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ING105 Effective Communication

ING105 Effective Communication. Lecture 5: perceptIon. Perception. The objectives Define the perceptual process Explain how people can have varying perceptions of the same phenomena Recognize instances of stereotyping and explain its relationship to the perceptual process

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ING105 Effective Communication

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  1. ING105 Effective Communication Asst. Prof. Dr. Emrah Görgülü Lecture 5: perceptIon

  2. Perception • Theobjectives • Define theperceptualprocess • Explainhowpeople can havevaryingperceptions of thesamephenomena • Recognizeinstances of stereotypingandexplainitsrelationshiptotheperceptualprocess • Explainthedifferencebetweenfactandinference • Recognizecommunicationproblemscausedbyattributingmeaning

  3. Perception • Imagine a fewpeoplethatwitnessed a car acident. Do youthinktheygivethesameeyewitnessreportstothepolice?

  4. Perception (cont’d) n

  5. Perception (cont’d) v

  6. What is perception? • Perception is an active process of becoming aware and understanding the environment aroundyou. It is strongly influenced by communication. • Perception is theprocess of receivinginformationabouttheworldaround us andmaking sense of it. Itinvolveswhichinformationtonotice, howtocategorizethisinformationandhowtointerpret it. • Factors that cause perceptions to vary between people • Physiology • Past experiences • Culture • Present feelings

  7. PerceptualProcess • Wecan’ttake in allthesensorystimuli (i.e. observable data) around us; otherwise, wewouldhavetroubleconcentrating on things. Perceptionhelps us sortthrough (i.e. organize) externalstimuli. • Wecomparenewlyreceivedmessagestopastexperienceswe had withsimilarsituations. Pastexperienceshelp us tointerpretwhatwe sense in ourdailylives. • Theperceptualprocessoccurs in threestages: • selection (of events, people, objects, situationsandactivities) • organization • interpretation

  8. PerceptualProcess (cont’d) Selection • Inthefirst step of theperceptualprocess, yourminddecideswhich of themanystimuliareworthrecognizing/selecting. • Theprocess of focusing on specificstimuliandignoringothers is calledselectiveattention. • We only notice some, not all, of the sensory information we receive. What do yousee in thispicture? • _____________ OR _____________?

  9. PerceptualProcess (cont’d) Selection (cont’d) • Notice what is going on around you. Is the room warm or cold? Messy or clean? Large or small? Light or dark? Can you smell anything? • Areyousleepy, hungry, angryorcomfortable? • We narrow our attention to what we define as important in that particularmoment. (watchthe video!)

  10. PerceptualProcess (cont’d) Organization • Inthesecond step of theperceptualprocess, yourbrainorganizesthestimuliyoureceiveandgroupthem in a meaningfulway. (readthe e-mail on p. 18) • We organize messagesbycomparingthemwiththeinformationwehavefrompastexperiences. Weexpectfutureeventsto be similartopreviousexperiences. • Thishelps us selectand organize (i.e. make sense of) stimuli, but it mayalso limit ourabilitytoperceivethingsproperly. • Ifwecannotviewnewperceptualinputwith an openmind, it is difficultto be an effectivecommunicator.

  11. PerceptualProcess (cont’d) Organization (cont’d) • Ourpreviousjudgments can cloudourwilingnessto be opentonewinformation. • Do the nine-dotpuzzle on p. 19! • Connectthedotsusingfourstraightlineswithout lifting yourpencilfromthepaper! • Mostpeoplecannot do it, evenafterhavingpreviouslyseenthispuzzle in theirsocial/academic life. • Theconcept of staying inside theimaginarysquare is soestablishedthatwecannot do thepuzzle.

  12. PerceptualProcess (cont’d) Interpretation • Onceyouhaveorganizedinformationbygrouping it andcomparing it topastexperiences, thethird step is interpretation. Hereyouinterpretwhatyou sense; youassignmeaningto it. • Thewaypeopleinterpretstimulimaychangedramatically. Afterwitnessing a car accident • You: ‘I thinkthedrivermusthavebeendrunkbecause he waslosingcontrol of the car beforehittingtheman’. • Yourfriend: ‘Whatareyoutalkingabout? He obviouslyswervedtoavoidhittingthe car cominginto his lane’.

  13. PerceptualProcess Model

  14. ClassroomActivity • Matchthetermfromthelefttothecorrectdefinition on theright! 1. Perception a. Attendingtostimuli 2. Selection b. Attachingmeaningtoinformation 3. Organization c. Processbywhichyouviewtheworldaroundyou 4. Interpretation d. Arrangingthestimuli in a meaningfulway

  15. Perceptionmanagement • How do youwantotherpeopletoperceiveyou? • Wecannotcontrolhowothersperceive us but we can do certainthingsthatpromote a personalbrandforourselves. • Do youwantotherpeopletoperceiveyou as: • Smart • Kind • Responsible • Easygoing • Fun • Witty, shy, outgoing, honest?

  16. Perceptionmanagement (cont’d) • Personalbrand: A personalbrandexists in theminds of others in thewaytheyperceive, think, andfeelaboutyou. • You can brandyourselfthesamewaythat a companybrands a product. Yousendmessagesthatareconsistentwithyourbrand. • Focus on yourappearance, language, andnonverbalcommunication as part of yourbrand. • Yourappearanceshouldrepresentyou at alltimes. Wheneveryouspeak, followconsistentstandards; be mindful of themessagesyouaresendingnonverbally. • Yourbrandcommunicateseverythingaboutyoutootherpeople.

  17. Perceptionmanagement (cont’d) • One of thesmartestthingsthatstudents can do early in theiruniversity life is tothinkaboutmanagingperceptionsthatothershave of them. • Exhibitqualitiesthatyouwantotherstoperceive! • How do youwanttobrandyourself? • How do youwantotherstoseeyou? • Youcan’tguaranteesomeoneelse’sperceptualinterpretation but now is definitelythe time to start thinkingaboutguidingothers. (do try it on p. 22)

  18. Varyingperceptions • People do not perceivethesamesensoryinputfor a variety of reasons. • Forinstance, youreceivethesamesensoryinputfromyourinstructor as the rest of yourclass but youmayhavedifferentperceptions of theinstructor. • Some of youmayfindtheinstructorfunny but othersmaythink his is a total boreand his jokesarecheesy. • Why do perceptionsvary? • Everyone has differentexperiences, valuesandexpectations. (do try it on p. 23)

  19. Stereotyping • Stereotyping is theact of treatingeveryonewithsimilarcharacteristics as theytheywerethesame. • What do weusewhenwestereotype? __________________________ • Weexperiencesensorystimuliandmake sense of it bycategorizingtheinformationandcomparing it towhatwealreadybelieve is true. • Stereotyping is an importantpart of theorganizing step of theperceptualprocess. Itdevelopsfrominformationwechoosetohearandrememberfromourfamily, peers, teachersandcommunity.

  20. Stereotyping (cont’d) • Since stereotypingignoresthepossibility of individualdifferences, it can be problematic. • Thirtyyearsago men whoworeearringswerestereotyped as gay. Today men wearearringswithoutbeingstereotyped. • Can youthink of anyotherexamples in whichpeoplewereorarebeingstereotypedbecause of theirappearance? • ___________________________________________________ • Why do youthinkpeoplestereotypeothers?

  21. Factversusinference • Whenyoutrytoassignmeaningtoperceivedevents, it is importanttorealizethedifferencebetweenfactsandinference. • Factsareobservablephenomena. It is a factthatthereareclouds in thesky, thegrass is greenandoceanscontainwater. We can observethetruth in thesestatements. An Observation • a thing that has been done • something shown to exist • something known to have existed

  22. Factversusinference (cont’d) • Inferencesareconclusionswedrawaboutthefactsweobserve. • Forexample, ifthegreengrasslooksinvitingwhileweare on a trip, wecould stop thereandhave a picnic. Wehavedrawn a conclusion. Ifweareattackedby fire ants, werealizeourinferencewaswrong. • Everyone who attendsthis classwill be more informed about Inference and Fact. Ericattendedthisclass. Inference: _________________________. • Educated guess as to what happened based on facts (observations) • conclusion • judgment (do Realityon p. 25 and self-test handout)

  23. TheLadder of Inference a

  24. Examples v

  25. AttributingMeaning • Whenwewitnessbehaviors in others, wetrytomake sense of thosebehaviorsandassignmeaningtothem. Creatingmeaningforbehaviors is calledattribution. • Imaginethisscenario: TonyseesTina in thestudentcenterandwaveshello. Tinalooks at himandquicklylooksawaywithoutresponding. Tonyfeels hurt andangry. ‘Fine’ he thinks. ‘Don’t talk to me’…. • Tony has justcreated a meaningforTina’saction. He assumesshemeanttoignorehim. What is he goingto do? • Tony has choices. He can act as if his assumption is a fact. Or, he can question his assumptions? He couldthink of reasonsforTina’saction.

  26. AttributingMeaning (cont’d) • WhatwillTony do next? Will he ignore her thenext time he sees her? (do Critical Thinking on p. 27) • It is obviousthatnothinggoodwilloccurif he acts on an incorrectassumption. TonywouldbenefitfromrecognizingotherpossibilitiesforTina’sactionsorfromdoing a perceptioncheckimmediately. (do Critical Thinking on p. 28) PerceptionChecking • Perceptioncheckingis a skillthat is usedtodouble-checkyourunderstanding of what is going on withanotherperson.

  27. PerceptionChecking • Perceptioncheckingconsists of threeparts: • First, yougive an objectivedescriptionof whatyousensed. • Second, yougive an interpretationof whatthesituationmeanttoyou. • Third, you ask a question • Inthepreviousexample, what do youthinkTomcould say toTinawhen he sees her next time? • ________________________________ • ________________________________ • ________________________________

  28. PerceptionChecking (cont’d) • Read anotherexample of perceptioncheckingaboutJudy, a 35-year oldwoman, on page 28-29.

  29. Perceptionrelatedto self-concept • Self-conceptreferstowhatwethinkaboutourselves, includingour: • physicalattributes (shortortall, bigorsmall) • aptitudes (good at mathorgettingalongwithothers) • physicalcoordination (good at sportsor video games) • skills (tyingfliesorgourmetcooking) • Werecognizewhetherwearetallorshort, good at gamesetc. Wereachtheseconclusions as weassessandevaluateourselvesintrapersonally. (do Critical Thinking on p. 31)

  30. Perceptionrelatedtoself-esteem • Self-esteemreferstothevalueweplace on ourselves. • Rachel, who is 155 tall, thinksshe is short. Her self-esteemrelatedtothisconceptdepends on thevaluesheplaces on height. Ifshethinksthatonlytallpeoplehave an advantage, her self-esteemwill be low. • However, ifshebelievesthatattractivenessdoes not depend on height, thenbeingshortwill not affect her self-esteem. • Why is self-esteemimportant? • Self-esteemand how wefeelaboutourselvesinfluenceourwillingnessandabilitytocommunicateeffectively. • Ifyoufeelgoodaboutyourself, youaremorelikelytoapproachandmeetnewpeople, toassertyourideas, standconfidentlybefore an audience.

  31. Summary • Understandingtheperceptualprocess is criticaltobecoming an effectivecommunicator. • Youmustunderstandwhyyouassignmeaningthewayyou do towords, actionsandpeoplesoyou can improveyourcommunicationstyletoavoidmiscommunication. • Onceyouunderstandyourownperceptionsand how theperceptualprocessworks, youwill be betterableanalyzewhyothersperceivephenomenaandassignmeaningthewaythey do.

  32. Comingupnext!

  33. Appendix • Thesolution(s) tothepuzzle

  34. a

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