| abstract symbol | A symbol that represents an idea. (ch 1)
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| accent | Nonverbal message designed specifically to place stress on the verbal message. (ch 6)
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| access to roles | A characteristic of the Internet that makes it unique from normal face-to-face communication because there are no limitations; whoever has the technical capacity to receive messages with a computer can also send them. (ch 1)
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| accommodation | An approach that works toward getting the dominant group to reinvent, or at least change, the rules so that they incorporate the life experiences of the nondominant group. Something that occurs in groups when people on one side of an issue give in to the other side. (ch 3, 11)
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| accommodation strategies | When people are not part of a dominant culture, those processes people use to get the dominant group to reinvent or change the rules through the use of nonassertive, assertive, or aggressive accommodation. (ch 3)
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| action listening style | That kind of listening in which the listener wants precise, error-free presentations and is likely to be impatient with disorganization. (ch 4)
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| active listening | Making a mental outline of important points, thinking up questions or challenges to the points that have been made, and becoming mentally involved with the person talking. (ch 4)
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| adaptors | Nonverbal ways of adjusting to a communication situation. (ch 6)
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| agenda | A list of all the items that will be discussed during a meeting. (ch 11)
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| aggressive talk | Talk that attacks a person's self-concept with the intent of inflicting psychological pain. (ch 8)
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| analogy | In reasoning, comparing two similar cases and concluding that if something is true for one, it must also be true for the other. (ch 16)
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| anecdote | A short, interesting story based on an experience. (ch 15)
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| anticipate | The first of six steps of the strategic flexibility format in which users think about potential situations and the needs and requirements likely to arise because of them. (ch 1)
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| anxiety | A disturbance that occurs in your mind regarding some uncertain event, misgiving, or worry. (ch 4)
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| apply | The fifth of six steps of the strategic flexibility format in which users, with care, concern, and attention to all the factors that are likely to be affected—including any ethical considerations that may be appropriate—apply the skills and behaviors they have selected. (ch 1)
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| appraisal interview | A type of information interview in which a supervisor makes a valuation by estimating and judging the quality or worth of an employee's performance and then interviews the employee in connection with the appraisal. (ch 9)
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| articulation | The ability to pronounce the letters in a word correctly. (ch 14)
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| assertive | Being open and straightforward about a situation. (ch 9)
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| assertiveness | Taking the responsibility of expressing needs, thoughts, and feelings in a direct, clear manner. (ch 8)
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| assess | The second of the six steps of the strategic flexibility format in which users take stock of the factors, elements, and conditions of the situations in which you find yourself. (ch 1)
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| assimilation | When nondominants use assimilation, they drop cultural differences and distinctive characteristics that would identify them with the nondominant group. (ch 3)
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| assumption | A taking for granted or supposition that something is a fact. (ch 3)
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| asynchronous communication | Communication in which people are not directly connected with each other at the same time. (ch 1, Appendix)
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| attentiveness | Focusing on the moment. (ch 14)
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| attitudes | Deeply felt beliefs that govern how one behaves. Also, a group of beliefs that cause us to respond in some way to a particular object or situation. (ch 7, 12, 16)
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| attractiveness | Having the power or quality of drawing, pleasing, or winning. (ch 6)
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| audience analysis | Finding out what one's audience members know about a subject, what they might be interested in, and what their attitudes and beliefs are. (ch 12)
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| authoritarian leader | One who holds great control over a group. (ch 11)
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| avoidance | A refusal to deal with conflict or painful issues. (ch 8, 11)
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| beliefs | One's own convictions; what one thinks is right and wrong, true and false. Also, they are classified as statements of knowledge, opinion, and faith. (ch 7, 12, 16)
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| bid | A question, gesture, look, touch, or other single expression that says, "I want to feel connected to you." (ch 7)
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| blind pane | That area in the Johari Window known as an accidental disclosure area. (ch 7)
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| blog (or Web log) | A spontaneous public online journal (or diary) in which Internet users share their lives. (Appendix)
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| body adornment | Any addition to the physical body designed to beautify or decorate. (ch 6)
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| body image | The mental picture you have of your body. (ch 6)
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| body movement (kinesics) | Describes a phenomenon responsible for much of our nonverbal communication. (ch 6)
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| body (of speech) | The main part of the speech. (ch 13)
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| brainstorming | A technique of free association; in groups, when all members spontaneously contribute ideas in a group without judgments being made. The goal of brainstorming is for the group to be as creative as possible. (ch 10)
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| bulletin boards | An online group discussion originally designed for swapping files and posting notices. (ch 10)
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| causal reasoning | A logical appeal that pertains to, constitutes, involves, or expresses a cause and therefore uses the word because, which is either implicitly or explicitly stated. (ch 16)
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| cause-and-effect order | Organization of a speech around why something is happening (cause) and what impact it is having (effect). (ch 13)
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| central idea | The essential thought that runs through the speech or communication. (ch 4)
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| channel | The route traveled by a message; the means it uses to reach the sender-receivers. (ch 1, Appendix 11)
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| chronemics | The study of time. (ch 6)
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| clarity | That property of style by means of which a thought it so presented that it is immediately understood, depending on the precision and simplicity of the language. (ch 5)
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| closed-format | Interviews that are highly structured. (ch 9)
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| closed questions | Interview questions that are worded in ways that restrict their answers (e.g., questions that can be answered with a yes or a no). (ch 9)
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| co-culture | People who are part of a larger culture but also belong to a smaller group that has some different values, attitudes, or beliefs. (ch 1)
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| coercive power | In an organization, the ability of a leader to punish followers (e.g., by criticizing them, refusing to pay attention to them, using power to demote them, refusing to raise their pay, or firing them). (ch 11)
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| cognitive development | The development of the thinking and organizing systems of your brain that involves language, mental imagery, reasoning, problem solving, and memory development. (ch 5)
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| cognitive dissonance | A psychological theory, applied to communication, that states that people seek information that will support their beliefs and ignore information that does not. (ch 4)
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| cohesiveness | The feeling of attraction that group members have toward one another. It is the group's ability to stick together, to work together as a group, and to help one another as group members. (ch 10)
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| commitment | A strong desire by both parties for the relationship to continue. In groups, it is the willingness of members to work together to complete the group's task. (ch 8, 10)
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| communication | Any process in which people share information, ideas, and feelings. (ch 1)
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| compatibility | Similar attitudes, personality, and a liking for the same activities. (ch 7)
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| complaint | Expression of dissatisfaction with the behavior, attitude, belief, or characteristic of a partner or of someone else. (ch 8)
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| complement | Nonverbal cues designed specifically to add to the meaning of a verbal message. (ch 6)
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| composition | The makeup of a thing. (ch 15)
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| computer database | A collection of items of information organized for easy access via a computer. (ch 12)
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| computer-generated graphics | Refers to any images created or manipulated via computer—art, drawings, representations of objects, pictures, and the like. (ch 14)
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| computer-mediated communication (CMC) | A wide range of technologies that facilitate both human communication and the interactive sharing of information through computer networks, including e-mail, discussion group, newsgroups, chat rooms, instant messages, and Web pages. (ch 1)
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| conclusion (of speech) | In a speech, the closing remarks that tie a speech together and give listeners the feeling that the speech is complete. (ch 13)
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| concrete symbol | A symbol that represents an object. (ch 1)
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| conflict | Expressed struggle between at least two individuals who perceive incompatible goals or interference from others in achieving their goals. (ch 11)
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| conflict resolution | Negotiation to find a solution to the conflict. (ch 8)
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| connotative meaning | The feelings or associations that each individual has about a particular word. (ch 5)
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| constructing meaning | The complicated and unique process of making sense of the cues, signals, and impulses received. (ch 4)
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| content listening style | That kind of listening in which the listener prefers complex and challenging information. (ch 4)
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| content openness | A characteristic of the Internet that makes it unique from normal face-to-face communication because there are no limitations on content. (ch 1)
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| context | High context occurs when most of the meaning of the message is either implied by the physical setting or is presumed to be part of the individual's beliefs, values, and norms. It is considered low context when most of the information is in the code or message. (ch 3)
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| controlling listeners | People who prefer talking to listening and seek to control their listeners by looking for ways to talk about themselves and their experiences. (ch 4)
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| convergence | An aspect of rate (the speed at which one speaks) demonstrated by how one person will accommodate or adapt to another's rate. (ch 6)
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| conversational quality | When speakers talk to audiences in much the same way they talk when they are having a conversation with another person. (ch 14)
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| costs | The problems associated with relationships. (ch 8)
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| costumes | The type of clothing that is a form of highly individualized dress. (ch 6)
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| creativity | The capacity to synthesize vast amounts of information and wrestle with complex problems. (ch 1)
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| credibility | The believability of a speaker based on the speaker's expertise, dynamism, trustworthiness, and ethics. (ch 4, Appendix)
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| critical listening | Includes all the ingredients for active listening and, in addition, evaluating and challenging what is heard. (ch 4)
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| criticism | A negative evaluation of a person for something he or she has done or the way he or she is. (ch 8)
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| cultural differences | Includes not just obvious differences between people from other countries, but also differences based upon income, regional origins, dress code and grooming standards, music preferences, political affiliation, how long an individual has been in this country, skin tone, language ability, religion, etc. (ch 9)
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| cultural identity | The degree to which you identify with your culture. (ch 3)
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| cultural information | Information used in making predictions based on a person's most generally shared cultural attributes such as language, shared values, beliefs, and ideologies. (ch 7)
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| culture | The ever-changing values, traditions, social and political relationships, and worldview created and shared by a group of people bound together by a combination of factors (which can include a common history, geographic location, language, social class, and/or religion). (ch 1, 3)
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| deductive reasoning | Reasoning from the general to the specific. (ch 16)
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| defensive communication | When one partner tries to defend himself or herself against the remarks or behavior of the other. (ch 8)
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| delegating | That style of situational leadership in which leaders hang back and let members plan and execute the job. (ch 11)
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| deletions | The blotting out, erasing, or canceling of information that makes people's perceptions less than perfect because their physical senses are limited. (ch 2)
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| democratic leader | One who lets all points of view be heard and lets group members participate in the decision-making process. (ch 11)
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| demographic analysis | Reveals data about the characteristics of a group of people, including such things as age, sex, education, occupation, race/nationality/ethnic origin, geographic location, and group affiliation. (ch 12)
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| demonstration speech | A speech that teaches people "how to" perform a process. (ch 15)
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| denotative meaning | The dictionary definition of a particular word. (ch 5)
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| dialect | The habitual language of a community. (ch 5)
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| digital literacy | The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers. (ch 1)
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| directness | Being natural and straightforward. (ch 14)
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| disciplinary interview | A type of information interview that concerns a sensitive area, where the employee is notified, and the interview involves hearing the employee's side of the story and, depending on the outcome, instituting disciplinary action. (ch 9)
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| discrimination | The overt actions one takes to exclude, avoid, or distance oneself from other groups. (ch 3)
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| displays of feelings | Face and body movements that show how intensely we are feeling. (ch 6)
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| distortions | The twisting or bending of information out of shape that makes people's perceptions less than perfect because they observe only a small part of their external environment. (ch 2)
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| diversity | The ways that people in organizations differ (culture, race, sex, national origin, disability, etc.). (ch 9)
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| dominant culture | Includes white people from a European background. (ch 3)
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| doublespeak | A term that refers to euphemisms created by an institution, such as government, to cover up the truth. (ch 5)
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| dynamism | For speakers, a great deal of enthusiasm and energy for their subject. (ch 16)
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| dysfunctional (individual) roles | Any role played by a group member that can be characterized as aggressor, blocker, recognition- seeker, self-confessor, playboy or playgirl, dominator, help-seeker, or special-interest pleader. (ch 10)
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| elective characteristics | The nonverbal, physical characteristics over which you have control such as clothing, makeup, tattoos, and body piercing. (ch 6)
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| e-mail lists | Group discussions that are completely passive; the discussion contributions arrive through e-mail. (ch 10)
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| emblems | Body movements that have a direct translation into words. (ch 6)
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| emotional intelligence | The ability to understand and get along with others. (ch 7)
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| empathic listening | Involves trying to understand what others are feeling from their point of view and reflecting those feelings back. (ch 4)
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| empathy | The process of mentally identifying with the character and experiences of another person. (ch 4) The ability to recognize and identify with someone's feelings. (ch 7, 8)
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| employment interview | An interview used by an employer to determine whether someone is suitable for a job. (ch 9)
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| enunciation | How one pronounces and articulates words. (ch 14)
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| ethical communication | Communication that is honest, fair, and considerate of others' rights. (ch 1)
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| ethics | Behavior that is in accordance with right principles as defined by a given system of ethics (such as your culture and co-culture), or professional conduct within a specific business environment. (ch 9)
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| ethnocentrism | The belief that one's own cultural group's behaviors, norms, ways of thinking, and ways of being are superior to all other cultural groups. (ch 3)
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| etymology | The study of the origin and development of words. (ch 15)
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| euphemisms | Inoffensive words or phrases that are substituted for words that might be perceived as unpleasant. (ch 5)
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| evaluate | The third of the six steps of the strategic flexibility format in which users determine the value and worth of the factors, elements, and conditions to all those involved and how they bear on one's own skills and abilities. (ch 1)
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| evaluation | Determining the value and worth of the factors, elements, and conditions. (ch 4)
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| exit interview | A type of information interview that occurs at the termination of an employee's employment, and is designed to resolve any outstanding concerns of employers and employees. (ch 9)
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| expertise | Having the experience or knowledge of an expert. (Appendix, ch 16)
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| expert power | The influence and power that an expert has because he or she knows more than anyone else. (ch 11)
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| extemporaneous speaking | Speaking from notes. (ch 12, 14)
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| external noise | Interference with the message that comes from the environment and keeps the message from being heard or understood. (ch 1)
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| extrinsic | Means outside the relationship. (ch 8)
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| extrinsic costs | The sacrifices, losses, or suffering as a result of things that occur outside the relationship (could include not having as much time for your friends or sharing your friends with your partner). (ch 8)
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| extrinsic rewards | The gifts, prizes, and recompenses that occur outside a relationship (could include liking the people your partner has introduced you to or the friends he or she hangs out with). (ch 8)
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| eye messages | As an aspect of nonverbal communication, they include all information conveyed by the eyes alone. (ch 6)
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| fact | Something that can be verified in a number of ways. (ch 4)
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| factual information | Interviews that focus on facts such as who, what, where, and when. (ch 9)
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| feedback | The response of the receiver-senders to each other. (ch 1)
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| femininity versus masculinity | That way of contrasting a group of cultures to another group of cultures that involves the division of roles between women and men. (ch 3)
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| flaming | The exchange of rude or hostile messages between online participants. (Appendix)
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| flip chart | A series of pictures, words, diagrams, and so forth. It is made up of several pages that speakers "flip" through. (ch 14)
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| follow-up questions | Interview questions that are based on the answers given by interviewees and useful when interviewers want interviewees to go into a subject in greater depth. (ch 9)
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| FOXP2 gene | The gene directly linked to developing the fine motor skills needed for the development of language and speech. (ch 5)
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| framing | The way in which messages are divided, arranged, shaped, composed, constructed, and put together as a new whole. (ch 5)
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| full-sentence outline | A complete map of what a speech will look like. (ch 13)
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| functional leadership | When leadership varies with the task of the group and moves from one individual to another as the group finds it suitable. (ch 11)
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| general purpose | The intention of the speaker to inform or persuade. (ch 12)
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| generalizations | The process of drawing principles or conclusions from particular evidence or facts that makes people's perceptions less than perfect because once people have observed something a few times, they conclude that what has proven true in the past will prove true in the future as well. (ch 2)
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| globalization | A characteristic of the Internet that makes it unique from normal face-to-face communication because there are no limitations due to borders. (ch 1)
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| groupthink | A group dysfunction in which the preservation of harmony becomes more important than the critical examination of ideas. (ch 10)
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| haptics | The study of touch. (ch 6)
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| hidden agendas | Unannounced goals, subjects, or issues of individual group members or subgroups that differ from the group's public or stated agenda. (ch 11)
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| hidden pane | That area of the Johari Window where self-knowledge is hidden from others—a deliberate nondisclosure area in which there are certain things you know about yourself that you do not want known and deliberately conceal them from others. (ch 7)
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| hierarchy of needs | The relative order of the physical and psychological needs of all human beings. (ch 16)
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| high context versus low context | That way of contrasting a group of cultures to another group of cultures that involves the degree to which most of the information is carried in the context (high) or most of the information is in the code or message (low). (ch 3)
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| hyperpersonal computer-mediated communication (CMC) | When the levels of affection and emotion developed through CMC equal or surpass face-to-face communication. (Appendix)
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| hypothetical example | An example that is made up to illustrate a point. (ch 12)
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| illustrators | Gestures or other nonverbal signals that accent, emphasize, or reinforce words. (ch 6)
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| immediacy | It occurs when the communicator is completely focused on the communication situation. (ch 14)
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| impromptu speaking | Speaking on the spur of the moment with little time to prepare. (ch 14)
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| indirect aggression | (also called passive aggression) People who use this form of communication often feel powerless and respond by doing something to thwart the person in power. (ch 8)
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| individualism versus collectivism | The way of contrasting a group of cultures to another group of cultures that involves the degree of integration and orientation of individuals within groups. (ch 3)
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| inductive reasoning | Reasoning from the specific to the general. (ch 16)
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| inflection | A change in pitch used to emphasize certain words and phrases. (ch 14)
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| influence | The power of a person or things to affect others— to produce effects without the presence of physical force. (ch 16)
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| information interview | An interview in which the goal is to gather facts and opinions from someone with expertise and experience in a specific field. (ch 9)
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| information-sharing group | A type of group that meets to be informed or to inform others, to express themselves and to listen to others, to get or give assistance, to clarify or hear clarification of goals, or to establish or maintain working relationships. (ch 10)
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| informative speech | A speech that concentrates on explaining, defining, clarifying, and instructing. (ch 12, 15)
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| initial partition | A preview of the main points of a speech at the outset (often, in the introduction of the speech). (ch 13)
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| instrumental | Refers to the basic exchange of goods and services. (ch 8)
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| instrumental costs | The sacrifices, losses, or suffering as a result of exchanging goods and services (could include sharing your belongings). (ch 8)
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| instrumental rewards | The gifts, prizes, and recompenses that occur as a result of the basic exchange of goods and services (could include raising the current level of relational intimacy with one of the rewards being moving in with your partner and sharing in both the rent and the furniture). (ch 8)
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| Integrative Listening Model (ILM) | A framework for assessing listening both systematically and developmentally. (ch 4)
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| integrity | Uprightness of character and honesty. (ch 9)
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| intercultural communication | When a message is created by a member of one culture, and this message needs to be processed by a member of another culture. (ch 1, 3)
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| internal noise | Interference with the message that occurs in the minds of the sender-receivers when their thoughts or feelings are focused on something other than the communication at hand. (ch 1)
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| interpersonal communication | One person interacting with another on a one-to-one basis, often in an informal, unstructured setting. (ch 1, 7)
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| interview | A series of questions and answers, usually exchanged between two people, that has the purpose of getting and understanding information about a particular subject or topic. (ch 9)
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| intimate distance | The distance zone, a range of less than 18 inches apart, that places people in direct contact with each other. (ch 6)
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| intrapersonal communication | Communication that occurs within you; it involves thoughts, feelings, and the way you look at yourself. (ch 1)
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| intrinsic | Means within the relationship. (ch 8)
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| intrinsic costs | The obligation to return the attention, warmth, and affection you receive, and the time you will spend listening, communicating, and self-disclosing. (ch 8)
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| intrinsic rewards | The gifts, prizes, and recompenses that occur within a relationship could include the attention, warmth, and affection you gain from being in a relationship. (ch 8)
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| introduction (of speech) | In a speech, the opening remarks that aim to get attention and build interest in the subject. (ch 13)
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| Johari Window | A model of the process of disclosure in interpersonal relationships, developed by Joseph Luft and Harry Ingham. (ch 7)
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| keyword outline | An outline containing only the important words or phrases of a speech that helps remind speakers of the ideas they are presenting. (ch 13)
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| knowledge class | A class of individuals supported solely by its participation in the new information industries with little, if any, reliance upon traditional manufacturing, production, or agriculture. (ch 3)
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| ladder of abstraction | A diagram of how we abstract, through language, classifications, types, categories, etc. (ch 5)
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| laissez-faire leader | One who does very little actual leading. This leader suggests no direction for and imposes no order on a group. (ch 11)
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| language environment | The environment in which language takes place (e.g., in a classroom). (ch 5)
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| leader | A person who influences the behavior of one or more people. (ch 11)
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| leadership style | The amount of control a leader exerts over a group. (ch 11)
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| leading question | A question designed to point the interviewee in a particular direction. (ch 9)
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| learning group | The purpose is to increase the knowledge or skill of participants. (ch 10)
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| legitimate power | (also called organizational power) Leaders in formal organizations who derive their influence because they are "the boss" or because of the organizational hierarchy and its rules. (ch 11)
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| leisure clothing | The type of clothing that is up to the individual and that is worn when work is over. (ch 6)
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| listening | Includes the processes of listening preparation, receiving, constructing meaning, responding, and remembering. (ch 4)
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| listening preparation | Includes all the physical, mental, and behavioral aspects that create a readiness to listen. (ch 4)
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| logical appeal | An appeal that addresses listeners' reasoning ability. (ch 16)
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| long-term orientation | The way of contrasting a group of cultures to another group of cultures that involves the tradeoff between long-term and short-term needs gratification. (ch 3)
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| mailing lists | Group discussions that are completely passive; the discussion contributions arrive through e-mail. (ch 10)
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| main heads | The points that reinforce the central idea. (ch 4)
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| main points | All the broad, general ideas and information that support your central idea. (ch 13)
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| maintenance roles | Group members who play these roles focus on the emotional tone of the meeting. (ch 10)
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| manuscript speaking | Writing out an entire speech and reading it to the audience from the prepared script. (ch 14)
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| map versus territory | The map is the personal mental approximation and the territory is the actual land or external reality that people experience. Map versus territory simply contrasts the subjective internal experience with the objective external reality. (ch 2)
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| media literacy | The ability to access, analyze, evaluate, and communicate information in all its forms—both print and nonprint. (Appendix)
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| media richness | How much information is carried by a media source. (ch 6)
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| memory (speaking from) | This type of delivery involves writing out the entire speech and then committing it to memory word for word. (ch 14)
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| mental outline | A preliminary sketch that shows the principal features of the speech or lecture. (ch 4)
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| message | The ideas and feelings that a sender-receiver wants to share. (ch 1)
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| metamessage | The meaning, apart from the words, in a message. (ch 5)
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| minor points | The specific ideas and information that support the main points. (ch 13)
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| mixed message | A message in which the verbal and nonverbal contradict each other. (ch 6)
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| mnemonic device | A memory trick used to remember factual information. (ch 4)
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| model | A replica of an actual object that is used when the object itself is too large to be displayed (e.g., a building), too small to be seen (e.g., a cell), or inaccessible to the eye (e.g., the human heart). (ch 14)
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| monotone | Little variety of pitch in a speech. (ch 14)
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| motivated sequence | Organization of a speech that involves five steps:attention, need, satisfaction, visualization, and action and works because it follows the normal process of human reasoning. (ch 13)
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| motivation | The stimulation or inducement that causes people to act. (ch 16)
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| multimedia | Refers to various media (e.g., text, graphics, animation, and audio) used to deliver information. (ch 14)
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| national communities | Co-cultural groupings within a country. (ch 3)
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| natural delivery | The collection of speech and actions that best represents your true self—that is, free from artificiality, affectation, and constraint. (ch 15)
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| netiquette (or net etiquette) | It includes the common practices, customs, conventions, and expectations expected of individuals using the Internet. (ch 10)
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| neutral questions | Interview questions that do not show how the interviewer feels about the subject. (ch 9)
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| neutrality | Not taking sides (in a group discussion). (ch 11)
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| noise | Interference that keeps a message from being understood or accurately interpreted. (ch 1)
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| nondominant culture | Includes people of color, women, gays, lesbians, and bisexuals, and those whose socioeconomic background is lower than middle class. (ch 3)
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| nonelective characteristics | The nonverbal physical characteristics over which you have no control and cannot change such as height, body proportion, coloring, bone structure, and physical disabilities. (ch 6)
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| nonverbal communication | Information we communicate without using words. (ch 6)
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| nonverbal symbol | Anything communicated without words (e.g., facial expressions or hand gestures). (ch 1)
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| norms | Expectations that group members have of how other members will behave, think, and participate. (ch 10)
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| objective reality | The actual territory or external reality everyone experiences. (ch 2)
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| objectivity | Basing conclusions on facts and evidence rather than on emotion or opinions. (ch 11)
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| occupational dress | The type of clothing that employees are expected to wear, but not as precise as a uniform. (ch 6)
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| olfactics | The study of smell. (ch 6)
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| open-ended questions | Interview questions that permit the person being interviewed to expand on his or her answers. (ch 9)
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| open-format | Interviews that are relatively unstructured. (ch 9)
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| openness | The free exchange of ideas within the bounds of reasonable behavior. (ch 9)
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| open pane | The area of the Johari Window that involves information about yourself that you are willing to communication, as well as information you are unable to hide. (ch 7)
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| opinion | A personal belief. (ch 4)
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| organizational chart | A chart that shows the relationships among the elements of an organization, such as the departments of a company, the branches of federal or state government, or the committees of student government. (ch 14)
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| outline | A way of organizing material so all the parts and how they relate to the whole can be seen. (ch 13)
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| owned message (also known as an I-message) | An acknowledgment of subjectivity by a message-sender through the use of first-person singular terms (I, me, my, mine). (ch 7)
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| pace | How quickly or slowly a person speaks. (ch 14)
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| paralanguage | The way we say something. (ch 5, 6)
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| paraphrasing | Restating the other person's thoughts or feelings in your own words. (ch 4)
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| participating | That style of situational leadership in which leaders state the problem but immediately consult with group members. (ch 11)
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| passive listener | A listener who records but does not evaluate what is heard. (ch 4)
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| passiveness | The suspension of the rational functions and the reduction of any physical functions to their lowest possible degree. (ch 4)
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| patriotism | Devotion to one's country. (ch 3)
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| people listening style | That kind of listening in which the listener is concerned with the other person's feelings. (ch 4)
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| perception | How people look at themselves and the world around them. (ch 2)
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| perceptual filters | The limitations that result from the narrowed lens through which people view the world. (ch 2)
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| personal distance | The distance zone, a range from 18 inches to 4 feet, that people maintain from others when they are engaged in casual and personal conversations. (ch 6)
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| personal inventory | Appraising your own resources. (ch 12)
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| persuasion | The process of trying to get others to change their attitudes or behavior; also, the process that occurs when a communicator (sender) influences the values, beliefs, attitudes, or behaviors of another person (receiver). (ch 16)
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| persuasive speech | A speech in which the speaker takes a particular position and tries to get the audience to accept and support that position. (ch 12)
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| PETAL | In using presentation graphics, (1) develop pertinent materials, (2) choose an engaging format, (3) present your materials in a timely manner, (4) satisfy yourself that they are appropriate to the audience, and (5) ensure that everything is legible. (ch 15)
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| philosophy | To possess knowledge of a general principle that will help you explain facts and existences. (ch 14)
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| pitch | Highness or lowness of the voice. (ch 6)
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| policy information | Interviews that focus on how things are or should be done. (ch 9)
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| polls | Surveys taken of people's attitudes, feelings, or knowledge. (ch 12)
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| power distance | The way of contrasting a group of cultures to another group of cultures that involves social inequality. (ch 3)
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| powerful talk | Talk that comes directly to the point, that does not use hesitation or qualifications. (ch 5)
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| prejudice | A negative attitude toward a cultural group based on little or no experience. (ch 3)
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| presentation | A descriptive or persuasive account that is created to communicate ideas in a compelling and graphic manner (e.g., explain concepts, communicate complex data, make recommendations, or persuade and motivate others). (ch 15)
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| primary questions | Interview questions that often come first in the interview or that come first with each new topic the interviewer introduces. (ch 9)
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| problem-solution order | Organization of a speech into two sections: one dealing with the problem and the other dealing with the solution. (ch 13)
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| professional communication | Communication that is connected with, preparing for, engaged in, appropriate for, or conforming to business professions or occupations. (ch 9)
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| pronunciation | The ability to pronounce a word correctly. (ch 14)
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| propriety | The character or quality of being proper, especially in accordance with recognized usage, custom, or principles. (ch 4)
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| proxemics | The study of how people use space. (ch 6)
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| proximity | Close contact that occurs among people who share an experience such as work, play, or school. (ch 7)
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| psychological information | The kind of information that is the most specific and intimate because it allows you to know individual traits, feelings, attitudes, and important personal data. (ch 7)
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| psychological risk | Taking a chance on something new (e.g., on a new person or place). (ch 2)
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| psychological safety | Approval and support obtained from familiar people, ideas, and situations. (ch 2)
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| public communication | The sender-receiver (speaker) sends a message (the speech) to an audience. (ch 1)
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| public distance | The distance zone, a distance of more than 12 feet, typically used for public speaking. (ch 6)
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| public-speaking anxiety | The disturbance of mind regarding the uncertainty surrounding a forthcoming public-speaking event for which you are the speaker. (ch 14)
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| quality (of voice) | Comprised of all voice characteristics: tempo, resonance, rhythm, pitch, and articulation. (ch 6)
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| questions of fact | Questions that deal with what is true and what is false. (ch 10)
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| questions of policy | Questions that are about actions that might be taken in the future. (ch 10)
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| questions of value | Questions of whether something is good or bad, desirable or undesirable. (ch 10)
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| rapport style | A style of communication designed to establish connections and negotiate relationships. (ch 9)
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| rapport-talk | Type of language women use in conversation, designed to lead to intimacy with others, to match experiences, and to establish relationships. (ch 5)
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| rate (of speech) | Speed at which one speaks. (ch 6)
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| RDAT | In using slides in a presentation, read the visual, describe its meaning or significance, amplify it with an explanation or illustration, and, finally, transition to the next slide. (ch 15)
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| reassess and reevaluate | The sixth of six steps of the strategic flexibility format in which users closely examine the results of any steps taken or not taken by them. (ch 1)
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| receiving | The process of taking in, acquiring, or accepting information. (ch 4)
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| reference list | A list of all the material you have used—and only that which you have used—in preparing your speech. (ch 13)
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| referent power | When leaders enjoy influence because of their personality. (ch 11)
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| reflected appraisals | Messages we get about ourselves from others. (ch 2)
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| regrettable talk | Saying something embarrassing, hurtful, or private to another person. (ch 8)
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| regulate | Nonverbal cues designed specifically to direct, manage, or control behavior. (ch 6)
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| regulators | (1) Nonverbal signals that control the backand- forth flow of speaking and listening, such as head nods, hand gestures, and other body movements. (ch 6) (2) Group members who play this role help regulate group discussion by gently reminding members of the agenda or of the point they were discussing when they digressed. (ch 11)
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| remembering | Information that is learned well and stored securely in your memory system. (ch 4)
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| report style | A style of communication designed to preserve independence and negotiate and maintain status. (ch 9)
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| report-talk | Type of language men use in conversation, designed to maintain status, to demonstrate knowledge and skills, and to keep center-stage position. (ch 5)
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| respect | Conveys regard and appreciation of the worth, honor, dignity, and esteem of the people. (ch 9)
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| responding | Using spoken and/or nonverbal messages to exchange ideas or convey information. (ch 4)
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| response to a bid | A positive or negative answer to somebody's request for emotional connection. (ch 7)
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| responsibility | Your ability to meet your obligations or to act without superior authority or guidance. (ch 9)
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| résumé | A summary of a person's professional life written for potential employers. (ch 9)
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| reward power | A leader can have an influence if he or she can reward the followers (e.g., through promotions, pay raises, or praise). (ch 11)
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| rewards | The pleasures that come as a result of being in a relationship. (ch 8)
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| rhetorical question | A question that audience members answer mentally rather than aloud. (ch 15)
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| ritual language | Communication that takes place when we are in an environment in which a conventionalized response is expected of us. (ch 5)
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| roles | Parts we play, or ways we behave with others. (ch 1)
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| rules | Formal and structured directions for behavior. (ch 10)
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| Sapir-Whorf hypothesis | The language you use to some extent determines—at least influences—the way in which you view and think about the world around you. (ch 5)
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| scripts | Lines and directions given to people by parents, teachers, coaches, religious leaders, friends, and the media that tell them what to say, what they expect, how to look, how to behave, and how to say the lines. (ch 2)
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| select | The fourth of six steps of the strategic flexibility format in which users carefully select from their repertoire of available skills and behaviors those likely to have the greatest impact on the current (and future) situations. (ch 1)
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| selective attention | The ability to focus perception. (ch 4)
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| self-concept | How a person thinks about and values himself or herself. (ch 2)
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| self-disclosure | Process by which one person tells another something he or she would not tell just anyone. (ch 7)
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| self-esteem | See self-concept.
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| self-fulfilling prophecies | Events or actions that occur because a person and those around her or him expected them. (ch 2)
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| self-improvement | Seeking all means available to improve your professionalism and expertise. (ch 9)
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| self-perception | The way in which one sees oneself. (ch 2)
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| selling | That style of situational leadership in which leaders state the problem and decide what to do, but they sell the other group members on the idea to gain majority support. (ch 11)
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| semantic noise | Interference with the message that is caused by people's emotional reactions to words. (ch 1)
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| semiopen format | Interviews that occur based on a core set of standardized questions that are asked in a standard manner and carefully recorded. (ch 9)
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| sender-receiver | In communication situations, a person who simultaneously sends and receives messages. (ch 1)
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| sensory acuity | Paying attention to all elements in the communication environment. (ch 1)
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| separation | When nondominants do not want to form a common bond with the dominant culture, they separate into a group that includes only members like themselves. (ch 3)
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| separation strategies | When people are not part of a dominant culture, those processes that people use to get the dominant group to reinvent or change the rules through the use of nonassertive, assertive, or aggressive separation. (ch 3)
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| servant leader | Person who works for the well-being and growth of all employees and is committed to creating a sense of community and sharing power in decision making. (ch 11)
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| setting | Where the communication occurs. (ch 1)
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| shared leadership | It occurs when all group or team members assume both decision-making authority and responsibility for the group or team's results. (ch 11)
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| situational leadership | It occurs when leaders adopt different leadership styles depending on the situation. (ch 11)
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| small-group communication | Gatherings of 3 to 13 members who meet to do a job or solve a problem. (ch 1)
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| small groups | Gatherings of 3 to 13 members who meet to do a job, solve a problem, or maintain relationships. (ch 10)
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| small talk | Social conversation about unimportant topics that allows a person to maintain contact with a lot of people without making a deep commitment. (ch 7)
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| social comparisons | When people compare themselves with others to see how they measure up. (ch 2)
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| social distance | The distance zone, a range from 4 to 12 feet, that people are most likely to maintain when they do not know people very well. (ch 6)
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| social group | Groups designed to serve the social needs of their participants. (ch 10)
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| social penetration | The process of increasing both disclosure and intimacy in a relationship. (ch 7)
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| social presence | The ability of computer-mediated communication users to project themselves socially and affectively (with feeling) into a communication event. (ch 6)
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| sociological information | Information that tells you something about others' social groups and roles. (ch 7)
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| space and distance | Those distances people maintain between themselves and others that convey degrees of intimacy and status. (ch 6)
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| spatial order | Organization of a speech by something's location in space (e.g., left to right, top to bottom). (ch 13)
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| specific purpose | A statement for a speech that tells precisely what the speaker wants to accomplish. (ch 12)
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| statistics | Facts in numerical form. (ch 12)
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| stereotypes | Oversimplified or distorted views of another race, ethnic group, or culture. (ch 3)
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| strategic flexibility | Expanding your communication repertoire (your collection or stock of communication behaviors that can readily be brought into use) to enable you to use the best skill or behavior available for a particular situation. (ch 1)
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| stress interview | A type of information interview that is sometimes part of the job search and is designed to see how an interviewee acts under pressure. It is designed to give interviewers a realistic sense of their response to difficult situations. (ch 9)
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| style | The result of the way we select and arrange words and sentences. (ch 5)
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| subjective view | The personal, internal, mental map of the actual territory or external reality that people experience. (ch 2)
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| substantive conflict | Conflict that arises when people have different reactions to an idea. Substantive conflict is likely to occur when any important and controversial idea is being discussed. (ch 11)
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| substitute | Nonverbal message designed specifically to take the place of a verbal message. (ch 6)
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| supporting material | Information that backs up your main points and provides the main content of the speech. (ch 12)
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| supporting points | The material, ideas, and evidence that back up the main heads. (ch 4)
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| symbol | Something that stands for something else. (ch 1)
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| synchronous communication | Online group discussion in which group members communicate at the same time. All participants are virtually present at the same time (e.g., in a telephone conversation, a face-to-face encounter, or a realtime, online group format). (ch 10, Appendix)
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| target audience | A subgroup of the whole audience that you must persuade to reach your goal. (ch 16)
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| task-oriented group | A type of group that serves to get something specific accomplished, often problem-solving or decision-making goals. (ch 10)
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| task roles | Roles that help get the job done. Persons who play these roles help groups come up with new ideas, aid in collecting and organizing information, and assist in analyzing the information that exists. (ch 12)
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| team | Two or more people with a specific goal to be attained who coordinate their activity among the members to attain their goal. (ch 10)
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| teamwork | The unity of action by a group of workers to further the success of the business or organization. (ch 9)
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| telling | That style of situational leadership in which the leader is focused more on the task and less on the group. (ch 11)
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| temporality | A characteristic of the Internet that makes it unique from normal face-to-face communication because there are no time limitations. (ch 1)
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| territory | Space we consider as belonging to us, either temporarily or permanently. (ch 6)
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| testimony | Another person's statements or actions used to give authority to what the speaker is saying. (ch 12)
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| time order | Organization of a speech by chronology or historical occurrence. (ch 13)
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| time-style listening | That kind of listening in which the listener prefers brief and hurried interaction with others and often lets the communicator know how much time he or she has to make the point. (ch 4)
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| topical order | Organization of a speech used when the subject can be grouped logically into subtopics. (ch 13)
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| touch | To be in contact or come into contact with another person. (ch 6)
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| transactional communication | Communication that involves three principles:(1) people sending messages continuously and simultaneously; (2) communication events that have a past, present, and future; and (3) participants playing certain roles. (ch 1)
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| transitions | Comments that lead from one point to another to tell listeners where speakers have been, where they are now, and where they are going. (ch 13)
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| transpection | The process of empathizing across cultures. (ch 3)
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| trustworthiness | In the giving of a speech, the speaker is perceived as reliable and dependable. (Appendix, ch 16)
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| uncertainty avoidance | The way of contrasting a group of cultures to another group of cultures that involves tolerance for the unknown. (ch 3)
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| uniforms | The most specialized form of clothing and that type that identifies wearers with particular organizations. (ch 6)
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| unknown pane | Area of the Johari Window that is known as a nondisclosure area and provides no possibility of disclosure because it is unknown to the self or to others. (ch 7)
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| Usenet newsgroups | Online group discussions that handle individual messages sorted by broad subject areas that can be subscribed to through Internet or corporate network host providers. (ch 10)
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| values | A type of belief about how we should behave or about some final goal that may or may not be worth attaining. (ch 16)
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| verbal symbol | A word that stands for a particular thing or idea. (ch 1)
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| virtual community | A group of people who may or may not meet one another face-to-face, and who exchange words and ideas through the mediation of computer bulletin boards and networks. (Appendix)
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| vision | Foresight, insight, and imagination. (ch 11)
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| visual literacy | The ability to critically evaluate information presented in a visual format. (ch 12)
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| visual support | Visual material that helps illustrate key points in a speech or presentation. Visual support includes devices such as charts, graphs, slides, and computer-generated graphics. (ch 14)
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| vividness | That property of style by which a thought is so presented that it evokes lifelike imagery or suggestion. (ch 5)
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| vocal fillers | Words we use to fill out our sentences or to cover up when we are searching for words. (ch 6)
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| volume (of vocal sound) | How loudly we speak. (ch 6)
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| Web conferencing or Web forums | Online group discussions that use text messages (and sometimes images) stored on a computer as the communication medium. Messages are typed into the computer for others to read. (ch 10)
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| Web forums (also known as Web conferencing) | Group discussions that use text messages (and sometimes images) stored on a computer as the communication medium. (ch 10)
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| Web log (or blog) | A spontaneous public online journal (or diary) in which Internet users share their lives. (Appendix)
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| worldview | An all-encompassing set of moral, ethical, and philosophical principles and beliefs that governs the way people live their lives and interact with others. (ch 3)
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