SP105 Listening

2. SP105Listening Dr. Brennan Welcome to the Class!

3. HURIER Model • The letters in HURIER represents six interrelated listening processes: • Hearing – Ch.3 • Understanding – Ch.4 • Remembering – Ch. 5 • Interpreting – Ch. 6 • Evaluating – Ch. 7 • Responding – Ch.8

4. Hearing

5. The process of hearing: • When you think of the process of listening, what are the consequences of not controlling your attention?

6. The process of hearing: • The HURIER model emphasizes that hearing involves the reception and processing of sound.

7. Hearing often requires the ability to pay attention to and concentrate on sound. • In other words, hearing is complex and involves three interrelated stages.

8. The mechanics of hearing, 3 stages: • 1. Reception of sound waves. • 2. Perception of sound in the brain. • 3. Auditory association.

9. Reception of sound waves. • First, sound travels in waves as it moves through the air. • These waves bump into air molecules and create pressure. • When air molecules are pushed together sound waves may pass through the air at speeds of up to 760 mph. • It is actually the sound waves we hear.

10. The Ear • How useful is your outer ear, that piece of cartilage and skin sticking out from the side of your head?

12. The Ear • Sound waves then cause the eardrum membrane to vibrate. • Three small bones on the other side of the drum – the hammer, stirrup and anvil, amplify these vibrations.

13. The Ear • Second, the sound waves reach the inner ear. Here the cochlea, a snail-shaped structure filed with liquid takes over. • Inside the cochlea are hairlike nerve cells that change pressure vibrations to nerve impulses. • These impulses are transmitted to the auditory nerve and then the brain.

14. The Ear • Finally, you perceive sound. • Understanding these sounds begins the next step in the process of listening.

16. Levels of Hearing: • Three different sound levels. • Primary level – hearing is voluntary. • In the primary level, you select the information you want to concentrate on, deliberately tuning to certain sounds while ignoring other sounds. • For example, a mother might hear her child’s laughter or cry in a crowded store.

17. Levels of Hearing: • Secondary level – individual’s involuntary or autonomic nervous system is at work. • For example, focusing on one task such as talking on the telephone and still be conscious of your spouse coming into the room to get something or simply sit down.

18. Levels of Hearing: • The last level, tertiary – is where we have little or no control over what we hear. • The central nervous system is not involved in processing the stimuli, rather the autonomic system responds to a sound simply because of its intensity – like the loud “BANG” of a box that fell onto the floor or the sound of a fire alarm going off.

19. Such sudden sounds are loud enough to startle us making it impossible to avoid hearing and responding to them.

20. Characteristics of Sound: • Repetition: Listeners pay attention more to a sound that is repeated than to a sound that occurs only once. • Often, after hearing a sound once, people consciously wait for the sound to be repeated in order to confirm one’s impression. • For example: Martin Luther King’s “I Have A Dream Speech.”

21. Characteristics of Sound: • Change: A significant element in securing attention is change. Speakers use vocal variety to command attention and provide emphasis. • For example, variation in pitch, volume, intonation, rate, etc. – known as paralanguage.

22. Characteristics of Sound: • Novelty: Mindless conversations or communication rituals. Even though most adults attend to messages in 8 to 15 second intervals, novelty may extend this focus of attention. • If a communicator does the unexpected, he or she is likely to hold attention better than if a listener correctly anticipates the speaker’s behavior – for example, in the greeting ritual; Hi, how are you? Fine and you?As opposed to, Hi, how are you? My friend died last night.

23. Characteristics of Sound: • Intensity: the intensity of sound is another dimension that influences the likelihood that others will hear a particular stimulus. • The intensity of sound commands attention because it is perceived at the tertiary level – people respond automatically.

24. Auditory discrimination: • Auditory discrimination involves distinguishing different sounds and then identifying what you have heard. • For example, a mother might hear her child’s voice in a crowded mall after filtering out other competing sounds.

25. Auditory discrimination: • One’s ability to localize a sound source is a critical aspect of the listening process since it permits certain sounds to be attended to in the presence of other competing sounds.

26. Auditory discrimination: • Sophisticated discriminatory skills involve activities such as recognizing sound structure of a language. • For example: Hyper-corrective grammar or learning a foreign language or even recognizing certain songs on the radio.

27. Auditory discrimination: • In learning a new language, during the information process, the new stimulus (words) is matched to previously learned sounds – this process is called auditory association.

28. Dichotic Listening: • Dichotic listening occurs when a person receives two messages simultaneously – • Denotative • Connotative

29. Shadowing: • Shadowing occurs when you repeat a continuous verbal message as you hear it. • In other words, following the verbal message word by word to ensure complete understanding.

30. Receiver Apprehension or Listener Apprehension: • Just as some people are fearful of presenting a speech or speaking up during a meeting, research suggests that some people are fearful of receiving information, thus “receiver apprehension or listener apprehension.”

31. Receiver Apprehension • Receiver apprehension is being fearful of misunderstanding or misinterpreting the messages spoken by others or not being able to adjust psychologically to messages expressed by others.

32. Receiver Apprehension • Some people may just be fearful of receiving new information and being unable to understand it. • Apprehension may also be a characteristic or a pattern in the way some people respond psychologically to information.

33. Receiver Apprehension • Some people may not be able to make sense out of what they heard which causes them to become anxious or fearful of listening to others. • People who are fearful of receiving information remember less of the messages being sent to them.

34. Tips for coping with receiver apprehension: • 1. In some instances (such as a classroom) you might be able to tape record (therefore not having to be concerned about getting each and every point) your professor. • 2.You can also become actively involved in the listening process by: • A. Taking notes • B.  Mentally summarizing and repeating the information to yourself.

35. Appreciative Listening: • What is it and why do we do it?

36. Appreciative Listening: • Wolvin and Coakley (1996) defined appreciative listening as a “process of listening in order to obtain sensory stimulation or enjoyment through the works and experiences of others.”

37. Developing Appreciative Listening: • 1. Identifying specific things that give you listening pleasure. • What do you like to listen to? • 2. Deliberately searching for ways to expand the focus of your appreciative listening. • Don’t get stuck in a rut.

38. Developing Appreciative Listening: • 3. Developing a positive attitude and willingness to spend time listening appreciatively. • Just do it!

39. Exercise