![]() ![]() ![]() When we understand something, we are able to attach meaning by connecting information to previous experiences. ![]() It is through the interpreting stage that we may begin to understand the stimuli we have received. The interpreting stage engages cognitive and relational processing as we take in informational, contextual, and relational cues and try to connect them in meaningful ways to previous experiences. Interpretingĭuring the interpreting stage of listening, we combine the visual and auditory information we receive and try to make meaning out of that information using schemata. We can enhance our ability to receive, and in turn listen, by trying to minimize noise. Psychological noise like stress and anger interfere primarily with the cognitive processes of listening. Environmental noise such as other people talking, the sounds of traffic, and music interfere with the physiological aspects of hearing. While hearing leads to listening, they are not the same thing. Some noise interferes primarily with hearing, which is the physical process of receiving stimuli through internal and external components of the ears and eyes, and some interferes with listening, which is the cognitive process of processing the stimuli taken in during hearing. It is important to consider noise as a factor that influences how we receive messages. Think about how it’s much easier to listen to a lecture on a subject that you find very interesting. Recall that salience is the degree to which something attracts our attention in a particular context and that we tend to find salient things that are visually or audibly stimulating and things that meet our needs or interests. Some stimuli never make it in, some are filtered into subconsciousness, and others are filtered into various levels of consciousness based on their salience. These perceptual filters also play a role in listening. Our chapter on perception discusses some of the ways in which incoming stimuli are filtered. The fact that these visual cues are missing in e-mail, text, and phone interactions presents some difficulties for reading contextual clues into meaning received through only auditory channels. ![]() For example, seeing a person’s face when we hear their voice allows us to take in nonverbal cues from facial expressions and eye contact. Although we don’t often think about visual cues as a part of listening, they influence how we interpret messages. We primarily take in information needed for listening through auditory and visual channels. This part of the listening process is more physiological than other parts, which include cognitive and relational elements. In any given communication encounter, it is likely that we will return to the receiving stage many times as we process incoming feedback and new messages. Receivingīefore we can engage other steps in the listening process, we must take in stimuli through our senses. The stages of the listening process are receiving, interpreting, recalling, evaluating, and responding. Models of processes are informative in that they help us visualize specific components, but keep in mind that they do not capture the speed, overlapping nature, or overall complexity of the actual process in action. Like the communication process, listening has cognitive, behavioral, and relational elements and doesn’t unfold in a linear, step-by-step fashion. Listening is a process and as such doesn’t have a defined start and finish. In this section we will learn more about each stage of the listening process, the main types of listening, and the main listening styles. It is only after listening for months as infants that we begin to consciously practice our own forms of expression. We begin to engage with the listening process long before we engage in any recognizable verbal or nonverbal communication. Listening is the learned process of receiving, interpreting, recalling, evaluating, and responding to verbal and nonverbal messages. Compare and contrast the four main listening styles.Discuss the four main types of listening.Describe the stages of the listening process. ![]()
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