Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
17 Cards in this Set
- Front
- Back
4 Stage Model of Communication
Inquiry |
Stage 1: Observing Communication Phenomena
– Ask appropriate questions Stage 2: Discovering Theoretical Explanations Stage 3: Test Theoretical Explanations Stage 4: Refine, Modify, or Change |
|
Theories are. . .
|
Abstractions
Constructions |
|
The Building Blocks of Theory
|
Concepts
Explanations (Relationships) |
|
Conceptualizing:
|
Competent communication – observed as a phenomenon in the world
Since communication has content and relational dimensions, we divide this broad concept into two categories (use existing theory and research to do so): – Effectiveness (content) – Appropriateness (relational) |
|
Explanation
|
An explanation identifies relationships among
concepts An explanation answers questions “Why”? or “How”? An explanation relies on principle of necessity |
|
Principle of Necessity
|
Designates a logical force among concepts that
makes a particular outcome necessary |
|
Three types of necessity
|
–Causal
–Practical –Logical |
|
Causal Necessity
|
Explains events in terms of cause and effect
Examples: – High argumentativeness causes effective communication – High verbal aggressiveness causes inappropriate communication |
|
Practical Necessity
|
Explains events in terms of acts and
consequences Behavior seen as intentional action designed to achieve goals Example: Individuals who want others to agree with them and like them will focus on the issue and not attack others personally when they disagree |
|
Logical Necessity
|
Theories are elaborate explanatory frameworks
linked by logic Logical consistency All theories must have logical necessity |
|
How to Build Theory
|
1. Observe phenomenon
2. Develop explanation (theory) for phenomenon -- define concepts -- create logical explanation (evaluate) 3. Test your explanation (theory) of the phenomenon 4. Refine, modify, and/or change your theory (re-evaluate & re-test) |
|
Why is a theory never said to be proven, only supported?
|
Because there is always the possibility that the tests are flawed or that unknown factors may intervene.
|
|
How to Evaluate Theory
|
Scope
Precision Logical Consistency Testable Heuristic Value Organizing Value Validity – Utility – Correspondence of Fit Parsimony |
|
Scientific
|
Objective knowledge
Search for regularity in communication behavior Systematic & standardized observation of comm. behaviors Knowledge gained through empirical means Goals of explanation, prediction, and control Quantitative approach to testing |
|
Humanistic
|
Some knowledge is subjective
Focus on individuals and how they create meaning Non-standardized methods (still systematic) Knowledge gained through introspection and interpretation of data Goals of understanding and social change Qualitative approach to testing |
|
Quantitative Approaches
|
– Data = Numbers
– Statistical Analysis – Surveys and Experiments – Social Scientists – Laws Theorists – Sometimes Rules Theorists – Goal is to Explain in Order to Predict |
|
Qualitative Approaches
|
Qualitative Approaches
– Data = Words – Textual Analysis • Rhetoricians • Goal is to understand and sometimes criticize – Interviews and Focus Groups • Sometimes Rules Theorists • Goal is to Understand and to Explain |