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Understanding human communication / (Record no. 661)

MARC details
000 -LEADER
fixed length control field	12772cam a22003254a 4500
001 - CONTROL NUMBER
control field	12792076
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20190827170859.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	020529s2003 nyua b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2002074287
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	0195219104 (pbk. : alk. paper)
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Transcribing agency	DLC
Modifying agency	DLC
042 ## - AUTHENTICATION CODE
Authentication code	pcc
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	P90
Item number	.A32 2003
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	302.2 ADL R
Edition number	23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Adler, Ronald B.
Fuller form of name	(Ronald Brian),
Dates associated with a name	1946-
245 10 - TITLE STATEMENT
Title	Understanding human communication /
Statement of responsibility, etc.	Ronald B. Adler, George Rodman.
250 ## - EDITION STATEMENT
Edition statement	8th ed.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	New York :
Name of publisher, distributor, etc.	Oxford University Press,
Date of publication, distribution, etc.	2003.
300 ## - PHYSICAL DESCRIPTION
Extent	xvii, 524 p. :
Other physical details	ill. (some col.) ;
Dimensions	26 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	Preface<br/><br/><br/>PART I: ELEMENTS OF COMMUNICATION <br/><br/><br/>CHAPTER 1. HUMAN COMMUNICATION: WHAT AND WHY <br/><br/><br/>Communication Defined <br/><br/><br/>Communication Is Human<br/><br/><br/>Communication Is a Process<br/><br/><br/>Communication Is Symbolic<br/><br/><br/>Types of Communication <br/><br/><br/>Intrapersonal Communication<br/><br/><br/>Dyadic/Interpersonal Communication<br/><br/><br/>Small Group Communication<br/><br/><br/>Public Communication<br/><br/><br/>Mass Communication<br/><br/><br/>Functions of Communication <br/><br/><br/>Physical Needs<br/><br/><br/>Identity Needs<br/><br/><br/>Social Needs<br/><br/><br/>Practical Needs<br/><br/><br/>Modeling Communication <br/><br/><br/>A Linear Model<br/><br/><br/>A Transactional Model<br/><br/><br/>Communication Competence: What Makes an Effective Communicator? <br/><br/><br/>Communication Competence Defined<br/><br/><br/>Characteristics of Competent Communicators<br/><br/><br/>Clarifying Misconceptions about Communication <br/><br/><br/>Communication Does Not Always Require Complete Understanding<br/><br/><br/>Communication Is Not Always a Good Thing<br/><br/><br/>No Single Person or Event Causes Another's Reaction<br/><br/><br/>Communication Will Not Solve All Problems<br/><br/><br/>Meanings Rest in People, Not Words<br/><br/><br/>Communication Is Not Simple<br/><br/><br/>More Communication Is Not Always Better<br/><br/><br/>CHAPTER 2. PERCEPTION, THE SELF, AND COMMUNICATION <br/><br/><br/>Perceiving Others <br/><br/><br/>Narratives and Perception<br/><br/><br/>Common Perceptual Tendencies<br/><br/><br/>Situational Factors Influencing Perception<br/><br/><br/>Perception and Culture<br/><br/><br/>Empathy and Perception<br/><br/><br/>Perceiving the Self <br/><br/><br/>Self-Concept Defined<br/><br/><br/>Communication and Development of the Self<br/><br/><br/>Culture and the Self-Concept<br/><br/><br/>The Self-Concept, Personality, and Communication<br/><br/><br/>The Self-Fulfilling Prophecy<br/><br/><br/>Identity Management: Communication as Impression Management <br/><br/><br/>Public and Private Selves<br/><br/><br/>Characteristics of Identity Management<br/><br/><br/>Why Manage Impressions?<br/><br/><br/>How Do We Manage Impressions?<br/><br/><br/>Impression Management and Honesty<br/><br/><br/>CHAPTER 3. LANGUAGE <br/><br/><br/>The Nature of Language <br/><br/><br/>Language Is Symbolic<br/><br/><br/>Meanings Are in People, Not Words<br/><br/><br/>Language Is Rule-Governed<br/><br/><br/>The Power of Language <br/><br/><br/>Language Shapes Attitudes<br/><br/><br/>Language Reflects Attitudes<br/><br/><br/>Troublesome Language <br/><br/><br/>The Language of Misunderstandings<br/><br/><br/>Disruptive Language<br/><br/><br/>Evasive Language<br/><br/><br/>Gender and Language <br/><br/><br/>Content<br/><br/><br/>Reasons for Communicating<br/><br/><br/>Conversational Style<br/><br/><br/>Non-Gender Variables<br/><br/><br/>Sex Roles<br/><br/><br/>Culture and Language <br/><br/><br/>Verbal Communication Styles<br/><br/><br/>Language and World View<br/><br/><br/>Language Use in North American Culture<br/><br/><br/>CHAPTER 4. LISTENING <br/><br/><br/>Misconceptions about Listening <br/><br/><br/>Listening and Hearing Are Not the Same Thing<br/><br/><br/>Listening Is Not a Natural Process<br/><br/><br/>Listening Requires Effort<br/><br/><br/>All Listeners Do Not Receive the Same Message<br/><br/><br/>Overcoming Challenges to Effective Listening <br/><br/><br/>Faulty Listening Behaviors<br/><br/><br/>Reasons for Poor Listening<br/><br/><br/>Personal Listening Styles <br/><br/><br/>Content-Oriented<br/><br/><br/>People-Oriented<br/><br/><br/>Action-Oriented<br/><br/><br/>Time-Oriented<br/><br/><br/>Informational Listening <br/><br/><br/>Don't Argue or Judge Prematurely<br/><br/><br/>Separate the Message from the Speaker<br/><br/><br/>Be Opportunistic<br/><br/><br/>Look for Key Ideas<br/><br/><br/>Ask Questions<br/><br/><br/>Paraphrase<br/><br/><br/>Take Notes<br/><br/><br/>Critical Listening <br/><br/><br/>Listen for Information Before Evaluating<br/><br/><br/>Evaluate the Speaker's Credibility<br/><br/><br/>Examine the Speaker's Evidence and Reasoning<br/><br/><br/>Examine Emotional Appeals<br/><br/><br/>Empathic Listening <br/><br/><br/>Advising<br/><br/><br/>Judging<br/><br/><br/>Analyzing<br/><br/><br/>Questioning<br/><br/><br/>Supporting<br/><br/><br/>Prompting<br/><br/><br/>Paraphrasing<br/><br/><br/>When and How to Help?<br/><br/><br/>CHAPTER 5. NONVERBAL COMMUNICATION <br/><br/><br/>Characteristics of Nonverbal Communication <br/><br/><br/>Nonverbal Communication Exists<br/><br/><br/>Nonverbal Behavior Has Communicative Value<br/><br/><br/>Nonverbal Communication Is Primarily Relational<br/><br/><br/>Nonverbal Communication Is Ambiguous<br/><br/><br/>Much Nonverbal Communication Is Culture-Bound<br/><br/><br/>Differences between Verbal and Nonverbal Communication <br/><br/><br/>Single vs. Multiple Channels<br/><br/><br/>Discrete vs. Continuous<br/><br/><br/>Conscious vs. Unconscious<br/><br/><br/>Functions of Nonverbal Communication <br/><br/><br/>Repeating<br/><br/><br/>Substituting<br/><br/><br/>Complementing<br/><br/><br/>Accenting<br/><br/><br/>Regulating<br/><br/><br/>Contradicting<br/><br/><br/>Deceiving<br/><br/><br/>Types of Nonverbal Communication <br/><br/><br/>Posture and Gesture<br/><br/><br/>Face and Eyes<br/><br/><br/>Voice<br/><br/><br/>Touch<br/><br/><br/>Physical Attractiveness<br/><br/><br/>Clothing<br/><br/><br/>Distance<br/><br/><br/>Time<br/><br/><br/>Territoriality<br/><br/><br/>Environment<br/><br/><br/>PART II: INTERPERSONAL COMMUNICATION <br/><br/><br/>CHAPTER 6. UNDERSTANDING INTERPERSONAL RELATIONSHIPS <br/><br/><br/>Characteristics of Interpersonal Relationships <br/><br/><br/>What Makes Communication Interpersonal?<br/><br/><br/>Content and Relational Messages<br/><br/><br/>Metacommunication<br/><br/><br/>Intimacy in Interpersonal Relationships <br/><br/><br/>Dimensions of Intimacy<br/><br/><br/>Male and Female Intimacy Styles<br/><br/><br/>Cultural Influences on Intimacy<br/><br/><br/>Relational Development and Maintenance <br/><br/><br/>Developmental Models<br/><br/><br/>Dialectical Perspectives<br/><br/><br/>Characteristics of Relational Development and Maintenance<br/><br/><br/>Self-Disclosure in Interpersonal Relationships <br/><br/><br/>The Johari Window Model of Self-Disclosure<br/><br/><br/>Characteristics of Effective Self-Disclosure<br/><br/><br/>Guidelines for Appropriate Self-Disclosure<br/><br/><br/>Alternatives to Self-Disclosure<br/><br/><br/>CHAPTER 7. IMPROVING INTERPERSONAL RELATIONSHIPS <br/><br/><br/>Communication Climates in Interpersonal Relationships <br/><br/><br/>Confirming and Disconfirming Messages<br/><br/><br/>How Communication Climates Develop<br/><br/><br/>Creating Positive Communication Climates<br/><br/><br/>Managing Interpersonal Conflict <br/><br/><br/>The Nature of Conflict<br/><br/><br/>Styles of Expressing Conflict<br/><br/><br/>Characteristics of an Assertive Message<br/><br/><br/>Gender and Conflict Style<br/><br/><br/>Cultural Influences on Conflict<br/><br/><br/>Methods of Conflict Resolution<br/><br/><br/>Steps in Win-Win Problem-Solving<br/><br/><br/>Letting Go<br/><br/><br/>PART III: COMMUNICATION IN GROUPS <br/><br/><br/>CHAPTER 8. THE NATURE OF GROUPS <br/><br/><br/>What Is a Group? <br/><br/><br/>Interaction<br/><br/><br/>Interdependence<br/><br/><br/>Time<br/><br/><br/>Size<br/><br/><br/>Goals<br/><br/><br/>Goals of Groups and Their Members <br/><br/><br/>Individual Goals<br/><br/><br/>Group Goals<br/><br/><br/>Types of Groups <br/><br/><br/>Learning Groups<br/><br/><br/>Growth Groups<br/><br/><br/>Problem-Solving Groups<br/><br/><br/>Social Groups<br/><br/><br/>Characteristics of Groups <br/><br/><br/>Rules and Norms<br/><br/><br/>Roles<br/><br/><br/>Patterns of Interaction<br/><br/><br/>Decision-Making Methods<br/><br/><br/>Cultural Influences on Group Communication <br/><br/><br/>Individualism vs. Collectivism<br/><br/><br/>Power Distance<br/><br/><br/>Uncertainty Avoidance<br/><br/><br/>Task vs. Social Orientation<br/><br/><br/>Short- vs. Long-Term Orientation<br/><br/><br/>CHAPTER 9. SOLVING PROBLEMS IN GROUPS <br/><br/><br/>Problem-Solving in Groups: When and Why <br/><br/><br/>Advantages of Group Problem-Solving<br/><br/><br/>When to Use Groups for Problem-Solving<br/><br/><br/>Types of Problem-Solving Formats <br/><br/><br/>Approaches and Stages in Problem-Solving <br/><br/><br/>A Structured Problem-Solving Approach<br/><br/><br/>Developmental Stages in Problem-Solving Groups<br/><br/><br/>Maintaining Positive Relationships <br/><br/><br/>Basic Skills<br/><br/><br/>Building Cohesiveness<br/><br/><br/>Leadership and Power in Groups <br/><br/><br/>Power in Groups<br/><br/><br/>What Makes Leaders Effective?<br/><br/><br/>Overcoming Dangers in Group Discussion <br/><br/><br/>Information Underload and Overload<br/><br/><br/>Unequal Participation<br/><br/><br/>Pressure to Conform<br/><br/><br/>PART IV: PUBLIC COMMUNICATION <br/><br/><br/>CHAPTER 10. CHOOSING AND DEVELOPING A TOPIC <br/><br/><br/>Choosing a Topic <br/><br/><br/>Look for a Topic Early<br/><br/><br/>Choose a Topic That Interests You<br/><br/><br/>Defining Purpose <br/><br/><br/>General Purpose<br/><br/><br/>Specific Purpose<br/><br/><br/>Thesis Statement<br/><br/><br/>Analyzing the Speaking Situation <br/><br/><br/>The Listener: Audience Analysis<br/><br/><br/>The Occasion<br/><br/><br/>Gathering Information <br/><br/><br/>Internet Research<br/><br/><br/>Library Research<br/><br/><br/>Interviewing<br/><br/><br/>Personal Observation<br/><br/><br/>Survey Research<br/><br/><br/>Sample Speech <br/><br/><br/>CHAPTER 11. ORGANIZATION AND SUPPORT <br/><br/><br/>Structuring the Speech <br/><br/><br/>Working Outline<br/><br/><br/>Formal Outline<br/><br/><br/>Speech Outline<br/><br/><br/>Speaking Notes<br/><br/><br/>Principles of Outlining <br/><br/><br/>Standard Symbols<br/><br/><br/>Standard Format<br/><br/><br/>The Rule of Division<br/><br/><br/>The Rule of Parallel Wording<br/><br/><br/>Organizing Your Points in a Logical Order <br/><br/><br/>Using Transitions <br/><br/><br/>Beginning and Ending the Speech <br/><br/><br/>The Introduction<br/><br/><br/>The Conclusion<br/><br/><br/>Supporting Material <br/><br/><br/>Functions of Supporting Material<br/><br/><br/>Types of Supporting Material<br/><br/><br/>Styles of Support: Narration and Citation<br/><br/><br/>Using Visual Aids <br/><br/><br/>Types of Visual Aids<br/><br/><br/>Media for the Presentation of Visual Aids<br/><br/><br/>Rules for Using Visual Aids<br/><br/><br/>Sample Speech <br/><br/><br/>CHAPTER 12. PRESENTING YOUR MESSAGE <br/><br/><br/>Dealing with Stage Fright <br/><br/><br/>Facilitative and Debilitative Stage Fright<br/><br/><br/>Sources of Debilitative Stage Fright<br/><br/><br/>Overcoming Debilitative Stage Fright<br/><br/><br/>Types of Delivery <br/><br/><br/>Extemporaneous<br/><br/><br/>Impromptu<br/><br/><br/>Manuscript<br/><br/><br/>Memorized<br/><br/><br/>Practicing the Speech <br/><br/><br/>Guidelines for Delivery <br/><br/><br/>Visual Aspects of Delivery<br/><br/><br/>Auditory Aspects of Delivery<br/><br/><br/>Offering Constructive Criticism <br/><br/><br/>CHAPTER 13. INFORMATIVE SPEAKING <br/><br/><br/>Types of Informative Speaking <br/><br/><br/>By Content<br/><br/><br/>By Purpose<br/><br/><br/>Informative vs. Persuasive Topics <br/><br/><br/>An Informative Topic Tends to Be Noncontroversial<br/><br/><br/>The Informative Speaker Does Not Intend to Change Audience Attitudes<br/><br/><br/>Techniques of Informative Speaking <br/><br/><br/>Define a Specific Informative Purpose<br/><br/><br/>Create Information Hunger<br/><br/><br/>Make It Easy to Listen<br/><br/><br/>Emphasize Important Points<br/><br/><br/>Use a Clear Organization and Structure<br/><br/><br/>Use Supporting Material Effectively<br/><br/><br/>Use Clear Language<br/><br/><br/>Generate Audience Involvement<br/><br/><br/>Sample Speech <br/><br/><br/>CHAPTER 14. PERSUASIVE SPEAKING <br/><br/><br/>Characteristics of Persuasion <br/><br/><br/>Persuasion Is Not Coercive<br/><br/><br/>Persuasion Is Usually Incremental<br/><br/><br/>Persuasion Is Interactive<br/><br/><br/>Persuasion Can Be Ethical<br/><br/><br/>Categorizing Types of Persuasion <br/><br/><br/>By Types of Proposition<br/><br/><br/>By Desired Outcome<br/><br/><br/>By Directness of Approach<br/><br/><br/>Creating the Persuasive Message <br/><br/><br/>Set a Clear, Persuasive Purpose<br/><br/><br/>Structure the Message Carefully<br/><br/><br/>Use Solid Evidence<br/><br/><br/>Avoid Fallacies<br/><br/><br/>Adapting to the Audience <br/><br/><br/>Establish Common Ground<br/><br/><br/>Organize According to the Expected Response<br/><br/><br/>Adapt to a Hostile Audience<br/><br/><br/>Building Credibility as a Speaker <br/><br/><br/>Competence<br/><br/><br/>Character<br/><br/><br/>Charisma<br/><br/><br/>Sample Speech <br/><br/><br/>APPENDIX I. INTERVIEWING <br/><br/><br/>The Nature of Interviewing <br/><br/><br/>Interviewing Defined<br/><br/><br/>How Interviewing Differs from Conversation<br/><br/><br/>Planning the Interview <br/><br/><br/>The Interviewer's Role<br/><br/><br/>The Interviewee's Role<br/><br/><br/>Conducting the Interview <br/><br/><br/>Stages of an Interview<br/><br/><br/>The Interviewer's Responsibilities<br/><br/><br/>The Interviewee's Responsibilities<br/><br/><br/>The Selection Interview <br/><br/><br/>Employment Strategies<br/><br/><br/>Tips for the Interviewee<br/><br/><br/>The Information-Gathering Interview <br/><br/><br/>Prepare for the Interview<br/><br/><br/>Choose the Right Interviewee<br/><br/><br/>Informational Interviewing Tips<br/><br/><br/>Other Interview Types <br/><br/><br/>The Persuasive Interview<br/><br/><br/>The Counseling Interview<br/><br/><br/>The Survey Interview<br/><br/><br/>APPENDIX II. MEDIATED COMMUNICATION <br/><br/><br/>Types of Mediated Communication <br/><br/><br/>Mass Communication<br/><br/><br/>Mediated Interpersonal Communication<br/><br/><br/>Converging Communication Media<br/><br/><br/>Theories of Media Effects <br/><br/><br/>Flow Theories<br/><br/><br/>Bullet Theory<br/><br/><br/>Two-step Flow<br/><br/><br/>Multi-step Flow<br/><br/><br/>Social Learning Theory<br/><br/><br/>Individual Differences<br/><br/><br/>Cultivation Theory<br/><br/><br/>Agenda Setting<br/><br/><br/>Cumulative Effects Theory<br/><br/><br/>Cultural Studies Approaches <br/><br/><br/>Gender Analysis<br/><br/><br/>Political-Economic Analysis<br/><br/><br/>How We Use Media <br/><br/><br/>Media Consumers as Active Agents<br/><br/><br/>Types of Uses and Gratifications<br/><br/><br/>Different Theories, Different Observations <br/><br/><br/>Notes<br/><br/><br/>Glossary<br/><br/><br/>Credits<br/><br/><br/>Index
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Communication.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Rodman, George R.,
Dates associated with a name	1948-
856 42 - ELECTRONIC LOCATION AND ACCESS
Materials specified	Publisher description
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856 41 - ELECTRONIC LOCATION AND ACCESS
Materials specified	Table of contents only
Uniform Resource Identifier	<a href="http://www.loc.gov/catdir/enhancements/fy0636/2002074287-t.html">http://www.loc.gov/catdir/enhancements/fy0636/2002074287-t.html</a>
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ocip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
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Koha item type	Stack text books

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		Dewey Decimal Classification			11/2	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	27/08/2019		302.2 ADL R	12687	27/08/2019	27/08/2019	Stack text books