UNIT 4 Interpersonal Psychology PDF

Unit 4: Interpersonal psychology 3. What is the goal of understanding interpersonal communication, as mentioned in the text? 1. Introduction  The goal of understandi...

Unit 4: Interpersonal psychology 3. What is the goal of understanding interpersonal communication, as mentioned in the text? 1. Introduction  The goal of understanding interpersonal 1. According to the introduction, how do human beings communication is to comprehend how it define themselves? functions to meet the needs and goals of  Human beings define themselves in terms of the individuals and how it connects to larger social context they find themselves in, the social and cultural systems. groups they belong to, and the relationships they 4. What do scholars propose to help understand the have with others. components of communication in the context of 2. What does the introduction highlight as a interpersonal communication? fundamental aspect of human existence?  Scholars propose models to understand the  Human relationships are described as the components of communication in the context of essence of human existence in the introduction. interpersonal communication. 3. How does the introduction describe the living 2.1 Basic process models of communication condition of human beings?  The introduction states that human beings do not 5. How does the text compare learning about the exist in isolation but rather live in a space communication process to building a mobile cell occupied by others with whom they have some phone? relations.  Learning about the communication process is 4. What are the main areas of focus in the learning unit likened to learning about any other complex mentioned in the introduction? process, similar to building a mobile cell phone.  The learning unit will focus on important aspects  It may seem complex at first, but once learned, of human relations, including interpersonal it becomes easier to use communication communication as a medium through which techniques. relationships are formed and negotiated, and 6. What are some of the processes that shape interpersonal dynamics of overt and covert communication? human behavior.  Processes like the spoken word or text  It will also explore human relationships and messaging shape communication. specific types of interpersonal relationships in 7. Describe the complexity and learning of social contexts. communication fundamentals?  The text describes the complexity of 2. Interpersonal communication understanding communication fundamentals but 1. How does the text define interpersonal notes that once learned, it becomes easy to use communication? communication techniques for interaction and  Interpersonal communication is defined as the communication with others. process of exchanging messages between people 8. What is the focus of the basic process models whose lives mutually influence one another in covered in the learning unit? unique ways in relation to social and cultural  The focus of the basic process models covered norms. in the learning unit is on important models 2. What does the definition of interpersonal relevant to understanding communication. communication emphasize regarding the number of 2.1.1 Transmission model people involved and their relationship to each other?  The definition emphasizes that interpersonal 9. What is the Transmission model of communication? communication involves two or more people  The Transmission model of communication who are interdependent to some degree and who focuses on the transportation of messages build a unique bond based on the larger social from one communicator to another. and cultural contexts to which they belong.  It views communication as a linear process.   This model does not consider ongoing  Decoder: The location of the signal that converts processes or feedback loops in the message. communication.  Receiver: The intended target of the message. 10. Who developed the basic Transmission model of 14. What can impede the transmission of a message in communication? the Transmission model of communication, and how  Claude Shannon and Warren Weaver developed does it affect the message? the basic Transmission model of  Noise can impede the transmission of a message communication. in the Transmission model.  They outlined the model in their work "The  Noise can alter or distort the message meant for Mathematical Theory of Communication" in the receiver as it passes from sender to receiver. 1949. 15. Using the example of Blake's chemistry class, 11. What are the five key components of the Shannon explain the components of the Transmission model and Weaver model of communication? of communication.  1. Sender: The originator of the message.  Sender: Blake, the chemistry professor, is the  2. Encoder: The process of converting the original information source. message into a transmittable format.  Encoder: Blake's brain converts his ideas into a  3. Channel: The medium through which the message. message is transmitted.  Channel: Blake's voice and the diagram on the  4. Decoder: The process of interpreting the board are the means of conveying the message. received message.  Decoder: Students' ears and eyes decode the  5. Receiver: The intended destination of the message. message.  Receiver: The students' brains are the intended 12. What is the primary focus of the Transmission targets of the message. model of communication? 16. How does noise affect the transmission of the  The primary focus of the Transmission model is message in Blake's chemistry class example? the one-way projection of a message from the  Noise, created by disruptive students like Jamie, sender to the receiver without much Dakota, and Alex, inhibits the transmission of consideration for feedback or complex Professor Blake's message, making it communication processes. challenging for the students to receive the intended information. 17. In the example of the State of the Nation address, how does it differ from the first example in terms of communication structure?  The State of the Nation address is a mass- mediated communication event, different from the interpersonal context in the first example.  It is designed as one-way communication, less dependent on immediate feedback.  The President's message may be interpreted 13. What are the specific roles of the components in the differently due to subjective interpretations Transmission model of communication? based on identity, but the original message  Sender: The original information source of the remains unchanged. message. 18. How does understanding the differences in  Encoder: The transmitter that converts the communication structures help in message decoding message into signals. and comprehension?  Channel: The means by which the message is  Understanding these differences prepares conveyed. individuals to decode and comprehend messages  accurately, considering the context and structure  The attitude of the sender is important in of the communication. developing a relationship with the audience.  It helps individuals adapt their expectations and  The sender should be knowledgeable about the interpretations based on the nature of the subject matter they are discussing. communication. 22. How do social systems and culture impact the 19. What model will be discussed next, following the sender's message according to Berlo's model? Shannon and Weaver model?  Social systems, such as values, beliefs, and  Berlo's adaptation of the Shannon and Weaver religion, in which the sender is immersed, model will be discussed next. impact the rhetorical choices the sender makes in crafting the message. 2.1.2 Berlo’s SMCR model  Culture also influences the sender's message, as 20. What is the Berlo's SMCR Model, and how does it it can be interpreted differently depending on an expand upon the Shannon and Weaver model? individual's cultural background.  Berlo's SMCR Model is an expansion of the  For example, some cultures prohibit direct eye Shannon and Weaver model to provide a more contact when talking to elders, so the source detailed and accurate representation of the needs to be mindful of cultural aspects for communication process. successful message reception.  It divides communication into four basic 23. What are the components of a message according to components: source, message, channel, and Berlo's SMCR Model? receiver, with sub-categories within each pillar  1. Elements: Additional aspects like gestures to describe the interaction process in greater and signs accompanying the transmission. detail.  2. Treatment: The way the message is sent, similar to gift wrapping.  3. Structure: The framework of the message and how it is constructed.  4. Code: The form in which the message is conveyed, such as text or language. 24. What does the term "treatment" refer to in the context of a message in Berlo's model?  "Treatment" in the message context refers to the way the message is sent, analogous to how a present is wrapped inside gift wrapping. It's the packaging or presentation of the message itself. 21. What does the source represent in Berlo's SMCR 25. How does the structure of a message relate to Berlo's Model, and how does it relate to the sender of a SMCR Model? message?  The structure in Berlo's model refers to the  The source is the origin of the message, and it is framework of the message and how it is analogous to the sender as it provides the initial constructed. It is an essential component of the context of the interaction. message in the communication process.  The source must possess basic communication 26. What is meant by "code" concerning a message in skills such as reading, speaking, and listening to Berlo's model? be an effective communicator.  In Berlo's model, "code" refers to the form in which the message is conveyed, such as the What are the key attributes of an effective communicator choice of text or language used to transmit the according to Berlo's model? message. 27. What does the "channel" represent in Berlo's SMCR  An effective communicator, as per Berlo's Model, and how is it similar to the Shannon and model, should have basic communication skills, Weaver model? including reading, speaking, and listening.   In Berlo's SMCR Model, "channel" refers to the  Unlike the linear Transmission model, the medium through which the message is delivered. Transactional model emphasizes simultaneous  It is similar to the Shannon and Weaver model in interaction between sender and receiver, with its focus on the transmission medium for the both continually affected by messages sent and message. received back and forth. 28. What are the five senses through which a message  It reflects an exchange of ideas, meaning, and must be perceived for it to be received, as described feelings, much like a relationship between a in Berlo's model? business owner and a client, where  According to Berlo's model, for a message to be communication depends on giving and receiving received, it must be perceived by one or more of information or content. the five senses: sight, hearing, smell, touch, or taste. 29. Which senses are most commonly used for conveying messages, and why are non-verbal elements like touch, taste, and smell also significant?  Sight and hearing are the most commonly used senses for conveying messages.  Non-verbal elements like touch, taste, and smell are also significant in conveying meaning, as they can convey messages, even though they are not as commonly used as sight and sound. For example, chefs and dancers often rely on these 33. Describe the situation between Tebogo, the senses to convey meaning. counselling psychologist, and her client Mikhali. 30. What is the role of the receiver in Berlo's SMCR What challenges are they facing in their Model, and how is the receiver described? communication?  In Berlo's SMCR Model, the receiver is the  Tebogo is a counselling psychologist, and her person, destination, or decoder of the message, client, Mikhali, is seeking help for relationship indicating to whom the message is intended. problems.  The receiver must consider factors like attitude,  Mikhali is reluctant to disclose certain knowledge, social systems, and culture to information as he doesn't want to be seen as the understand how the communication process cause of his relationship issues. works.  This unwillingness to answer questions makes it 31. Why is it important for the receiver to understand difficult for Tebogo to assist Mikhali effectively. the context and cultural dynamics in Berlo's model? 34. What are the goals of Tebogo and Mikhali in this  Understanding the context and cultural dynamics counseling situation? is crucial for the receiver to comprehend the  Tebogo's goal is to assist Mikhali in message being conveyed to them. understanding the challenges in his relationship  It helps in accurately interpreting and making and provide effective counseling. sense of the message.  Mikhali's goal is to address his relationship issues, but he is reluctant to disclose certain 2.1.3 Transactional model information. 32. What is the Transactional model of communication, 35. How does the lack of bidirectional communication and how does it differ from the Transmission and feedback impact the transaction of model? communication in this situation?  The Transactional model of communication is a  The lack of bidirectional communication and circular and more interactive model, developed feedback impedes the transaction of by Dean Barnlund in 2008. communication between Tebogo and Mikhali.   According to the transactional model of  Our behaviors can reveal some aspects of our communication, feedback and ongoing personality, and our personality can provide negotiation between participants are essential in insights into how we are likely to conduct an interpersonal context. ourselves in interactions with others.  For successful communication, both sender and 6. According to Karen Horney, what are the three receiver need to contribute equally, which is not patterns underlying individual interactions? happening in this case due to Mikhali's  Karen Horney identified three patterns reluctance to provide information. underlying individual interactions: moving towards people, moving against people, and We have covered three types of models of moving from people. communication to understand how communication interactions work. Our everyday interactions are shaped 1. Moving towards people by a variety of factors that can alter the meaning or 7. What are the characteristics of a person with a understanding of content. Often, the same message can "moving towards people" personality, as described be understood more effectively by changing the code or by Karen Horney? channel in which it is presented. By learning process models, we can more effectively encode and decode  A "moving towards people" personality, also messaging to become more competent communicators. known as the compliant personality, has needs for affection and approval, and a desire for a 3. Interpersonal dynamics partner who fulfills all expectations of life.  These needs are neurotic trends and are 1. What do interpersonal dynamics of human behavior compulsive and indiscriminate, causing anxiety encompass, and how do they relate to observable when frustrated. and hidden behaviors?  The compliant individual will do almost  Interpersonal dynamics of human behavior anything to maintain relationships but may give encompass both observable and hidden aspects themselves over so completely that they enjoy of behavior. nothing for themselves.  Some behaviors can be observed in ourselves  They often feel weak and helpless, subordinating and others, while others remain hidden and themselves to others and rating themselves surface as defense mechanisms. based on others' opinions. 2. How does psychology play a role in understanding  Rejection can be catastrophic, and they may human behavior, and what is its purpose? seek love compulsively. Sexual relations may  Psychology helps operationalize and manifest serve as a substitute for love and as evidence of human behavior, aiming to provide a better being loved and desired. understanding of ourselves and those around us. 8. According to Karen Horney, how does a person with 3. What are some of the aspects of human behavior a "moving towards people" personality view discussed in this section? themselves in relation to others?  The section discusses overt and covert behavior,  A person with a "moving towards people" as well as prosocial and aggressive behavior, personality tends to view others as smarter, more and the underlying causes of these behaviors. attractive, and more worthwhile than themselves. 3.1 Overt and Covert behaviour  They rate themselves based on the opinions of 4. What is the difference between overt and covert others, and any rejection can have a catastrophic behavior in human interactions? impact on their self-esteem.  Overt behavior is observable and explicit, while 2. Moving against people covert behavior is underlying or hidden, often implicit or unconscious. 9. What characterizes an individual with a "moving 5. How do behaviors, whether overt or covert, relate to against people" personality, as described by Karen our personality, according to the text? Horney?   A "moving against people" personality is known 12. What are the primary goals or motivations of as the aggressive personality and is driven by a individuals with a "moving away from people" need to control others. personality in their behavior?  They view the world as a survival-of-the-fittest  Individuals with a "moving away from people" scenario where the strong dominate the weak. personality seek negative goals, such as not  They may appear polite and fair-minded, but this being involved, not needing help, and not being is often a facade to serve their own goals. bothered by others, rather than having clear,  Aggressive individuals can be openly aggressive positive goals like needing a loving partner or or choose indirect manipulation tactics. seeking to control others.  Their primary focus is not on love, and they may  Their behavior is variable, but the focus remains marry for strategic reasons, such as on detachment from others to avoid confronting attractiveness, prestige, or wealth. internal conflicts.  Their mates are chosen based on how they can 3.2 Prosocial, aggressive behaviour and interpersonal enhance the individual's social position, and they attraction are keen competitors who look for signs of weakness or ambition in others. 13. What is the distinction between prosocial and  Emotions are often suppressed, making it aggressive behavior in interpersonal interactions, as challenging for them to enjoy life. described by Van Deventer and Mojapelo-Batka? 10. What is the primary concern for an individual with a  Prosocial behavior benefits another individual "moving against people" personality in their from people's actions, whereas aggressive relationships? behavior involves intentions to harm the other  For individuals with a "moving against people" person. personality, the primary concern in relationships is how their mate can enhance their own social 3.2.1 Prosocial behaviour position, often focusing on attractiveness, 14. What is prosocial behavior, and what are some prestige, or wealth. Love is of little examples of prosocial acts? consequence, and their focus is on what they can  Prosocial behavior refers to actions that benefit gain from the relationship. other people. 3. Moving away from people  Examples of prosocial behavior include helping individuals in need, sharing personal resources, 11. What characterizes an individual with a "moving volunteering time, effort, and expertise, and away from people" personality, as explained by cooperating with others to achieve common Karen Horney? goals.  A "moving away from people" personality, also 15. What led social psychologists to investigate the known as the detached personality, seeks factors influencing people's decisions to help others, solitude not for meaningful reasons but to avoid and what is a well-known example of bystander associating with others due to the unbearable inaction? strain it causes.  Social psychologists began studying the factors  They are estranged from themselves, not influencing people's decisions to help others knowing their own desires, values, beliefs, or following the 1964 murder of Kitty Genovese. identity.  The Kitty Genovese case involved a knife-  Horney described them as 'zombies,' appearing wielding attacker, and despite at least 38 people to function like living people but lacking being aware of the attack, no one came to her vitality. aid.  These individuals seek emotional distance from  This case highlighted the phenomenon of others, becoming self-sufficient and highly bystander inaction. private to avoid conflicts within themselves. 16. What are the key areas of focus for researchers The costs and rewards of helping seeking to understand when people decide to help, as mentioned in the text? 20. What role does a cost-benefit analysis play in  1. How bystanders define emergencies. determining whether potential helpers get involved,  2. When they decide to take responsibility for as explained in the text? helping.  Potential helpers engage in a cost-benefit  3. How the costs and benefits of intervening analysis before deciding to get involved in affect their decisions regarding whether to help. helping.  If the help needed involves relatively low costs Defining the situation: The role of pluralistic ignorance in terms of time, money, resources, or risk, it's more likely that help will be given. 17. Why is the decision to help not a straightforward  On the other hand, if helping involves high "yes" or "no" proposition, even in emergencies? costs, such as the risk of life, the likelihood of  The decision to help is complex, involving a intervention decreases. series of questions and considerations. 21. How do potential rewards factor into the decision of  In some cases, help may come quickly, while in whether to assist someone in need? others, it may not.  Potential rewards, such as gratitude, praise,  Some situations are ambiguous, and potential monetary rewards, or avoiding feelings of guilt, helpers need to determine whether help is are considered by potential helpers. needed or not.  Rewards may offset the costs of assisting. 18. What is pluralistic ignorance, and how does it relate  Potential helpers assess the costs of helping and to the decision to help in ambiguous situations? compare them to the rewards; this decision-  Pluralistic ignorance occurs when individuals making process is often referred to as the rely on the inactions of others to define the "economics of helping." situation and erroneously conclude that no  If the rewards outweigh the costs, helping is intervention is necessary, even when help is more likely, but if the costs outweigh the needed. rewards, helping is less likely.  In ambiguous situations, people may look to the 22. What is an important consideration when engaging actions of others to decide what to do, and when in prosocial behavior, and what does the text suggest everyone is looking but not acting, it can lead to regarding the explanations for the occurrence of less help being given. prosocial behavior?  Engaging in prosocial behavior can be costly. Do I have to be the one to help?: Diffusion of  The text suggests that there are various responsibility explanations for why prosocial behavior occurs. 19. How does the presence or absence of others affect 23. The table below summarises some of the factors that whether a bystander assumes personal responsibility are known to increase helping. to give assistance in situations where help is needed? Positive moods We help more when we are in a  When a bystander is alone, personal good mood responsibility for providing assistance falls Similarity We help people who we see as solely on that individual. similar to us, for instance, those who  However, if others are present, the presence of mimic our behaviours more potential helpers can often reduce the Guilt If we are experiencing guilt, we may help relieve those negative chances of the victim receiving help. feelings  Knowing that someone else could help tends to Benefits We are more likely to help if we can feel good about ourselves by relieve bystanders of personal responsibility, doing leading to non-intervention. so  This phenomenon is referred to as diffusion of Personal responsibility We are more likely to help if it is clear that others are not helping. responsibility. Empathy We help more when we feel  Aggression can also be more deliberate and empathy for the other person planned, such as bullying, terrorism, or contract Self-presentation We may help in order to show others that we are good people killing. 27. Is all aggression physical in nature, according to the 24. What is diffusion of responsibility, and how does it text, and what are some examples of non-physical apply to situations such as students not putting in as aggression? much effort on group projects?  No, not all aggression is physical; aggression  Diffusion of responsibility is the phenomenon can manifest in non-physical ways. where individuals feel less accountable when in  Non-physical aggression includes actions like a group, and it can occur not only in excluding others from activities, name-calling, emergencies but also in everyday situations. or spreading rumors, which can have emotional  For example, diffusion of responsibility can and psychological impacts on individuals. explain why some students put in less effort on group projects because they believe their The nature of aggression classmates are equally responsible.  This behavior is known as social loafing, which 28. What are some potential reasons for aggression, as is an individual's tendency to reduce their effort mentioned in the text, and what role does the when working in a group on the same task. amygdala play in aggression?  Studies have shown that people make less effort  Aggression can serve the purpose of gaining when working collectively compared to working access to valuable resources like food, territory, individually. or desirable mates and protecting oneself from  Social loafing can be explained at both the direct attack. individual and group levels, with factors such as  The amygdala, responsible for associating commitment, task visibility, group size, stimuli with rewards and punishment, is cohesion, and perceived social loafing of group activated in response to threatening and fear- members playing a role. arousing stimuli, leading to increased aggression 25. What is cyberloafing, and how does it relate to when stimulated. technology in daily life? 29. How do hormones, particularly testosterone,  Cyberloafing is a newer form of loafing influence aggression, as explained in the text? behavior that has emerged due to the widespread  Hormones, especially testosterone, play a use of technology. significant role in regulating aggression.  It occurs when an individual spends  Research suggests a positive correlation between unproductive time on the internet during testosterone levels and aggression in both males working hours. and females.  Cyberloafing reflects how technology's  While this relationship is weaker in humans pervasiveness in daily life can lead to compared to animals, it remains significant. unproductive or non-work-related internet usage 30. What impact does alcohol consumption have on during work hours. aggression, and how does it influence people's ability to inhibit aggressive behavior? 3.2.2 Aggressive behaviour  Alcohol consumption increases the likelihood of 26. How is aggression defined, and what are some responding aggressively to provocations. examples of aggressive behavior, as described in the  People who are not typically aggressive may text? exhibit aggression when intoxicated.  Aggression is defined as behavior that is  Alcohol impairs the ability of individuals to intended to harm another individual. inhibit their aggression by reducing their  Examples of aggressive behavior include awareness of social constraints and making them impulsive actions in response to situations like more self-focused. road rage or a sports team's loss.  Negative emotions increase aggression 35. How does viewing violent behavior increase aggression, and what is an example provided in the 31. What is one of the important determinants of text regarding this phenomenon? aggression discussed in the text, and how does it  Viewing violent behavior increases aggression relate to experiencing negative emotions? in part through observational learning.  Frustration is an important determinant of  Children who witness violence are more likely aggression, and individuals are more likely to to exhibit aggressive behavior. lash out at others when they are frustrated, even  An example of this is seen in Albert Bandura's if those others did not cause the frustration. studies on the observational learning of  This frustration can lead to displaced aggression, aggression in children, where children are more which is directed at someone or something other likely to model aggressive behavior observed in than the actual source of the frustration. adults. 32. What is catharsis, and what did Sigmund Freud's theory propose about its role in decreasing 3.2.3Interpersonal attraction aggression? 36. What is the major interest of psychologists in the  Catharsis is the idea that engaging in less context of relationships, and what is the focus of harmful aggressive actions, such as punching a their study? pillow or kicking something, can release  Psychologists have a major interest in studying aggressive tendencies and reduce the likelihood interpersonal attraction, specifically what makes of later harmful aggression. people like and love each other.  Sigmund Freud's theory suggested that catharsis 37. What are some of the factors that contribute to could be a way to decrease violence. interpersonal attraction, as mentioned in the text? 33. What did research by Bushman, Baumeister, and  Similarity Stack (1999) reveal about the effectiveness of  Self-disclosure catharsis in reducing aggression?  Proximity  Research by Bushman, Baumeister, and Stack showed that engaging in cathartic behavior, such  Personal attraction as hitting a punching bag, did not reduce Similarity aggression; instead, it increased the likelihood of later aggression. 38. What is one important factor in attraction, and why  Participants who had the opportunity to engage is it significant for relationships, as discussed in the in catharsis displayed higher levels of aggression text? in subsequent interactions.  One important factor in attraction is perceived similarity in values and beliefs between partners. Viewing violent media increases aggression  Similarity is significant for relationships because 34. How does exposure to violent media impact an it makes it more convenient when both partners individual's levels of aggression, according to the enjoy the same activities and supports one's text? values.  Exposure to violent media, such as violent  Having others who share the same beliefs and material, has the potential to increase aggression interests provides a sense of validation, referred subconsciously. to as consensual validation, and contributes to  Research evidence suggests that, on average, why we are attracted to others. people who watch violent behavior become Self-disclosure more aggressive.  This relationship is supported by studies using 39. How does self-disclosure enhance liking and both correlational designs and laboratory studies relationships, according to the text? where individuals are randomly assigned to view  Self-disclosure, the tendency to communicate either violent or non-violent material. openly, frequently, without fear of punishment,  and in an accepting and empathetic manner, 3. What are some contexts in which interpersonal enhances liking and relationships. relationships are formed?  Friends are valued because they allow open  Interpersonal relationships are formed in various communication about needs and goals, listen, contexts, including family, friendship, marriage, and respond to those needs. work, clubs, neighborhoods, and places of  A balanced reciprocity in self-disclosure is worship. crucial in maintaining a lasting relationship. 4. What can influence the formation of interpersonal relationships? Proximity  Interpersonal relationships are influenced by social, cultural, and other factors. 40. What is proximity, and how does it relate to the 5. How can relationships be regulated? determination of liking and the development of  Relationships can be regulated by law, custom, friendships, as discussed in the text? or mutual agreement, and they form the basis of  Proximity refers to the physical nearness of social groups and society as a whole. people to us. 6. What is meant by the statement that interpersonal  Research indicates that we are more likely to relationships are dynamic systems? develop friendships with individuals who are  Interpersonal relationships are dynamic systems physically close to us, such as those who live in because they change continuously during their the same residence or those who sit closer to us existence, similar to living organisms. in classes. 7. What are the three phases in the lifespan of a Personal attraction relationship?  Relationships have a beginning, a lifespan, and 41. What are the reasons for personal attraction between an end. individuals, as mentioned in the text, and how can 8. How do relationships typically change during their interpersonal attractions change over time? lifespan?  Personal attraction can be based on both  Relationships can grow and improve gradually physical and psychological characteristics. as people get closer emotionally or gradually  Positive characteristics tend to be admired, while deteriorate as people drift apart, move on with negative characteristics tend to be disliked. their lives, and form new relationships with  Physical characteristics can also influence others. personal attraction. 9. Why is it important to consider multiple theories  Interpersonal attractions change over time as when studying interpersonal relationships? people grow and relate differently.  Multiple theories exist to understand  The determinants of personal attraction can interpersonal relationships, and considering evolve as individuals mature in their them is important because exclusively believing relationships. in one theory would limit our understanding of social relationships. 4. Interpersonal relationships 10. Can you provide an example of an interpersonal relationship with a group of people? 1. What are close relationships often called in the  An example is the relationship between a pastor context of interpersonal relationships? and his congregation.  Close relationships are often called  An uncle and a family, or a mayor and a town. "interpersonal relationships."  Finally, groups or even nations may have 2. Which relationships typically require the most effort relations with each other. to nurture and maintain?  Interpersonal relationships, especially those with Why do human beings establish relationships? family and a small circle of best friends, require the most effort to nurture and maintain. 11. What is one of the fundamental reasons human beings establish relationships?   From the moment of birth, human beings depend 19. Can you provide an example of a casual relationship on others to satisfy their basic needs, which from your notes? forms the basis for establishing relationships.  An example of a casual relationship is the one 12. How does the association between personal contact you have with street vendors outside your and satisfying basic needs develop in human beings? workplace from whom you buy food during  Children come to associate close personal lunch. contact with the satisfaction of basic needs,  It's based on equity, as both you and the vendor which influences their desire for relationships. benefit from the encounter. 13. Do humans continue to seek personal contact even 20. Is constant contact between two parties required for when they are capable of fulfilling their own needs? a casual relationship?  Yes, even when humans are capable of fulfilling  No, casual relationships do not require constant their own needs, they continue to seek personal contact between two parties. contact, which becomes a habit.  For instance, you can have a casual relationship 14. What are the basic physical needs of infancy that with a store assistant from whom you bought an expand to include emotional and social needs as item once and never returned. humans grow? 21. Do casual relationships have to be enduring,  The basic physical needs of infancy expand to according to your notes? include emotional and social needs, such as the  Casual relationships do not have to be enduring. needs for praise, respect, affection, love, and They can be short-term and may occur without achievement. people being fully aware of them during their 15. What motivates humans to seek relationships with personal interactions. others throughout their lives, as per your notes?  The needs for praise, respect, affection, love, Friendship relationships achievement, and other emotional and social 22. What is the key concept emphasized in theories of needs acquired through social learning motivate friendship? humans to seek relationships with people who can satisfy these needs.  The key concept emphasized in theories of friendship is that friendship is a freely chosen 4.1 Types of interpersonal relationships association. 23. What are the foundational principles that friendship 16. How are types of interpersonal relationships relationships are based on, according to your notes? defined?  Friendship relationships are based on  Types of interpersonal relationships are defined communality, responsiveness, and sensitivity in terms of relational contexts of interaction and towards one's needs. the types of expectations that communicators 24. What distinguishes a friendship relationship as have of one another. selfless? 17. Can you name the four types of interpersonal  In a friendship relationship, one has to give relationships briefly discussed in your notes? without expecting anything in return, making it a  Casual relationships, friendship relationships, selfless type of relationship. family relationships, and love relationships. 25. What is a significant aspect of helping in friendship relationships? Casual relationships  Priority in friendship relationships is placed on 18. How are casual relationships characterized? helping the other person to succeed or triumph  Casual relationships are characterized by over a challenge, often without keeping records. contracted interactions, and they are based on 26. Can you summarize the essence of a friendship the principle of equity, where all parties relationship? involved benefit equally.   A friendship relationship involves responding to 35. What does the component of "Passion" refer to in one's needs even if the other person is not likely the context of love relationships? to respond to your needs in the same manner.  "Passion" refers to the intense, physical attraction partners feel toward each other. Family relationships 36. What does "Intimacy" involve in love relationships?  "Intimacy" involves the ability to share feelings, 27. What do family communication patterns establish personal thoughts, and psychological closeness within a family? with the other person.  Family communication patterns establish roles, 37. What is "Commitment" in the context of love identities, and enable the growth of individuals relationships? within the family.  "Commitment" refers to the conscious decision 28. How might family dysfunction manifest, according to stay together in a love relationship. to your notes? 38. Does each love relationship consist of all three  Family dysfunction can be exhibited through components (Passion, Intimacy, and Commitment), communication patterns within the family. according to Sternberg's theory? 29. How is a family defined?  No, not all love relationships consist of all three  A family is defined as an arranged group, components; the nature of love relationships usually related by blood or some binding factor varies depending on the presence or absence of of commonality, where individual roles and each of these components. relationships modify over time. 39. Why does "Intimacy" take time to develop in a love 30. What are some examples of family members relationship? typically found in family relations?  Intimacy takes time to develop because it is  Family relations may consist of a mother, father, based on knowledge of the partner. children, and extended family members such as 40. How are different kinds of love explained in relation aunts, uncles, grandparents, nephews, and to Sternberg's triarchic theory of love? nieces.  According to Sternberg (1986), different kinds 31. What is the characteristic of family structures? of love can be explained by the triarchic theory  Family structures tend to be organized, with of love. each member occupying a role and function that other family members relate to. 32. How is a family characterized in terms of sharing living space?  A family is characterized by sharing a living space for prolonged periods of time. 33. What is one of the key aspects that individuals learn from their families, as mentioned in your notes?  From their families, individuals learn important values concerning intimacy, spirituality, communication, and respect. Love relationships Kinds of love, most of which could be explained by the 34. What is the triarchic theory of love, and who triarchic theory of love theorized it? 1.Consummate love  The triarchic theory of love was theorized by Sternberg (1986), and it suggests that there are Here's a flashcard summarizing Consummate love: three main components of love: Passion, intimacy, and commitment. 41. What is Consummate love, and why is it often considered the most complete and ideal type of love?   Consummate love is a type of love that consists 45. What characterizes Empty love, and when might it of three main components: intimacy, passion, occur in a relationship? and commitment.  Empty love is characterized by commitment  It is often considered the most complete and without intimacy or passion. ideal type of love because it encompasses  It might occur later in a relationship or in a emotional closeness (intimacy), intense physical relationship formed for reasons other than attraction (passion), and a conscious decision to intimacy or passion, such as financial needs, stay together (commitment). childrearing assistance, or status.  Partners in an empty love relationship stay 2. Romantic love committed for reasons like children, religious 42. What are the components of Romantic love, and convictions, or a lack of alternative options, but why might it lack commitment? they do not share ideas or feelings and lack  Romantic love comprises intimacy and passion, physical attraction for each other. but it lacks commitment. 6. Infatuation  This absence of commitment may occur because the partners either aren't in a position to make 46. What characterizes Infatuation according to your such commitments or because they prioritize notes? passion and closeness and fear that these  Infatuation is characterized by an immediate, feelings might diminish if they commit to each intense physical attraction to someone. other and begin to focus on other obligations.  People who are infatuated find it hard to think of anything but the other person and often replay 3. Companionate love brief encounters in their minds. 43. What are the key components of Companionate love,  Infatuation is short-lived, typically lasting only a and how does it differ from other types of love? few months to a year, and is often based on  Companionate love is characterized by intimacy physical attraction and an idealized image of the and commitment, while it may lack strong other person. physical attraction (passion). 7. Liking  Partners in companionate love relationships love, respect, and are committed to each other. 47. What are the key characteristics of Liking in the  This type of love often features a deep context of love relationships? friendship and enduring commitment, even if the  Liking is characterized by intimacy or initial passion has waned. knowledge of the other person, a sense of closeness, and the freedom to be oneself and 4. Fatuous love disclose personal information. 44. What are the components of Fatuous love, and why  However, it lacks passion and commitment. is its commitment considered premature? Partners in liking relationships often feel that the  Fatuous love involves passion and commitment other person knows them well, can be honest but lacks intimacy. with them, and can provide feedback when they think the person is wrong.  The commitment in fatuous love is considered premature because partners rarely engage in  These partners are more like friends, and it can serious conversations or share their thoughts. be disappointing to be told that your partner "thinks of you as a friend" if you are seeking a  They focus on their intense physical attraction, romantic involvement. and one or both partners may talk about making 48. How are love relationships often institutionalized? a lasting commitment, often driven by a sense of insecurity and a desire to ensure their partner's  Love relationships are often institutionalized continued commitment. through marriage, as explained by Jordaan (1998). 5. Empty love 49. What are the three models that constitute the 53. Why are interpersonal relationships important for institution of marriage? human well-being?  The institution of marriage comprises three  Interpersonal relationships are important for models: patriarchal, partnership, and egalitarian human well-being because they fulfill an innate models. need to belong.  These relationships help individuals understand 1. Patriarchal model themselves better and how they function within 50. What characterizes the patriarchal model of the context of others. marriage?  In the patriarchal model of marriage, partners (usually husband and wife) are not considered equal.  The husband is seen as the head of the relationship, possessing control and decision- making authority.  He determines what should be done in the relationship.  Decision making and delegation of responsibilities are solely the husband's prerogatives, and the wife is expected to be submissive, dependent, emotional, and a full- time homemaker. 2. Partnership model 51. What characterizes the partnership model of marriage?  In the partnership model of marriage, both the man and woman are recognized as companions.  While the husband is still considered the head of the relationship, this model is less stringent than the patriarchal model.  The husband is rational and open to suggestions.  The wife may engage in external activities outside the house, but her primary responsibility is that of a homemaker. 3. Egalitarian model 52. What characterizes the egalitarian model of marriage?  In the egalitarian model of marriage, both partners are considered equal.  They are both breadwinners and can pursue their interests outside of the home without being restricted to homemaking activities.  Both partners share activities equally at home and have the freedom to express their emotions equally.