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In the widest sense, "anything to which people attach meanings may be and is used in communication". [6] [7] Berlo sees communication as a dynamic process that does not consist of a fixed sequence of events with a clearly defined beginning, middle, or end. But he acknowledges that the structure of language makes it necessary to describe ...
For example, teachers may share and explain information while students may listen and ask clarifying questions. As the background of communication, the relation also affects how the messages are interpreted. For example, seeing a person as an actor on a stage leads to one interpretation of their messages.
Models of communication simplify or represent the process of communication. Most communication models try to describe both verbal and non-verbal communication and often understand it as an exchange of messages. Their function is to give a compact overview of the complex process of communication.
Lasswell's model is also utilized in pedagogical settings to teach students the major elements of the communication process and as a starting point for developing hypotheses. Lasswell and others have used his model beyond the scope of mass communication as a tool for the analysis of all forms of verbal communication.
This is an accepted version of this page This is the latest accepted revision, reviewed on 12 January 2025. Transmission of information For other uses, see Communication (disambiguation). "Communicate" redirects here. For other uses, see Communicate (disambiguation). There are many forms of communication, including human linguistic communication using sounds, sign language, and writing as well ...
Paths of communication can be physical (e.g. the road as transportation route) or non-physical (e.g. networks like a computer network). Contents of communication can be for example photography, data, graphics, language, or texts. Means of communication in the narrower sense refer to technical devices that transmit information. [5]
For example, it has been argued that it is effective for face-to-face and small-group communication but not for reading and writing or for mass communication since the role of the specific environment is less pronounced in these cases. Another objection is that Barnlund's model fails to explain how meaning is created.
Through communication, an underlying process takes place in which individuals negotiate common or conflicting meanings of the world around them, thereby creating a new social reality. CMM advocates that meanings can be managed in a productive way so as to improve the state of interactions by coordinating and managing the meaning-making process ...