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Refers to the various forces that draw people together. |
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The tendancy to be attracted to others who have similar cognitions. "Birds of a feather flock together." |
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| Standing or sitting in exactly the same position. |
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| Explains how popel respond to messages that signal increased intimacy. |
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| The first stage of relational escalation which refers to the processes and behaviors involved in coming into contact with someone. |
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| The second stage of relational escalation in which "name, rank, and serial number" are offered. |
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| The third stage of relational escalation which occurs when people move beyond superficial knowledge of one another to explore more intimate secrets. |
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The fourth stage of relational escalation which occurs when the two unique personalities begin to merge into a more singular identity. |
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| The final stage of relational escalation in which a public announcement of sorts is made to say that the relationship is indeed unique and should be respected. |
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"Any event or occurrence that is associated with change in a relationship" |
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| Specifically refers to the principle of fairness that is based on a comparison of what two people put in (inputs) and obtain (outputs) from each other. |
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| A relational maintenance strategy which involves such behaviors as acting cheerful, being courteous, and refraining from criticism. |
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| A relational maintenance strategy which reflects the extent to which partners explicitly discuss the nature of their relationship. |
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A relational maintenance strategy in which communicators show that they are faithful, stress their commitment to the relationship, and clearly imply that the relationship has a future. |
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| A relational maintenance strategy which includes reliance on family and friends. |
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| A relational maintenance strategy in which each partner does his or her "fair share" of the work in the relationship. |
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One approach to examining love in which the foucs is more on individual tendencies and relationship outcomes. |
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One approach to to examining love in which the empahsis is on how love experiences are expressed in communicative behaviors. |
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| A couple in which the husband and the wife have different definitions for their marriage. |
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| Knowledge structures that represent the external world of marriage and provide guidelines about how to interpret incoming data. |
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| A dialetical in which one experiences the pull of wanting to be connected with someone and share activities with someone, but you also want to assert your own indiviuality and separateness. |
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| A dialetic in which one wants to open oneself to one's partner to disclose who one is, but one also needs to protect oneself and one's partner by being closed. |
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| A dialetic in which one may want to be able to predict one's partner and know how to to respond with that person, but you may also want new experiences. |
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| A dialetic in which passion is defined as emotional heat in the relationship, but it must be balanced with stability to prevent the relationship from burning out. |
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| Refers to friendships that lack sexual involvement, despite possibilities for such involvement. |
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| The first phase of disengagement in which a person reflects on the quality of the relationship, possibly comparing the relationship to others, and comparing the relational partners to potential partners. |
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The second phase of disengagement which involves confronting the partner with dissatisfaction. |
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| The third phase of disengagement in which the individual goes public with his or her unhappiness with the relationship, seeking advice and support from others, perhaps asking for intervention from others. |
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| The final phase of diesngagement, explaining why a relationship decayed and ended. It is called "grave dressing" because after a relationship is "dead," each participant is likely to "dress up" the grave by promoting a positive image of his or her role in the relationship. |
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| A tactic which is used as restoration and creates a perception of equity, when in fact, the relationship is not equitable. |
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One person in the relationship takes a specific aciton to make sure that resources (inputs and outcomes) are distributed fairly between the partners. |
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| An important theory of human cognition that is relevant to many aspects of interpersonal communication. It deals with our judgments concerning why people behave the way they do, and these judgments influence our evaluation of the accounts that are communicated. |
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A common reason for breaking up one's relationships. Some scholars make a distinction between sexual infidelity and emotional infidelity. |
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| A model of marital dissolution which describes a sequence of behaviors people employ when dissolving a relationship. |
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| A type of disengagement message which has two important characteristics; 1. are very emotional & 2. they state or imply a desire to de-escalate but not terminate the relationship. |
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| A disengagement message which involves two characteristics; 1. the initiator explicityly proposes that the two "see less of each other" & 2. a reason is given for why the two should see less of each other. |
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| Withdrawl or avoidance tactics |
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| A disengagement tactic in which disengagers say nothing to their partners concerning their intentions to change. |
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| A disengagement tactic with 3 important characteristics; 1. they communicate that the partners should terminate the relationship, 2. a reason is given to support the decision, & 3. they state or imply that the disengager believes that the problem cannot be solved. |
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| Negative identity management (manipulation) |
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| Tactics whose identity is based upon techniques which will arouse emotions in such a way as to quicken disengagement. |
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| Include 3 variations of "efficient and unambiguous" messages: fait accompli, negative identity management, and justification/reason giving. |
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The third least polite form of disengagement which is reflected by reciprocal aggravation. Both parties agree to change the current definition of the relationship, but they disagree on the reasons why. |
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| The second most polite category of approaches to disengagement which include negotiated farewells and state-of-relationship talks. |
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| The most polite category of disengagement which includes postive tone, apologies/concessions, complex accounts of regret+excuse+justification nature, de-escalation, and psuedo de-escalation. |
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| The breakup itself or certain knowledge of the partner that prompted an immediate need to terminate the relationship. |
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The phase in which the individual may experience several negative emotions -- panic, despair, hopelessness, and exhaustion. This stage deals largely with the release of emotional tensions that inevitably follow a traumatic experience. |
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| The third stage in which the individual cuts off from others to be alone -- staying at home, avoiding people at church or work, and so on. |
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Occasional flooded states in which the individual cannot think about anything but the relational disengagement. |
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| The stage in which the individual provides explanations that are complete stories for various aspects on the relationship. |
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| Completion/identity change stages |
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| The stages in which the individual not only possesses stories and explanations about the breakup but has also developed coping and has perhaps altered his or her behavior in view of having learned from the account-making process. |
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| Compliance-gaining messages |
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| A category in which people use a wide range of tactics in order to get others to go along with their requests. |
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| Perceptual contrast (contrast) |
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| Involves first anchoring a person at one level of a request -- usually a high level -- and then making a noticeably smaller request. |
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| One should be mre willing to comply with a request from someone who has previously provided a favor or concession. |
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| We feel obligated to comply with a request if the asker has made a concession to us. |
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Any compliance situation in which one person makes a large request, which is rejected, and follows this rejection with a noticeably smaller request. |
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| Based on the idea that we come to feel indebted to another person when that individual has extended us a benefit. |
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| The more committed a person is to agroup, organization, or cause, the more likely the person is to comply with requests to aid or assist that group, organization, or cause. |
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| States that agreement to a small initial request can blossom into an agreement to a large second (or third) request. |
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| This tactic has 2 characteristics; 1. someone makes an offer or a request that is low or small, and one actively and freely agrees to it & 2. after one is committed to the deal or to helping the solicitor, one finds out that the deal was not as good as one first thought. |
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| Argues that we make judgements about ourselves, what we like and don't like, from our behavior. |
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| We act the way others around us behave. |
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One should be more willing to follow the suggestions of someone who is a legitimate authority. |
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| Opportunities to engage in some activity or to own some object seem more valuable when the opportunity is limited or restricted in some way. |
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| We learn to expect that certain tactics are used first, or early, in a sequence and that the act of gaining compliance or persuasion follows an ordered list in which we might try different arguements, even force, as we try to gain compliance from others. |
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| People initiate compliance-gaining attempts with positive and less direct tactics, but when faced with resistance and possible goal failure, they replace these tactics with less polite and more direct ones. |
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| When time is of the essence, people shift from their default of using positive and less direct compliance gaining tactics to using more negative, direct, and explicit tactics. |
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| Involves tactics whereby the individual flatly and undeniably refuses to comply. |
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| Involve compromises so that both individuals accommodate each other. |
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| Identity management strategies |
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| Strategies geared to make the requestor feel bad, guilty, or negative for having asked for compliance. |
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| Justification resistance strategies |
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| Involve giving presumably good and convincing reasons for not complying with the request. |
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| Messages which vary in intensity (negative valence) and the intensity with which people resist compliance has a significant impact on violation of expectations, a negative impact on evaluation of the interaction, and a negative impact on intention to pursue (to be persistent). |
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| Any disagreement between interdependent parties who perceive that they have incompatible goals. |
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| When a person experiences internal conflict without expressing disagreement with others. |
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| A person who has a low concern for others and a high concern for self. |
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| One who has a high concern for others but a low concern for self; this person would be cooperative and unassertive. |
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| An individual could have a high concern for both self and others, relected in being assertive and cooperative. |
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Those who have little concern for themselves or others in conflicts. This lack of concern is seen in little assertiveness and little cooperation. |
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Those people who have a moderate amount of confcern for self and others. Accordingly, they show moderate amounts of assertiveness and cooperation. |
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Intended to distract attention from a conflict. |
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| Those behaviors that manage the conflict by taking into account both parties' needs and wants; they attempt to integrate both person's resources and goals. |
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Using a competitive posture, one would distribute the resources and goals in a win-lose attitude, and try to win as much as possible regardless of the other's expense. |
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| Refers to how flexible people are during conflict. |
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| Refers to the range of topics covered during conflict. |
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| Refers to the reciprocity of behavior, or mirroring the other's conflict. |
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| A feature that refers to the time when couples go through phases of conflict. |
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| Refers to reciprocating talk about talk. |
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| Refers to the extent to which the parties in conflict ar not being overly strategic and guarded in what they say. |
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| A rsponse to relational problems that is passive and destructive; using exit, the couple separates formally, or the individuals think about or threaten leaving. |
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| A response to a relational problem in which an active and constructive response is used; it includes such actions as discussing problems and suggesting solutions. |
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| A response to a relational problem which reflects a passive and constructive response; with loyalty, the person decides to wait and hope that things work out. |
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| A response to a relational problem which includes several active and destructive behaviors -- avoid the partner, refuse to discuss the relational problems, and perhaps show hostility. |
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| Refers to the consistency of a conflict over time. |
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| Refers to the number of issues that are in conflict. |
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