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Models of Communication Notes

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Jacob Clint Lipura
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37 views

Models of Communication Notes

Uploaded by

Jacob Clint Lipura
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Transmission Model of Communication

The transmission model of communication describes communication as a linear, one-way


process in which a sender intentionally transmits a message to a receiver (Ellis & McClintock,
1990). This model focuses on the sender and message within a communication encounter.
Although the receiver is included in the model, this role is viewed as more of a target or end
point rather than part of an ongoing process. We are left to presume that the receiver either
successfully receives and understands the message or does not. The scholars who designed this
model extended on a linear model proposed by Aristotle centuries before that included a speaker,
message, and hearer. They were also influenced by the advent and spread of new communication
technologies of the time such as telegraphy and radio, and you can probably see these technical
influences within the model (Shannon & Weaver, 1949). Think of how a radio message is sent
from a person in the radio studio to you listening in your car. The sender is the radio announcer
who encodes a verbal message that is transmitted by a radio tower through electromagnetic
waves (the channel) and eventually reaches your (the receiver’s) ears via an antenna and
speakers in order to be decoded. The radio announcer doesn’t really know if you receive his or
her message or not, but if the equipment is working and the channel is free of static, then there is
a good chance that the message was successfully received.
Since this model is sender and message focused, responsibility is put on the sender
to help ensure the message is successfully conveyed. This model emphasizes clarity
and effectiveness, but it also acknowledges that there are barriers to effective
communication. Noise is anything that interferes with a message being sent between
participants in a communication encounter.

Interaction Model of Communication


The interaction model of communication describes communication as a process in which
participants alternate positions as sender and receiver and generate meaning by sending messages
and receiving feedback within physical and psychological contexts (Schramm, 1997). Rather
than illustrating communication as a linear, one-way process, the interaction model incorporates
feedback, which makes communication a more interactive, two-way process.
The interaction model takes physical and psychological context into
account. Physical context includes the environmental factors in a communication
encounter. The size, layout, temperature, and lighting of a space influence our
communication.
Psychological context includes the mental and emotional factors in a communication
encounter. Stress, anxiety, and emotions are just some examples of psychological
influences that can affect our communication.

Transaction Model of Communication


The transaction model of communication describes communication as a process in
which communicators generate social realities within social, relational, and cultural
contexts. In this model, we don’t just communicate to exchange messages; we
communicate to create relationships, form intercultural alliances, shape our self-
concepts, and engage with others in dialogue to create communities. In short, we
don’t communicate about our realities; communication helps to construct our
realities.

The roles of sender and receiver in the transaction model of communication differ
significantly from the other models. Instead of labeling participants as senders and
receivers, the people in a communication encounter are referred to
as communicators. Unlike the interaction model, which suggests that participants
alternate positions as sender and receiver, the transaction model suggests that we
are simultaneously senders and receivers.
The transaction model also includes a more complex understanding of context. The interaction
model portrays context as physical and psychological influences that enhance or impede
communication. While these contexts are important, they focus on message transmission and
reception. Since the transaction model of communication views communication as a force that
shapes our realities before and after specific interactions occur, it must account for contextual
influences outside of a single interaction. To do this, the transaction model considers how social,
relational, and cultural contexts frame and influence our communication encounters.

Social context refers to the stated rules or unstated norms that guide communication. As we are
socialized into our various communities, we learn rules and implicitly pick up on norms for
communicating. Some common rules that influence social contexts include don’t lie to people,
don’t interrupt people, don’t pass people in line, greet people when they greet you, thank people
when they pay you a compliment, and so on. Parents and teachers often explicitly convey these
rules to their children or students. Rules may be stated over and over, and there may be
punishment for not following them.

Norms are social conventions that we pick up on through observation, practice, and trial and
error. We may not even know we are breaking a social norm until we notice people looking at us
strangely or someone corrects or teases us. For example, as a new employee you may over- or
underdress for the company’s holiday party because you don’t know the norm for formality.
Although there probably isn’t a stated rule about how to dress at the holiday party, you will
notice your error without someone having to point it out, and you will likely not deviate from the
norm again in order to save yourself any potential embarrassment. Even though breaking social
norms doesn’t result in the formal punishment that might be a consequence of breaking a social
rule, the social awkwardness we feel when we violate social norms is usually enough to teach us
that these norms are powerful even though they aren’t made explicit like rules. Norms even have
the power to override social rules in some situations. To go back to the examples of common
social rules mentioned before, we may break the rule about not lying if the lie is meant to save
someone from feeling hurt. We often interrupt close friends when we’re having an exciting
conversation, but we wouldn’t be as likely to interrupt a professor while they are lecturing. Since
norms and rules vary among people and cultures, relational and cultural contexts are also
included in the transaction model in order to help us understand the multiple contexts that
influence our communication.

Relational context includes the previous interpersonal history and type of relationship we have
with a person. We communicate differently with someone we just met versus someone we’ve
known for a long time. Initial interactions with people tend to be more highly scripted and
governed by established norms and rules, but when we have an established relational context, we
may be able to bend or break social norms and rules more easily. For example, you would likely
follow social norms of politeness and attentiveness and might spend the whole day cleaning the
house for the first time you invite your new neighbors to visit. Once the neighbors are in your
house, you may also make them the center of your attention during their visit. If you end up
becoming friends with your neighbors and establishing a relational context, you might not think
as much about having everything cleaned and prepared or even giving them your whole attention
during later visits. Since communication norms and rules also vary based on the type of
relationship people have, relationship type is also included in relational context. For example,
there are certain communication rules and norms that apply to a supervisor-supervisee
relationship that don’t apply to a brother-sister relationship and vice versa. Just as social norms
and relational history influence how we communicate, so does culture.

Cultural context includes various aspects of identities such as race, gender, nationality,
ethnicity, sexual orientation, class, and ability.

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