- ISBN: 9780199827503 | 0199827508
- Cover: Paperback
- Copyright: 12/20/2011
The seventh edition ofInterpersonal Communicationcontinues the tradition of excellence established by this theory-driven text. Its unique learning model, which emphasizes communication competence, stands at the forefront of the discipline. Now featuring a four-color interior and an entirely new art program, it remains at the highest level of scholarship offered for courses in interpersonal communication. NEW TO THIS EDITION: -New highlighted boxes, "Interdisciplinary Connections," make the applications of the social-scientific theory presented in the text more engaging -Further integration of the communication competence model, which has been made clearer and reappears several times throughout the text -A new chapter on Listening -Six new "Screening Room" that relate concepts to popular movies and television shows SUPPORT PACKAGE FOR INSTRUCTORS: -Instructor's Manual -Instructor's Resource CD with Computerized Test Bank -ACompanion Websitefeaturing chapter outlines, review questions, and PowerPoint-based slides is available at www.oup.com/us/trenholm
| Introductory Perspectives | |
| Communication and Competence | |
| What is Communication? | |
| Definitions of Human Communication | |
| Characteristics of Communication | |
| Communication is a Process | |
| Communication is Uniquely Human | |
| Communication is a Collective Activity | |
| Communication is Regulatory | |
| Summary and Implications | |
| A Model of Communication Competence | |
| Process CompetenceKnowledge About Communication | |
| Message Competence | |
| Interpretive Competence | |
| Role Competence | |
| Self Competence | |
| Goal Competence | |
| Culture and Context | |
| Historical Change and Cultural Values | |
| How Technology Affects Cultural Context | |
| Relational Cultures as Context | |
| Performative Competence | |
| Acting on Knowledge | |
| Skill BuildingOn Taking a Process Perspective | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connections 1Bonzo Goes to College | |
| Interdisciplinary Connections 2Insulting the Meat | |
| Research in ReviewGetting the Most Out of College | |
| Screening RoomMeet the Parents | |
| Building Interpersonal Relationships | |
| What is Interpersonal Communication? | |
| The Situational Approach to Interpersonal Communication | |
| The Developmental Approach to Interpersonal Communication | |
| The Role of Interpersonal Communication in Relationships | |
| What is a Relationship? | |
| The Characteristics of Relationships | |
| Relational PathsIntimacy and Distance | |
| Private vsPublic Relationships | |
| Independence vsConformity | |
| What Does It Take To Be Relational Competent? | |
| Communication Competence and Relationships | |
| Some Characteristics of Healthy Relationships | |
| Skill BuildingA Preview | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connections 1 | |
| The Neuroscience of Love | |
| Interdisciplinary Connections 2 | |
| Mind Your Manners | |
| Research in Review | |
| Stress and Interpersonal Communication | |
| Screening Room | |
| Eternal Sunshine of the Spotless Mind | |
| Sending and Receiving Messages | |
| Nonverbal Communication | |
| What is Nonverbal Communication? | |
| Spontaneous Communication | |
| Symbolic Communication | |
| The Power of Nonverbal Codes | |
| The Functions of Nonverbal Codes | |
| Expressing Meaning | |
| Modifying Verbal Messages | |
| Regulating the Flow of Interaction | |
| The Structure of Nonverbal Codes | |
| The Visual Communication System | |
| Proxemics | |
| Environmental Preference | |
| Territoriality | |
| Personal Space | |
| Kinesics | |
| Body Movements | |
| Types of Gestures | |
| Gaze | |
| The Expressive Function of Gaze | |
| Using Gaze to Monitor and Regulate Interaction | |
| Looking vsSeeing | |
| Facial Expression | |
| Universal Expressions | |
| Misreading Facial Expressions | |
| Artifacts | |
| Physical Appearance | |
| Clothing and Adornment | |
| The Auditory Communication System | |
| Vocal Characteristics | |
| Messages in the Voice | |
| The Invisible Communication System Chronemics | |
| Olfactics | |
| Haptics | |
| Types of Touch | |
| The Contexts and Functions of Touch | |
| Culture and Nonverbal Communication | |
| Balancing Nonverbal Codes | |
| Expectancy Violations Theory | |
| Cognitive Valence Theory | |
| Compensating and Reciprocating in Everyday Life | |
| The Interplay of Verbal and Nonverbal Communication | |
| Skill BuildingCommunicating Feelings | |
| Expressing Feelings | |
| Reflecting Feelings | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection 1 A Better Place to Live | |
| Interdisciplinary Connection 2: The Guarded Self | |
| Research in ReviewPinocchio's Nose | |
| Screening RoomFreaky Friday | |
| Language and Interpersonal Communication | |
| What is Language? | |
| How Verbal and Nonverbal Codes Differ | |
| Characteristics of Verbal Codes | |
| The Functions of Language | |
| The Structure of Language | |
| Semantic MeaningLanguage at the Level of the Word | |
| Denotative and Connotative Meanings | |
| The Importance of Semantic Competence | |
| Syntactic MeaningLanguage at the Level of the Sentence | |
| Order as Meaning | |
| The Importance of Syntactic Competence | |
| Pragmatic MeaningLanguage at the Level of the Speech Act | |
| Language in Use | |
| Interpreting and Producing Speech Acts | |
| Using Pragmatic Rules in Interaction | |
| Message ProductionAchieving Pragmatic Goals | |
| Language, Power, and Politics | |
| The Sapir-Whorf Hypothesis | |
| Language and Labels | |
| Identity and Language Use | |
| Social Class and Discourse | |
| Gender and Discourse | |
| Early Findings | |
| Later Criticisms | |
| Language, Domination, and Freedom | |
| Avoiding Sexist Language | |
| Skill BuildingInitiating Conversation | |
| Starting to Talk | |
| Finding a Topic | |
| Asking Questions | |
| Using Free Information during Conversation | |
| Closing Conversations | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection 1Speaking with Names | |
| Interdisciplinary Connection 2From Raillery to Rant | |
| Research ReviewPlease and Thank You, Two Magic Words | |
| Screening Room 1The King's Speech | |
| Listening | |
| What is Listening? | |
| Listening vsHearing | |
| The Listening Process | |
| Beyond Accuracy | |
| Listening Relationally | |
| Listening and the New Technologies | |
| Ways of Listening | |
| Types of Listening | |
| Listening Styles | |
| What Should We Listen For? | |
| Conflict Management and Effective Listening | |
| When are Conflicts Healthy? | |
| Why Are Conflicts Difficult to Manage? | |
| Hot Emotions | |
| Biased Perceptions | |
| Communication Obstacles | |
| Personal Differences in Conflict Management | |
| Attitudes about Human Nature | |
| Emotional Intelligence | |
| Skill BuildingBecoming a More Competent Listener | |
| Improving Comprehension and Evaluation | |
| Enhancing Empathic Listening | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connections 1 | |
| Hot Under the Collar or Cool Under Fire | |
| Interdisciplinary Connections 2 | |
| Do Crows Really Use SUVs to Crack Nuts? | |
| Research in ReviewWhen Parents and Children Don't See Eye to Eye | |
| Screening RoomAbout a Boy | |
| Perceiving and Interpreting Social Worlds | |
| Factors that Affect the Way we See the World | |
| Emotions and Perception | |
| Motivation and Perception | |
| Cognitive Structures and Perception | |
| Schematic Thinking and Information Processing | |
| Schemata that Describe and Classify People | |
| Personal Constructs | |
| Person Prototypes and Stereotypes | |
| Stereotypes | |
| Schemata that Define Roles and Relationships | |
| Schemata Containing Information about the Self | |
| Schemata that Tell Us What to Do in Social Situations | |
| Social Cognition and Interpersonal Interaction | |
| Sizing up Situations | |
| Episode Identification | |
| Using Scripts to Guide Interaction | |
| The Invisibility of Situational Constraints | |
| Perceiving Other People | |
| Using Personal Constructs to Judge Others | |
| Implicit Personality Theories and Interaction | |
| Evaluating Relationships | |
| Self-Monitoring | |
| Creating Relational Definitions | |
| Explaining Behavior by Making Attributions | |
| Personality vsSituation | |
| Attributional Biases | |
| Overestimating Personality | |
| Underestimating the Situation | |
| Seeing Things from Our Own Perspective | |
| Categorical Thinking and Interpretive Competence | |
| Na`ve RealismSeeing What We Believe | |
| Dual Processing and Impression Formation | |
| Attention and Identification | |
| Controlled Categorization | |
| Personalization | |
| Skill BuildingBecoming More Mindful | |
| Mindfulness and Open-Mindedness | |
| Increasing Mindfulness | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection 1 The Power of the Present | |
| Interdisciplinary Connection 2 Making Sense by Using Reflections and Interpretations | |
| Research in ReviewWhen Being Mindful Really Matters | |
| Screening RoomMemento | |
| Meeting Social Expectations | |
| Creating Social Identities | |
| Social Control and Conformity | |
| The Nature of Social Roles | |
| Choosing Our Roles | |
| Social Support and Role Identity | |
| The Looking-Glass Self | |
| Social Comparison Processes | |
| Commitment and Role Identity | |
| Rewards and Role Identity | |
| How Social Roles Affect Communication | |
| Communication as Performance | |
| Face-Work and the Social Self | |
| Other Aspects of Everyday Performance | |
| Sets, Costumes, and Props | |
| Backstage Behavior | |
| Ensemble Acting | |
| Communication as Story-telling | |
| Skill-BuildingShowing Politeness and Respect | |
| Interpersonal Sensitivity | |
| Avoiding Threats to Face | |
| Balancing Solidarity and Independence | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection | |
| They Just Like to Be Not the Same as Us | |
| Interdisciplinary Connection | |
| Talking Tough in Teamsterville | |
| Research in Review | |
| Guys Can't Say That to Guys | |
| Screening room | |
| Big Fish | |
| Establishing Individual Identities | |
| The Self in History | |
| Self ConceptsGaining Independence from Social Roles and Rules | |
| What is the Self-Concept? | |
| Self as Narrative | |
| Self as Cognitive Schema | |
| Self as Behavior | |
| Self as Relational Achievement | |
| Self as Internal Dialogue | |
| Personality Differences and Interpersonal Communication | |
| Communicator Styles | |
| Rhetorical Sensitivity | |
| The Noble Self | |
| The Rhetorical Reflector | |
| The Rhetorical Sensitive | |
| Attachment Styles | |
| Intimacy Motivation | |
| Skill-BuildingImproving Competence Through Self-Disclosure | |
| What is Self Disclosure? | |
| General Rules for Revealing the Self | |
| A Case Study in DisclosureComing Out | |
| How to Reveal Same Sex Orientation | |
| What to Say When a Friend Comes Out | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection 1The Saturated Self | |
| Interdisciplinary Connection 2Zen and the Art of Selflessness | |
| Research ReviewPresentation of Self in Cyberspace | |
| Screening Room 1Big Eden | |
| Achieving Personal and Relational Goals | |
| What is Interpersonal Influence? | |
| Types of Influence | |
| Culture and Influence | |
| Issues in Influence | |
| Skills for Goal Achievement | |
| Face and Interpersonal Influence | |
| Symbolic Role-Taking | |
| Theories of Influence; Understanding Others' Needs | |
| The Need for Rewards | |
| Classical Conditioning | |
| Operant Conditioning | |
| Social Learning | |
| Social Exchange Processes | |
| The Need for Consistency | |
| Cognitive Dissonance Theory | |
| Ways to Reduce Dissonance | |
| Commitment and Consistency | |
| The Need to Establish Identity | |
| Value Theory | |
| Relationships and Self Validation | |
| SummaryChoice and Motivation | |
| Source Characteristics | |
| Power and Interpersonal Influence | |
| Self-Presentation Strategies | |
| Influence as Self-Persuasion | |
| Message Strategies | |
| Compliance-Seeking Strategies | |
| Strategies in Interaction | |
| Skill BuildingSteps to Goal Achievement | |
| Principles of Goal Competence | |
| Becoming Appropriately Assertive | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection 1Weapons of Influence | |
| Interdisciplinary Connection 2What's in a Name? | |
| Research in ReviewWait 'Till you Hear What I Heard | |
| Screening RoomThank You For Smoking | |
| Relational contexts | |
| Understanding Family Relationships | |
| Maintaining Family Ties | |
| The Family as a System | |
| Family Structures | |
| Power-Authority Structure | |
| Decision-Making Structure | |
| Interaction Structure | |
| Characteristics of Family Structures | |
| Role Differentiation | |
| Boundaries | |
| Coordination of Subsystems | |
| The Functions of the Family | |
| Internal Functions | |
| Providing Care | |
| Socialization | |
| Intellectual Development | |
| Recreation | |
| Emotional Support | |
| External functions | |
| Cultural Transmission | |
| Accommodation | |
| Families and Change | |
| The Dynamics of Family Evolution | |
| The Family Life Cycle | |
| Stressful Contact with Outside Sources | |
| Illness or Death of a Family Member | |
| Divorce or Separation of Family Members | |
| Strategies for Coping with Change | |
| Anticipating Change | |
| Encouraging Family Cohesiveness | |
| Maintaining Adaptability | |
| Building Social Networks | |
| Family Communication Patterns | |
| Family Rules and Family Identity | |
| Establishing Communication Rules | |
| Regulative Rules | |
| Constitutive rules | |
| Family Themes and Identity | |
| Interaction in Family Subsystems | |
| Husbands and Wives | |
| Parents and Children | |
| Siblings | |
| Families in History | |
| Skill BuildingCommunicating to Comfort | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection 1 Creating Hallmark Moments | |
| Interdisciplinary Connection 2 Divorce is When Your Family is Dead | |
| Research in ReviewYou're My Parent But You're Not | |
| Screening RoomThe Kids Are All Right | |
| Creating Intimate Relationships | |
| What is Intimacy? | |
| Have People Always Had Intimate Relationships? | |
| Moving from Public to Private Relationships | |
| Factors that Influence Definitions of Intimacy | |
| Family Messages | |
| Recent Cultural Messages | |
| Environnemental Conditions | |
| Individual Relational Messages and Intimacy | |
| Sending Dominance Messages | |
| Dimensions of Intimacy | |
| Relational Contracts and Cultures | |
| Opening the Door to Intimacy | |
| Interpersonal Attraction | |
| Duck's Filtering Theory of Attraction | |
| Interpersonal Magnets | |
| Physical Beauty | |
| Similarity | |
| Reciprocal Liking | |
| Complementary Needs | |
| Costs and Rewards | |
| Other Sources of Attraction | |
| Coming CloserCreating Intimate Relationships | |
| Stages in the Development of Romantic Coupling | |
| Initiating | |
| Experimenting | |
| Intensifying | |
| Integrating | |
| Bonding | |
| The Development of Friendship | |
| Rawlins' Friendship Stages | |
| Rawlins' Friendship Stages | |
| Keeping It TogetherRelational Maintenance | |
| Balancing Relational Dialectics | |
| The Expressive-Protective Dialectic | |
| The Autonomy-Togetherness Dialectic | |
| The Novelty-Predictability Dialectic | |
| The Gender Role Dialectic | |
| Working Out Dialectic Tensions | |
| Perceptual Biases during Maintenance | |
| Relational Maintenance Behaviors | |
| Too Close for Comfort | |
| When Relationships Self-Destruct | |
| Stages in Relational Deterioration | |
| Differentiating | |
| Circumscribing | |
| Stagnating | |
| Avoiding | |
| Terminating | |
| Dysfunctional Relational Patterns | |
| Why Patterns Are Important | |
| Unhealthy Patterns of Communication | |
| Problems of Punctuation | |
| Disconfirming Responses | |
| Double Binds and Paradoxes | |
| URPs and Spirals | |
| Signs of Trouble to Come | |
| Successful Couples | |
| Unstable Couples | |
| Gottman's Four Horsemen | |
| CriticismContempt | |
| Defensiveness | |
| Stonewalling | |
| Skill Building | |
| Offering Effective Feedback | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection 1Playing the Dating Game | |
| Interdisciplinary connection 2Long Distance Dating Relationships | |
| Research in Review | |
| "This is Your Brain on Love" | |
| Screening RoomThe Social Network | |
| Managing Professional Relationships | |
| Interpersonal Communication in Public Situations | |
| Public Realms in History | |
| Interacting in the Public Realm Today | |
| Enacting Roles and Scripts | |
| Showing and Deserving Respect | |
| Avoidance Rituals | |
| Presentational Rituals | |
| Demeanor | |
| Giving Priority to Practical Goals | |
| Making Room for Expressive Behavior | |
| Communicating in Our Communities | |
| Space and PlaceCommunity Design and Communication | |
| Third PlacesConnecting with Your Community | |
| Interacting in the Workplace | |
| Sizing Up Organizational Cultures | |
| Learning the Ropes | |
| Attending to Organizational Stories and Rituals | |
| Narratives and Stories | |
| Rituals and Practices | |
| Participating in Communication Networks | |
| Joining the Team | |
| Leading the Team | |
| Building Teamwork Skills | |
| Establishing Norms | |
| Developing Cohesion | |
| Coping with Supervision and Status | |
| Status Differences in Communication | |
| Effective Supervisory Communication | |
| Serving the Customer | |
| One-to-One Marketing | |
| Internal Customer Relations | |
| Balancing Personal and Professional Relationships | |
| Framing Friendship in the Workplace | |
| Managing the Office Romance | |
| Deciphering the Boundaries between Home, Work, and Community | |
| Skill BuildingApproaches to Workplace Conflict | |
| Choosing Your Conflict Style | |
| Taking a Problem-Solving Approach to Negotiation | |
| Compromise vsProblem-Solving | |
| Problem-Solving Strategies | |
| Rules for Cooperative Problem-Solving | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection 1 The Conversational Organization | |
| Interdisciplinary Connection 2 Sorry, I'm Not Apologizing | |
| Research ReviewLessons from The Apprentice | |
| Screening Room 1Barbershop | |
| Screening Room 2Office Spaces | |
| Interpersonal Communication, Culture, and Change | |
| Cultural Influences | |
| Dimensions of Difference | |
| Locus of ControlControl vsConstraint | |
| Action OrientationDoing vsBeing | |
| Attitudes Toward TimeM-time vsP-time | |
| Connections to OthersIndividualism vs | |
| CollectivismCommunication StylesLow-Context vsHigh-Context | |
| American Cultural Patterns | |
| Ethnic, Regional, and Class Differences | |
| Shifting Cultural Identities | |
| Ethnicity and Language Choices | |
| Regional and Class Differences | |
| Communicating Across Culture | |
| Barriers to Intercultural Understanding | |
| Prejudice | |
| Communicating Prejudice | |
| Ethnocentrism | |
| Assumed Similarity | |
| Historical Influences | |
| The Colonial Period (1600-1780) | |
| The Colonial Household | |
| Codes of Conduct | |
| Social Identity and Patriarchy | |
| Gender Roles and Social Identity | |
| The Early Industrial Period (1830-1880) | |
| Social Change and Anxiety | |
| The l9th-Century Home | |
| Rudeness and Civility | |
| Gender Roles and Personal Identity | |
| The Modern Period (1900-1960) | |
| Mass Consumption and the American Dream | |
| Home and Family Values | |
| Personality and Self-Expression | |
| Sex and Self-Discovery | |
| Skill BuildingIncreasing Sensitivity to Context | |
| Adapting to International Differences | |
| Increasing Co-cultural Understanding | |
| Process to Performance | |
| Questioning Communication Revisited | |
| Review Terms | |
| Suggested Readings | |
| Online Student Resources | |
| Observation Guides | |
| Exercises | |
| Interdisciplinary Connection 1The Thrill of Victory | |
| Interdisciplinary Connection 2If You Can't Stand the Shame | |
| Research in Review | |
| When Nobody Knows Who You Really Are | |
| Screening RoomCrash | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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