Factors in Communicative Events
involve:
- a definite meaning and reference
- in a specific context &
- within the psychosocial reality
- as produced by a group.
Each Level/element of will be taken in turn and examined from these four perspectives. Links that enable return to the topic are provided.
L7: Openness
In sending, allows for a range of possible meanings, both in relation to yourself (as sender or receiver) and others who may be attending to you.
Reception depends on sensitivity. Unless you are alert and perceptive in relation to what may be pertinent at the moment of the event, it will be missed.
links to a group's psychosocial reality by using free-floating attention that allows awareness of implications, especially if they have significance for group interactions.
The most important feature of the context is that there should be no danger or threat. If there is, you will be too preoccupied to properly attend to .
L6: Meanings
In sending, specific structure the use of all Levels to manipulate the experience of recipients and provide some control over what is being referred to.
Reception depends on comprehension (grasping the ). Except in unusual circumstances, there is a natural disposition to make sense as expected by the sender (however rarely that is achieved).
that lies within the sphere of one's own group seems wholly natural, while that are within the psychosocial reality of another group will be more difficult to express or to comprehend. The may seem odd, or even bizarre.
The context may need to be actively managed in order to support or clarify the desired .
L5: Terms
In sending, must capture or limit because there is a need to reduce confusion about what is being referred to during any .
Reception requires knowledge of usage via definitions so as to recognize the essence of whatever the is referring to, &/or descriptions to appreciate its properties.
The sender normally operates within their group's reality, while a receiver normally seeks to discriminate and be precise in accord with their own needs and interests. The receiver's most important group has a major effect in this regard. If both share the same relevant social group, there is much less difficulty.
Context may alter the reference of a and the relevant group reality. It often assists when a has many references (as is rather common with words).
L4: Symbols
In sending, elaborate or transform by making reference to anything that is deemed appropriate.
Reception occurs through a of the being used. Normally the force attention immediately to relevant attributions. However, a readiness to read with more discernment, and not to dismiss as mysterious can be useful.
are standardized within any group or society: they are the royal road to making sense of a group's psychosocial reality. So clashes here, due to context, can lead to painful experiences on both sides.
L3: Signs
In sending, are used to indicate, translate and activate with reference to a single domain.
Reception depends on appreciation of . That means familiarity and knowledge about the specific domain within which the is regarded as indicative.
The context plays a major role in both pointing to the relevant domain and rapidly creating that relevance. The may contribute to a useful and valid picture of the overall situation.
are important to groups who view themselves as significant players in the particular domain. If a group is associated with possession of expertise, then its psychosocial reality may come to dominate perception and reception and subsequent . «When you are an expert with a hammer, then everything looks like a nail.»
L2: Signals
In sending, are used when a direct, inflexible and unambiguous reference to a specific is desired.
Reception is based on recognition. To receive a you have to learn all the essential rules, and also any relevant adjustments that apply at the moment of use.
The context is also important insofar as require contextual support to avoid producing mixed messages. It may also determine whether or not the is indeed a .
The relevant group plays a major part in designing . It also ensures (e.g. via training, examination, certification) that its members, and others if necessary, are able to send and recognize .
L1: Stimuli
The sender generates , but these are not inherently meaningful as such. They only become meaningful when part of higher Level entities.
The group should recognize the importance of sufficiently intact biological sense organs for proper social interaction and participation in group activities. It may choose to provide assistance for those who have a sensory handicap.
Context is relevant in that it may mask perception or disturb generation of the .
Reception is another matter entirely: noticing is the key. If someone, taken to be a relevant sender generates , then they are likely to be attributed a or reference of some sort.
But everyone and their context generate all the time. So, as a recipient, you are in a difficult position. You must stay alert and avoid allowing to be screened out by habit, adaptation or for comfort, while simultaneously avoiding being overwhelmed.
Read more about the unique position of a recipient.
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Originally posted: 30-Jul-2011; Last updated: 25-Sep-2011