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Theory Resources

DEEPEN YOUR UNDERSTANDING OF THE THEORIES IN THE 10TH EDITION

 

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Application Logs
10th Edition
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Student comments on practical use of a theory, from the Instructors Manual and additions to the website


List mode: Normal (click on theory name to show detail) | Show All details | Clear details

Chapter  9—Uncertainty Reduction Theory

Alicia
I hate meeting new people. In fact, I pride myself on having very bad first impressions of all my dearest friends. First meetings always overwhelm me, with their stilted conversation and suspicious feelings on both sides. This theory helped me to formulate a new plan for the next time I meet a person. I can establish common ground as quickly as possible. The faster we find similarities, the more nonverbal warmth, verbal communication, self-disclosure, and liking will increase. If I can get over having bad first impressions, I may be on my way to starting better friendships.

Lisa
I tend to use a "passive strategy," observing others from a distance before approaching them with an "active strategy" for gaining information. However, with the new director of Drama Workout (Dave), I have a lot of interest at stake. I have spent the largest part of my time at Wheaton investing in the theater. I began an interactive strategy right away with Dave, going into his office, introducing myself and some of my "story" as a senior—being "transparent" in order to increase reciprocity from Dave.

Dave hid a serious question in a joke by "hedging" as Berger calls it. Right away, loudly and inappropriately he said, "So! Are you disappointed that I'm not Mark Lewis?" It was so out of place to say that we both laughed which gave me the change to answer it or treat it as a joke.

Laughing relaxed us and I did answer the question. I liked his straight-forwardness. I am more like that with my friends. It was the first of a series of great conversations. I realized that Dave was open and thick-skinned and opinionated which made me more comfortable to ask my hard questions, which I am known for. I knew that my personality would not be a threat to him, my uncertainty of potential offense was reduced and our intimacy and liking went up.

Erin
This theory actually makes me think of this guy named Bob that I like. I've had a crush on him for quite some time. The problem is that I don't think he is interested. So, I've used all three information-seeking methods to try to limit my uncertainty about Bob. I observe him when he least expects it. I weasel information from a friend who knows him very well, and, on the off chance that he decides to talk to me, I ask him questions about himself. So, I've successfully reduced uncertainty about Bob and, in the process, my crush has grown stronger. This still leaves me with the problem of my unrequited "love". But, the uncertainty reduction theory has provided me with a solution. I need to merely share about myself because "to know her is to love her!" Perhaps I should send anonymous notes to Bob through the campus mail. "FYI: Erin is a communications major who loves fun, the beach, swimming, her little sister, and cookies." I wonder what Berger would say about that?

Bruce
After developing a friendship with Heather for four months, we decided to start dating. During that time, I had the opportunity to meet her family. When I first met her father, axiom #1 presented itself in our conversation as the conversation seemed to be fragmented. We talked about random subjects because neither one of us had even a small working knowledge of who the other person was or how he thought. Axion #2 presented itself as we both frequently looked away to avoid the tension and discomfort of staring into each other's eyes. Her father and I both sought information about the other as we tried to figure out who the other person was and make some familiar connections. The conversation revolved around ambiguous topics with low self-disclosure. Now that I am more familiar with her father, I no longer need to be so information seeking because I no longer have so much uncertainty. We have grown to have more certainty in who the other person is, thus providing me with more certainty in my behavioral and cognitive questions.



You can access Application Logs for a particular chapter in several ways:

  • Switch to View by Theory, then select the desired theory/chapter from the drop-down list at the top of the page. Look in the list of available resources.
  • To quickly find a theory by chapter number, use the Table of Contents and link from there. It will take you directly to the theory with available options highlighted.
  • You can also use the Theory List, which will take you directly to the theory with available options highlighted.

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Resources
by Type






 VIDEOS

 APP LOGS

 ESSAY


 LINKS





Instructors can get
additional resources.
Read more

New to Theory
Resources?

Find out more
in this short
video overview
(3:01).

Application Logs
10th Edition
CHANGE TO
View by Theory

Student comments on practical use of a theory, from the Instructors Manual and additions to the website


List mode: Normal (click on theory name to show detail) | Show All details | Clear details

Chapter  9—Uncertainty Reduction Theory

Alicia
I hate meeting new people. In fact, I pride myself on having very bad first impressions of all my dearest friends. First meetings always overwhelm me, with their stilted conversation and suspicious feelings on both sides. This theory helped me to formulate a new plan for the next time I meet a person. I can establish common ground as quickly as possible. The faster we find similarities, the more nonverbal warmth, verbal communication, self-disclosure, and liking will increase. If I can get over having bad first impressions, I may be on my way to starting better friendships.

Lisa
I tend to use a "passive strategy," observing others from a distance before approaching them with an "active strategy" for gaining information. However, with the new director of Drama Workout (Dave), I have a lot of interest at stake. I have spent the largest part of my time at Wheaton investing in the theater. I began an interactive strategy right away with Dave, going into his office, introducing myself and some of my "story" as a senior—being "transparent" in order to increase reciprocity from Dave.

Dave hid a serious question in a joke by "hedging" as Berger calls it. Right away, loudly and inappropriately he said, "So! Are you disappointed that I'm not Mark Lewis?" It was so out of place to say that we both laughed which gave me the change to answer it or treat it as a joke.

Laughing relaxed us and I did answer the question. I liked his straight-forwardness. I am more like that with my friends. It was the first of a series of great conversations. I realized that Dave was open and thick-skinned and opinionated which made me more comfortable to ask my hard questions, which I am known for. I knew that my personality would not be a threat to him, my uncertainty of potential offense was reduced and our intimacy and liking went up.

Erin
This theory actually makes me think of this guy named Bob that I like. I've had a crush on him for quite some time. The problem is that I don't think he is interested. So, I've used all three information-seeking methods to try to limit my uncertainty about Bob. I observe him when he least expects it. I weasel information from a friend who knows him very well, and, on the off chance that he decides to talk to me, I ask him questions about himself. So, I've successfully reduced uncertainty about Bob and, in the process, my crush has grown stronger. This still leaves me with the problem of my unrequited "love". But, the uncertainty reduction theory has provided me with a solution. I need to merely share about myself because "to know her is to love her!" Perhaps I should send anonymous notes to Bob through the campus mail. "FYI: Erin is a communications major who loves fun, the beach, swimming, her little sister, and cookies." I wonder what Berger would say about that?

Bruce
After developing a friendship with Heather for four months, we decided to start dating. During that time, I had the opportunity to meet her family. When I first met her father, axiom #1 presented itself in our conversation as the conversation seemed to be fragmented. We talked about random subjects because neither one of us had even a small working knowledge of who the other person was or how he thought. Axion #2 presented itself as we both frequently looked away to avoid the tension and discomfort of staring into each other's eyes. Her father and I both sought information about the other as we tried to figure out who the other person was and make some familiar connections. The conversation revolved around ambiguous topics with low self-disclosure. Now that I am more familiar with her father, I no longer need to be so information seeking because I no longer have so much uncertainty. We have grown to have more certainty in who the other person is, thus providing me with more certainty in my behavioral and cognitive questions.



You can access Application Logs for a particular chapter in several ways:

  • Switch to View by Theory, then select the desired theory/chapter from the drop-down list at the top of the page. Look in the list of available resources.
  • To quickly find a theory by chapter number, use the Table of Contents and link from there. It will take you directly to the theory with available options highlighted.
  • You can also use the Theory List, which will take you directly to the theory with available options highlighted.

Back to top



The screen on this device is not wide enough to display Theory Resources. Try rotating the device to landscape orientation to see if more options become available.
Resources available to all users:

  • Theory Overview—abstract of each chapter
  • Self-Help Quizzes—for student preparation
  • Chapter Outlines
  • Key Names—important names and terms in each chapter
  • Conversation Videos—interviews with theorists
  • Application Logs—student application of theories
  • Essay Questions—for student prepatation
  • Suggested Movie Clips—tie-in movie scenese to theories
  • Links—web resources related to each chapter
  • Primary Sources—for each theory with full chapter coverage
  • Further Resources—bibliographic and other suggestions
  • Changes—for each theory, since the previous edition
  • Theory Archive—PDF copies from the last edition in which a theory appeared

Resources available only to registered instructors who are logged in:

  • Discussion Suggestions
  • Exercises & Activities
  • PowerPoint® presentations you can use
  • Short Answer Quizzes—suggested questions and answers
  • Compare Texts—comparison of theories covered in A First Look and ten other textbooks

Information for Instructors. Read more


 

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