![]() ![]() In terms of completeness, we try to “read between the lines” and evaluate the message in relation to what we know about the topic or situation being discussed. In terms of credibility, we try to determine the degree to which we believe a speaker’s statements are correct and/or true. When we evaluate something, we make judgments about its credibility, completeness, and worth. Alternatively, the interpreting phase can be long and strenuous when we have a difficult time making those connections. The interpreting phase can be almost instantaneous when we are easily able to connect the information we are hearing to our existing knowledge and experience. When we understand something, we are able to attach meaning by connecting information to previous experiences. The interpreting stage engages cognitive and relational processing, as we take in informational, contextual, and relational cues in an effort to understand and evaluate what we hear. We can enhance our ability to receive, and in turn listen, by trying to minimize noise.ĭuring the interpreting stage of listening, we attempt to make meaning out of the visual and auditory information we receive. Internal noises, like stress and anger, interfere primarily with the cognitive processes of listening. ![]() External noises, such as other people talking, the sounds of traffic, and music, interfere with the physiological aspects of hearing. While hearing leads to listening, they are not the same thing. Some noise interferes primarily with hearing, which is the physical process of receiving stimuli through internal and external components of the ears and eyes, and some interferes with listening, which is the cognitive process of processing the stimuli taken in during hearing. In chapter 1, we discussed noise, which is a factor that influences how we receive messages. The fact that these visual cues are missing in e-mail, text, and phone interactions presents some difficulties for reading contextual clues into meaning received through only auditory channels. For example, seeing a person’s face when we hear their voice allows us to take in nonverbal cues from facial expressions and eye-contact. Although we don’t often think about visual cues as a part of listening, they influence how we interpret messages. We primarily take in information needed for listening through auditory and visual channels. The four stages of the listening process are receiving, interpreting, recalling, and responding.īefore we can engage other steps in the listening process, we must take in stimuli through our senses. Models of processes are informative in that they help us visualize specific components, but keep in mind that they do not capture the speed, overlapping nature, or overall complexity of the actual process in action. Like the communication process, listening has cognitive, behavioral, and relational elements and doesn’t unfold in a linear, step-by-step fashion. Listening is a process and as such doesn’t have a defined start and finish. In this section, we will learn more about the stages of the listening process and the four styles of listening. It is only after listening for months as infants that we begin to consciously practice our own forms of expression. We begin to engage with the listening process long before we engage in any recognizable verbal or nonverbal communication. Listening is the learned process of receiving, interpreting, recalling, evaluating, and responding to verbal and nonverbal messages. What percentage of your day is spent listening? Photo by Christina Morillo from Pexels. 5.1 Understanding How and Why We Listen Think of all of the activities you engage in that involve listening. Overall, improving our listening skills can help us be better students, better relational partners, and more successful professionals. Listening is a primary means through which we learn new information, provide support to our relational partners, and develop an accurate self-concept. On average, workers spend 55 percent of their workday listening, and managers spend about 63 percent of their day listening (Hargie, 2011). In some contexts, we spend even more time listening than that. ![]() Yet research shows that adults spend about 45 percent of their time listening, which is more than any other communicative activity. In our sender-oriented society, listening is often overlooked as an important part of the communication process.
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