 Which is usually more believable? Verbal or nonverbal  What is interaction adaption theory? What does it mean?  Kinesics refers to the study of ___________?  Example?  Haptics refers to the study of ____________?  Example?  Chronemics refers to the study of _________?  Example?  Proxemics refers to the study of __________?  Example?  Paralanguage is the study of _____________?  Example?

 How difficult would it be to communicate without nonverbal communication?  Would listening play an even larger role?  ACTIVITY!!! Let’s play TABOO!

Verbal, nonverbal, and listening

 Charades vs. Taboo  Which was more difficult? Communicating without verbal or without nonverbal? Explain.  Easier or Harder?  Taboo with nonverbal movements?  Charades with verbal (descriptions)?  What did the two activities teach you about the importance of both nonverbal and verbal communication?  How did listening play a role?  How do you have to use verbal communication, nonverbal communication, and listening (together) in during a conversation?

Chapter 6 Lecture/Recap

 Difference?  More of an active process?  Riding to the mall with my friend, Shannon. We decide to play the Elle Varner cd while we are on the road. Then, Shannon and I start to talk about her baby shower and how much fun we had with all of our friends.  Are we hearing or listening to each other? Are we hearing or listening to the music?  Working memory theory  e.g. processing and storage while hearing  Is listening impacted by culture? Gender?

 Receiving  Responding  Recalling  Rating

 “hear and attend”  Acknowledging the message (verbally and nonverbally)  Selective reception  Mindful vs. Mindless  Ways to improve  Eliminate noise and physical barriers  Do not interrupt reception

 Giving feedback  Verbal? Nonverbal? Or both?  Ways to improve  Adopt other’s point of view  Take ownership of words/thoughts/ideas  Remember, your thoughts aren’t universal

 Understanding, storing, and remembering  Word-for-word?  Could this be difficult and possibly hurt effective listening?  Example ▪ What is the moral of the story? ▪ What year did the story take place? ▪ Was the mother helping her son or daughter? ▪ Who did the mother go to for advice? ▪ How many weeks did she wait before she returned? ▪ How many times did I say the word “and” throughout the story?  Ways to improve  Repeating the information  Mnemonic devices (e.g. acronyms)  Chunking information

 Evaluation and Assessment  Do you agree? What is the context? Does the message have value?  Facts vs. inferences vs. opinions  How to improve  Detect speaker bias  Be open to change

 For information (examples?)  For enjoyment (examples?)  For cultural understanding (examples?)  For advice (examples?)  To help others (examples?)

 Personal relationships (examples?)  Educational context (examples?)  Occupations (examples?)

 People-centered listening style  Action-centered listening style  Content-centered listening style  Time-centered listening style

 Noise (physical, semantic, and psychological)  Message overload  Message complexity  Lack of training  Preoccupation  Listening gap

 Selective listening  Talkaholics  Pseudolistening  Gap filling  Defensive listening  Ambushing

 Yz4xA8 Yz4xA8  zgC4 zgC4  Video Clip – My Wife and Kids, “He Said, She Said” (approx. 17:35)  A/ref=dv_dp_ep7# A/ref=dv_dp_ep7#

 Evaluate your skills  What type of listener are you…..(and why) ▪ Application Exercise  Prepare yourself to listen (physically and mentally)  Examples?  Provide empathetic responses and/or nonjudgmental feedback  Practice your active listening  Paraphrase  Dialogue enhancers  Ask questions  Use silence to help with your listening

 Q9I&feature=relmfu Q9I&feature=relmfu  TEyo&feature=related TEyo&feature=related

 Important object  Goal: work on improving listening skills for interpersonal communication  Sheet of paper, three sections  Before…  During…. (notes)  After…reflection

 Take a few minutes to respond to the following questions/statements:  Any listening prep?  What is your strategy for being an effective listener? What will you do as a speaker to help aid your listener in understanding (and remembering)?  Do you think there will be any barriers? For example, do you think noise will be an issue?

 Pick a partner.  Tell them a story about the picture/object you brought in  Switch. Repeat.  Afterwards, ask each other some questions about your story. Did your listener retain the information? Why do you think that was the case?  Reflect and share with your partner (take notes):  Do you think you were an effective listener? Does your partner agree? Why or why not?  What feedback did you give as a listener? ▪ For example: Did you acknowledge the message? Did your provide feedback? Did you use active listening?  How did you retain the information? ▪ Did relational history play a role? Interest in the story? The speaker’s actions?  What barriers existed?  Pick another partner and repeat the process. (and another…)

 How did you do as an effective listener?  Do you still remember the information?  Based on the feedback from your partner, what did you do well as an effective listener? What do you need to work on?

 Film analysis 1 starts next class period  Midterm review; week from today  Wednesday, June 18 th – Midterm Exam  Group meetings start today  2 groups of 4  Who will be in your group?  What are some ideas for movie choices?  Who has a laptop?  Exchange contact info.  Second group meeting after film analysis