe every major construct or variable. Provide examples as needed.
Describe how the variables relate to one another; show how the theory works. If the theory contains major theoretic propositions, state them. Provide examples as needed.
You should provide at least one research finding, concept, or
element of content about the theory that you have obtained
through your research, which is not contained in either the text or
class lecture notes.
Perspective
Identify the perspective (Mechanistic, Psychological, Communibiological, Human Action, Systems).
Justify your judgment. Identify major features of the perspective. Describe how these features of the perspective are demonstrated
in specific aspects of the theory.
Evaluation
Identify and briefly define the standards you will use to evaluate
the theory (see notes for Chapter 2).
Evaluate how strong or weak the theory is on each of the standards
you are using. Use evidence, logical reasoning and examples
where appropriate to support your judgments.
Practical Application
The purpose of this section is for you to demonstrate how
variables and processes from the theory can be used to
explain the communication scenario. You should explain as
much of the episode as is possible using constructs from the theory. Use the following three steps:
Select a behavior from the scenario that you will explain.
Identify a variable and/or process from the theory that can explain the behavior you’ve identified.
Describe in detail how the variable or process you’ve identified can explain the behavior you described.
(Use the same three steps above to explain as many behaviors of the scenario as you can.)
Conclusion
What is your overall evaluation of the theory? (You may want to use the criteria of internal and external validity.)
Final thoughts you want the reader to have.
Title Page: Have a title page. Starting about a quarter of the way down on the page, on separate lines indicate the number of the course, name of the class, the instructor’s name, (skip a few lines),name of the theory, (skip a few lines), your name, and the date. This page does not count in the total number of pages.
Writing: The paper should demonstrate your ability to express ideas using
your own words. Use normal paragraphs and complete sentences.
There may be times when you want to quote the exact language of the textbook, lecture notes, book, or academic journal article. For the most part, however, the paper should illustrate your ability to write as well as demonstrate how thoroughly you understand the theory.
Research: You should go beyond the textbook and lecture notes by reading published material pertaining to the theory. These may be books or articles by the author or by other scholars who refer to or use the theory in their own research. You should obtain a minimum of three relevant articles or books in addition to your text and lecture notes and use and cite these sources in the paper.
Citations: You must provide a citation in the text of your paper whenever you
quote, paraphrase, or convey content that comes from an author other than yourself. You should use the American Psychological Association (APA) style of citation. Your discussion instructor will give you the specifics of this style of citation. NOTE: Your text and lecture notes should be two of your major citation sources.
Scenario: Include the scenario. Place it just before the References page. This
page does not count in the total number of pages. Each theory will have a unique scenario. The scenario for the theory that you will have to analyze will be distributed in your Discussion Section.
References: All the references you cite in the paper should be listed on the final
page of the paper. This page should be titled “References Cited.”
Use APA style. This page does not count in the total number of
pages.
Copies: Turn in two copies of your paper. I will keep one copy. The other
copy will be returned to you with comments. (Always save copies of
your papers on your hard drive or an external disk. Your paper might get lost and you will have to provide another copy.)
TurnItIn.com Submit a copy of your term paper electronically to TurnItIn.com, which is a web site that checks term papers for plagiarism. You will be given instructions on how to submit your paper later in the semester. We will turn in your final grade to the Registrar only after we have received a report from TurnItIn on your paper. If you do not submit your paper, or if we have not received a report from TurnItIn
when we submit our final grades, you will receive an Incomplete.
NOTE: Turnitin.com has all past Comm. 200 papers and it’s own sources from the net on its database.
Plagiarism: Any use of someone else’s writing as your own is plagiarism. Taking sentences from published sources without citing them is
plagiarism. Changing one or two words from published sentences
is plagiarism. (It is relatively easy to detect your using a published
source’s sentences as your own. The style--vocabulary, sentence
structure, grammar, voice, etc.--will differ from your own typical style.) Students guilty of plagiarism will receiver an F for the paper and,
depending upon the severity of the violation, an F for the course. All plagiarism violations will be reported to the Office of Student Conduct, which will keep a permanent record of the violation. Students guilty of severe plagiarism violations will be recommended for dismissal from the School Communication.
Criteria for
Grading: 1. “Works Cited” Page with three proper sources aside from your text and lecture notes.
Due week of April 1 - 4 in Disc. Sec. 5 points
2. Introduction 5 points
3. Description of theory 20 points
4. Identification of perspective 5 points
5. Evaluation of theory 5 points
6. Practical application 20 points
7. Conclusion 5 points
8. Writing
a. Clarity, precision, and coherence 10 points
b. Grammar, spelling, and punctuation 10 points
c. Adequate citation of text content 5 points
c. Proper APA citation form 5 points
d. Proper APA References form 5 points
ATTENTION: Failure to cite sources will be interpreted as
plagiarism and will result in an F for the paper. (It is best to over cite; e.g., text, lecture notes, books, and journal articles.)
Theories to be Analyzed
Assignment of Theories:
Theories will be assigned according to Discussion Section Instructors. Your Discussion Instructor will grade your paper. Scenarios for the theories will be distributed in your discussion section.
Theory of Reasoned Action (Fishbein and Ajzen)
Elaboration Likelihood Theory (Petty & Caccioppo)
Beliefs, Attitudes and Values Theory (Rokeach)
Social Judgment Theory (Sherif)
Cognitive Dissonance (Festinger)
Comm. 200
Ken Sereno
Fall 2008
Assignment: Term Paper
Due Date: Dec. 2, Tuesday, at the beginning of class. Papers turned in after class has started will be counted as one day late. Late papers will be penalized 10 points for each late day (not counting Saturdays and Sundays).
% of Grade: 20% (100 points)
Format: 8-12 double-spaced, typed pages (excluding the title, scenario, and reference pages). Number the pages. Place the page number in the
upper right corner. Have a 1 inch margin for top, bottom, and sides. You will be penalized 5 points for every extra page.
Purpose: To describe and evaluate a communication theory which will be assigned to you, and to use variables from the theory to explain a communication scenario, which will be provided to you in your Discussion Section.
Organization: Use the following headings to organize your paper. Type these headings on your paper to introduce each section. Place each heading in the center of the page.
Introduction
Description of Theory
Perspective
Evaluation
Application
Conclusion
Sections:
Introduction
Develop interest in the topic or issue. (Demonstrate why the content the theory deals with is important and relevant to people’s lives. Use an example, scenario, question, etc. that
will make a reader want to know more. Look at speeches, newspaper and magazine articles to see how they capture attention and arouse interest.) Preview what you’ll do in the paper.
Description of Theory
Name, define, and describe every major construct or variable. Provide examples as needed.
Describe how the variables relate to one another; show how the theory works. If the theory contains major theoretic propositions, state them. Provide examples as needed.
You should provide at least one research finding, concept, or
element of content about the theory that you have obtained
through your research, which is not contained in either the text or
class lecture notes.
Perspective
Identify the perspective (Mechanistic, Psychological, Communibiological, Human Action, Systems).
Justify your judgment. Identify major features of the perspective. Describe how these features of the perspective are demonstrated
in specific aspects of the theory.
Evaluation
Identify and briefly define the standards you will use to evaluate
the theory (see notes for Chapter 2).
Evaluate how strong or weak the theory is on each of the standards
you are using. Use evidence, logical reasoning and examples
where appropriate to support your judgments.
Practical Application
The purpose of this section is for you to demonstrate how
variables and processes from the theory can be used to
explain the communication scenario. You should explain as
much of the episode as is possible using constructs from the theory. Use the following three steps:
Select a behavior from the scenario that you will explain.
Identify a variable and/or process from the theory that can explain the behavior you’ve identified.
Describe in detail how the variable or process you’ve identified can explain the behavior you described.
(Use the same three steps above to explain as many behaviors of the scenario as you can.)
Conclusion
What is your overall evaluation of the theory? (You may want to use the criteria of internal and external validity.)
Final thoughts you want the reader to have.
Title Page: Have a title page. Starting about a quarter of the way down on the page, on separate lines indicate the number of the course, name of the class, the instructor’s name, (skip a few lines),name of the theory, (skip a few lines), your name, and the date. This page does not count in the total number of pages.
Writing: The paper should demonstrate your ability to express ideas using
your own words. Use normal paragraphs and complete sentences.
There may be times when you want to quote the exact language of the textbook, lecture notes, book, or academic journal article. For the most part, however, the paper should illustrate your ability to write as well as demonstrate how thoroughly you understand the theory.
Research: You should go beyond the textbook and lecture notes by reading published material pertaining to the theory. These may be books or articles by the author or by other scholars who refer to or use the theory in their own research. You should obtain a minimum of three relevant articles or books in addition to your text and lecture notes and use and cite these sources in the paper.
Citations: You must provide a citation in the text of your paper whenever you
quote, paraphrase, or convey content that comes from an author other than yourself. You should use the American Psychological Association (APA) style of citation. Your discussion instructor will give you the specifics of this style of citation. NOTE: Your text and lecture notes should be two of your major citation sources.
Scenario: Include the scenario. Place it just before the References page. This
page does not count in the total number of pages. Each theory will have a unique scenario. The scenario for the theory that you will have to analyze will be distributed in your Discussion Section.
References: All the references you cite in the paper should be listed on the final
page of the paper. This page should be titled “References Cited.”
Use APA style. This page does not count in the total number of
pages.
Copies: Turn in two copies of your paper. I will keep one copy. The other
copy will be returned to you with comments. (Always save copies of
your papers on your hard drive or an external disk. Your paper might get lost and you will have to provide another copy.)
TurnItIn.com Submit a copy of your term paper electronically to TurnItIn.com, which is a web site that checks term papers for plagiarism. You will be given instructions on how to submit your paper later in the semester. We will turn in your final grade to the Registrar only after we have received a report from TurnItIn on your paper. If you do not submit your paper, or if we have not received a report from TurnItIn
when we submit our final grades, you will receive an Incomplete.
NOTE: Turnitin.com has all past Comm. 200 papers and it’s own sources from the net on its database.
Plagiarism: Any use of someone else’s writing as your own is plagiarism. Taking sentences from published sources without citing them is
plagiarism. Changing one or two words from published sentences
is plagiarism. (It is relatively easy to detect your using a published
source’s sentences as your own. The style--vocabulary, sentence
structure, grammar, voice, etc.--will differ from your own typical style.) Students guilty of plagiarism will receiver an F for the paper and,
depending upon the severity of the violation, an F for the course. All plagiarism violations will be reported to the Office of Student Conduct, which will keep a permanent record of the violation. Students guilty of severe plagiarism violations will be recommended for dismissal from the School Communication.
Criteria for
Grading: 1. “Works Cited” Page with three proper sources aside from your text and lecture notes.
Due week of April 1 - 4 in Disc. Sec. 5 points
2. Introduction 5 points
3. Description of theory 20 points
4. Identification of perspective 5 points
5. Evaluation of theory 5 points
6. Practical application 20 points
7. Conclusion 5 points
8. Writing
a. Clarity, precision, and coherence 10 points
b. Grammar, spelling, and punctuation 10 points
c. Adequate citation of text content 5 points
c. Proper APA citation form 5 points
d. Proper APA References form 5 points
ATTENTION: Failure to cite sources will be interpreted as
plagiarism and will result in an F for the paper. (It is best to over cite; e.g., text, lecture notes, books, and journal articles.)
Theories to be Analyzed
Assignment of Theories:
Theories will be assigned according to Discussion Section Instructors. Your Discussion Instructor will grade your paper. Scenarios for the theories will be distributed in your discussion section.
Theory of Reasoned Action (Fishbein and Ajzen)
Elaboration Likelihood Theory (Petty & Caccioppo)
Beliefs, Attitudes and Values Theory (Rokeach)
Social Judgment Theory (Sherif)
Cognitive Dissonance (Festinger)
Chapter 4
Classical and Operant conditioning theories
Two major differences:
1 O has no concern with stimulus that caused the original effect
2 Under most conditions, C is involuntary while O is voluntary
Go to the link below for examples and answers
http://www.ar.cc.mn.us/biederman/courses/p1110/cond2answers.htm
CROSS-SITUATIONAL CONSISTENCY
Situationist position
Trait position Individual predispositions
Interactionist position
Apprenhension traits
Communication apprehension
Traitlike
Context-based
Audience-based
Situational CA
Presentation traits
communication style (Norton)Disclosiveness
Depth
Amount/breadth
Positiveness/Negativeness
Intent
Honesty
Adaptation traits
Rhetorical sensitivity (Hart)
Nobel self, rhetorical reflector,rhetorically sensitive communicator
Communication competence ( Spitzberg)
Knowledge, skill, motivation
Interaction involvement (Cegala)
Responsiveness, perceptiveness, attentiveness,
Agression traits
Positive: Assertiveness/Argumentativeness
Destructive:Aggressiveness/hostility
Forms, causes, consequences
What you need to doBe
High in Argumentativeness
Be Low in Verbal Aggressiveness
Keep your Cool
Be Personable, Approachable
Be Attentive–Maintain eye contact, don’t be distracted, nod when listening
Two major differences:
1 O has no concern with stimulus that caused the original effect
2 Under most conditions, C is involuntary while O is voluntary
Go to the link below for examples and answers
http://www.ar.cc.mn.us/biederman/courses/p1110/cond2answers.htm
CROSS-SITUATIONAL CONSISTENCY
Situationist position
Trait position Individual predispositions
Interactionist position
Apprenhension traits
Communication apprehension
Traitlike
Context-based
Audience-based
Situational CA
Presentation traits
communication style (Norton)Disclosiveness
Depth
Amount/breadth
Positiveness/Negativeness
Intent
Honesty
Adaptation traits
Rhetorical sensitivity (Hart)
Nobel self, rhetorical reflector,rhetorically sensitive communicator
Communication competence ( Spitzberg)
Knowledge, skill, motivation
Interaction involvement (Cegala)
Responsiveness, perceptiveness, attentiveness,
Agression traits
Positive: Assertiveness/Argumentativeness
Destructive:Aggressiveness/hostility
Forms, causes, consequences
What you need to doBe
High in Argumentativeness
Be Low in Verbal Aggressiveness
Keep your Cool
Be Personable, Approachable
Be Attentive–Maintain eye contact, don’t be distracted, nod when listening
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