This document provides an overview of key concepts related to communication and culture. It discusses topics such as roles, memory, the self, theories of communication, non-verbal communication, language, media, customs, and the relationship between popular culture and high culture. Key terms that are defined include semantic memory, episodic memory, the Johari window, ego states, the ideal self versus the realistic self, and barriers to communication. Frameworks for analyzing communication and culture are also introduced, such as Cooley's looking glass self, Goffman's theories of social performances, and semiotic analysis of signs and symbols.

1. Communication and Culture

2. COMMUNICATION
CULTURE
CODE
CONTEXT
REPRESENTATION
IDENTITY
POWER
VALUE
KEY CONCEPTS! SHOULD BE USED IN 3 OF THE
4 ESSAYS

3. Achieved Roles; a role in which a person assumes voluntarily
e.g. Employee, friend, girlfriend
Ascribed Roles; a role in which a person is given e.g.
Daughter, student, granddaughter
Semantic Memory; is our shared or cultural memory. We
learn to read people in certain ways
Episodic Memory; unique to you, makes you an individual
personality.

4. PUBLIC SELF
ROGERS
PRIVATE SELF
CORE
PRIVATE SELF
PUBLIC SELF

5. COOLEY-LOOKING GLASS THEORY
The version of the self we find in other peoples responses
SHULTZ states that there are three reasons as to why we
communicate
-To control
-For inclusion
-For affection
THE JOHARI WINDOW
THINGS I KNOW THINGS I DON’T KNOW
OPEN SELF BLIND SELF
THINGS THEY KNOW (GENDER, RACE, NAME) (THINGS OTHERS SEE BUT
YOU DON’T)
THINGS THEY DON’T HIDDEN SELF UNKNOWN SELF
(YOUR PERSONAL SECRETS) (TALENTS YOU DON’T KNOW
KNOW YOU HAVE)

6. GOFFMAN
Goffman argues that we all put on a persona,
and that everyone is acting. We use props and
stages throughout our everyday lives.
We use cynical and sincere performances.
Cynical-fake
Sincere-not fake
We also use masks.

7. Ego States
Characteristic set patterns of
behaviour
Natural Child
instinctive/curious/childish/emotional
Adapted Child flirty/lying/deceiving
Nurturing Parent nurturing/boosts self
esteem/’no blame’ culture
Controlling Parent
punishing/belittling/superior/low self esteem

8. Attitudes-our tendency to react favourably or unfavourably to
people, objects or situations.
Beliefs-our views of existence; what we think is true
Values-the worth you play on things, events and people. Values are
the bedrock of all behaviour. Societies values are found in the
media.
WHAT YOU WANT TO BE
Ideal self
Realistic Self WHAT YOU ACTUALLY ARE
The bigger the gap between your ideal self and
realistic self, the lower a persons self esteem.
Dissonance; when information about the self comes in and
conflicts with the idea of the self

9. BARRIERS
Psychological Barriers
How we perceive other people, determines the way we
approach them and how we communicate with them
Organisational Barriers
The structure of organisations themselves. A good
organisation is having clearly defined and smoothly
operating channels of communication between its
different members and departments
Mechanical Barriers
A fault in the communication channel
Semantic Barriers
Involves problems of meaning at each end of the
communication process

10. Non-Verbal Communication
DEFINITION: Bodily communication, other than words and language
Functions Forms
-Feedback Body Language;
-Non-verbal Leakage - Posture
-Regulate Speech - Facial Expression (5 Universal)
-Reinforce Speech - Orientation
-Emotional Carrier - Proxemics (personal space)
-Replaces Speech - Hand Gestures (kinesics)
-Self presentation - Dress and Appearance
- Head Movements
- Eye Contacts
Paralanguage
- Fillers - Pace -Tone
- Volume - Accent - Silence -Pause

11. A code is a system of communication which
requires three elements;
1) Rules e.g. Rules of grammar
2) Signs e.g. Anything that expresses a meaning
3) Shared Understanding e.g. A group that shares the same
knowledge and understanding of rules and signs within that
specific group
POLYSEMIC when something has more than one meaning
SEMANTIC the study of meanings, and how meanings of words
can change or adopt other meanings
SEX IS OUR BIOLOGICAL CONSTRUCTION.
GENDER IS CREATED BY OUR CULTURAL EXPERIENCES
CODE SWITCHING the ability to switch dialect e.g. Cheryl Cole
in different contexts

12. LANGUAGE
DEFINITION: Language is a symbolic sign system that requires a code and
shared meaning between sender and receiver to be effective.
explaining -informing -creative
-displace (bounce back and forth between past and present)
-entertain -phatic talk
-slang -dialect (regional)
-jargon -sociolect (class/group)
-idiolect (personal) -taboo

13. Context and audience dictate our language/the words we
use.
Our language can change due to;
-regional/cultural identity
-role/status
-intellect
-power/value
-attitudes SIGNIFIER SIGNIFIED
-age
ICONIC
-gender
DENOTATION CONNOTATION
INDEXICAL
SYMBOL
ENCODING
DECODING
SHARED MEANING OF CODE AND ITS CONNOTATIONS

14. Restricted Code; used mostly in group situations with a limited and
predictable vocabulary
Elaborated Code; used mostly by professionals e.g. Teachers, a wider
range of vocabulary and less predictable
LANGUAGE AND GENDER
Words have hidden power relations behind them. These power
relations are usually about status, power and gender.
Language has a relationship with all three.
It has been argued that gender is socially constructed. This
idea suggests that although we are born male and female
biologically, we learn to behave in a male and female way.
Gender is created by our cultural experiences. One of the
chief ways in which we experience culture is through our
use of language. It follows that language is likely to be a key
factor in differentiating the way in which gender is
constructed and how males and females learn to behave.
Dale Spencer argues that language reflects the dominance
of men in our society. Patriarchy is the notion that power

15. A n c h o r a g e ; me t h o d o f e n s u r i n g a
s p e c i f i c i n t e r p r e t a t i o n o f a n
i ma g e
C h a n n e l ; me t h o d w e u s e t o p a s s o n a
me s s a g e
C o n v e n t i o n ; a r u l e /s t y l e /m o d e l f o r
o r g a n i s i n g s i g n s i n a t e x t
I c o n ; s i g n wh i c h h a s a d i r e c t
r e p r e s e n t a t i o n o f s o me t h i n g
I n d e x ; a s i g n wh i c h h a s n o c o n c r e t e
l i n k t o t h e t h i n g i t r e p r e s e n t s
S y mb o l ; a s i g n w h i c h h a s n o
a s s o c i a t i o n t o t h e t h i n g i t
r e p r e s e n t s
P a r a d i g m; a s e t o f s i g n s
S y n t a g m; t h e c o mb i n a t i o n o f s i g n s
f r o m a p a r a d i g m t o c r e a t e a me s s a g e
I d e o l o g y ; a s y s t e m o f b e l i e f s o f h o w
l i f e s h o u l d b e l i v e d

16. My t h ; w a y o f
e x p l a i n i n g /s i m p l i f y i n g /o r g a n i s i n
g o u r p e r c e p t i o n s o f t h e wo r l d -
ma k i n g o u r s h a r e d u n d e r s t a n d i n g
s e e m n a t u r a l o r t a k e n f o r g r a n t e d .
S e mi o t i c s ; s t u d y o f s i g n s
Mo d e l ; me s s a g e i s r e a d o r
i n t e r p r e t e d i n a d i a g r a mma t i c
f o r m
E n c o d e ; t o c o n v e r t a me s s a g e i n t o a
me a n s c a p a b l e o f b e i n g
t r a n s mi t t e d
De c o d e ; t o c o n v e r t a n e n c o d e d
me s s a g e i n t o a f o r m w h i c h c a n b e
u n d e r s t o o d
Ba r r i e r ; a n y t h i n g wh i c h i n t e r f e r e s
w i t h t h e p r o c e s s o f c o mmu n i c a t i o n
F e e d b a c k ; m e s s a g e (s ) w e r e c e i v e b a c k
f r o m t h e r e c e i v e r
Mo d e o f a d d r e s s ; t h e t e r m d e s c r i b e d
i n wh i c h a t e x t s p e a k s t o i t s
a u d i e n c e
Re g i s t e r ; d e s c r i b e s t h e v a r i a t i o n s

17. Re a d e r ; t h e a c t i v e i n t e r p r e t e r o f
a me s s a g e
R e a d i n g ; i n t e n d e d /p r e f e r r e d
r e a d i n g . Ne g o t i a t e d r e a d i n g .
Op p o s i t i o n a l r e a d i n g .
Se n d e r ; t h e o r i g i n a t o r o f
c o mmu n i c a t i o n
R e c e i v e r ; s o me o n e t o w h o m a
me s s a g e i s d i r e c t e d
T e x t ; a n y t h i n g wh i c h c a n b e r e a d
f o r me a n i n g
Di s c o u r s e ; a s y s t e m o f
r e p r e s e n t a t i o n b a s e d o n t h e
r e a l i t y o f c o mmu n i c a t i o n i n
s p e c i f i c c o n t e x t s
E n t r o p y ; a c o mmu n i c a t i o n t h a t i s
h i g h o n n e w i n f o r ma t i o n a n d t h i s
i s h i g h l y u n p r e d i c t a b l e i s a i d

18. NVC Gestures
T.V/Magazines
Media Language
Politics Fashion
Conform Sign Systems
Values
Shock
Religion CULTURE! Individuality
Food/drink
Music
Norms Dance
-Rules and Regulations Multi-Cultural
-Manners Belief
-Politeness Customs/Traditions
Behaviour
-Bonfire night
-Christmas
Being British -Prom

19. Culture is a big group of people
Culture affects our identity, our sense of self
Culture affects out identity in the same way as a group does
Mainstream Culture white, young, able bodied
Minority age
Culture
ethnic minorities
disability British-ness
gender
asylum seekers Identity
sexuality Signs
non English speakers -the flag; pride/belonging
wealth -food; chippy/curry/pie
-national anthem
-music; Britpop; oasis

20. Language
-elaborated code; no taboo
-restricted code; common
-phatic talk
-power and value language
-signifier/signified
-code switching
Language teaches us the meaning of symbols;
-symbolic code system
Spoken word. Symbolic code-signs with rules and shared understanding.
Body Language
Facial expressions, gesture, posture, orientation, proxemics, hand movements, eye contact.
Paralanguage
Tone, volume, pitch, pace, pause, accent.
Mass Media
TV, film, magazines, internet, music. We assimilate American Value. Power and status.
Customs, norms, patterns of life
Prom superficial
materialistic
American Dream
Fairytale night for girls

21. Popular Culture High Culture
-Visceral.......appeals to base emotions
-Diversity and choice
-Voyeuristic........nosey
-Educated and elite
-Mainstream
-Lots of creativity
-Fake, superficial, shallow, formulaic, artificial
-Improving civilization
-exploitation of audience -Educational...Morally uplifting
-stifles creativity -Values; education, brain
-big audiences development, challenging
-homogenous......all the same -High art, poetry, literature,
-ephemeral........easily forgotten opera, classical opera, ballet
-It has to appeal to everyone so it has to be dumbed down
........simplified, base interests, trivialised, sensationalised.
-Ideological
-Celebritized
Folk Culture
-Organic
-Produced by the people, for the people
-Traditional

22. Semiotic(study of signs)Analysis
Question 3 of the Exam
1) Identify the Paradigms of the texts
e.g. Images, body language, colour, layout, dress codes, logo, font, language.
2) State the dominant Signifiers(the label we give a sign)
List 4 e.g. Clothing, body language, colour, font
3) For each of the four dominant signifiers state the;
Denotation Literal meaning of something e.g. Describe what is there in one
sentence
Connotation Mental associations of something
Myth Cultural connotations e.g. Stereotypes
Ideological Gender, self esteem, power and status
4) Sytagm an overall meaning of paradigms
5) Conclusion show off
bring in barriers
oppositional readers

23. Process Analysis (Laswell)
More mathematical (formulaic)
1) Identify the sender encodes message
preferred reading
2) Identify the audience/receiver decodes message
3) Identify the form the message takes (Channel)
e.g. Leaflet, flyer, poster
And why the sender chose to use it
4) Identify the purpose persuade
entertain
change behaviour
change attitudes
5) Barriers x3 mechanical Bad juxtapositioning/there could be
no mechanical barriers
problems with semantic
meaning psychological Attitudes/values/beliefs
breakdown Personal
E.g. Language codes.........because language codes need shared understanding