Summary: Verbal methods of communication in the structure of professional and pedagogical communication. Types of verbal-communicative methods
Chapter 11
Verbal-communicative methods are a group of methods for obtaining and applying psychological information based on verbal (oral or written) communication.
Methods can act as independent methods of diagnostic, research, consulting and psycho-correctional work, or be included in the structure of other methods as their natural components. For example, instruction in experiment and testing, psychotherapeutic interview, collection of biographical data, surveys in praximetry and sociometry, etc. The main types of this type of methods are conversation and survey. The survey is implemented in two main ways: interviews and questionnaires.
The specificity of the methods of the group under consideration is their inalienability from the process of intensive communication between the researcher and the subject. At the same time, according to the task of research, only their fruitful interaction is usually required. But the latter, as a rule, cannot be carried out without establishing a favorable relationship between them. Thus, the use of verbal and communicative methods clearly demonstrates that communication is a unity interactions and relationships. The practice of using these methods has also developed a certain specific terminology. So, depending on the type of method, the researcher applying it (or his representative-intermediary) can be called correspondent, presenter, interrogator, listener, interviewer, questionnaire. Accordingly, the investigated can be designated kakres-pondent, led, answering, speaking, interviewed, questioned.
11.1. Conversation
11.1.1. Essence and specificity of psychological conversation
Conversation- this is a method of obtaining information orally from a person of interest to the researcher by conducting a thematically directed conversation with him.
In principle, conversation as a means of communication can be conducted not only orally, but also in writing. Say, a conversation with other people in the form of correspondence, a conversation with oneself in the form of a diary. But conversation as an empirical method implies just oral communication. Moreover, this is the communication of the person under study, firstly, not with any other person, but with the researcher, and, secondly, this is communication at the moment of research, that is, actual communication, and not set aside in time. A written conversation, however, does not simultaneously satisfy both of these conditions. Even if the “written interlocutor” of the researcher is the researcher, which is an extremely rare phenomenon in scientific practice, the “interview” itself in the form of correspondence inevitably drags on in time and space and is interrupted by significant pauses. Theoretically, it is possible to imagine conducting such a conversation (at least for a psychotherapeutic purpose), but in the practical work of a researcher, such correspondence conversations are very problematic. Therefore, it is generally accepted to understand the conversation as a method of understanding in the variant of oral communication, and the written version of the conversation as a way of communication to study by methods of studying documents or products of activity. It is in this interpretation that we will consider the method of conversation.
The conversation is widely used in social, medical, age (especially children's), legal, political psychology. As an independent method, conversation is especially intensively used in consultative, diagnostic and psycho-correctional work. In the activities of a practical psychologist, conversation often plays the role of not only a professional method of collecting psychological data, but also a means of informing, persuading, and educating.
Conversation as a method is inseparable from conversation as a way of human communication. Therefore, a qualified use of conversation is unthinkable without fundamental general and socio-psychological knowledge, communication skills, and communicative competence. Since any communication is impossible without people's perception of each other and without their awareness of their "I", insofar as the method of conversation is closely connected with the method of observation (both external and internal). Perceptual information obtained during an interview is often no less important and abundant than communicative information. The inextricable link between conversation and observation is one of its most characteristic features. Wherein psychological conversation, i.e., a conversation aimed at obtaining psychological information and having a psychological impact on a person, perhaps, can be attributed along with introspection to the most specific methods for psychology.
The researcher usually tries to conduct a conversation in a free, relaxed manner, trying to "open" the interlocutor, liberating him, endearing him to himself. Then the probability of the sincerity of the interlocutor increases significantly. And the more sincere it is, the higher the adequacy of the data obtained in the conversation and surveys to the problem under study. The most common reasons for insincerity can be: fear of showing oneself from a bad or funny side; unwillingness to mention other persons, let alone characterize them; refusal to disclose those aspects of life that the respondent considers (correctly or erroneously) intimate; fears that unfavorable conclusions will be drawn from the conversation; "unsympathetic" conducting the conversation; misunderstanding the purpose of the conversation.
Usually very important for the successful development of the conversation is the most the start of a conversation. His first phrases can arouse either interest and a desire to enter into a dialogue with the researcher, or, conversely, a desire to evade him. To maintain good contact with the interlocutor, the researcher is recommended to demonstrate his interest in his personality, in his problems, in his opinions. But one should refrain from open agreement, and even more so disagreement with the opinion of the respondent. The researcher can express his active participation in the conversation, interest in it by facial expressions, postures, gestures, intonation, additional questions, specific remarks like “this is very interesting!” . The conversation is always to some extent accompanied by observation of the appearance and behavior of the subject. This observation provides additional, and sometimes basic information about the interlocutor, about his attitude to the subject of the conversation, to the researcher and the surrounding environment, about his responsibility and sincerity.
The specifics of psychological conversation, in contrast to everyday conversation, is unequal positions of interlocutors. The psychologist here is, as a rule, the proactive side, it is he who directs the topics of the conversation and asks questions. His partner usually acts as the answerer to these questions. Such asymmetry of functions is fraught with a decrease in the confidence of the conversation. And emphasizing these differences can completely destroy the balance in the interaction of the researcher with the researched. The latter begins to "close", deliberately distort the information he reports, simplify and schematize answers up to monosyllabic statements like "yes-no", or even avoid contact altogether. “Therefore, it is very important that the conversation does not turn into an interrogation, since this makes its effectiveness equal to zero.”
Another important feature of psychological conversation is due to the fact that society has developed relation to psychologist as a specialist in the human soul and human relations. His conversation partners are often set to receive a momentary solution to their problems, expect advice on behavior in everyday life and unambiguous answers to questions of spiritual life, including questions from the “eternal” category. And the psychologist leading the conversation must comply with this system of expectations. He must be sociable, tactful, tolerant, emotionally sensitive and responsive, observant and reflective, well erudite on a wide range of issues and, of course, must have deep psychological knowledge.
But the so-called controlled conversation is not always effective, that is, a conversation in which the initiative is on the side of the researcher. Sometimes it is more productive to have an unmanaged form of conversation. Here the initiative passes to the respondent, and the conversation takes on the character of a confession. This type of conversation is typical for psychotherapeutic practice, when a person needs to “talk out”. Then such a specific quality of a psychologist as the ability to listen acquires special significance. This quality is generally one of the basic ones for fruitful and pleasant communication, but in this case it acts as a necessary and most important element of the professional activity of a psychologist. No wonder psychologists from time to time recall the saying of the founder of Stoicism, Zeno of Kition (336-264 BC): “Two ears and one tongue are given to us in order to listen more and speak less.”
Listen in conversation It does not mean simply not speaking or waiting your turn to speak. This is an active process that requires increased attention to what is being said and who is being spoken to. The ability to listen has two aspects. The first one is external, organizational. We are talking about the ability to focus on the topic of conversation, actively participate in it, maintaining interest in the conversation on the part of the partner, and then, as I. Atvater says, "listening is more than hearing." “Hearing” is understood as the perception of sounds, and “listening” is understood as the perception of the meaning and meaning of these sounds. The first is a physiological process (according to Atvater, physical). The second is a psychological process, “an act of will, which also includes higher mental processes. To listen, you need a desire. This level of listening provides correct perception and intellectual understanding of the speech of the interlocutor, but not enough for an emotional understanding of the interlocutor himself.
The second aspect of listening is inner, empathetic. Even the most passionate desire to talk with another person does not guarantee that he will “get through” to us, and we will “hear” him, that is, we will delve into his problems, feel his pain or resentment, really rejoice at his success. Such empathy can range from mild empathy to intense empathy and even self-identification with a communication partner. In this case, perhaps, "hearing is more than listening." We, attentively listening to the interlocutor, hear his inner world. The author of the famous client-centered psychotherapy, K. Rogers, especially paid attention to this moment of the conversation: “I experience pleasure when I really hear a person ... When I am able to really hear another person, I come into contact with him, and this enriches my life. .. I like to be heard... I can confirm that when you are upset about something and someone really hears you, without judging, without taking responsibility for you, without trying to change you, that feeling this is damn good! When they listened to me and when they heard me, I am able to perceive my world in a new way and continue my path ... The person who was heard, first of all, answers you with a grateful look. If you heard a person, and not just his words, then almost always his eyes are moistened - these are tears of joy. He is relieved, he wants to tell you more about his world. He rises with a new sense of freedom. He becomes more open to the process of change... I also know how hard it is when you are mistaken for a person that you are not, or when they hear something that you did not say. This causes anger, a sense of futility of struggle and frustration. I get terribly upset and withdraw into myself if I try to express something deeply mine, personal, some part of my own inner world, and the other person does not understand me. I have come to believe that such experiences make some people psychotic. When they lose hope that someone can hear them, then their own inner world, which becomes more and more bizarre, begins to be their only refuge.
Thus, the relationship between the concepts of "listen" and "hear" is not unambiguous and dynamic. This dialectic should be taken into account by a professional psychologist when conducting a conversation. In some cases, the first level of communication is quite enough, and it may even be undesirable to “slide” into the level of empathy (say, in order to maintain social distance). In other cases, one cannot do without emotional complicity, the necessary information cannot be “extracted” from a partner. One or another level of listening is determined by the objectives of the study, the current situation, and the personal characteristics of the interlocutor.
Whatever the form of the conversation, it is always there replica exchange. These remarks can be both narrative and interrogative. It is clear that it is the replies of the researcher that direct the conversation, determine its strategy, and the replies of the respondent supply the required information. And then the leader's remarks can be considered questions, even if they are not expressed in an interrogative form, and his partner's remarks can be considered answers, even if they are expressed in an interrogative form. Experts believe that the vast majority of responses (up to 80%) in verbal communication reflect such reactions to the speech and behavior of the interlocutor as assessment, interpretation, support, clarification and understanding. True, these observations relate mainly to “free” conversation, i.e., to conversations in a natural setting with equal positions of partners, and not to research situations with asymmetry in the functions of the interlocutors. Nevertheless, in psychological conversation, these tendencies seem to persist.
When choosing (or assigning) people to the role of interlocutors in the study, information about sexual characteristics in speech communication.“Analysis of tape recordings of conversations made it possible to establish significant differences in the behavior of men and women. When two men or two women are talking, they interrupt each other about equally often. But when a man and a woman are talking, the man interrupts the woman almost twice as often. For about one third of the conversation, the woman collects her thoughts, trying to restore the direction of the conversation, which was at the moment when she was interrupted. Apparently, men tend to focus more on the content of the conversation, while women pay more attention to the process of communication. A man usually listens attentively for only 10-15 seconds. Then he begins to listen to himself and look for something to add to the subject of the conversation. Psychologists believe that listening to oneself is a purely male habit, which is fixed through training in clarifying the essence of the conversation and acquiring problem-solving skills. So the man stops listening and focuses on how to end the conversation. As a result, men tend to give ready-made answers too quickly. They do not listen to the end of the interlocutor and do not ask questions in order to get more information before drawing conclusions. Men tend to notice mistakes in the substance of the conversation and instead of waiting for good statements as well, they rather grab on to the mistake. A woman, listening to the interlocutor, is more likely to see him as a person, understand the feelings of the speaker. Women are less likely to interrupt the interlocutor, and when they interrupt themselves, they return to the questions on which they were stopped. But this does not mean at all that all men are unreceptive and incorrect listeners, as well as the fact that all women are sincere and sympathetic listeners.
It is very important, both when conducting a conversation and when interpreting it, to take into account that some types of remarks, behind which, of course, there are certain mental characteristics of a person and his attitude towards the interlocutor, can disrupt the course of communication up to its termination. Sometimes such remarks are called communication barriers. These include: 1) an order, an instruction (for example, “speak more clearly!”, “Repeat!”); 2) warning, threat (“you will regret it”); 3) promise - trade (“calm down, I will listen to you”); 4) teaching, moralizing (“this is wrong”, “you should do this”, “in our time such people acted”); 5) advice, recommendation (“I suggest you do this and that”, “try to do this”); 6) disagreement, condemnation, accusation (“you acted stupidly”, “you are mistaken”, “I can no longer argue with you”); 7) consent, praise (“I think you are right”, “I am proud of you”); 8) humiliation (“Oh, you are all the same”, “Well, Mr. Know-It-All?”); 9) scolding (“scoundrel, you ruined everything!”); 10) interpretation (“yes, you yourself do not believe in what you say”, “now it is clear why you did this”); 11) reassurance, consolation (“everyone makes mistakes”, “I am also upset by this”); 12) interrogation (“what do you intend to do?”, “who told you this?”); 13) withdrawal from the problem, distraction, joking (“let's talk about something else”, “throw it out of your head”, “ha ha, this is not serious!”).
Such remarks often disrupt the train of thought of the interlocutor, confuse him, force him to resort to protection, and can cause irritation and even indignation. Of course, reactions to these “barriers” are situational, and advice does not necessarily have to cause irritation, let alone praise – outrage. But such reactions that are negative for communication are possible, and it is the duty of a psychologist to minimize the likelihood of their appearance in a conversation.
Verbal - communicative methods
Verbal - communicative methods - a group of psychological and, in particular, psychodiagnostic methods based on verbal (oral or written) communication.
Professional command of speech has been and is an important part of the success of many professional fields. Oratory, since ancient Greece, was considered an essential quality of leaders, heroes and leaders. In ancient times, teaching rhetoric and dialogue techniques became mandatory. Since then, the verbal form of communication has been a key element of human society. Moreover, the artistic command of the voice, its timbre, tonality, the ability to place accents sometimes becomes more important than the content of the message itself. In addition, different shades of voice form the image of a communicator in the minds of the audience.
The effectiveness of verbal communication is largely determined by the extent to which the communicator owns oratory, as well as his personal characteristics. Speech today is the most important professional component of a person.
In the practice of speaking in public, one should not forget that just the content of the messages is of paramount importance for the formation of an atmosphere of trust, building positive public relations for the organization. That is why PR-specialists spend a lot of time preparing articles, press releases, writing speeches. It is necessary to see the difference between text and verbal communication. The text has its own structure, different from others. Verbal communication affects the audience not only by the content of the message, but also in other planes (timbre, loudness, tonality, physical features, etc.). In addition to vocal features in the formation of verbal communication, the correlation between the positions of listeners and the speaker, the distance between them, is of great importance. Communication specialists distinguish four distances of communication, the change of which leads to a change in the norms of communication, including the norms of oral speech: - intimate (15-45 cm); - personal - close (45-75 cm), - personal - far (75-120 cm); - social (120-360 cm); - public (360 cm and beyond).
Knowledge of such details is undoubtedly important in the construction of verbal communication. Even more important is the choice of a strategy for the verbal impact of the communicator on the audience. The strategy includes a set of personal qualities of the communicator, his knowledge of the basics of the psychology of the audience, the ability to determine values close to it, and also be guided by the necessary rules for compiling and transmitting information. The message is built in accordance with certain requirements: - speech should be simple and accessible; - appeal to the audience should be based on simple and understandable human values; - it is desirable to avoid the frequent use of new, little-known and foreign words.
Within the framework of psychotherapy, interesting rules have been developed for the formation of trust in relations between the communicator and the audience. Here is one of them: "To begin with, to establish contact, to connect, to meet the patient in his own model of the world. Make your behavior - verbal and non-verbal - the same as that of the patient. A depressed patient should be met by a depressed doctor." Among the qualities that are preferable for a positive perception of a leader are tolerance for interlocutors and rivals, the ability to look competent, to comply with the measure in terms of self-presentation, and not to get carried away by one's own person. Verbal impact on the audience begins with sound perception. Therefore, specialists in phonosemantics determined different meanings of sounds based on the associations of native speakers of a given language with a particular color. For example, this is how A. Zhuravlev defines the scale of vowel sounds and colors in his work "Sound and Meaning":
* A - bright red;
* O - bright light yellow or white;
* I - light blue;
* E - light yellow;
* U - dark blue-green;
* S - dull dark brown or black.
Similar scales have been developed not only for sounds (vowels and consonants), but also for words in general, as well as individual phrases:
· Explosion - big, rough, strong, scary, loud.
· Scream - strong.
Thunder - rough, strong, evil.
· Babble - good, small, gentle, weak, quiet.
Roar - rough, strong, terrible.
· Svirel - light.
Crack - rough, angular.
Whisper - quiet.
Situation;
Orientation;
Complication;
interchange;
The reaction of a person listening to the news varies greatly depending on the context in which he hears the message. X. Weinrich wrote about the same thing in the book "Linguistics of lies": "There is a privileged area of literary lies. Love, war, sea travel and hunting have their own language - like all dangerous occupations, since this is important for their success." So, verbal communication forms the main characteristics of the Public Relations strategy. It helps to create messages that are perceived and understood by a wide target audience, significantly affects the reaction of the latter.
Verbal-communicative methods - survey methods conducted in various forms - questionnaires, interviews, conversations.
Questionnaire(from fr. enquikte- investigation, inquiry, questionnaire; English questionnare) - the toolkit developed by the researcher questionnaire, including: instructions for filling out the questionnaire, questions and (if required by the researcher's intention) possible answers, from which the respondent must choose the most appropriate one. Depending on the number of participants in the survey, the survey may be group or individual. The survey can be carried out anonymous or personalized.
The reliability of survey data depends on many factors: the choice of respondents, the correspondence of questionnaire questions to the goals and objectives of the study, compliance with the rules for constructing questionnaires, the clarity of instructions and the wording of questions and answers, the use of different types of questions - open and closed, direct and indirect, personal and impersonal, questions -filters, control, lack of hints of the desired answer.
The advantages of questionnaires include: comparative cost-effectiveness, the ability to cover large groups of people, applicability to various aspects of people's lives.
Conversation- a method of obtaining information based on verbal communication. Provides for the identification of relationships of interest to the researcher on the basis of data obtained in live two-way communication. The conversation is planned in advance, but flows freely, like an exchange of opinions. In a conversation, it is very important to establish contact with the subject to create a psychologically comfortable environment.
The conversation is used at different stages of the study and for primary orientation, and to clarify the conclusions obtained by other methods.
Interview- is a more formalized conversation in which communication is strictly determined by the framework of pre-prepared questions.
Testing
Tests are divided into 2 main types: psychological and achievement tests(tests of knowledge, skills, level of general or professional training).
Psychological test(from English. test) - a standardized method of psychological measurement, designed to diagnose the severity of mental properties or conditions. The test is a series of short tests (tasks, questions, situations, etc.). The results of test assignments show the severity of mental properties or states.
Tests are specialized methods of psychodiagnostic examination, using which you can get an accurate quantitative or qualitative characteristic of the phenomenon under study. Tests differ from other research methods in that they imply a clear procedure for collecting and processing primary data, as well as the originality of their subsequent interpretation. With the help of tests, you can study and compare the psychology of different people, give differentiated and comparable assessments.
Test can be defined as a system of special tasks that measure the level of development or the state of a certain psychological quality or property of an individual.
The most significant features of the tests:
1) standardization of presentation and processing of results;
2) independence of the results from the influence of the experimental situation and the personality of the psychologist;
3) comparability of individual data with normative data obtained under the same conditions in a fairly representative group.
Standardization- the most important characteristic of tests - allows you to obtain comparable quantitative and qualitative indicators of the degree of development of the studied properties, to quantify psychological qualities that are difficult to measure. The measurement results are converted to normalized values based on interindividual differences. Tests are subject to strict requirements regarding validity, reliability, accuracy and unambiguity.
There are three main areas of application for testing:
1) education - in connection with the increase in the duration of education and the complication of curricula;
2) professional training and professional selection - in connection with the increase in the growth rate and the complexity of production;
3) psychological counseling - in connection with the acceleration of sociodynamic processes.
When conducting testing, compliance with the technique and ethics of psychological testing is of particular importance.
The testing process can be divided into three stages:
1) the choice of test - is determined by the purpose of testing and the degree of reliability and reliability of the test;
2) its conduct - is determined by the instructions for the test;
3) interpretation of the results - determined by the system of theoretical assumptions regarding the subject of testing.
Rules defining testing procedures, processing and interpretation of results:
1. Before applying the test, the diagnostician needs to get acquainted with it and test it on himself or another subject. This will avoid possible errors due to insufficient knowledge of the nuances of testing.
2. It is important to take care in advance that, before starting testing, the test subjects understand the test tasks and test instructions well.
3. When conducting testing, it is necessary to ensure that all subjects work independently and do not influence each other, which can change the test results.
4. Each test must have a reasonable and verified procedure for processing and interpreting the results, which allows to avoid errors that occur during the testing phase.
Before performing practical testing, you need to do some preparation:
1) the test subjects are presented with a test and explained its purpose, the purpose of testing, what data are obtained as a result and how they can be used in life;
2) the subjects are given instructions and they achieve its correct understanding by everyone;
3) the diagnostician starts testing, strictly following the instructions and all the above conditions.
Psychological tests are very diverse. There are many classifications for various reasons - depending on the test material, diagnosed features and the form of conduct:
1) according to the subject of testing - the quality assessed by the test - intelligence tests, personality tests and interpersonal tests are distinguished;
2) according to the features of the tasks used - practical tests, figurative tests and verbal tests are distinguished;
3) by the nature of the material for the subjects - blank tests and instrumental tests are distinguished;
4) according to the object of assessment - there are procedural tests, tests of abilities, tests of states and properties.
5) according to the method of conducting, group and individual tests are distinguished.
Intelligence tests are often singled out in a separate group: they are used when it is necessary to accurately determine the general level of intellectual development.
A special group is made up of projective tests based not on a direct, but on an indirect assessment of the qualities of the subject. The assessment is obtained by analyzing how the subject perceives and interprets certain multi-valued objects: plot-indefinite pictures, shapeless spots, incomplete phrases, etc. It is assumed that during testing, he unconsciously "invests" - "projects" himself.
Although projective tests are considered especially valuable in psychological diagnostics, since they reveal the content of the inner world, in which the subject often does not give an account himself, it is believed that sufficient qualifications for work are acquired by long practice, sometimes many years, under the guidance of an experienced specialist.
Projective tests are difficult to use. The interpretation of the results largely depends on the qualifications and experience of the diagnostician; although there are usually indications of the basic principles of interpretation and the diagnostic value of certain manifestations of the subject, they are not sufficient in themselves for a full-fledged work with the test due to the variety of real situations. The possibility of interpretation subjectivity is one of the problems of projective testing.
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General information
Professional command of speech has been and is an important part of the success of many professional fields. Oratory, since ancient Greece, was considered an essential quality of leaders, heroes and leaders. In ancient times, teaching rhetoric and dialogue techniques became mandatory. Since then, the verbal form of communication has been a key element of human society. Moreover, the artistic command of the voice, its timbre, tonality, the ability to place accents sometimes becomes more important than the content of the message itself. In addition, different shades of voice form the image of a communicator in the minds of the audience.
The effectiveness of verbal communication is largely determined by the extent to which the communicator owns oratory, as well as his personal characteristics. Speech today is the most important professional component of a person.
In the practice of Public Relations, one should not forget that just the content of the messages is of the utmost importance for the formation of an atmosphere of trust, building positive public relations for the organization. That is why PR-specialists spend a lot of time preparing articles, press releases, writing speeches. It is necessary to see the difference between text and verbal communication. The text has its own structure, different from others. Verbal communication affects the audience not only by the content of the message, but also in other planes (timbre, loudness, tonality, physical features, etc.). In addition to vocal features in the formation of verbal communication, the correlation between the positions of listeners and the speaker, the distance between them, is of great importance. Communication specialists distinguish four distances of communication, the change of which leads to a change in the norms of communication, including the norms of oral speech: - intimate (15–45 cm); – personal – close (45–75 cm), – personal – far (75–120 cm); – social (120–360 cm); – public (360 cm and beyond).
Knowledge of such details is undoubtedly important in the construction of verbal communication. Even more important is the choice of a strategy for the verbal impact of the communicator on the audience. The strategy includes a set of personal qualities of the communicator, his knowledge of the basics of the psychology of the audience, the ability to determine values close to it, and also be guided by the necessary rules for compiling and transmitting information. The message is built in accordance with certain requirements: - speech should be simple and accessible; - appeal to the audience should be based on simple and understandable human values; - it is advisable to avoid the frequent use of new, little-known and foreign words.
Within the framework of psychotherapy, interesting rules have been developed for the formation of trust in relations between the communicator and the audience. Here is one of them: “To begin with, to establish contact, communication, to meet the patient in his own model of the world. Make your behavior - verbal and non-verbal - the same as that of the patient. A depressed patient should be met by a depressed doctor. Among the qualities preferred for a positive perception of a leader are tolerance for interlocutors and rivals, the ability to look competent, to comply with the measure in terms of self-presentation, and not to get carried away by one's own person. Verbal impact on the audience begins with sound perception. Therefore, phonosemantics specialists have determined different meanings of sounds based on the associations of native speakers of a given language with a particular color. For example, this is how A. Zhuravlev defines the scale of vowel sounds and colors in his work “Sound and Meaning”:
A - bright red; O - bright light yellow or white; I - light blue; E - light yellow; U - dark blue-green; S - dull dark brown or black.
Similar scales have been developed not only for sounds (vowels and consonants), but also for words in general, as well as individual phrases:
Explosion - big, rough, strong, scary, loud. The scream is strong. Thunder - rough, strong, evil. Babble - good, small, gentle, weak, quiet. Roar - rough, strong, terrible. The flute is light. Crack - rough, angular. The whisper is quiet.
The reaction of a person listening to the news varies greatly depending on the context in which he hears the message. X. Weinrich wrote about the same thing in the book Linguistics of Lies: “There is a privileged area of literary lies. Love, war, sea travel and hunting have their own language - like all dangerous activities, because this is important for their success.
So, verbal communication forms the main characteristics of the Public Relations strategy. It helps to create messages that are perceived and understood by a wide target audience, significantly affects the reaction of the latter.
Types of verbal-communicative methods
- Conversation Method
- Interview
- Clinical interview
- Interview
- personality tests
- V. V. Nikandrov Verbal-communicative methods in psychology. St. Petersburg: Rech, 2002. ISBN 5-9268-0140-0
Verbal communication
test
2. Methods of verbal communication
The method of conversation is a psychological verbal-communicative method, which consists in conducting a thematically oriented dialogue between a psychologist and a respondent in order to obtain information from the latter. In situations of oral speech communication, the communicants deal with their own speeches. The listener forms speech in accordance with how the speaker's articulatory apparatus excites processes in the air. The listener automatically selects, launches and executes the previously formed neuroprograms corresponding to them, which he subjectively perceives as the speaker's speech. The speaker has his own processes, which cannot be the property of the listener. The speaker may imagine that he is conveying his thoughts to the listener, informing him, conveying information. The listener can only have his own thought processes, the results of which may suit the speaker or not, but these results are also not given directly to the speaker. He can guess about them, having orientation models of the situation. The inadequacy of displaying situations of verbal communication is typical for most human beings. Psychologists are no exception. In Radishchev's time, "conversation" would have been interpreted as "reading." If we accept the appropriate conventions, then we find in M. Fasmer: "... Conversation" conversation, teaching "... (M. Fasmer, M., 1986, p. 160). Reflective listening can be understood not as an interruption of the speaker, but as a reflection, then there is a reflection of oneself in a state of listening, paying attention to oneself, carrying out an analysis of one's own perception.The solution to the question: does your model of what the speaker wants from you correspond to what you put in line with this model, apparently, can be considered reflective listening.
The interview method is a psychological verbal-communicative method, which consists in conducting a conversation between a psychologist or sociologist and a subject according to a predetermined plan.
The interview method is distinguished by strict organization and unequal functions of the interlocutors: the psychologist-interviewer asks questions to the subject-respondent, while he does not conduct an active dialogue with him, does not express his opinion and does not openly reveal his personal assessment of the answers of the subject or the questions asked.
The task of the psychologist is to reduce his influence on the content of the respondent's answers to a minimum and ensure a favorable atmosphere for communication. The purpose of the interview from the psychologist's point of view is to obtain answers from the respondent to questions formulated in accordance with the objectives of the entire study.
The survey method is a psychological verbal-communicative method, which consists in the implementation of interaction between the interviewer and the respondents by obtaining answers from the subject to pre-formulated questions. In other words, the survey is a communication between the interviewer and the respondent, in which the main tool is a pre-formulated question.
The survey can be considered as one of the most common methods of obtaining information about the subjects - survey respondents. The survey consists in asking people special questions, the answers to which allow the researcher to obtain the necessary information, depending on the objectives of the study. Among the features of the survey can be considered its mass character, which is caused by the specifics of the tasks that it solves. Mass is due to the fact that a psychologist, as a rule, needs to obtain information about a group of individuals, and not study an individual representative.
Surveys are divided into standardized and non-standardized. Standardized surveys can be viewed as rigorous surveys that primarily provide a general idea of the problem under study. Non-standardized surveys are less strict than standardized surveys, they do not have a rigid framework. They allow you to vary the behavior of the researcher depending on the response of the respondents to the questions.
When creating surveys, first formulate programmatic questions that correspond to the solution of the problem, but which are understandable only to specialists. Then these questions are translated into questionnaires, which are formulated in a language accessible to a non-specialist.
Verbal aggression of high school students
aggression verbal intelligence adolescent Verbal aggression is a symbolic form of aggression in the form of causing psychological harm using predominantly vocal (shout, change in tone) and verbal components of speech (invective ...
Verbal and non-verbal components of intercultural communication
Each person can be recognized thanks to their own style of communication, which reveals the peculiarities of communicating with other people. According to scientists...
Verbal means of communication
speech verbal communication communication Verbal communication is a verbal interaction of the parties and is carried out with the help of sign systems, the main among which is language ...
Verbal means of communication
Listening is no less important than speaking: through hearing, a person receives approximately 25% of all information about the world around him. People listen to something for different purposes. First of all, they want to get new semantic information. Such is listening to a lecture, a report ...
Gender differences in the features of verbal and figurative creativity in adulthood
The structure of adult creativity is characterized by the relative independence of its components - verbal and figurative creativity...
Diagnostics of creative abilities
(method of S. Mednik, adapted by A.N. Voronin, 1994) The technique is aimed at identifying and evaluating the verbal creative potential that exists in the subjects, but often hidden or blocked. The technique is carried out as an individual ...
Practical aspects of the formation of intercultural communication by means of non-verbal communication
Intentions, interpreted in a broad sense as subjective orientations of the subject, form the basis and deep psychological content of speech, which is directly related to the goals of activity and the "vision of the world" by the subject, his desires...
There are two approaches to the concept of "verbal creativity": linguistic and psychological. From the point of view of linguistics, verbal creativity is one of the components of the creativity of a linguistic personality...
Development of Verbal Creativity of Students in the Conditions of Studying at a Higher Educational Institution
Data collection during the experiment was carried out using the Verbal Creativity Test (RAT) by S. Mednik (adaptation by A.N. Voronin, adult version). The subjects are offered triplets of words, to which you need to pick up the fourth word so ...
Development of Verbal Creativity of Students in the Conditions of Studying at a Higher Educational Institution
For the development of verbal creativity, we offer the following set of exercises: Exercise 1. For the lesson, you need a text in your specialty. The essence of the lesson is to replace one word with another. For example...
Theoretical aspects of verbal and non-verbal communications
Verbal communication is an interaction built on lexically distinguished units (words): oral (verbal) and written (text). Verbal communication is the main component of the work of such specialists as managers...
Theoretical aspects of verbal and non-verbal communications
Theoretical aspects of verbal and non-verbal communications
The main feature of verbal communication is verbal communication, which is inherent only to a person and, as a prerequisite, involves the acquisition of a language...
Two heads and six legs; four walk, and two lie still
Self-esteem - what is it: concept, structure, types and levels
Cassandra's Path, or Pasta Adventures War on Earth and Underground