(eBook PDF) Human Communication in

Society 4th Edition by Alberts

Visit to download the full and correct content document:
https://ebooksecure.com/download/ebook-pdf-human-communication-in-society-4th-e
dition-by-alberts/
Contents
Preface xiii Ethical Issues 37
About the Authors xxi Strengths and Limitations 37
The Critical Approach: Assumptions, Theories, Methods,
Part I Understanding Human Ethical Issues, and Strengths and Limitations 38
Communication Processes 1 Assumptions 38
Theories and Methods 39
1 Introduction to Human Ethical Issues 41
Communication 1 Strengths and Limitations 41
The Importance of Studying Human Communication 2 A Multifaceted Approach 42
Critical Thinking: A Key to Successful Communication 3 Three Perspectives on Communication 42
Summary 43 • Key Terms 43 • Apply What You
Advantages of Studying Human Communication 4
Know 44
What Is Human Communication? 6
DID you Know?
Components of Human Communication 6
engaging through art and Performance 39
A Model of Human Communication:
CoMMunICatIon In SoCIety
The Synergetic Model 10
Can Communication Styles Predict Divorce? 30
Communication Is Transactional 11
alternatIve vIew
Communication Is Influenced by Individual Forces 13
Sexting and victimization of women 32
Communication Is Influenced by Societal Forces 13
Communication Is Influenced by Culture 14
Communication Is Influenced by Context 15 3 Communicating Identities 45
Communication Ethics 16 The Importance of Identity 46
Defining Your Communication Ethic 17 What is Identity? 47
Communication Ethics in Practice 20 The Individual and Identity 49
Putting It All Together: Communicating Competently 20 Identity Development Through Communication 49
Summary 22 • Key Terms 22 • Apply What You Performance of Individual Identity 56
Know 22 • Explore 23
The Individual, Identity, and Society 58
alternatIve vIew
Racial Identity 59
Co-rumination: when too Much talk Is as Bad
National Identity 61
as not enough 3
Ethnic Identity 61
CoMMunICatIon In SoCIety
Gender Identity 62
Making ethical Decisions 21
Sexual Identity 63
2 Perspectives on Human Age Identity 64
Social Class Identity 65
Communication 24
Disability Identity 66
Contemporary Approaches to Studying Human Religious Identity 67
Communication 26 Ethics and Identity 69
Paradigms, Theories, and Methods 26 Skills For Communicating About Identities 70
The Social Science Approach: Assumptions, Theories, Summary 71 • Key Terms 71 • Apply What You
Methods, Ethical Issues, Strengths, and Limitations 28 Know 71
Assumptions 28 DID you Know?
Theories and Methods 28 Famous twins Just want to Be Individuals 51
Ethical Issues 31 Performing Identity 59
Strengths and Limitations 31 CoMMunICatIon In SoCIety
The Interpretive Approach: Assumptions, Theories, reflected appraisals affect all of us—even
Methods, Ethical Issues, Strengths, and Limitations 33 the rich and Famous 53
Assumptions 33 alternatIve vIew
Theories and Methods 33 Census in India Includes a third Gender Choice 50

vii
viii Contents

Dna and racial Identity 60 Power and Accent 111

respecting religious Differences 68 Power and Identity Labels 111
Catfishing 70 Ethics and Verbal Communication 113
Hate Speech 114
4 Communicating, Perceiving, Confirming and Disconfirming Communication 114
and Understanding 72 Improving Your Verbal Communication Skills 116
“I” Statements 116
The Importance of Perception 73
Become Aware of the Power of Language 117
What Is Perception? 75
Summary 117 • Key Terms 117 • Apply What You
Selection 75
Know 118
Organization 76 DID you Know?
Interpretation 79 Perspective versus Descriptive approaches
Perception and the Individual 81 to language 99
Physical Differences 82 Contemporary Slang 105
Personality and Individual Characteristics 82 language Discrimination 112
Cognitive Complexity 84 Cyberbulling 115
The Individual, Perception, and Society 85 alternatIve vIew
The Role of Power 85 who Should learn whose languages? 113
The Role of Culture 86
The Role of Social Comparison 87 6 Nonverbal Communication 119
The Role of Historical Time Period 89
The Importance of Nonverbal Communication 120
Social Roles 89
What Is Nonverbal Communication? 122
Ethics and Perception 90
Nonverbal Communication and the Individual 123
Improving Your Perception Skills 90
Summary 92 • Key Terms 92 • Apply What You Influences on Nonverbal Communication 124
Know 92 • Explore 93 Nonverbal Codes 125
CoMMunICatIon In SoCIety The Functions of Nonverbal Messages 135
Sex Differences in Smell 74 The Individual, Nonverbal Communication,
DID you Know? and Society 137
the ringtone adults Cannot Hear 82 Nonverbal Communication and Power 137
alternatIve vIew Nonverbal Communication, Prejudice,
and Discrimination 139
Hearing Colors, tasting Shapes 83
Ethics and Nonverbal Communication 140
Improving Your Nonverbal Communication Skills 141
Part II Developing Effective Human Summary 142 • Key Terms 142 • Apply What You
Communication Skills 94 Know 143 • Explore 143
DID you Know?
5 Verbal Communication 94 How Much Does nonverbal Communication
Contribute to Meaning? 124
The Importance of Verbal Communication 95
expectancy violations 130
What Is Verbal Communication? Functions
and Components of Language 96 Space Invaders 132
Functions of Language 97 CoMMunICatIon In SoCIety

Components of Language 98 when you Smile on the Job 128

The Individual and Verbal Communication: Influences 102 alternatIve vIew

Gender 102 nonverbal reciprocity or nonverbal

Complementarity? 137
Age 104

7
Regionality 105
Ethnicity and Race 106
Listening and Responding 144
Education and Occupation 107 The Importance of Listening 145
The Individual, Verbal Communication, and Society: What Is Listening? Four Stages 147
Language, Perception, and Power 108 Listening and the Individual: Influences
Language and Perception 108 and Barriers 148
Language and Power 109 Influences on Listening 149
Power and Words 110 Barriers to Listening 154
 Contents ix

The Individual, Listening, and Society: Hierarchy, alternatIve vIew

Contexts, and Community 157 Immigrants 172
Social Hierarchy 157 CoMMunICatIon In SoCIety
Listening in Context 159 african american tv Families: Diverse enough? 184
Listening and Community 159
Ethics and Listening 160 9 Communicating in Close
Improving Your Listening Skills 161 Relationships 188
Identify Poor Habits 161
The Importance of Communication in Close
Strive for Mindful Listening 162 Relationships 189
Summary 163 • Key Terms 163 • Apply What You Close Relationships and the Individual 190
Know 163
Theories of Relationship Development 190
CoMMunICatIon In SoCIety
Models of Relationship Development 196
effective listening Skills of Managers 147
Communicating in Friendships and Romantic
the “Big Five” of listening Competency 149 Relationships 198
DID you Know?
Initiating Relationships 199
Statistically, How Many People are Deaf Maintaining Relationships 202
or Hard of Hearing? 155
Ending Relationships 205
alternatIve vIew
Aversive Communication Behaviors in Relationships 208
lurkers as listeners 149
The Individual, Relationship Communication,
and Society 213
Part III Communicating in Context 164 Society, Power, Courtship, and Marriage 213
Society, Power, and Friendship 215
8 Communication Across Cultures 164 Ethics and Close Relationships 216
Improving Your Relationship Communication Skills 217
The Importance of Intercultural Communication 165
Summary 219 • Key Terms 219 • Apply What You
Increased Opportunities for Intercultural Contact 166 Know 220 • Explore 220
Enhanced Business Effectiveness 168 CoMMunICatIon In SoCIety
Improved Intergroup Relations 169 why Can’t Couples talk about their Friends
Enhanced Self-Awareness 169 with Benefits relationship? 194
What Is Intercultural Communication? 170 Is Dating Dead? 200
Intercultural Communication and the Individual: DID you Know?
Border Dwellers 171 Delivering Potentially Hurtful Messages 218
Intercultural Communication on the Borders 171 alternatIve vIew
Intercultural Communication and the Individual: an evolutionary theory of relationship
Cultural Values 176 Development 195
The Influence of Cultural Values
on Communication 176 10 Small Group Communication 221
Intercultural Communication and the Individual:
Dialectics 180 The Importance of Small Group Communication 222
A Dialectical Approach 180 Reasons to Study Small Group Communication 223
The Individual, Intercultural Communication Advantages and Disadvantages of Group Work 224
and Society: Politics, History, and Power 182 What Is Small Group Communication? 225
Political and Historical Forces 182 A Small Number of People 226
Intercultural Communication and Power 183 A Common Purpose 226
Ethics and Intercultural Communication 185 A Connection with Each Other 226
Improving Your Intercultural Communication Skills 185 An Influence on Each Other 226
Increase Motivation 185 Small Group Communication and the Individual: Roles 227
Increase Your Knowledge of Self and Others 186 Types of Communication Roles 228
Avoid Stereotypes 186 Small Group Communication and the Individual:
Summary 187 • Key Terms 187 • Apply What You
Leadership 232
Know 187 Effective Small Group Communication 238
DID you Know? Effective Small Group Communication Practices 238
Meeting other travelers adds Depth Preventing Groupthink 244
to argentina visit 167 Technology and Group Communication 245
x Contents

The Individual, Small Group Communication, What Is Rhetoric? A Broader View 292
and Society: Power and Diversity 249 The Rhetor: Rhetoric’s Point of Origin 293
Power and Group Communication 249 Ethos, Pathos, and Logos 294
Cultural Diversity and Small Group Communication 250 Social Position and Relationship to Audiences 295
Ethics and Small Group Communication 252 The Individual, Rhetoric, and Society 296
Improving Your Small Group Communication Skills 253 Reaffirming Cultural Values 297
Summary 254 • Key Terms 255 • Apply What You
Increasing Democratic Participation 297
Know 255
Bringing About Justice 298
alternatIve vIew
Prompting Social Change 299
Hate teamwork? you’re not alone 225
Ethics and Rhetoric 300
DID you Know?
Using Your Rhetorical Skills: Speaking in Public 301
Introverts Can Be leaders too 235
Understanding the Communication Event:
Handling Conflicts in virtual teams 243
The Synergetic Model 301
Procedures that Help Groups agree 244
Researching and Organizing Your Presentation 304
the ultimate list of virtual team technology tools 248
Rehearsing and Delivering Your Speech 309
CoMMunICatIon In SoCIety
Summary 312 • Key Terms 312 • Apply What You
CoIns: Innovation now? 247 Know 313
DID you Know?
11 Communicating in Organizations 256 Frederick Douglass 291
The Importance of Organizational Communication 257 CoMMunICatIon In SoCIety
Defining Organizational Communication 258 Communication event Checklist 304
Organizations from a Communication Perspective 258 alternatIve vIew
Communication Function and Structure 259 PowerPoint Is evil: Power Corrupts. PowerPoint
Organizational Culture 260 Corrupts absolutely 307
Organizational Communication and the Individual 263
Assimilation 263 13 Mass Media and Communication 314
Supervisor–Subordinate Communication 265 The Importance of Mass Media 315
Communicating with Coworkers 267 What are Mass Media? 317
Organizational Dilemmas 269 The Individual and Mass Media 320
The Individual, Organizational Communication, How Media Messages Affect the Individual 320
and Society 273 How Individuals Choose Media Messages 321
Societal Influences on Organizations 273 How Individuals Resist Media Messages 325
Influence of Organizations on Individuals and Society 275 The Individual, Mass Media, and Society 326
Organizations, Communication, and Power 277 Confirming Social Identities 326
Ethics and Organizational Communication 281 Understanding the World 329
Improving Your Organizational Communication Skills 282 Agenda-Setting Capacity 330
Summary 284 • Key Terms 284 • Apply What You
Interpreting Media Events 331
Know 284 • Explore 285
Monitoring Media Violence 332
DID you Know?
Analyzing Media Economics 334
Comparing Corporate Cultures 260
Ethics and Mass Media 336
alternatIve vIew
Becoming a More Effective Media Consumer 338
what Is a “real Job”? 265
Be an Active Agent 339
CoMMunICatIon In SoCIety
Broaden Your Media Horizons 339
Case Study: anti-Globalization Protests 275
Talk Back 339
employer responses to workplace Bullying 278
Summary 340 • Key Terms 340 • Apply What You

12 Rhetorical Communication 286

Know 341
alternatIve vIew
The Importance of Rhetoric 287 Hostile Media effect 324
Rhetoric’s Functions in Society 288 Murdoch and the news Corporation Fallout 335
The Advantages of Studying Rhetoric 289 CoMMunICatIon In SoCIety
Truth and Rhetoric 291 watching or not watching 12 Years a Slave 323
 Contents xi

14 Communicating Through Social Privacy Issues

Posting Ethical Messages
367
368
and Other Interactive Media 342
Building Ethical Mediated Relationships 368
The Importance of Interactive and Social Media 343 Improving Your Mediated Communication Skills 368
What are Interactive Media? 346 Interactive Media Etiquette 368
How Does Interactive Media Use Affect Our Using Social Media in Job Hunting 370
Communication Choices? 346 Summary 371 • Key Terms 371 • Apply What You
Interactive Media and the Individual 351 Know 372

Managing Identity 351 alternatIve vIew

Relationship Development 355 alone together 350

The Individual, Communication Technology, and Society 360 Glossary 373
Gender, Age, Ethnicity, and Technology Use 361
Power, Access, and Digital Inequalities 363 References 380
Globalization and Digital Inequalities 364
Credits 406
Ethics and Interactive Media 367
Ethics and Online Identity 367 Index 412
This page intentionally left blank
Preface
A
s experienced researchers and instructors in
the field of communication, we continue to be
impressed by the breadth and depth of scholarship
in our discipline; we also recognize that this scholarship
presents challenges for students and instructors in the intro-
ductory survey course. For example, which research tradi-
tions should be covered: the traditional functionalist and
psychological perspectives, the interpretive-qualitative per-
spectives, or the more recent critical perspectives? Which
subfields should be covered: intercultural communication,
communication technologies, nonverbal communication,
or rhetorical studies? Should instructors focus primarily on
helping students develop communication skills or should
they focus primarily on theories and inquiry?
Our struggle to answer these questions led us to write
the first edition of this text, which we believe met the goals
we established early on: first, to expose beginning students
to the breadth and depth of our discipline’s scholarship, and
second, to provide a balance between theory and applica-
tion. Finally, our third goal was to present a lively overview
of the discipline, to meet students “where they live,” and to
engage them in exploring the implications of communica-
tion in their daily lives.
Our overarching theme for the first edition was the
interaction between the individual and society. In subse-
quent editions, we’ve enhanced the emphasis on this theme,
adding new examples, illustrations, and pedagogical mate-
rials that connect the more traditional individual-centered,
functionalist approach—that is, “who you are affects how
you communicate”—with more contemporary critical
approaches, which focus on the impact of societal structures
and history on communication outcomes.
By highlighting this tension between individual and
societal forces, we encourage students to recognize the value
of multiple perspectives in understanding communication.
Human Communication in Society, Fourth Edition, like
previous editions, covers the full range of topics addressed
in existing textbooks but also introduces some useful inno-
vations. We begin by describing the theoretical foundations
of the study of communication, including models of com-
munication, historical and contemporary approaches, and
the role of identity in communication. We present the fac-
tors of perception, verbal and nonverbal communication,
and listening and responding. We then explore communica-
tion in various contexts such as culture, close relationships,
small groups, and organizations. Ours is the first book to
provide comprehensive coverage of rhetoric (Chapter 12),
and we devote full chapters to communication and mass
media (Chapter 13) and to communication and interactive
media (Chapter 14). Overall, we discuss the full range of
paradigmatic approaches in the field, offering a balance
between theory and practice.
New To This Edition
REVEL™
Educational technology designed for the way today’s stu-
dents read, think, and learn
When students are engaged deeply, they learn more effec-
tively and perform better in their courses. This simple fact
inspired the creation of REVEL: an immersive learning expe-
rience designed for the way today’s students read, think,
and learn. Built in collaboration with educators and students
nationwide, REVEL is the newest, fully digital way to deliver
respected Pearson content.
REVEL enlivens course content with media interactives
and assessments—integrated directly within the authors’
narrative—that provide opportunities for students to read
about and practice course material in tandem. This immersive
educational technology boosts student engagement, which
leads to better understanding of concepts and improved
performance throughout the course.
Learn more about REVEL
http://www.pearsonhighered.com/revel/
Rather than simply offering opportunities to read about
and study human communication, REVEL facilitates deep,
engaging interactions with the concepts that matter most.
For example, students can complete a self-assessment to
gauge their own communication style and explore ways to
improve upon their skills. Students can respond to ethical
issues in communication and see how their responses com-
pare to others’. Students may interactively explore different
theories of and approaches to communication, see how com-
munication shapes identity, review the components of lan-
guage and stages of listening, assess models for relationship
development, and analyze group roles and communication
structures in organizations. Students may interactively see
how individual factors, cultural influences, and ethnocen-
tric biases shape the way people perceive others and their
world. By providing opportunities to read about and prac-
tice communication in tandem, REVEL engages students
xiii
xiv Preface
directly and immediately, which leads to a better under-
standing of course material. A wealth of student and instruc-
tor resources and interactive materials can be found within
REVEL. Some of our favorites include:
• Videos and Video Quizzes Videos throughout the
narrative show the various ways such factors as ethics,
culture, language, and listening skills shape the act of
communication to boost mastery. Many videos are bun-
dled with correlating self-checks, enabling students to
test their knowledge.
• Interactive Visual Summaries Visual Summaries
enable students to interactively explore key points in
the narrative to focus their attention and strengthen
their understanding of bedrock concepts.
• Animated Figures Animated figures help students
understand hard-to-grasp concepts through interac-
tive visualizations.
• Audio Narratives In-text audio narratives bring the “It
Happened to Me” stories to life, adding dimension and
reinforcing learning in a way that a printed text cannot.
• Integrated Writing Opportunities To help students
connect chapter content with personal meaning, each
chapter offers two varieties of writing prompts: the
Journal prompt, eliciting free-form topic-specific re-
sponses addressing topics at the module level, and the
Shared Writing prompt, which encourages students to
share and respond to one another’s brief response to
high-interest topics in the chapter.
For more information about all of the tools and resources
in REVEL and access to your own REVEL account for the
Human Communication in Society, Fourth Edition, go to
www.pearsonhighered.com/REVEL
In addition to the immersive learning experience
offered by REVEL, we’ve refined and updated the content
in this new edition to create a powerful and contemporary
resource for helping speakers connect to their audience.
We’ve added several new features and revised features that
both instructors and students have praised.
In this edition, general changes include new examples,
theories, and applications that reflect the pervasiveness
of social and other interactive media. Also, new opening
vignettes have been added that focus on the main character
from Chapter 1. General changes to each chapter include:
• Chapter 1 has been revised to include a new section
titled “Putting it all Together” that explains what com-
petent communication is and how students can learn
to become more competent as they learn introductory
communication processes.
• Chapter 2 has been revised to include more exam-
ples of studies conducted from within the three major
paradigms.
• Chapter 4 has been revised to include a third type of
attribution error, over-attribution.
• Chapter 9 includes revisions and reorganization of the
material on relationship theories and models. New the-
ories have been introduced, including social exchange
and equity theories. Additional research on the expe-
riences of gays and lesbians in close relationships has
been included.
• Chapters 13 and 14 (“Mass Media and Communica-
tion” and “Communicating Through Social and Other
Interactive Media”) have been updated and revised to
more clearly differentiate between communication pro-
cesses that occur in mass media and interactive media,
respectively.
• References in each chapter have been updated to re-
flect the most recent available research on the topics
addressed.
• Updated examples that address contemporary events
and trends will help students connect the concepts to
their personal experiences and concerns.
Chapter-By-Chapter Descriptions
Part 1
Chapter 1 explains the theme of this book—the interaction
between the individual and society—as well as introducing
important communication concepts and models. This chap-
ter has been revised to include a new section titled “Putting it
all Together” that explains what competent communication
is and how students can become more competent as they
learn communication processes. Students are encouraged to
consider how each skill and theory can help them communi-
cate more appropriately, effectively—and ethically.
Chapter 2 focuses on current research paradigms and
methods. Additional research-based examples, including
those focused on recent interactive media research, have
been added. In addition, a new opening example on conflict
in a romantic relationship related to social media use, revis-
ited throughout the chapter, illustrates the applicability of
theories and methods to everyday communicators’ lives.
Chapter 3 explores the relationship between communi-
cation and identities. This edition includes updated exam-
ples with a focus on digital media, including apps, and the
issue of online identities with “catfishing.” It also includes
expanded discussion of the performance of identity, includ-
ing self-presentation, and a more complex notion of gender
identity with Facebook’s 56 gender options.
Chapter 4 focuses on communication and perception.
Changes include a tighter and clearer discussion of cog-
nitive structures as well as the inclusion of a third type of
attribution error, over-attribution.
 Preface xv

Part 2 Chapter 11 explores organizational communication. It

Chapter 5 outlines the elements of verbal communication. This has been revised to include a more detailed discussion of
edition includes a comparison of prescriptive and descriptive organizational culture.
approaches to language use using French and German as Chapter 12 covers the area of public communication.
examples. It also includes slang on the Internet with examples Rhetoric is presented with emphasis on its historical, theo-
from English, Chinese, and French. There is also a new dis- retical, societal, and ethical aspects. This edition includes
cussion on why some people choose to learn the language of updated examples with a focus on rhetoric on the Internet.
others, as well as the use of language in cyberbullying. Chapter 13 discusses communication and mass media.
Chapter 6 addresses issues of nonverbal communica- We distinguish between mass media and interactive media.
tion. The section on “What Is Nonverbal Communication?” We also include recent scholarship on the relationships
assesses both of the prevailing views on this topic in a among politics, economics, and the media.
detailed and even-handed manner. The discussion of power Chapter 14 covers interactive media and communica-
and nonverbal communication has been updated with more tion. This chapter offers new material on mobile technolo-
recent examples. gies as well as a more developed discussion of social media
Chapter 7 is devoted to listening and responding. A new (e.g., Facebook, Twitter, etc.) and the increasingly important
opening vignette addresses the impact of “chronic earbud role (and challenges) of “constant connectivity” in people’s
attachment” on everyday listening habits and other new everyday lives. In addition there is a new theoretical frame-
material focuses on the role of interactive media in listening work identifying dimensions of various interactive media
choices (e.g., lurking, media consumption), particularly in and their influence on choices of media use. The chapter also
becoming a more ethical and effective listener. includes updated examples, statistics, and research findings
reflecting current scholarship and trends in interactive media
Part 3 use, as well as guidelines for effective Twitter, email, and
Chapter 8 explores communication across cultures and mobile phone use.
includes an enhanced discussion on benefits and challenges
of “living on the border” for those in intercultural relation-
ships and with biracial and multicultural backgrounds. It
Features
offers updated statistics on U.S. ethnic and racial demo- Key features retained in this new edition reflect our four
graphics, migration patterns, refugee trends, tourism travel, goals for this textbook.
and intercultural encounters.
Chapter 9 discusses communication in close relation-
ships. This edition focuses more explicitly on the com-
Accessible Presentation of Communi-
municative nature of close relationships. The material on cation Theory
communication theories and models has been revised and In addition to using a down-to-earth writing style and
reorganized. Attraction theory, uncertainty reduction the- providing plenty of examples, Human Communication in
ory, and predicted outcome value theory as well as social Society, Fourth Edition, offers specific tools throughout
exchange and equity theories have all been added to the the text to help students understand the theory and key
discussion of relationship theories. The section titled concepts:
“Relationship Models” includes material on Knapp’s stage
model and relational trajectory models. Social penetration • Key terms are glossed in the margins of the page where
and self-disclosure theory are now discussed in the section the term is first used and defined, listed at the end of
on initiating and developing relationships, and relational each chapter with the page number where the term and
dialectics are discussed in the section on maintaining rela- definition can be found, and compiled in a convenient
tionships. In addition, the chapter provides more research on Glossary at the end of the text.
the experiences of gays and lesbians in close relationships.
Chapter 10 explores small group communication, and
this edition includes new and expanded material on new Key Terms
communication technologies and small group communi-
identity, p. 47 self-respect, p. 55 ethnic identity, p. 61
cation (i.e., effective virtual teamwork, the role of technol- reflected appraisals, p. 50 self-presentation, p. 56 gender identity, p. 62
looking-glass self, p. 50 performance of identity, p. 56 sexual identity, p. 63
ogy tools in virtual teamwork). There is also new material particular others, p. 52 enacting identities, p. 56 age identity, p. 64
generalized other, p. 52 role expectations, p. 57 social class identity, p. 65
on Moscovici Behavioral Style theory and how minority self-fulfilling prophecy, p. 53 mutable, p. 57 disability identity, p. 66
stereotype threat, p. 54 racial identity, p. 59 religious identity, p. 67
and majority social influence works in decision making self-concept, p. 54 multiracial identity, p. 60
self-esteem, p. 55 national identity, p. 61
and groupthink. Finally, a new Alternative View box on
leadership is added: “Can Introverts Be Leaders Too?”
xvi Preface

• Chapter summaries conclude each chapter. • Exercises and activities. “Apply What You Know”
questions encourage students to work through chal-
Summary lenging concepts.
Learning about identities and communication is important personal identity deve
for at least five reasons: (1) we bring our identities to each als, self-concept, and s
communication interaction, (2) communication interac- The primary ide
tions create and shape identities, (3) identity plays a key ethnicity, gender, sex
role in intercultural communication, (4) much of our life and religion—are con
is organized around specific identities, and (5) identity social forces and what
is a key site in which individual and societal forces come identities. Individuals
together. performances are subj
Identities are defined social categories, and each of too far from social exp
us is made up of many of them. They may be primary or lead to disciplinary ac
secondary. Primary identities (race, ethnicity, age) are the Ethical concerns
focus in this chapter and have the most consistent and based on their identit
enduring impact on our lives; secondary identities, such
as occupation and marital status, are more changeable
nication include learn
within all identity gr
Student Engagement
over the life span and from situation to situation Our language or reducing We like to think that we have translated our commitment to
the field and our love of teaching into a text that will engage
students. We encourage this involvement with the follow-
Emphasis on Ethics in ing pedagogical features:
Communication • “It Happened to Me” boxes offer real-life accounts of
Each chapter includes one or more detailed sections dis- student experiences that provide a “hook” to important
cussing ethical issues relevant to that chapter’s communi- communication concepts.
cation topic.

SOCIAL COMPARI SONS Not only do we see ourselves as po

3.5 Ethics and Identity characteristics, we also evaluate how desirable those characteristics ar
cussed, the generalized other becomes the basis for our understand
3.5 Discuss three ethical considerations for communicating in a sensitive manner characteristi
to and about others’ identities.
It Happened to Me example, A
through the
As you are probably aware, a person’s sense of identity is central to how he or she
functions in the world. Moreover, because identities derive their meanings from $KCPEC family, frien

society, every identity comes with values attached to it. The ways we communicate their comm
I really relate to the concept of reflected appraisals. I was born in Brazil with an Italian sion is a ne
may reflect these values. If you wish to be sensitive to other people’s identities, you mother and a Brazilian father. When I attended an all-girls private school in Cleveland,
should be aware of at least three key ethical issues that can impact your communi- should min
Ohio, I had a very difficult time blending in. After spending so much time with these other
cation with others. (Kraybill,
students, however, I gradually began feeling like one of them. I was speaking English all the
One issue you might consider is how you communicate with people whose iden- in gangs, a
time, even at home with my parents (whose first language is not English). I felt like I was an
tities are more, or less, valued. What do we mean by more or less valued? You prob- American. People communicated to me as an American. In my junior year, I moved back and encour
ably already know. In the United States, for example, which of the following identities to Brazil. Being Brazilian and speaking Portuguese fluently, their reflections of me made me nity membe
is more highly valued: White or multiracial? Male or female? Lawyer or school bus feel completely Brazilian and I began to lose my sense of American identity. Even today, (Sanders, 19
driver? Still, these rankings are not necessarily consistent across cultures. In Denmark, at a U.S. college, I feel confused about my selfhood because of the different ways I am Once w
for example, work identities do not follow the same hierarchical pattern as those in the reflected off of people depending on which nationality group I am hanging out with. characteristi
United States (Mikkelsen & Einarsen, 2001). Thus, Danes are more likely to view street disdained) i
dd t i l l b th d ’t l hi h l th

• “Alternative View” boxes offer perspectives that

Opportunities to Apply What challenge mainstream thinking or offer an interpreta-
was Learned tion of a chapter-related topic counter to conventional
We advocate a hands-on approach to the study of commu- wisdom.
nication. For this reason, we’ve added features throughout
the text that will help bring the theory home for students:
Alternative View
• Skills improvement sections. Chapters 4–14 conclude
with a section providing practical guidelines for apply- Respecting Religious Differences
ing chapter material to everyday communication. Should Americans care about the religious identity of their for the preside
elected leaders, or is someone’s religion a private matter? what difference
Should elected leaders be guided by their religious beliefs to candidate follow
4.6 Improving Your Perception Skills a greater or lesser extent than ordinary citizens? Explain your
answers.
a society that w
beliefs? Althou
4.6 Identify three ways you can improve your perception skills President Obam
You probably realize now that perceptions are subject to variance and error because of When any society has multiple religions, difficult issues can he is a Christia
the variety of steps one goes through in forming them (selection, organization, and in- arise. As we look back on the media coverage of the 2008 U.S. his religious ide
terpretation) and the range of factors that influence the perception process (individual
presidential election, “much of the coverage related to false that Muslims s
characteristics, cognitive complexity, power, culture, historical time period, and social
roles). However, certain cognitive and communication behaviors can improve one’s
yet persistent rumors that Obama is a Muslim” (Pew Forum it mean that s
ability to perceive and understand the world. on Religion and Public Life, 2008). Concerns about John F. Or is it used si
Kennedy’s religion (Catholicism) also circulated when he ran policies and po

• “Communication in Society” boxes serve to reinforce
the connection between the individual and society as
applied to chapter-related topics.
Communication in Society
4GȨGEVGF#RRTCKUCNU#HHGEV#NNQH7Ut'XGPVJG4KE
How does the looking-glass self explain successful people’s
low self-esteem and poor self-concepts? Why do you think
their significant success does not change how they feel about
themselves? How do the concepts particular other and gen-
eralized other apply in the examples discussed in the article?
Though it may seem unlikely, many famous, beautiful, or tal-
ented people suffer from negative self-concepts. Kate Winslet
has admitted that before going off to a movie shoot, she some-
times thinks, “I’m a fraud, and they’re going to fire me … I’m
fat; I’m ugly …” (Eby, 2009). When Bradley Cooper was named
the “Sexiest Man Alive” in People Magazine in 2011, even he
did not seem to think that he was sexy. He said he felt that as
h h i ll h f d hi i
• Reflection questions, placed in the margins at strategic
intervals, encourage students to reflect on how major
concepts connect with their everyday experiences.
• “Did You Know?” boxes offer examples of chapter-
related material that students may find surprising or
unfamiliar.
Preface xvii
Did You Know?
Famous Twins Just Want to Be Individuals
As identical twins, how are you most alike? Different?
Drew: It is true that twins share a brain. Ha! Well, at least we can complete each other’s sentences. We are extremely
driven and also share a huge enthusiasm for using our voices to bring awareness to charities we are passionate about. As
for differences, Jonathan is an illusionist; that’s not my forte. However, I am a total fitness and health junky. I spend a lot of
time playing sports and working out. Feel free to ask Jonathan how he likes my protein shakes.
Jonathan: Drew and I have the same drive and passion in everything we do. The reason we work so well together
is because we have a “no B.S.” policy and always get everything out on the table. As far as differences, well, everybody
knows I have much better hair (Chareunsy, 2013).
Most twins strive to differentiate themselves from one another (Prainsack & Spector, 2006), whether that means
dressing differently or pursuing disparate hobbies and careers. However for famous twins, developing separate identi -
ties is a greater challenge than for most. Jonathan and Drew Scott of Property Brothers became celebrities through
He said he doesn’t the shows they make together on HGTV. Celebrity twins Mary-Kate and Ashley Olsen, James and Oliver Phelps (who
problem for him. play the Weasley twins in the Harry Potter movies), and Dylan and Cole Sprouse (of Disney’s The Suite Life of Zack and
Cody) all became famous either playing twins or playing the same character on television and in movies. Because their
What accounts professional identities are so closely connected, people often forget that they have the same needs as “singletons” to be
talented and attract seen as unique and individual. Consequently, they have to remind us—and remind us again—that they are.
spoken about the ca
the fact that magazin
unfavorably on her b
that Ryan Gosling sh
As these examp
no guarantee that in
who they are.
SOURCE: Eby, D. (2009,
Twins often go to great lengths to assure
people they are not the same.
Instructor and Student Resources
Key instructor resources include an Instructor’s Manual
(ISBN 0-13-386372-7), TestBank, (ISBN 0-13-386373-5), and
PowerPoint Presentation Package (ISBN 0-13-386374-3).
These supplements are available at www.pearsonhighered.
com/irc (instructor login required). MyTest online testgenerat-
ing software (ISBN: 0-13-386378-6) is available at www.pearson
mytest.com (instructor login required). For a complete list of
the instructor and student resources available with the text,
please visit the Pearson Communication catalog, at www.
pearsonhighered.com/communication.
xviii Preface
Pearson MediaShare
Pearson’s comprehensive media upload tool allows students
to post video, images, audio, or documents for instructor
and peer viewing, time-stamped commenting, and assess-
ment. MediaShare is an easy, mobile way for students and
professors to interact and engage with speeches, presenta-
tion aids, group projects, and other files. MediaShare gives
professors the tools to provide contextual feedback to
demonstrate how students can improve their skills.
Structured like a social networking site, MediaShare
helps promote a sense of community among students. In
face-to-face and online course settings, MediaShare saves
instructors valuable time and enriches the student learning
experience by providing contextual feedback.
• Use MediaShare to assign or view speeches, outlines,
presentation aids, video-based assignments, role plays,
group projects, and more in a variety of formats includ-
ing video, Word, PowerPoint, and Excel.
• Assess students using customizable, Pearson-provided
rubrics, or create your own around classroom goals,
learning outcomes, or department initiatives.
• Set up assignments for students with options for full-
class viewing and commenting, private comments
between you and the student, peer groups for review-
ing, or as collaborative group assignments.
• Record video directly from a tablet, phone, or other
webcam (including a batch upload option for instruc-
tors) and tag submissions to a specific student or
assignment.
• Embed video from YouTube via assignments to incorpo-
rate current events into the classroom experience.
• Set up quiz questions on video assignments to ensure
students master concepts and interact and engage with
the media.
• Import grades into most learning management
systems.
• Ensure a secure learning environment for instructors
and students through robust privacy settings.
• Upload videos, comment on submissions, and grade
directly from our new MediaShare app, available
free from the iTunes store and GooglePlay; search for
Pearson MediaShare.
Pearson MediaShare is available as a standalone product,
as part of MyCommunicationLab, or in a package with
REVEL.
A Word About Language
The text’s commitment to presenting comprehensive cov-
erage of the complex field of communication carries with
it a responsibility to use language thoughtfully. We rec-
ognize the fact that, for complex historical and political
relations, identity labels carry strong denotative mean-
ings that may vary from person to person and across time.
We have made an effort to use inclusive terms to represent
the heterogeneity of opinions within various ethnic and
racial groups.
For example, the term Hispanic was created and used
in 1980 by the U.S. government for the census and other
purposes of collecting census statistics. However, many
individuals of Spanish descent prefer Latina/o, as do we.
We endeavor to use the latter to refer to U.S. Americans
of Spanish descent from a specific ancestral nation like
Argentina, Mexico, or any country in Latin America or Spain.
We also use Mexican American when referring to individ-
uals coming more directly from Mexico, or Chicana/o to
designate a more political consciousness among persons of
Mexican descent.
Similarly, we use the inclusive term Asian American
unless the context refers to individuals with a specific
national origin (e.g., Japan or the Philippines). We use
African American or Black interchangeably, recognizing
that some individuals (often those from the Caribbean)
prefer the more inclusive term Black, whereas others
prefer African American. We also use Native American
and American Indian interchangeably, recognizing that
individuals are divided in their preferences for each of
these terms.
We should also note that we use both White (which
emphasizes race) and European American (which empha-
sizes ethnicity) to refer to U.S. Americans of European
ancestry. At the same time, we recognize that some indi-
viduals prefer to emphasize their more specific origins
(Japanese American rather than Asian American, Yaqui
rather than Native American, or German American rather
than White).
Finally, we are learning to think more internationally
in our use of language. Many of our neighbors in Latin and
South America, as well as in Canada, find it offensive when
we use the term American to refer to ourselves. (After all,
these people are Americans as well.) Therefore, we prefer
the term U.S. American, in recognition of the fact that we are
only one society out of many that make up the continents of
North and South America.
Acknowledgments
We are once again grateful to all the students and instruc-
tors who have provided invaluable feedback to us as we
wrote the four editions of Human Communication in Society.
Unfortunately we are unable to list here all of the students
who participated, but we would like to acknowledge the
instructors who have helped to shape and define all edi-
tions of our book.
reviewers (First edition)
Bob Alexander: University of Louisiana–Monroe
Isolde K. Anderson: Hope College
Jay Baglia: San Jose State University
Cheryl L. Bailey: Western Illinois University
John R. Baldwin: Illinois State University
E. Tristan Booth: Arizona State University
Joseph Bridges: Malone College
Lynn S. Cockett: Juniata College
Elisia L. Cohen: Saint Louis University
Lisa Coutu: University of Washington
Peter A. DeCaro: California State University–Stanislaus
Aaron Dimock: University of Nebraska–Kearney
Donald G. Ellis: University of Hartford
Larry A. Erbert: University of Texas at El Paso
Marty Feeney: Central College
Charles Feldman: George Washington University
Sarah L. Bonewits Feldner: Marquette University
Karen A. Foss: University of New Mexico
Kenneth D. Frandsen: University of New Mexico
John Gareis: University of Pittsburgh
Sonja M. Brown Givens: University of Alabama
in Huntsville
Carroll Glynn: Ohio State University
Beryl S. Gutekunst: Chestnut Hill College
Thomas Edward Harkins: New York University
Carla Harrell: Old Dominion University
Brian L. Heisterkamp: California State University, San
Bernardino
Dr. Patrick J. Hérbert: University of Louisiana–Monroe
Christine Courtade Hirsch: State University of New York–
Oswego
John Katsion: Hannibal-LaGrange College
Joann Keyton: University of Kansas
Larry J. King: Stephen F. Austin State University
Thomas J. Knutson: California State University–Sacramento
xix
xx A Word About Language
Peter Lah: Saint Louis University
William A. Lancaster: Northeastern University
Sara McKinnon: Arizona State University
Jennifer Mease: Arizona State University
Diane Millette: University of Miami
Todd Norton: University of Utah
Shirley Oakley: Coastal Georgia Community College
Richard K. Olsen, Jr: University of North Carolina–
Wilmington
Karen Otto: Florida Community College at Jacksonville–
North Campus
Frank G. Pérez: University of Texas at El Paso
Linda Pledger: University of Arkansas–Little Rock
Steven B. Pratt: University of Central Oklahoma
Leanne Stuart Pupchek: Queens University of Charlotte
John C. Reinard: California State University–Fullerton
Brian Reynolds: State University of New York–Buffalo
Scott J. Robson: Washburn University
Pamela Schultz: Alfred University
David Schulz: California State University–Stanislaus
Kristina Horn Sheeler: Indiana University Purdue
University Indianapolis
Deborah Shelley: University of Houston–Downtown
Nancy J. Street: Texas A&M University
Crispin Thurlow: University of Washington
Sarah Tracy: Arizona State University
April Trees: University of Colorado, Boulder
Kathleen J. Turner: Davidson College
Kyle Tusing: University of Arizona
Sam Wallace: University of Dayton
Toni S. Whitfield: James Madison University
Bill Yousman: University of Hartford
reviewers (Second edition)
Marcia S. Berry: Azusa Pacific University
Lynn S. Cockett: Juniata College
Larry A. Erbert: University of Colorado–Denver
Emma K. Gray: Portland Community College
Carla J. Harrell: Old Dominion University
Christine Courtade Hirsch: SUNY Oswego
Heather A. Howley: Cazenovia College
Thomas J. Knutson: Sacramento State University
Joanna Kostides: Holyoke Community College
Tema Milstein: University of New Mexico
Cynthia Ridle: Western Illinois University
Renee Beth Stahle: Aquinas College
Jenny Warren: Collin College
reviewers (third edition)
Erin Baird: University of Oklahoma
Anthony Hurst: California State University–San Marcos
Vicki L. Karns: Suffolk University
Dan Lair: University of Denver
Valerie L. Manusov: University of Washington
Tema Milstein: University of New Mexico
Shane Semmler: University of South Dakota
Caitlin Wills-Toker: University of Georgia
reviewers (Fourth edition)
Becki Bowman: McPherson College
Kari Duffy: Carthage College
Mary Horner: St. Louis Community College
Gilberto Martinez: Texas A&M International University
Kerry Osborne: College of the Canyons
Leonard Schulze: Carthage College
Carl Thameling: University of Louisiana–Monroe
Additional Acknowledgments
We would also like to thank our colleagues and students
for their invaluable assistance and moral support: a special
thanks to Professor Pauline Cheong for providing founda-
tional ideas for our revised chapter on computer-mediated
communication, Professor Clark Olson who generously
contributed his knowledge on small-group communication,
Professor Karen Ashcraft (University of Utah) for her sub-
stantial assistance with the organizational communication
chapter, and Professor Angela Trethewey for her support
and help throughout this project.
And, of course, we need to thank the many, many stu-
dents, both at Arizona State University and elsewhere, who
have good-naturedly provided invaluable feedback on the
first, second and third editions, and helping us to make the
necessary changes in the fourth edition.
Thanks also to our editorial assistants, Tzu-Chiao Chen,
Casey Leier, and Thomas Miller, who spent hours searching
for (and finding) the most recent and relevant research articles.
They also successfully persuaded graduate student instruc-
tors and their students to provide us with updated examples
and contemporary margin material. We especially appreciate
their assistance given that they had their own work to do.
Thanks to the team at Pearson who made it all hap-
pen. Thanks to our Publisher, Karon Bowers. We could
not have managed without Pearson’s expertise, patience,
and practiced hand guiding us through a rather compli-
cated publishing process. Thanks also to Laura Town,
development editor, for her enthusiasm and hard work.
We want to acknowledge the work of program manager
Anne Riciglano and project managers Raegan Hereema at
Pearson and Chakira Lane at Integra-Chicago, who kept us
on track. Thanks, too, to our senior field marketing man-
ager Blair Tuckman, product marketing manager Becky
Rowland, editorial assistant Kieran Fleming, and director
of development Sharon Geary.
Finally, to our partners—James LeRoy, David Karbonski,
and Ronald Chaldu—who continue to tolerate our frequent
absences with good grace. We give them our deepest thanks
for their support throughout this and many other projects.
About the Authors
Jess Alberts is President’s Professor in the Hugh Downs School of Human Communica-
tion at Arizona State University. She is an interpretive scholar who focuses on interpersonal
communication and specializes in the study of conflict. Thomas Nakayama is a professor
in the Department of Communication Studies at Northeastern University. He is a critical
scholar who focuses on rhetoric and intercultural communication. Judith Martin is a pro-
fessor in the Hugh Downs School of Human Communication at Arizona State University.
She is a social scientist whose expertise is in intercultural communication.

Jess Alberts Thomas Nakayama Judith Martin

xxi
This page intentionally left blank
Part I UnderstandIng HUman CommUnICatIon
ProCesses

Chapter 1
Introduction to Human
Communication

Chapter topiCs Chapter objectives

The Importance of Studying 1.1 Explain why it is important to study human communication.
Human Communication
What Is Human 1.2 Name and describe the seven primary components of
Communication? communication.
A Model of Human 1.3 Explain how the Synergetic Model of Communication differs
Communication: The from previous models.
Synergetic Model
Communication Ethics 1.4 Formulate your own communication ethic.

Putting It All Together: 1.5 Articulate what makes a communicator competent.

Communicating
Competently

1
2 Part I Understanding Human Communication Processes

“If good communication skills were just common sense, then communication would not
so often go awry.”

On her way to class, Charee called her dad to let him know what time she would arrive home;
she then texted a friend to arrange to meet for lunch. While she waited for class to begin, she
checked Facebook and Tumblr. When the professor arrived, she muted her phone and listened as
the class began.

Most people, like Charee, exist in a sea of communication. They phone, email, and text
message their friends and family; spend time on Facebook, Instagram, and Twitter;
occasionally watch television; attend class lectures; and are inundated by media
images as they shop for groceries or use public transportation. Given all of this, it
is hard to imagine that just 25 years ago most communication occurred face to face,
on landlines, or through the U.S. mail. But in fact, throughout much of human his-
tory, individuals lived close to the people they knew. They conducted commerce and
maintained relationships primarily with the same small group of people throughout
their lives. Today, people maintain relationships with individuals thousands of miles
away, and they buy and sell products halfway around the globe on Amazon, eBay, and
countless retail sites. This instant and widespread access to the world has its benefits,
but it also has its costs.
With so many communication options, people need a wider range of communi-
cation knowledge and skills than ever before. Successful communicators must con-
verse effectively face to face; determine what messages to send via email or Twitter;
learn with whom it is appropriate to use text messaging; and absorb the norms and
etiquette surrounding the use of social media, such as whether to communicate
through a Facebook post or a private message. Becoming an effective communicator
involves both understanding the components and processes of communication and
putting them into practice. As you work in this course to improve your communi-
cation knowledge and skills, you may see positive changes in your relationships,
your career, your engagement in civic life, and even your identity. How many other
courses can claim all that?

1.1 The Importance of Studying Human

Communication
1.1 Explain why it is important to study human communication.
As you begin this book, several questions may arise. First, you may wonder exactly
how the study of human communication differs from other studies of humans, such
as psychology. Communication differs from other social science disciplines because it
focuses exclusively on the exchange of messages to create meaning. Scholars in com-
munication explore what, when, where, and why humans interact (Emanuel, 2007).
They do so to increase our understanding of how people communicate and to help
individuals improve their abilities to communicate in a wide variety of contexts. In
addition, unlike most social sciences, the study of communication has a long his-
tory—reaching back to the classical era of Western civilization when Socrates, Plato,
and Aristotle wrote about the important role of communication in politics, the courts,
and learning (National Communication Association, 2003; Rogers & Chafee, 1983).
However, the ability to speak effectively and persuasively has been valued since the
beginning of recorded history. As early as 3200–2800 bce, the Precepts of Kagemni and
Ptah-Hotep commented on communication (NCA, 2003).
Another random document with
no related content on Scribd:
prohibition against accepting unsolicited donations from donors in
such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make

any statements concerning tax treatment of donations received from
outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation
methods and addresses. Donations are accepted in a number of
other ways including checks, online payments and credit card
donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could be
freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose network of
volunteer support.

Project Gutenberg™ eBooks are often created from several printed

editions, all of which are confirmed as not protected by copyright in
the U.S. unless a copyright notice is included. Thus, we do not
necessarily keep eBooks in compliance with any particular paper
edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how
to subscribe to our email newsletter to hear about new eBooks.