UNIVERSIDAD CAECE
SOCIAL COMMUNICATION – December 2010
KEY
STUDENT:
MARK:
Part 1 – Reading Comprehension
Read the texts and answer the questions below them:
Extracts from
Littlejohn,S. (2000). Theories of human communication. Belmont, CA: Wardsworth.
To begin our study of communication theories, we turn first to the task of defining
communication—and communication is not easy to define. Theodore Clevenger Jr. noted that
‘the continuing problem in defining communication for scholarly or scientific purposes stems
from the fact that the verb ‘to communicate’ is well established in the common lexicon and
therefore, is not easily captured for scientific use. Indeed, it is one of the most overworked
terms in the English language.’ Scholars have made many attempts to define communication,
but establishing a single definition has proved impossible and may not be very fruitful.
Frank Dance took a major step toward clarifying this muddy concept by outlining a number of
elements used to distinguish communication.
He found three points of ‘critical conceptual differentiation’ that form the basic dimensions of
communication.
The first dimension is level of observation, or abstractness. Some definitions are broad and
inclusive; others are restrictive. For example, the definition of communication as ‘the process
that links discontinuous parts of the living world to one another’ is general.
On the other hand, communication as ‘a system (as of telephones or telegraphs) for
communicating information and orders (as in a naval service),’ is restrictive.
The second distinction is intentionality. Some definitions include only purposeful message
sending and receiving; others do not impose this limitation. The following is an example of a
definition that includes intention: ‘Those situations in which a source transmits a message to a
receiver with conscious intent to affect the latter’s behaviors.’ A definition that does not
require intent follows: ‘It is a process that makes common to two or several what was the
monopoly of one or some.’
The third dimension used to distinguish among definitions of communication is normative
judgment. Some definitions include a statement of success, effectiveness, or accuracy; other
definitions do not contain such implicit judgments. The following definition, for example,
presumes that communication is successful: ‘Communication is the verbal interchange of a
thought or idea.’ The assumption in this definition is that a thought or idea is successfully
exchanged. Another definition, on the other hand, does not judge whether the outcome is
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successful or not: ‘Communication is the transmission of information.’ Here information is
transmitted, but it is not necessarily received or understood.
Debates over what communication is and the dimensions that characterize it will undoubtedly
continue. Dance’s conclusion is appropriate: ‘We are trying to make the concept of
‘communication’ do too much work for us.’ He calls for a family of concepts, rather than a
single theory or idea, which collectively defines communication.
………………………………………………………………………………………………………
True or False?
1. The starting point for a study of communication is defining it ................................. T – F
2. “Communication” is a word we use every day and it is easy to understand its
popular, common meaning ......................................................................................... T – F
3. Scientists also find it easy to produce a single definition of communication ............ T – F
4. There are many definitions because scientists do not understand the word .............. T – F
5. Some definitions are too broad, others are too narrow .............................................. T – F
6. All definitions include the concept of intentionality .................................................. T – F
7. Some definitions include the concept of success or quality of communication ........ T – F
8. Sometimes, information is transmitted but not necessarily understood..................... T – F
9. Perhaps, finding a single definition of communication is not only impossible but also
undesirable.................................................................................................................. T – F
10. Using many concepts to define communication is wrong ......................................... T – F
/10
Another excerpt by the same author:
Communication has been systematically studied since old times, but it became an especially
important issue in the twentieth century due to the important developments in technology
and literacy. Also, 20th century philosophies were interested in the academic study of
communication with a desire to improve society through widespread social change.
During this period, the nation was ‘on the move’ in terms of efforts to advance technology,
improve society, fight tyranny, and foster the spread of capitalism. Communication figured
prominently in these movements and became central to such concerns as propaganda and
public opinion; the rise of the social sciences; and the role of the media in commerce,
marketing, and advertising. After World War II, the social sciences became fully recognized as
legitimate disciplines, and the interest in psychological and social processes became intense.
Communication studies developed considerably in the second half of the twentieth century
because of pragmatic interests in what communication can accomplish and the outcomes it
produces. At first, university courses related to communication were found in many
departments—the sciences, the arts, mathematics, literature, biology, business, and political
science. In fact, communication is still studied across the university curriculum. Psychologists
study communication, for instance, as a particular kind of behavior motivated by different
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psychological processes. Sociologists focus on society and social processes and thus see
communication as one of many social factors important in society.
Communication theory has had a different history in Europe, in Asia, and in Africa than in the
United States, for example.
In the United States, researchers began by studying
communication quantitatively, seeking to establish communication as a social science.
Communication scholars have also begun to attend to distinctions between Western and other
forms of communication theory. Eastern theories tend to focus on wholeness and unity,
whereas Western perspectives sometimes measure parts without necessarily being concerned
about an ultimate integration or unification of those parts. In addition, much Western theory is
dominated by a vision of individualism: people are considered to be deliberate and active in
achieving personal aims. Most Eastern theories, on the other hand, tend to view
communication outcomes as largely unplanned and natural consequences of events.
Even the many Western theories that share the Asian preoccupation with unintended events
tend to be individualistic and highly cognitive, whereas most Eastern traditions stress
emotional and spiritual convergence as communication outcomes.
Like all distinctions, however, the cultural, racial, or regional distinctions among
communication theories should be viewed with caution. Although general differences can be
noted, what is important to remember is that similarities abound.
We could take each of the aforementioned characteristics of Eastern thought and show how
each is manifest in Western thinking and vice versa. And no members of a cultural group all
communicate in the same way, no matter how much they share a common background.
Communication is so broad that it cannot be essentialized or confined within a single
paradigm.
True or False?
1. Ancient thinkers never studied communication ................................................................ T – F
2. Communication became the centre of scientific attention because of technological developments
in the XX century .............................................................................................................. T – F
3. In that century, social change confused philosophers ....................................................... T – F
4. Propaganda and public opinion were important in order to define communication ......... T – F
5. Communication began to be considered a possible instrument of social change .............. T – F
6. After World War II, people became interested in social and psychological
sciences .............................................................................................................................. T – F
7. Many university curricula include Communication as a subject of study ........................ T – F
8. Sociology and psychology study communication from the same point of view ............... T – F
9. In the USA, the study of communication started with an interest in social sciences ........ T – F
10.In Eastern countries, communication is not considered so much as a deliberate act,
but as a result of events...................................................................................................... T – F
14.The media are a vehicle of communication thanks to marketing ...................................... T – F
11.Eastern countries attach more importance to individualism ............................................. T – F
12.Eastern and western cultures have similarities .................................................................. T – F
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14.It is better to pay attention to the similarities than to the differences among the
different definitions, according to this author ................................................................... T – F
15.Sociologists attach more importance to the study of communication than
psychologists ..................................................................................................................... T – F
/15
Part 2 – Language
Read the texts and answer the multiple choice questions:
This is an excerpt from some university notes on interpersonal communication:
We find the so-called Watzlawick’s axioms, which he formulated in 1967, useful to define
interpersonal communication:
1. It is impossible not to communicate. What is more, we cannot control all the
messages we emit. Communication is a human activity which occurs all the time.
2. All communication has content and occurs at a certain relational level. Besides the
message or its denotation, there is an implicit notion of how each interlocutor wishes to
present himself/herself before the other and how the other is taken. When a mother
says to a child, “Put on a sweater, it’s getting cold”, she is sending a message of love and
care, but also of dependence – the mother knows better, that is why she may make a
recommendation.
3. The relationship between interlocutors depends on the way in which communication
sequences are carried out and how they are constructed. It is not a cause-effect process
but a common construction. However, there is a tendency to consider our actions as
consequences of the others’ actions. A revolt arises because people have been illtreated; the repressors will say that they have been forced to defend themselves, and so
on and so forth……….
4. People communicate through systematic communication (how messages are
transmitted) and analogic communication (what is transmitted). A picture of a
beautiful woman holding a bottle of perfume may convey the message, “You will look
like me if you buy this perfume”, although there may be no analogic text on the
advertisement explicitly saying that.
5. Communication relationships are symetric, when people behave as peers (two
politicians at a debate, the teachers in the teachers’ room discussing a student) or
complementary, as father-son, teacher-student, king-subject, etc. Note that the latter
contains an element of dominance or authority, already explored in the theory of roles
(Pichon Riviere, 1970)
Answer, please:
1. In “…..the so-called Watzlawick’s axioms..”, the expression “so-called” denotes that ….
a. this is how Watzlawick named his principles.
b. other people began to call these principles “Watzlawick’s axioms”.
c. this is the first time these principles are called like this.
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2. The expression “What is more, …” is used to …….
a. add more strength to the previous statement.
b. introduce a contradictory idea.
c. explain the consequences of the previous statement.
3. In “Besides the message or its denotation,…”, the word besides expresses ….
a. contrast.
b. consequence.
c. addition.
4. The expression “…that is why ….” expresses……
a. the reason for the previous statement.
b. a consequence.
c. a condition for this action.
5. “She may make a recommendation…” means that she ….
a. has somebody’s permission for doing this.
b. sometimes will do it, if she wants.
c. has the moral authority to do it.
6. In “ … and how they are constructed.”, the word “they” refers to …..
a. interlocutors.
b. communication sequences.
c. relationships between interlocutors.
7. In “…the repressors will say that they have been forced to defend themselves,” the
modal “will” is not denoting a single future action, but ……….
a. something impossible.
b. many actions in the future.
c. something which will inevitably happen, because it always happens.
8. In “However, there is a tendency ….”, the word “However” introduces ….
a. a condition.
b. a contrast.
c. a supposition.
9. Instead of “and so on and so forth…”, we could say……
a. etc.
b. for example.
c. indeed.
10. In “You will look like me if you buy this perfume”, the word “if” introduces ….
a. a contrast.
b. a purpose.
c. a condition.
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11. In the expression “…. explicitly saying that.”, the word “that” refers to ….
a. a beautiful woman.
b. holding a bottle of perfume.
c. “You will look like me if you buy this perfume.”
12. In “… although there may be …”, the word “although” expresses …
a. condition.
b. concession.
c. addition.
13. In “… people behave as peers”, the word “as” introduces a comparison of ….
a. equality.
b. superiority.
c. inferiority.
14. In “… note that the latter….”, the word “latter” refers to ……
a. symmetric relationships.
b. complementary relationships.
c. the situation in the teachers’ room.
15. “… already explored in the theory of roles” means that the theory of roles ….
a. had explored this element.
b. is exploring this element.
c. will probably study this.
/15
Part 3 - Vocabulary
1. My broad-band provision – provide – provider has very bad customer service.
2. We are researching the market before developing – development – developed new products.
3. It is important to use reliable – reliability – relying information in research.
4. What you are asking for is not reasoning – reasonable – reason.
5. Diversification – diversify – diversified is a risky strategy.
6. I am extremely interesting – interested – interest in your proposal.
7. The company did not help us. They were not very supporting – support – supportive.
8. This matter is extremely confidential – confidentiality – confidentially.
9. Advertising should be ethically – ethics – ethical.
/10
10. Communication is never perfects – perfect – perfectly.
Passing-mark:30 (4 – four)
31 – 33 : 5
34 – 37 : 6
38 – 41 : 7
42 – 45 : 8
46 – 49 : 9
50: 10
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