| A | B |
|---|
| Hearing | The physical process of letting in audible stimuli without focusing on the stimuli. |
| Working memory theory | A theory stating we can pay attentionto several stimuli and simultaneously store stimuli for future reference. |
| Listening | The dynamic, transactional process of reveiving, recalling, rating, and responding to stimuli, messages, or both. |
| Four "Rs" of listening | The four components of the listening process: receiving, responding, recalling, and rating. |
| Receiving | The verbal and nonverbal acknowledgement of a message. |
| Mindless | Being unaware of the stimuli around us. |
| Responding | Providing observable feedback to a sender's message |
| Recalling | Understanding a message, storing it for future encounters, and remembering it later. |
| Chunking | Placing pieces of information into manageable and retrievable sets. |
| Rating | Evaluating or assessing a message. |
| Opinion | A view, judgement, or appraisal based on our beliefs or values. |
| American Sign Language | A visual rather than auditory form of communication that is composed of precise hand shapes and movements. |
| Message overload | The result when senders receive more messages than they can process. |
| Multitasking | The simultaneous performance of two or more tasks. |
| Conversational Narcissism | Engaging in an extreme amount of self-focusing during a conversation to the exclusion of another person. |
| Listening gap | The time difference between our mental ability to interpret words and the speed at which they arrive at our brain. |
| Selective listening | Responding to some parts of a message and rejecting others. |
| Talkaholic | A compulsive talker who hogs the conversational stage and monopolizes encounters. |
| Psuedolisten | To pretend to listen by nodding our heads, looking at the speaker, smiling at the appropriate times, or practicing other kinds of attention feigning. |
| Gap fillers | Listeners who think that they can correctly guess the rest of the story a speaker is telling and don't need the speaker to continue. |
| Defensive listening | Viewing innocent comments as personal attacks or hostile criticisms. |
| Ambushing | Listening carefully to a message and then using that information later to attack the sender. |
| Listening style | A predominant and preferred approach to listening to the messages we hear |
| People-cenetered listening style | A listening style associated with concern for other people's feelings or emotions. |
| Action-centered listening style | A listening style associated with listeners who want messages to be highly organized, concise, and error free. |
| Second-guess | To question the assumptions underlying a message |
| Content-centered listening style | A listening style associated with listeners who focus on the facts and details of a message |
| Time-centered listening style | A listening style associated with listeners who want messages to be presented succinctly. |
| Empathy | The process of identifying with or attempting to experience the thoughts, beliefs, and actions of another. |
| Nonjudgemental feedback | Feedback that describes another's behavior and then explains how that behavior made us feel. |
| Paraphrasing | Restating the essence of a sender's message in our own words. |
| Dialogue enhancers | Supporting statements, such as "I see" or "I'm listening" that indicate we are involved in a message. |
