Glossary

Nonverbal communication that emphasizes or highlights specific parts of a verbal message, drawing attention to particular words or ideas.

Prioritizing the other party’s needs over your own.

Attacking the person making the argument instead of addressing the argument itself.

Unintentional, often unconscious gestures that satisfy a personal need that often indicate internal states like anxiety or discomfort.

Marks the conclusion of the group’s work and its eventual disbandment.

Manipulating an emotional response in place of a valid or logical argument.

Enjoying and appreciating the aesthetic qualities of a message.

Objects and accessories we choose to wear or display, including clothing, jewelry, piercings, tattoos, eyeglasses, and even the type of car we drive.

The systematic process of gathering and interpreting information about the characteristics, attitudes, beliefs, values, needs, and demographics of your listeners.

Also known as authoritarian leadership, this style involves the leader making decisions independently with little to no input from group members.

Ignoring or withdrawing from the conflict.

Preconceived notions, opinions, or inclinations that favor one side, often without a fair and objective evaluation of the facts. In communication, biases can influence how messages are encoded, transmitted, received, and interpreted, potentially leading to misunderstandings, misinterpretations, or a lack of empathy. They can stem from personal experiences, cultural backgrounds, societal norms, or individual preferences, and can be conscious or unconscious.

A method of organizing a speech or presentation that structures the main points to demonstrate a causal relationship between events or phenomena. In this pattern, the speaker either first identifies the causes of a particular problem or situation and then discusses the effects that result, or vice versa

The medium through which the message travels.

The conscious or unconscious choice of the most appropriate medium or pathway through which to send a message. This decision is critical in communication as the effectiveness and impact of a message can be significantly influenced by the chosen channel. Factors influencing channel selection include the message's urgency, complexity, sensitivity, formality, the desired level of interactivity, the audience's preferences, and the available resources.

How time is used in communication.

A method of organizing a speech or presentation where the main points are arranged in a sequential order based on time. This pattern is particularly effective for explaining historical events, processes, or step-by-step instructions, allowing the audience to follow the progression of information clearly.

A distinct group or community that exists within and is part of a larger, dominant culture, yet possesses its own unique set of beliefs, values, norms, communication patterns, and practices.

This power is based on the ability to punish or impose negative consequences if others do not comply.

Working together to find a Win-Win solution.

A cultural value that emphasizes the importance of the group, community, or society over the individual.

The process of generating meaning by sending and receiving verbal and nonverbal symbols and signs that are influenced by multiple contexts.

An individual's fear or anxiety associated with real or anticipated communication with another person or persons. Often referred to as "stage fright" in the context of public speaking, communication apprehension can manifest in various forms. Symptoms can range from mild nervousness to severe panic, impacting a speaker's ability to prepare, deliver, and engage effectively with their audience.

Asserting your position at the expense of others.

Nonverbal cues that add to, elaborate on, or reinforce a verbal message.

Finding a middle ground where both parties give up something.

An inevitable aspect of human interaction, stems from differences in opinions, values, or goals.

The habitual patterns of behavior and communication strategies that individuals tend to employ when confronted with disagreements, opposition, or perceived threats to their interests.

Feedback delivered with the specific intention of helping an individual improve their performance, behavior, or understanding, rather than simply pointing out flaws. It is characterized by being specific, actionable, and delivered in a supportive and respectful manner, often focusing on observable actions or outcomes rather than personal attributes.

Refers to the environment or situation in which communication takes place.

Nonverbal cues that send a message that is directly opposite to the verbal one.

The evaluating the message for accuracy, validity, and credibility.

A complex and multifaceted system of shared beliefs, values, customs, behaviors, and artifacts that characterize a group or society.

Interpreting the meaning based on one’s own experiences, knowledge, and cultural background. Effective receivers are active listeners, paying attention to both verbal and nonverbal cues.

Often referred to as participative leadership, this style involves leaders who encourage group participation in decision-making.

Feedback that is delivered in a negative, unhelpful, or demeaning manner, often focusing on personal flaws, past mistakes, or general shortcomings rather than specific behaviors that can be changed. It is typically characterized by a lack of actionable advice, a focus on blame, and a tone that can be hostile, sarcastic, or dismissive.

The prevailing and most influential culture within a given society or region, typically holding the greatest power, influence, and control over societal institutions, norms, values, and communication practices.

A cultural value that promotes equality among people, asserting that all individuals are fundamentally equal in worth, rights, and opportunities, regardless of their social status, background, gender, or other characteristics.

Specific, culturally understood gestures that have a direct verbal translation and can often stand alone without words.

The capacity to understand and manage one's own emotions, as well as to perceive, understand, and influence the emotions of others.

Understanding and responding to the speaker’s emotions and perspective.

The ability to understand and share the feelings, perspectives, and experiences of another person, as if one were experiencing them themselves. In the context of communication and perception, empathy involves not only intellectual understanding of another's situation but also an emotional resonance with their state, without necessarily agreeing with or condoning their actions.

Translating thoughts, emotions, and ideas into a form suitable for transmission.

The tendency to view one's own culture as the central, normal, or superior standard by which all other cultures are judged. An ethnocentric perspective often leads to a biased interpretation of other cultural practices, values, and communication styles, seeing them as "different" or "wrong" simply because they deviate from one's own cultural norms.

This power comes from an individual’s specialized knowledge, skills, or expertise that others value and rely upon.

Presenting only two options or choices as the only possibilities, when in reality, more alternatives exist.

The receiver’s response to the message.

The circular process within communication where a receiver's response to a message is sent back to the original sender, who then interprets it and potentially adjusts their subsequent messages. This continuous cycle of message and response aids with effective communication, allowing participants to confirm understanding, clarify intentions, correct misunderstandings, and adapt their communication strategies in real-time. Feedback can be verbal (e.g., questions, affirmations, disagreements) or nonverbal (e.g., head nods, facial expressions, body language) and can be explicit or implicit.

When a group gets to know each other and the group’s purpose with a focus on establishing ground rules, defining roles, and understanding the task at hand.

This level of touch signals warmth, support, and closeness between friends. It’s more personal than social touch but typically not romantic.

A belief system in which individuals believe that their abilities, intelligence, and qualities are not fixed traits but can be developed and improved through dedication, hard work, and continuous learning. People with a growth mindset embrace challenges, learn from their mistakes, see effort as a path to mastery, and are inspired by the success of others.

Communication through touch.

Drawing a broad conclusion based on insufficient or biased evidence, typically from a small or unrepresentative sample.

A physiological process, the passive reception of sound waves by the ear and their transmission to the brain.

Cultures where there is a preference for more egalitarian relationships and a belief that power should be distributed as evenly as possible.

Cultures where much of the meaning in communication is not explicitly stated in words but is instead derived from the surrounding context, nonverbal cues, shared understanding, and the relationship between the communicators. Messages are often indirect, nuanced, and rely heavily on implicit knowledge and shared cultural assumptions.

Gestures that accompany and literally “illustrate” what is being said verbally, making the message clearer or more vivid.

A psychological pattern in which an individual doubts their accomplishments and has a persistent, internalized fear of being exposed as a "fraud," despite external evidence of their competence and success. In the context of public speaking and communication, someone experiencing imposter syndrome might feel that their knowledge, skills, or even their right to speak on a topic are insufficient, even when they are objectively well-prepared and capable.

A cultural value that emphasizes the importance of individual autonomy, independence, and self-reliance over the needs or goals of the group. In individualistic cultures, identity is often defined by personal achievements, unique characteristics, and individual choices.

The accurate reception and retention of information.

A two-way process that depicts communication as a series of exchanges between a sender and a receiver, incorporating the crucial element of feedback. In this model, participants alternate roles as senders and receivers, taking turns to send messages and provide responses.

The final stage of the perception process, where an individual assigns meaning and understanding to the information that has been selected and organized from their environment. This is a highly subjective process, as the meaning assigned to stimuli is influenced by a multitude of factors, including one's personal experiences, cultural background, beliefs, values, attitudes, current emotional state, and expectations.

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Communication that occurs within an individual, involving an internal dialogue, reflection, and the processing of thoughts and feelings. This form of communication is crucial for the development and maintenance of one's self-concept, as it encompasses self-talk, internal monologues, analyzing experiences, planning, problem-solving, and interpreting messages from the external world through one's own internal framework.

The study of body movements, including gestures, facial expressions, posture, head movements, and eye contact.

This leadership style is characterized by a “hands-off” approach.

An individual who occupies a formal or informal role within a group and is often recognized by others as having the authority or responsibility to guide the group.

Process of influencing a group of people towards the achievement of a common goal.

The specific functions, responsibilities, and behaviors that individuals assume or are assigned when guiding, influencing, and directing a group or organization towards the achievement of shared goals. These roles are multifaceted and can include, but are not limited to, setting vision and strategy, motivating team members, making decisions, fostering collaboration, managing conflict, coaching, mentoring, representing the group, and serving as a role model.

This type of power stems from an individual’s formal position or role within a hierarchy or organization.

A one-way process, where a sender transmits a message to a receiver, with no feedback from the receiver.

An active process of receiving, interpreting, and responding to messages.

A concept which posits that an individual's self-concept is largely shaped by their perceptions of how others see them. This theory emphasizes that our sense of self is not solely an internal construct but is continually influenced and refined through our interpretation of how others perceive and react to us, acting as a "mirror" reflecting our perceived image back to us.

This type of touch conveys deep affection, emotional connection, and often physical attraction between individuals in intimate relationships.

Cultures where there is a preference for more egalitarian relationships and a belief that power should be distributed as evenly as possible.

Cultures where meaning in communication is conveyed primarily through explicit verbal messages, with less reliance on unspoken cues, shared understanding, or the surrounding context. Messages are direct, clear, and precise, as the emphasis is on transmitting information overtly and unambiguously.

The communication behaviors and actions within a group that are focused on building, maintaining, and strengthening internal relationships, group cohesion, and a positive social climate. Unlike task roles, which are directly related to achieving the group's specific objectives, maintenance roles address the emotional and interpersonal needs of the group members. These roles help to ensure that members feel valued, included, and supported, thereby fostering a productive and harmonious environment.

The ability to access, analyze, evaluate, create, and act using all forms of communication. In a communication context, media literacy involves critically understanding the messages we encounter in various media (such as television, internet, social media, print, and radio), recognizing their potential biases or agendas, and being able to effectively create and disseminate our own messages responsibly. It encompasses the skills needed to navigate the complex and evolving media landscape, fostering informed decision-making and active participation in society.

The core content being conveyed.

Cultures in which time is viewed as a linear and finite resource, emphasizing doing one task at a time and strict adherence to schedules.

Any interference that disrupts or distorts the message, preventing it from being accurately received.

The unspoken language that accompanies our words, influencing how messages are received and interpreted.

When a group begins to resolve their differences, develop a sense of cohesion, and establish shared norms, procedures, and expectations for how they will work together. Trust builds, roles become clearer, and the group develops a collective identity.

The second stage in the perception process, immediately following selection, where individuals structure and categorize the sensory information they have chosen to pay attention to.

An active process of interpretation that fundamentally shapes how we communicate and understand the world.

This process allows our brains to understand our environment and typically unfolds in three interconnected stages: selection, organization, and interpretation.

When a group operates at its most efficient and effective with established norms and strong relationships, members are focused on achieving their common goals.

Physical characteristics and artifacts.

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Inherent or relatively stable features of our bodies, such as height, weight, body type, and natural hair color.

The highness or lowness of a person’s voice.

Cultures in which time is fluid and flexible, often engaging in multiple activities simultaneously and prioritizing relationships over strict adherence to schedules.

Refers to the ability to influence others or control their behavior.

A cultural dimension that describes the extent to which less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally. It reflects a society's tolerance for inequality among its members.

A method of organizing a speech or presentation that structures the main points around identifying an issue and then proposing a remedy.

This type of touch is functional and impersonal, often occurring in a professional or service context.

How people use and perceive space, revealing deeply embedded cultural norms that influence appropriate distances in communication.

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How quickly or slowly a person speaks.

the target of the message.

This power is based on an individual’s charisma, likability, respect, or identification by others.

Nonverbal cues that signal when it’s appropriate for someone to speak or when a turn is ending.

Nonverbal cues that duplicate or reiterate the verbal message.

A tendency or disposition within an individual to oppose, delay, or actively obstruct modifications to existing behaviors, beliefs, routines, or circumstances. In the context of self-concept, resistance to change often stems from a deeply ingrained sense of self and a preference for familiarity and predictability.

The opposite of coercive power, reward power is derived from the ability to offer positive incentives or benefits to influence behavior.

Mental structures or cognitive frameworks that individuals use to organize and interpret information about the world, people, events, and themselves. Developed through past experiences and learning, schemas act as mental shortcuts, influencing what we select to pay attention to, how we organize that information, and ultimately how we interpret it.

The initial stage in the perception process, where individuals consciously or unconsciously choose which sensory stimuli to attend to from the vast array of information available in their environment. This process is influenced by various factors, including the intensity of the stimulus, its novelty, repetition, personal relevance, needs, interests, and current emotional state.

The way we perceive and evaluate ourselves.

An individual's overall subjective evaluation of their own worth or value. It represents the degree to which one likes, accepts, and respects themselves, and is a fundamental component of self-concept.

A phenomenon where an individual's expectation or belief about a situation or another person influences their own behavior, which in turn causes the expected outcome to occur, thereby confirming the original belief. In the context of self-concept, this means that our beliefs about ourselves (e.g., "I'm not good at public speaking") can lead us to behave in ways that confirm that belief (e.g., avoid practice, become anxious during a presentation), ultimately leading to the predicted negative outcome.

The originator of the message.

Asserting that a relatively small first step will inevitably lead to a chain of related, usually negative, events, without providing sufficient evidence for this domino effect.

The process by which individuals evaluate their own abilities, opinions, and self-worth by comparing themselves to others. This can involve comparing oneself to peers, role models, or even idealized images presented in media.

This theory asserts that individuals have an innate drive to evaluate their own opinions, abilities, and self-worth by comparing themselves to others. When objective, non-social means of evaluation are unavailable, people turn to social comparisons to reduce uncertainty and gain a more accurate understanding of themselves.

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This category includes touches that are part of polite social interaction and are generally impersonal.

When a group works through tensions, establishes trust, and learns how to manage differences productively.

Misrepresenting or exaggerating an opponent’s argument to make it easier to attack.

Nonverbal cues that, in some situations, entirely replace verbal messages

Any information used in a speech or presentation to illustrate, clarify, prove, or add interest to the speaker's main points and arguments. Effective supporting material helps to make a message more credible, understandable, and memorable for the audience.

The feeling of pity or sorrow for someone else's misfortune, suffering, or distress. Unlike empathy, which involves understanding and sharing another's feelings as if they were your own, sympathy is more about feeling compassion or concern for someone from a detached perspective.

The communication behaviors and actions within a group that are directly focused on facilitating the accomplishment of the group's specific goals and objectives. These roles are essential for the efficient and effective progress of a task, helping the group to define its purpose, organize its work, analyze information, and reach decisions. Unlike maintenance roles, which address group cohesion, task roles are centered on the output and productivity of the group.

The tendency to claim and defend certain physical spaces

A method of organizing a speech or presentation where the main points are divided into logical and relatively distinct sub-topics or categories related to the overall subject.

A dynamic and interactive model that views communication as a continuous, simultaneous, and reciprocal process where all participants are both senders and receivers of messages. Unlike linear models that depict one-way communication, the transactional model emphasizes that meaning is co-created through the ongoing exchange of verbal and nonverbal cues, with constant feedback loops.

sounds or words that punctuate pauses in speech, such as “um,” “uh,” “like,” “you know,” or “so.”

The unique characteristics of a person’s voice, such as breathiness, nasality, raspiness, or a clear, resonant tone.

Also known as paralanguage, refers to the nonverbal elements of the voice that accompany and often modify the meaning of spoken words.

The loudness or softness of a voice.