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A First Look at Interpersonal Communication
Chapter in Review
LO1 Assess the needs (physical, identity,
social, and practical) that communicators
are attempting to satisfy in a given
situation or relationship.
It turns out that interpersonal communication is more than haphazard
interaction. We communicate to satisfy physical needs (e.g., touch is
therapeutic and comforting). Communication also helps us to discover
what we’re like as individuals (our identity needs) and to attain the
pleasure, affection, and relaxation that come when our social needs are
met. Finally, communication is practical: It helps us get a deal, meet a
special someone, or find out where the nearest Tim Hortons is located.
LO2 Apply the transactional
communication model to a specific
situation.
Before reading this chapter, you might have thought of interpersonal
communication as two people sending messages back and forth (the
linear model). But communication is more complicated than that. In
transactional communication, communicators send and receive messages simultaneously, and their individual interpretations of messages
are influenced by the degree to which they share an environment or by
the external, physiological, or psychological noise they are experiencing.
LO3 Describe how the communication
principles on pages 9–10 and
misconceptions on pages 10–11 are
evident in a specific situation.
Regardless of our situation, several communication principles hold true:
Communication can be intentional or unintentional; it is both irreversible
and unrepeatable; we cannot stop communicating because we continually send nonverbal cues; finally, all communication events have content
and relational dimensions. Communication misconceptions are rampant: We tend to think that more communication is always better, that
meanings are in words, that successful communication involves shared
understanding, that people or events cause our reactions, or that communication solves all problems.
LO4 Describe the degree to which
communication is qualitatively
impersonal or interpersonal, as well
as the consequences of these levels of
interaction.
You can look at interpersonal communication from both a quantitative
and a qualitative perspective. A quantitative definition involves two individuals (a dyad) in impersonal communication, like that between a clerk
NEL
LO1
Instrumental goals Goals aimed at getting others
to behave in desired ways.
LO2
Linear communication model A characterization
of communication as a one-way event in which a
message flows from sender to receiver.
Sender The creator of a message.
Encode The process of putting thoughts into symbols,
most commonly words.
Message Information sent from a sender to a receiver.
Channel The medium through which a message
passes from sender to receiver.
Receiver One who notices and attends to a message.
Decode The process in which a receiver attaches
meaning to a message. Synonymous with
interpretation.
Noise External, physiological, or psychological
distractions that interfere with the accurate
transmission and reception of a message.
Transactional communication model A characterization of communication as the simultaneous sending
and receiving of messages in an ongoing, irreversible
process.
Environment The field of experiences that lead
a person to make sense of another’s behaviour.
Interpersonal communication A continuous
transactional process involving participants who
occupy different but overlapping environments
and create relationships through the exchange
of messages, many of which are affected by
external, physiological, and psychological noise.
LO3
Content message A message that communicates
information about the subject being discussed.
Relational message A message that expresses the
social relationship between two or more individuals.
LO4
Quantitative definition of interpersonal
communication Impersonal communication, usually
face to face, between two individuals.
Dyad Two people interacting.
Impersonal communication Behaviour that treats
others as objects rather than as individuals.
Qualitative definition of interpersonal
communication Communication in which the
parties consider one another as unique individuals
rather than as objects. Such communication is
characterized by minimal use of stereotyped labels;
by unique, idiosyncratic rules; and by a high degree
of information exchange.
and a customer. A qualitative view entails much more. Communication
is more personal, with the people involved treating one another as
unique and irreplaceable. This view of communication is also characterized by interdependence (the other’s joy is our joy) and the disclosure
of thoughts and feelings. Finally, individuals in qualitatively interpersonal
relationships communicate for intrinsic rewards—that is, for the joy of it.
LO5
various communication channels in a
specific situation.
Mediated communication The use of computerbased tools (e-mail, instant messaging, social
networking sites, testing, etc.) for the purpose
of human interaction.
Disinhibition The tendency to transmit messages
without considering their consequences.
LO6
Communication competence The ability to accomplish one’s personal goals in a manner that maintains
or enhances the relationship in which it occurs.
Cognitive complexity The ability to construct
a variety of frameworks for viewing an issue.
Empathy The ability to project oneself into another
person’s point of view so as to experience the other’s
thoughts and feelings.
Self-monitoring The process of attending to your own
behaviour and using these observations to shape the
way you behave.
LO5 Diagnose the effectiveness of
Communicating through text messages, e-mails, or tweets or by using
social networking sites such as Facebook can be as effective as faceto-face communication. Electronic devices allow us to connect with
people with similar interests or to interact with individuals anywhere in
the world. They also help us to enhance our present relationships and to
make new friends. But there are challenges: These messages are generally leaner than face-to-face communication in that they lack nonverbal
cues, often making them difficult to interpret. We also tend to send
messages without considering the consequences (disinhibition) and
to forget about the permanent nature of the Internet. Those weekend
photos might not appeal to a potential employer.
LO6 Use the criteria on pages 17–20 to
determine the level of communication
competence in a specific instance or
relationship.
Just as you learn new computer applications, so too can you learn
new communication skills. For instance, communication competence
depends on the situation and your relationship with the other person;
thus, there’s no “proper” way to communicate. But competent communicators do share some similarities. They possess a wide range of
behaviours and choose the most appropriate depending on the context,
the goal, and the other person. They also demonstrate empathy, cognitive complexity, and self-monitoring and have an understanding of intercultural communication. These strengths allow them to fare well in the
workplace.
Chapter 1 Quiz Questions
1. A view of communication that suggests that communicators simultaneously
send and receive messages best describes the
view of communication.
a. linear
b. transactional
c. qualitative
d. quantitative
2. You explain something to your friend and find out later that she completely
misinterpreted your meaning. This example suggests that
a. meaning is not in words
b. communication is unrepeatable
c. communication is unintentional
d. more communication is not always better
1–2
NEL
3. Suggesting that interpersonal communication is defined by the worth, value, and
uniqueness of the individuals best describes a
view of communication.
a. linear
b. transactional
c. qualitative
d. quantitative
4. Decoding is the same as
a. cognitive complexity
b. commitment
c. interpretation
d. encoding
5. Caitlyn always seems to know what to say and how to act. She can walk into
a room, and within minutes she knows how to behave. It is obvious to you that
Caitlyn
a. is a high self-monitor
b. has the ability to choose the most appropriate behaviour
c. demonstrates cognitive complexity
d. demonstrates empathy
6. You were checking out a classmate’s Facebook page, and she posts more
information about herself than anyone you know. She talks about her sex
life, her arguments with parents and co-workers, even how she shortchanges
people at work. This example could best be described as
a. mediated communication
b. content messages
c. transactional communication
d. disinhibition
7. Kristen enjoys meeting and interacting with people from other cultures. She
finds it entertaining when she does something “wrong” because the gesture,
norm, or behaviour tends to mean something very different than it does in her
culture. Which attribute of intercultural communication competence does this
example best demonstrate?
a. motivation
b. tolerance for ambiguity
c. open-mindedness
d. knowledge and skill
8. Maslow’s hierarchy of needs is important to the study of interpersonal
communication because
a. we all have needs
b. we can’t understand our needs without communication
c. communication can help us meet each need
d. the need for communication is the sixth, “hidden” need
9. Integrated communicators express themselves in skilful ways because
a. their communication is a self-conscious act
b. they have more experience
c. skills are basic to communication
d. they have internalized effective behaviour
NEL
1–3
10. According to the chapter,
a. while effective communication can help you get a job, it’s not so important
afterward
b. there’s no relationship between communication and employee satisfaction
c. engineers don’t have a need for effective communication because of the
nature of their work
d. communicating on the job can be challenging these days because four
generations with four different value systems work side by side
Chapter 1 Questions for Thought and Discussion
1. Provide examples from your own life that explain how communication was used
to satisfy your physical, identity, and social needs and to meet an instrumental goal.
2. Explain why the transactional model of interpersonal communication more
accurately explains what happens when individuals communicate than does
the linear model.
3. “Mediated communication is great for developing and maintaining relationships,
but it is not so effective for communication.” Do you agree or disagree with this
statement? Provide support for your answer.
4. Your two friends will be teaching English as a second language in Japan next
semester. What advice would you give them about intercultural communication?
Answers
1. b; 2. a; 3. c; 4. c; 5. a; 6. d; 7. c; 8. c; 9. d; 10. d
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