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Models of Communication - Part II - The Axioms

Ciao a tutti, scusate per il ritardo, ma non mi sono dimenticato di voi !!! Riprendiamo l'argomento con questa seconda parte dedicata agli assiomi della comunicazione; ci sarà una terza parte più interesting, do not be afraid, you must be confident! Let's start!

The pragmatic model-relational refers to the behavior of people in the field of communications. In this module we will know the five axioms of communication and the risks related to messages often paradoxical that the interlocutors exchanged. The study of communication can be divided into three areas: syntax, semantics, pragmatics. The syntax is the branch of linguistics that studies the rules governing the place take the words in a sentence and how to form sentences have a period. The semantics studies the meaning of words, sets of words, sentences and texts. The pragmatic studies the ways in which you can use language in practical situations. Bateson, Watzlawick, Beavin and Jackobson, the authors of the book "Pragmatics of human communication" define some simple properties of the communication, which have fundamental implications for interpersonal. Queste proprietà sono degli assiomi, cioè fatti ritenuti talmente evidenti nell'esperienza comune da non necessitare né di dimostrazione né di discussione. Questi sono i cinque assiomi della pragmatica della comunicazione umana: 1. non si può non comunicare, 2. ogni comunicazione ha un aspetto di contenuto e uno di relazione in modo che il secondo classifica il primo ed è quindi metacomunicazione, 3. la natura di una relazione dipende dalla punteggiatura delle sequenze di comunicazione, 4. gli esseri umani comunicano sia con un modulo numerico sia con quello analogico, 5. tutti gli scambi di comunicazione sono simmetrici o complementari a seconda che siano basati sull’uguaglianza o sulla differenza. Non comunicare è impossibile: si comunica anche attraverso il comportamento e ovviamente è impossibile non avere un comportamento. L’intero comportamento in una situazione di interazione ha valore di messaggio. Indipendentemente dalla propria volontà infatti gli individui si scambiano un gran numero di segnali, attraverso vari canali. Ad esempio due persone che salgono insieme in ascensore e durante il tragitto guardano fisso nel vuoto, si stanno comunicando il desiderio di non comunicare. Lo studente che se ne sta per conto suo in classe durante il break sta comunicando che non vuole parlare con nessuno e i suoi compagni, in genere, recepiscono il messaggio lasciandolo stare. Immagina una situazione tipica, l’incontro tra due estranei di cui uno vuol comunicare, mentre l’altro no.

Le reazioni possibili sono: rifiuto della comunicazione, accettazione della comunicazione, squalificazione della comunicazione, sintomo come comunicazione. Ecco qualche esempio di comportamento relativo: se rifiuto la comunicazione, il messaggio implicito che invio è "mi rifiuto di comunicare", con le conseguenze espressive, verbali e non verbali della mia decisione; se accetto di comunicare posso farlo in diversi modi, anche senza utilizzare le parole. Basta che accetti la relazione, senza chiudermi; squalificare una relazione significa non ritenere gli altri e le loro informazioni useful, then, somehow, not to relate with others can act in such a way as to express the signs of my will or desire to communicate, for example through non-verbal action. Every act of communication not only conveys information, but at the same time suggests a behavior. All communication has therefore a matter of news and one that informs the way in which we must assume that communication. The ability to metacomunicare properly is a necessary condition for effective communication, but is also closely linked to the problem of awareness of self and others. For example, different to say "please be quiet to allow the continuation of the lesson" to "do silence and follow the lesson. "Even if they have more or less the same content, the two phrases define relations teacher / pupils very different. This aspect of communication is generally less aware. The exchanges do not constitute an uninterrupted chain of communication, but are organized as if it were following a kind of punctuation. E 'can thus identify the sequences of the speaker and respondent, to define what is considered as the "cause" of behavior, as distinct from' effect. "modes to punctuate a sequence of events are very different and therefore may lead to conflict reporting. In fact the people themselves to define the interaction during the on punctuation. For example, consider a teacher and a student who has a problem that everyone has their own share of responsibility: students approaching the study are inadequately addressed the teacher and acting severely criticized. If you explain the reason for their conduct, the student says that he does not want to study because the teacher has been targeted and labeled him as lazy, any commitment to schooling would be inadequately assessed. The teacher instead consider this explanation as a distortion of what really happens since she became a negative opinion of the boy because he has no desire to study and critique the student for his lack of commitment. If you do not resolve the discrepancies related to the punctuation of sequences of communication, interaction is a dead end. The pathological communication can become a vicious circle that is broken only if communication becomes the subject of the report itself, that is when they become capable of communicating metacomunicare, going outside the circle. For there is a circularity of the conduct for which it is impossible to determine what the cause and effect. The numeric form of the use of words, instead of the analog module is in all modes of nonverbal communication which are used primarily to transmit aspects of the relationship between the participants. In translating a message in a numerical analog, you need to add functions of logical truths lacking in the analog module. Man seems the only body that uses analog and digital modes of communication. The numerical language has allowed the exchange of information and transmission of knowledge over time, which otherwise would not have been possible. But there is one area where we rely almost exclusively on analog communication and that is what the report. Here the language has only a limited percentage of effectiveness: one can say anything with words, but it is difficult to support a statement on the floor if analog is a lie. Interaction symmetric is characterized by equality, and you have this kind of interaction when a member behavior tends to mirror that of another. The complementary relations are characterized by the difference between people: one partner assumes a superior position and the other assumes a lower position. The positions do not involve an assessment of how good, bad, strong or weak, simply define the type of relationship that can be created between two individuals. The relationship between two students is a symmetrical relationship, the teacher-student relationship is a complementary relationship. In a report, two different behaviors that have adapted to their roles are interdependent, that is seek each other. An individual does not require an additional report to another, but each one behaves in a way that assumes the other's behavior and at the same time gives him the reasons. All exchanges of communication are symmetrical or complementary, depending on whether they are based on equality or difference. The paradox is a conflicting message in the states at the same time a concept and its opposite. For example, a paradox to say to someone "do not have to be afraid", as the party that tells us to fear, is detecting an existing situation and involuntary. It's also a paradox when we say something which is then disconfirmation with their behavior or with their own say. For example a person to utter praise for its quality and the cry that the slightest mistake is not good at anything. Here's an example from the history of paradoxical communication. The Nazis had promised to Sigmund Freud (the father of psychoanalysis) can leave Austria with a visa on the condition that sottoscrivesse a statement as to leak out that he had been "treated by the German authorities and in particular by the Gestapo with all due respect and consideration due to its reputation as a scientist. " The Nazis wanted to use Freud to spread their propaganda in the world. Freud was confronted with a dilemma: to sign the document meant to help the enemy, it meant refusing to meet any accordingly. But Freud was able to impose the paradox of the Nazis. How? Asked to add to saw phrases like these: "I can highly recommend the Gestapo to anyone", so the situation was reversed. The Gestapo had forced Freud to praise, but those who knew what the Nazis understood the sarcasm of that praise which ironically denied the content subscribed to strength. A message based on the double bond is coded so that: asserts something, asserts something about his claim, these two statements are mutually exclusive. So if the message is an injunction, an order must be disobeyed to be obeyed. For example, it can happen that children can feel the anger and the hostility of a parent, but the parent refuses to be angry and claiming that the child recognizes that he is not angry. So the child is faced with the dilemma whether to believe the parent or to their senses. If you believe your senses, keeps a firm grip on reality, but undermines his relationship with the parent, if you believe the parent, the report maintains that it needs, but distorts their perception of reality.

Oh God today is just too much, but I know you'll forgive me! Until next time!

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Models of Communication - Part I °

Hello everyone, today know the main communication models, from linear to those who, instead, interpret the statement as a circular process and interactive. knowledge model helps to define both the context in which a communication on the application of the principles involved. We will show how the recipient plays a key role in the construction of meaning, then that is not predetermined, but changes with the changing situations and interlocutors. Shannon and Weaver's scheme aims to identify both the general form of any communication process, both key factors that constitute it, those elements, namely, that must be present whenever there is a passage of information. The source is the source of information. It generates a message that becomes an apparatus transmitting signals. The signals in turn are transmitted through a channel to the receiver which converts them back into the message received by the recipient. Obstacle to the successful element of the communication process is the noise, namely the presence of disturbances along the canal, which can damage the signals. The space of communication, ie the place where it occurs, can influence the learning experience and interfere with the content. The relational space must be surrounded by the "silence" of concentration, where you can create environments conducive to the sharing. The concept of space is given to three factors: concentration, noise, environment. How long you can focus on themselves and on the other, in a report? long as the interest in that circumstance is not finished, or external obstacles involved that determine the end. Active listening is based on the concentration, the higher the level, can give rise to more satisfactory overall results. E 'should be stressed that the "merger" is not means an "effort", but the dedication to natural relational activity involving. a situation with a high concentration, where the noise is absent, or at least content, allows for richer communication, both emotionally and rationally. We can well perceive the changes in tone of voice, a tremor, indecision. The high concentration situation is rare and difficult to live for long periods of time, especially if the noise is "internal", that is due to relationship difficulties. As a result of both the noise level, that of personal ability, we have instead situazioni a bassa concentrazione, dove più che comunicare, si fanno “chiacchiere”. In simili situazioni, le possibilità sono due: o si “passa” il tempo (acquisizione di informazioni superficiali), o si ricorre al monologo interno, per comprendere, dall’osservazione dell’altro e di se stessi, quali sono gli impedimenti ad una comunicazione e come fare a superarli. Ogni interferenza alla comunicazione si definisce “rumore”. Un ambiente relazionale deve avere un “controllo” del rumore sufficientemente valido a limitare le interferenze. In casi estremi, quando il rumore può distorcere la comunicazione, it is better to break contact, since it is pointless to relate to misunderstand or not understand at all. An environment available to the flow of communication allows a good level of communication. is a place "open", where there is room to talk, listen, understand, a non-judgmental environment, stereotypes, where the "here and now" is the only time reference. A room is available immediately recognize The acceptance, by extension, the smile. The hostile environment, embodying the conflict, aggression, and where the noise dominates the communication finds its direction in time past, where we reason to "remember" and interference deflect the course of the flow of communication. The hostile environment should be tackled with the right defensive weapons, but lowering his guard, from time to time to see if, somewhere, the seed of the flower can communicate. The neutral environment is the home of the future. All that is said or done is interpreted and projected elsewhere. Even changing emotions in others. Often it is the fear of clarity, ask questions, to hear something unpleasant or not according to our expectations, which generates the "escape" forward, thus preferring a neutral environment. linguistic-semiotic model part of the consideration that communication is effective only when the codes used are common to all involved communicating and can be understood and interpreted in the totality of their meaning. issuance of the message is a common fact that to be properly understood, the need of sharing a common code by the issuer and the recipient of the message. To be the signs that constitute the common heritage of posts must refer to a code that regulates them and structure them in a provision well precise. Le componenti fondamentali di un segno sono date: dal significante, ovvero la parte concreta del segno, quella percepita dai nostri sensi, e che si presenta diverso per ogni codice (ad esempio la parola "casa"); dal significato, che corrisponde al concetto cui rimanda quello specifico significante (ad esempio "costruzione per abitazione stabile"); dal referente, che indica la cosa reale cui rinvia il segno (ad esempio l'edificio reale nel quale abitiamo). Il modello psicologico-sociale pone come oggetto di studio l'osservazione del comportamento, da cui dedurre l'atteggiamento interiore e la motivazione alla comunicazione. Questo model is based on certain assumptions: the behavior is the set of activities which can be viewed by another person, the attitude is evaluated in terms of favorable or unfavorable orientation toward the other, the motivation is attributed to the need regulation of behavior, which tends to satisfy a need or reach a goal. Joe Luft and Harry Ingram, in 1961 created a framework, this model of awareness or "Johari window". When we put in front of others are willing to reveal some things we (and I can tell), but not others (I know but I will not say). To tell you the things that we know and to be silent on others. However, we can keep things inside us that we forgot or we're not aware (I do not know and do not say), or to reveal things in spite of ourselves we are not aware, but that others perceive and interpret correctly (and I say I do not know). The interactions between the four quadrants determined four types of relationship: open communication, information leaked or unwitting revelations, intimate and outbursts, emotional contagion. know is gradually extending the upper right quadrant (I open), reducing the other. The window also applies to non-verbal communication and behavior. I opened the shows with voluntary movements, in dress and in social attitudes. The I unconscious and the occult to reveal attitudes unintended but very decipherable by those who observe us . The conversational model-textual studies the relationship between "text and recipient." linguistics text identifies the meaning of a text to view it in its overall shape, structural and complex. The global significance can then emerge from a thousand items for which a sentence refers to another, even far in the text (anaphora) or even to elements that are implied in the text. As regards "conversation" of the relationship of communication, it is proposed that the image of a user, Thanks to their skills and expertise in constructing an interpretation, can lead to a condition of "rewriting" of the text. The collaboration of the user to the production of the text is so because the content of communication change with the recipients, with the condition of reception, with the social and cultural status of the audience, its tastes, its processes of interference and overlap. According to the conversational model performative communication is a process by which an idea is transferred from one issuer to a recipient with the intention to change its behavior. This approach obviously requires communication strong control of intentionality on the part of sending out the message. Another essential element is the level of acceptability of the Notice as the basis for a conversation, there must be an area of \u200b\u200bcommon understanding between speaker and listener, and a willingness to communicate. The communication is realized through a variety of functions called "speech acts". Speech acts, according to John Searle are direct acts, acts of commission, declarative acts, acts assertive, expressive acts, acts of demand. Each speech act has a specific function in the entire community.

The documents directly : also known as "control" are to pay the other party's explicit request, that have value only if the person has the right to express them formulate them. The Instruments commission : refer to making a commitment, and they assume a relationship of subordination. The acts declared : they express an explicit declaration of a state of affairs, a position taking a trend and produce changes in social relations. The Instruments assertive : allow to communicate their perception of reality. The Instruments expressive : the need to express their feelings and communicate on an emotional level. The Acts question : meet the need for clarity of those who communicate in order to proceed with the report and in joint initiatives. The linguist Roman Jakobson, has proposed a reading of the communication between sender and recipient. To be active, the message requires first reference to a context that can be perceived by the recipient, and is capable of verbalization. Secondly requires a code in its entirety or partially, common to the sender and the recipient. Finally, we need a contact, a physical channel and a psychological connection between the sender and the recipient, allowing them to establish and maintain communication. In these separate elements of communication Jakobson overlaps the purpose or language functions, including: the funzione emotiva è costituita dall’insieme degli elementi che qualificano lo stato emotivo; la funzione denotativa esprime la qualità emotiva del messaggio di chi parla; la funzione fàtica comprende tutti gli elementi della comunicazione tesi a stabilire la presenza del “contatto” tra gli interlocutori; la funzione conativa riguarda gli aspetti pragmatici della comunicazione, that those expressions that act to push for action on the recipient, the referential function or information communication is especially designed to provide information on a specific reality, the aesthetic function or poetic the attention of the sender is especially directed at the structure of the message; to its formal organization (such as the appearance of noise words, the choice of words), the metalinguistic function the message refers to elements that define the code itself (like when you ask clarification on a certain time period). Well the argument is rather long and complicated! For now I leave you and I look forward to the continuation of the argument on Wednesday. Thanks and good communication!