Uncertainty Reduction Theory

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Arun Jacob

Chapter 9

Technology

UNCERTAINTY REDUCTION THEORY Of Charles Berger

BASIC IDEAS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

TYPES OF UNCERTAINTY ,[object Object],[object Object],[object Object]

Berger’s axioms (1-4) ,[object Object],[object Object],[object Object],[object Object]

Berger’s axioms (4-8) ,[object Object],[object Object],[object Object],[object Object],[object Object]

The Theorems ,[object Object],[object Object],[object Object]

Strategies to Cope with Uncertainty ,[object Object],[object Object],[object Object],[object Object]

Strategies to reduce uncertainty ,[object Object],[object Object],[object Object],[object Object]

Critique (1) ,[object Object],[object Object],[object Object]

Critique (2) ,[object Object],[object Object],[object Object]

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Organizational Information Theory A big part of going to college is learning how to manage all the different “texts.” I don’t mean only textbooks, but also all the different kinds of information we receive each day in our work worlds, our educational endeavors, and at home. Some texts we all deal with include: Bills Tax documents Information from UMUC and our children’s schools Work memos and reports Electronic texts and e-mails Phone calls from our parents Good communication is not “equivocal,” or “ambiguous,” meaning that the message cannot be taken two ways. Here’s a good link to the dictionary definitions of equivocal that may help you with understanding the shades of meaning of the term: http://www.merriam-webster.com/dictionary/equivocal Trust me, as someone who has to communicate complex theories to students, I try NOT to be ambiguous in the conferences or the tests, but complete clarity is a challenge! As a teacher, I am trying to help you manage new kinds of texts and to write your own texts using new ideas. In college, professors try to teach new ways of handling and analyzing texts for research or analysis. The different citation style (APA, MLA, Chicago) are all designed to help with the management of texts so that ideas from texts can be clearly traced and credited. The work environment does not, alas, have a citation style to help manage texts and ideas! Therefore, organizations often have to find creative ways to present information, much of which is given as equivocal or ambiguous texts. Indeed, as your textbook states, “The main activity of organizations is the process of making sense of equivocal and ambiguous information” (p. 293). According to theorist Karl Weick, making sense of equivocal messages requires “enactment, selection, and retention of information” (p. 293). His fundamental idea is that “the only constant is change in organizations.” So, what exactly is Weick talking about? Your book gives you the general theoretical constructs for Organizational Information Theory (OIT) on pp. 294-296. Skim those constructs to give you a grounding for what Weick was talking about. The real heart of the discussion on OIT begins on the bottom of p. 297. You will want to know what Weick means by “Information Environment,” “Rules,” and “Cycles.” Questions for you: 1) Can you give an example where there was an ambiguous message at your organization? How did people resolve the communication challenge? How many “cycles” were used? 2) Why might a professor deliberately give ambiguous instructions for an assignment in a communication class? 3) Have you ever used equivocal messages to resolve a dispute? Why did you make that choice and was it effective? 2) Uses and Gratification Theory_Media Consumption Diary For the next three days, I’d like you to keep a “Media Use” diary. In your diary, please identify all the media you used, the length of time you used it, and the reasons for your use. After three days, please answer the follo.

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Mcm 380: Persuasive Communication Processing Persuasive Communications III Motivation to Process Involvement Can you think of an issue that has important implications for your own life? Perhaps it is a university proposal to raise tuition, a plan to change requirements in your major, or even a proposal to ban using cell phones while driving. Now think of an issue that has little impact on your day-to-day routines. This could be a proposal to strengthen the graduation requirements in a city school, or a plan to use a different weed spray in farming communities. You will certainly process the first issues differently than the second. Different persuasive appeals are likely to be effective in these two circumstances as well. Motivation to Process Involvement (contd.) The topics cited differ in their level of personal involvement, or the degree to which they are perceived to be personally relevant to individuals. Individuals are high in involvement when they perceive that an issue is personally relevant or bears directly on their own lives. They are low in involvement when they believe that an issue has little or no impact on their own lives. Motivation to Process The ELM stipulates that when individuals are high in involvement, they will be motivated to engage in issue-relevant thinking. They will recognize that it is in their best interest to consider the arguments in the message carefully. Even if they oppose the position advocated in the message, they may change their attitudes if the arguments are sufficiently compelling to persuade them that they will benefit by adopting the advocated position. Under high involvement, people should process messages through the central route, systematically scrutinizing message arguments. Motivation to Process By contrast, under low involvement, people have little motivation to focus on message arguments. The issue is of little personal consequence; therefore, it doesn’t pay to spend much time thinking about the message. As a result, people look for mental shortcuts to help them decide whether to accept the communicator’s position. They process the message peripherally, unconcerned with the substance of the communication. Motivation to Process In order to discover if these hypotheses were correct, researchers tested them empirically (Petty, Cacioppo, Goldman; 1981) Findings: There were three conditions: Involvement (high or low) Argument quality (strong or weak) Expertise (high or low) Motivation to Process Petty, Cacioppo, Goldman experiment (1981) Petty and his colleagues found that the impact of arguments and expertise depended to a considerable degree on level of involvement. Under high involvement, argument quality exerted a significant impact on attitudes. Regardless of who the source of the message was, strong arguments led to more attitude change than did weak arguments. Under low involvement, the opposite patterns of result emerged (who the sourc ...

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Complete the University of Phoenix Material: Communication Theories and Application Worksheet. Format your assignment according to appropriate course-level APA guidelines. Submit your assignment to the Assignment Files tab. Hi All -- Sometimes, if a student presents the wrong theory in response to the initial clue, it throws off all the rest of the boxes. The theory name will earn zero; the other boxes may earn partial credit, depending on how accurately they portray the actual theory that was named. Examples should be brief, concrete and specific, and -- of course -- accurate and clear. Please do not write an essay for each. STUDENT NAME Comment Theory Identification 2 Theorists 2 Context 2 Application 3.4 Credit 2 2 2 3.4 9.40 2 2 2 3.4 9.40 2 2 2 3.4 9.40 2 2 2 3.4 9.40 2 2 2 3.4 9.40 2 2 2 3.4 9.40 2 2 2 3.4 9.40 2 2 2 3.4 9.40 2 2 2 3.4 9.40 2 2 2 3.4 9.40 Matching (1 ea) 6.00 TOTAL 100.00 Example: You earned 97.75% = 9.78 points This mini spreadsheet shows how I evaluate the boxes. Title ABC/123 Version X 1 Communication Theories and Application Worksheet BSCOM/336 Version 5 1 University of Phoenix MaterialCommunication Theories and Application Worksheet Fill out the different cells with regard to each theory definition. You are to identify the name of the theory the example represents, who developed the theory (theorist), note the context of the theory (interpersonal, intrapersonal, group, etc.), and then provide your own brief personal or professional application example of the theory. Remember to use APA citation rules if you integrate information from your text or other sources. Theory Definition Identify the Theory Theorist(s) Context of Theory (Intrapersonal, Interpersonal, Organizational, Public, Mass) Application Example from your Personal or Professional Life Theory explains why as relationships develop, communication moves from less intimate levels to more intimate, more personal levels. Theory explains how people hold expectations about the nonverbal behaviors of others. Violations of these expectations may trigger a change in the perception of exchange either positively or negatively, depending on the relationship. Theory explains the process that people use to manage the relationship between concealing and revealing private information. Theory explains how people experience a limited effect from media. Individuals are thought to be actively seeking specific types of media to generate specific needs. However, some theorists working within this model study how effects, such as attitudes and perceptions of social reality, can and do happen. Theory explains why parties to communication experience conflicting pulls causing relationships to be in a constant state of flux. The closer individuals become to one another, the more conflict will arise to pull them apart. Theory explains meanings for routine organizational events, thereby reducing the amount of cognitive.

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Theory essay 1 A brief look upon the world today will show us just how crucial compromise Truly is for our society. If any given community tries to become utopian, then Compromise is definitely the driving force behind that community. According to the Oxford dictionary, compromise may be defined as an agreement or settlement of a dispute that is reached by each side making concessions. From that definition, we can clearly see that compromise is heavily embedded in many if not all aspects of our lives; Moreover, if compromise affects us directly then it is our duty to implement compromise unconditionally in order to make reliable decisions. We argue that compromise is an unconditional moral value, because compromise effects all groups and communities no matter how extravagant or trivial they might seem. To see the effect of compromise in different aspects of our lives, we will briefly explain in the following: 1- in marriage, compromised means understanding that a relationship consists of two individuals and the key to the success of any relationship is by reaching a mutual understanding which requires a level of sacrifice from each of the individuals. 2- In politics, compromise is often misunderstood as mere weakness or the inefficiency of a politician to realize the goals of her/his campaign; However, History tells us that this is simply not true, Compromise in politics is a concept of finding agreement through communication, through a mutual acceptance of terms—often involving variations from an original goal or desires; In other words, compromise in politics is an absolute moral value since it is based on the realization that we are all parts of a bigger global society. 3- in the classroom, Compromise is shown when a professor changes his/her method of teaching in order to creatively find new ways to teach the students. (different students have different mindsets which require different ways of delivering the information to them) 4- in religion, Compromise is apparent when different followers of different faiths come together and unite in order to benefit the whole world spiritually by aspiring to unite as one body. 5- in a democracy, The concept of democracy itself is built on the idea that the control of any organization or group should be done by the majority of its members; In other words, we could ever meet all of the different requirements we can never satisfy everyone so in order to prevent chaos and actually have the country to continue running, we compromise to satisfy the different parties involved in order for us to not become fixated upon a single issue and forget the end goal of our society which is to further improve our ever lasting civilization. There are many criticisms and arguments against the concept of compromise; Nonetheless, i will start off by quoting Greg Laurie in his book the dangers of compromise: "Have you ever heard the story of the guy who could not decide what side he wanted to fi ...

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Burkley First edition Chapter 7 Belonging Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1 Learning Objectives (1 of 2) 7.1 Analyze the concept of belonging as a core motive 7.1.1 Analyze how belonging elicits behaviors 7.1.2 Explain how belonging produces positive outcomes 7.1.3 Describe the universality of belonging 7.2 Describe how the sociometer theory is related to motivation 7.2.1 Explain the concepts that influence self-esteem 7.3 Analyze the ways people gain and maintain belonging 7.3.1 Explain the relationship between likeability and belonging 7.3.2 Explain the relationship between competence and belonging 7.4 Analyze theories that examine how groups help fulfill the need to belong 7.4.1 Describe social identity theory Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 2 Learning Objectives (2 of 2) 7.4.2 Explain terror management theory 7.4.3 Describe optimal distinctiveness theory 7.5 Compare the psychological outcomes of belonging in cyberspace versus real-world interactions 7.5.1 Explain how cyberspace affects belonging 7.5.2 Explain the relationship between cyberspace and face-to-face contact 7.6 Analyze how the loss of belonging can affect motivation 7.6.1 Describe how researchers study ostracism 7.6.2 Explain how internal reactions to rejection can affect motivation 7.6.3 Explain how behavioral reactions to rejection can affect motivation 7.6.4 Explain how long-term reactions to rejection can affect motivation Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 3 Introduction: Belonging Key questions to be answered The need to belong Sociometer theory How we gain and maintain belonging Fulfilling our need to belong within groups Fulfilling our need to belong within cyberspace Reactions to loss of belonging Copyright © 2018 Pearson Education, Inc. All Rights Reserved Humans have a fundamental need to belong and to form and maintain lasting, positive relationships. A person’s relational value reflects the degree to which other people value a relationship with them. Self-presentation refers to our attempts to project a positive social impression. Our group memberships are ones that fulfill our need to belong. People often fulfill their need to belong through the use of the Internet and social media. Ostracism occurs frequently, and it can result in many reactions, short term and long term. 4 7.1: The Need to Belong (1 of 3) 7.1: Analyze the concept of belonging as a core motive Belonging as a core motive Rejection Pervasive drive to form and maintain lasting, positive interpersonal relationships How do we know belonging is a core motive? Babies Pair bonding Loners/hermits Copyright © 2018 Pearson Education, Inc. All Rights Reserved 7.1: Analyze the concept of belonging as a core motive Point 1 – Belonging as a core motive 71% of students report bullying as a problem; 42% re.

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Quiz 2 Comm 300: Communication Theory Fall 2014 PART I: Multiple Choice (1 point each) Directions: Below are 30 multiple choice questions. Please indicate the best answer from the selections given. Symbolic Interaction Theory Symbolic interaction theory argues that meaning can only exist when people share common interpretations of the symbols they exchange in an interaction occurs between people is affected by society all of the above none of the above According to Mead, one of the most critical activities people accomplish through thought is projection role taking the Pygmalion effect the concept of mind The looking-glass self is best defined as the mental image others have of us the mental image we have of ourselves the mental image we have of how others see us the mental image of the physical attributes we observe True or False? One of Mead’s ontological assumptions is that human communication is social. true false Coordinated Management of Meaning Coordinated management of meaning refers to how individuals establish rules for creating and interpreting meaning refers to how rules are used in a conversation assumes that humans co‑create reality all of the above Which of the following is a speech act? a compliment an insult a sarcastic remark all of the above Deanna and her son Aidan are talking about manners. Deanna tells Aidan, “Cover your mouth when you sneeze.” This is an example of which type of rule? constitutive unwarranted regulative patterned True or False? CMM is an example of a Laws Approach to theory building. true false Cognitive Dissonance Theory Cognitive dissonance can be defined as the feeling people have when they do things that don't fit with what they believe the feeling people have when some of their opinions do not fit with other opinions they hold the feeling people have when their actions are congruent with what they know both a and b none of the above You believe that smoking is dangerous to your health; and yet, you smoke a pack of cigarettes a day. When this inconsistency is pointed out to you, you are likely to experience dissonance consonance irrelevance none of the above When confronted with the fact that you smoke even though you think it is bad for you, you rationalize that it’s okay for you to smoke because you are under a tremendous amount of stress in college and smoking helps to calm your nerves. This rationalization process is likely to increase your dissonance anger your Comm 300 professor restore consonance all of the above none of the above According to class lecture, the three factors that influence the magnitude of dissonance a person will feel are the amount of inconsistency, the number of dissonant cognitions, and the number of consonant cognitions the amount of inconsistency, the dissonance ratio, and the dissonance propensity the relative importance of your cognitions, the number of dissonant cognitions, and the number of consonant cognitions none of.

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