Web lectures
Communication & leadership
Focus on effective interaction/communication
Interpersonal and (small) groups
Processes of influence
Skills in context (person & environment)
Week 2
The five axioms of human communication
one cannot not communicatie
every communication has a content and a relationship aspect such that the
latter classifies the former and is therefore a metacommunication
the nature of a relationship is contingent upon the punctuation of the
communicational sequences between the communicants
Relationships aren’t just about what is said, but about how each person
interprets and structures the ongoing back-and-forth. People
‘punctuate’ communication differently; each sees their own behavior as
a response to the other’s, ando ften as justified
human beings communicate both digitally and analogically
Digital communication is for instance words we have connected to
things; a table is a table because we have decided so, but there is
nothing specifically table-like about a table. Analogic communication
conveys non-verbal information (something we would all understand,
despite the language we speak).
Analogic communication is more generally valid than the relatively
recent and far more abstract digital mode of communication. Analogic
communication is in simple words a virtually non-verbal
communication. It comprises posture, gesture, facial expression, voice
inflection, the sequence, rhythm etc.
Web lectures 1
, Wherever relationship is the central issue of communication, we find
that digital language is almost meaningless. The content aspect is
therefore most likely to be conveyed digitally, and the relationship
aspect analogically.
Both can’t be properly translated to one another. A great deal of
information would get lost in the proces.
all communicational interchanges are either symmetrical or complementary,
depending on whether they are based on equality or difference
Complementary schismogenesis → one person’s behavior invites or
intensifies the opposite behavior in the other. Over time, this can spiral
out of control.
Watlawick et al. (1967)
Syntactics —> transmitting information (digital communication)
Semantics —> meaning of information (analogical communincation)
Pragmatics —> behavioural effects of communication (= psychology)
Je hebt de ‘content’: de werkelijke inhoud van een boodschap, en de
‘command’, hoe de informatie opgevat zou moeten worden. Dit kan ook te
maken hebben met welke toon er achter de boodschap ligt, en hoe deze dus
aankomt bij de ontvanger.
.
O’Keefe article: the difference between a growth (incremental theory) and a
fixed (entity theory) mindset.
Fixed mindset students adopt performance goals and say effort is negative
and it should come naturally
Growth mindset students adopt learning goals and say work hard and effort
is key. In this case, failure can be considered as an opportunity to learn
and improve.
Strategies when anticipating failure;
Fixed mindset → feedback avoidance and self-handicapping.
Growth mindset → they assume they have not yet mastered the relevant
skill and keep going.
Strategies after failure
Web lectures 2
, Fixed mindset —> helplessness, self-serving bias, downward comparison
Growth mindset —> mastery-oriented, upward comparison
Self assessment
Incremental theorists and entity theorists see this differently; incremental
theorists tend to self-assess using self-referential standards, while entity
theorists tend to pursue performance goals in relation to others; they use
external, normative standards.
Self-improvement
Motivated by the desire for genuine improvement rather than the accurate
assessment of one’s current level of ability. This motive is particularly
prevalent among incremental theorists.
Growth
Upward social comparison
Self-enhancement
When setbacks are encountered, entity theorists tend to engage in self-
enhancement → a method of self-evaluation with the goals of achieving or
maintaining a positive self-view. Failure is in this case attributed to an
external cause, rather than an internal one.
Defensiveness
Downward social comparison
Self-serving biases → the tendency to attribute their successes to internal
factors and to attribute their failures to external factors.
Anticipating failure
Entity theorists tend to employ at least two strategies for protecting their
self-esteem when failure is anticipated; self-handicapping and feedback
avoidance.
Research on how this mindset starts; between two groups; either students got
to hear an intelligence praise, an effort praise or a neutral praise. When they
were praised for intelligence, they would more likely select performance goals,
and when they were praised for their effort, they would be more likely to select
learning goals.
Web lectures 3
, Another research on whether we can manipulate this mindset
The results were that the results of math in the growth mindset group would
eventually go up more compared to the control group.
Concluding, research shows that an incremental theory leads to higher levels of
achievement than an entity theory. Compentencies can be developed and
Web lectures 4
Communication & leadership
Focus on effective interaction/communication
Interpersonal and (small) groups
Processes of influence
Skills in context (person & environment)
Week 2
The five axioms of human communication
one cannot not communicatie
every communication has a content and a relationship aspect such that the
latter classifies the former and is therefore a metacommunication
the nature of a relationship is contingent upon the punctuation of the
communicational sequences between the communicants
Relationships aren’t just about what is said, but about how each person
interprets and structures the ongoing back-and-forth. People
‘punctuate’ communication differently; each sees their own behavior as
a response to the other’s, ando ften as justified
human beings communicate both digitally and analogically
Digital communication is for instance words we have connected to
things; a table is a table because we have decided so, but there is
nothing specifically table-like about a table. Analogic communication
conveys non-verbal information (something we would all understand,
despite the language we speak).
Analogic communication is more generally valid than the relatively
recent and far more abstract digital mode of communication. Analogic
communication is in simple words a virtually non-verbal
communication. It comprises posture, gesture, facial expression, voice
inflection, the sequence, rhythm etc.
Web lectures 1
, Wherever relationship is the central issue of communication, we find
that digital language is almost meaningless. The content aspect is
therefore most likely to be conveyed digitally, and the relationship
aspect analogically.
Both can’t be properly translated to one another. A great deal of
information would get lost in the proces.
all communicational interchanges are either symmetrical or complementary,
depending on whether they are based on equality or difference
Complementary schismogenesis → one person’s behavior invites or
intensifies the opposite behavior in the other. Over time, this can spiral
out of control.
Watlawick et al. (1967)
Syntactics —> transmitting information (digital communication)
Semantics —> meaning of information (analogical communincation)
Pragmatics —> behavioural effects of communication (= psychology)
Je hebt de ‘content’: de werkelijke inhoud van een boodschap, en de
‘command’, hoe de informatie opgevat zou moeten worden. Dit kan ook te
maken hebben met welke toon er achter de boodschap ligt, en hoe deze dus
aankomt bij de ontvanger.
.
O’Keefe article: the difference between a growth (incremental theory) and a
fixed (entity theory) mindset.
Fixed mindset students adopt performance goals and say effort is negative
and it should come naturally
Growth mindset students adopt learning goals and say work hard and effort
is key. In this case, failure can be considered as an opportunity to learn
and improve.
Strategies when anticipating failure;
Fixed mindset → feedback avoidance and self-handicapping.
Growth mindset → they assume they have not yet mastered the relevant
skill and keep going.
Strategies after failure
Web lectures 2
, Fixed mindset —> helplessness, self-serving bias, downward comparison
Growth mindset —> mastery-oriented, upward comparison
Self assessment
Incremental theorists and entity theorists see this differently; incremental
theorists tend to self-assess using self-referential standards, while entity
theorists tend to pursue performance goals in relation to others; they use
external, normative standards.
Self-improvement
Motivated by the desire for genuine improvement rather than the accurate
assessment of one’s current level of ability. This motive is particularly
prevalent among incremental theorists.
Growth
Upward social comparison
Self-enhancement
When setbacks are encountered, entity theorists tend to engage in self-
enhancement → a method of self-evaluation with the goals of achieving or
maintaining a positive self-view. Failure is in this case attributed to an
external cause, rather than an internal one.
Defensiveness
Downward social comparison
Self-serving biases → the tendency to attribute their successes to internal
factors and to attribute their failures to external factors.
Anticipating failure
Entity theorists tend to employ at least two strategies for protecting their
self-esteem when failure is anticipated; self-handicapping and feedback
avoidance.
Research on how this mindset starts; between two groups; either students got
to hear an intelligence praise, an effort praise or a neutral praise. When they
were praised for intelligence, they would more likely select performance goals,
and when they were praised for their effort, they would be more likely to select
learning goals.
Web lectures 3
, Another research on whether we can manipulate this mindset
The results were that the results of math in the growth mindset group would
eventually go up more compared to the control group.
Concluding, research shows that an incremental theory leads to higher levels of
achievement than an entity theory. Compentencies can be developed and
Web lectures 4
