{"id":46,"date":"2015-08-12T16:26:10","date_gmt":"2015-08-12T16:26:10","guid":{"rendered":"https:\/\/courses.candelalearning.com\/standupspeakoutxmaster\/?post_type=chapter&#038;p=46"},"modified":"2015-08-18T21:36:47","modified_gmt":"2015-08-18T21:36:47","slug":"4-3-why-listening-is-difficult","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/chapter\/4-3-why-listening-is-difficult\/","title":{"raw":"Why Listening Is Difficult","rendered":"Why Listening Is Difficult"},"content":{"raw":"<div class=\"bcc-box bcc-highlight\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n\t<li>Understand the types of noise that can affect a listener\u2019s ability to attend to a message.<\/li>\r\n\t<li>Explain how a listener\u2019s attention span can limit the listener\u2019s ability to attend to a speaker\u2019s message.<\/li>\r\n\t<li>Analyze how a listener\u2019s personal biases can influence her or his ability to attend to a message.<\/li>\r\n\t<li>Define receiver apprehension and the impact it can have on a listener\u2019s ability to attend to a message.<\/li>\r\n<\/ul>\r\n<\/div>\r\nAt times, everyone has difficulty staying completely focused during a lengthy presentation. We can sometimes have difficulty listening to even relatively brief messages. Some of the factors that interfere with good listening might exist beyond our control, but others are manageable. It\u2019s helpful to be aware of these factors so that they interfere as little as possible with understanding the message.\r\n<div id=\"wrench_1.0-ch04_s03_s01\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Noise<\/h2>\r\n<span class=\"im_margin_term\"><span class=\"im_glossterm\">Noise<\/span><\/span> is one of the biggest factors to interfere with listening; it can be defined as anything that interferes with your ability to attend to and understand a message. There are many kinds of noise, but we will focus on only the four you are most likely to encounter in public speaking situations: physical noise, psychological noise, physiological noise, and semantic noise.\r\n<div id=\"wrench_1.0-ch04_s03_s01_s01\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Physical Noise<\/h2>\r\n<span class=\"im_margin_term\"><span class=\"im_glossterm\">Physical noise<\/span><\/span> consists of various sounds in an environment that interfere with a source\u2019s ability to hear. Construction noises right outside a window, planes flying directly overhead, or loud music in the next room can make it difficult to hear the message being presented by a speaker even if a microphone is being used. It is sometimes possible to manage the context to reduce the noise. Closing a window might be helpful. Asking the people in the next room to turn their music down might be possible. Changing to a new location is more difficult, as it involves finding a new location and having everyone get there.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch04_s03_s01_s02\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Psychological Noise<\/h2>\r\n<span class=\"im_margin_term\"><span class=\"im_glossterm\">Psychological noise<\/span><\/span> consists of distractions to a speaker\u2019s message caused by a receiver\u2019s internal thoughts. For example, if you are preoccupied with personal problems, it is difficult to give your full attention to understanding the meanings of a message. The presence of another person to whom you feel attracted, or perhaps a person you dislike intensely, can also be psychosocial noise that draws your attention away from the message.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch04_s03_s01_s03\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Physiological Noise<\/h2>\r\n<span class=\"im_margin_term\"><span class=\"im_glossterm\">Physiological noise<\/span><\/span> consists of distractions to a speaker\u2019s message caused by a listener\u2019s own body. Maybe you\u2019re listening to a speech in class around noon and you haven\u2019t eaten anything. Your stomach may be growling and your desk is starting to look tasty. Maybe the room is cold and you\u2019re thinking more about how to keep warm than about what the speaker is saying. In either case, your body can distract you from attending to the information being presented.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch04_s03_s01_s04\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Semantic Noise<\/h2>\r\n<span class=\"im_margin_term\"><span class=\"im_glossterm\">Semantic noise<\/span><\/span> occurs when a receiver experiences confusion over the meaning of a source\u2019s word choice. While you are attempting to understand a particular word or phrase, the speaker continues to present the message. While you are struggling with a word interpretation, you are distracted from listening to the rest of the message. One of the authors was listening to a speaker who mentioned using a sweeper to clean carpeting. The author was confused, as she did not see how a broom would be effective in cleaning carpeting. Later, the author found out that the speaker was using the word \u201csweeper\u201d to refer to a vacuum cleaner; however, in the meantime, her listening was hurt by her inability to understand what the speaker meant. Another example of semantic noise is euphemism. Euphemism is diplomatic language used for delivering unpleasant information. For instance, if someone is said to be \u201cflexible with the truth,\u201d it might take us a moment to understand that the speaker means this person sometimes lies.\r\n<div id=\"wrench_1.0-ch04_s03_s01_s04_f01\" class=\"im_figure im_large im_large-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"457\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_07\/334fbca3b0c4c1bb128a9908ba875e80.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224335\/sm_334fbca3b0c4c1bb128a9908ba875e80.jpg\" alt=\"Physical noise: construction activity, barking dogs, loud music, air conditioners, airplanes, noisy conflict nearby. Psychological noise: worries about money, crushing deadlines, the presence of specific other people in the room, tight daily schedule, biases related to the speaker or the content. Physiological noise: feeling ill, having a headache, growling stomach, room is too hot or too cold. Semantic noise: special jargon, unique word usage, mispronunciation, euphemism, phrases from foreign languages. \" width=\"457\" height=\"700\" \/><\/a> Figure 1.\u00a0Types of Noise[\/caption]\r\n\r\n<\/div>\r\nMany <span class=\"im_margin_term\"><span class=\"im_glossterm\">distractions<\/span><\/span> are the fault of neither the listener nor the speaker. However, when you are the speaker, being aware of these sources of noise can help you reduce some of the noise that interferes with your audience\u2019s ability to understand you.\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"wrench_1.0-ch04_s03_s02\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Attention Span<\/h2>\r\nA person can only maintain focused attention for a finite length of time. In his 1985 book <em class=\"im_emphasis\">Amusing Ourselves to Death: Public Discourse in the Age of Show Business<\/em>, New York University\u2019s Steinhardt School of Education professor Neil Postman argued that modern audiences have lost the ability to sustain attention to a message.<span id=\"wrench_1.0-fn04_004\" class=\"im_footnote\">[footnote]Postman, N. (1985). <em class=\"im_emphasis\">Amusing ourselves to death: Public discourse in the age of show business<\/em>. New York: Viking Press.[\/footnote]<\/span> More recently, researchers have engaged in an ongoing debate over whether Internet use is detrimental to <span class=\"im_margin_term\"><span class=\"im_glossterm\">attention span<\/span><\/span>.<span id=\"wrench_1.0-fn04_005\" class=\"im_footnote\">[footnote]Carr, N. (2010, May 24). The Web shatters focus, rewires brains. <em class=\"im_emphasis\">Wired Magazine<\/em>. Retrieved from <a class=\"im_link\" href=\"http:\/\/www.wired.com\/magazine\/2010\/05\/ff_nicholas_carr\/all\/1\" target=\"_blank\">http:\/\/www.wired.com\/magazine\/2010\/05\/ff_nicholas_carr\/all\/1<\/a>[\/footnote]<\/span> Whether or not these concerns are well founded, you have probably noticed that even when your attention is \u201cglued\u201d to something in which you are deeply interested, every now and then you pause to do something else, such as getting a drink of water, stretching, or looking out the window.\r\n\r\nThe limits of the human attention span can interfere with listening, but listeners and speakers can use strategies to prevent this interference. As many classroom instructors know, listeners will readily renew their attention when the presentation includes frequent breaks in pacing.<span id=\"wrench_1.0-fn04_006\" class=\"im_footnote\">[footnote]Middendorf, J., &amp; Kalish, A. (1996). The \u201cchange-up\u201d in lectures. <em class=\"im_emphasis\">The National Teaching and Learning Forum<\/em>, <em class=\"im_emphasis\">5<\/em>(2).[\/footnote]<\/span> For example, a fifty- to seventy-five-minute class session might include some lecture material alternated with questions for class discussion, video clips, handouts, and demonstrations. Instructors who are adept at holding listeners\u2019 attention also move about the front of the room, writing on the board, drawing diagrams, and intermittently using slide transparencies or PowerPoint slides.\r\n\r\nIf you have instructors who do a good job of keeping your attention, they are positive role models showing strategies you can use to accommodate the limitations of your audience\u2019s attention span.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch04_s03_s03\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Receiver Biases<\/h2>\r\nGood listening involves keeping an open mind and withholding judgment until the speaker has completed the message. Conversely, biased listening is characterized by jumping to conclusions; the biased listener believes, \u201cI don\u2019t need to listen because I already know what I think.\u201d <span class=\"im_margin_term\"><span class=\"im_glossterm\">Receiver biases<\/span><\/span> can refer to two things: biases with reference to the speaker and preconceived ideas and <span class=\"im_margin_term\"><span class=\"im_glossterm\">opinions<\/span><\/span> about the topic or message. Both can be considered noise. Everyone has biases, but good listeners have learned to hold them in check while listening.\r\n\r\nThe first type of bias listeners can have is related to the speaker. Often a speaker stands up and an audience member simply doesn\u2019t like the speaker, so the audience member may not listen to the speaker\u2019s message. Maybe you have a classmate who just gets under your skin for some reason, or maybe you question a classmate\u2019s competence on a given topic. When we have preconceived notions about a speaker, those biases can interfere with our ability to listen accurately and competently to the speaker\u2019s message.\r\n\r\nThe second type of bias listeners can have is related to the topic or content of the speech. Maybe the speech topic is one you\u2019ve heard a thousand times, so you just tune out the speech. Or maybe the speaker is presenting a topic or position you fundamentally disagree with. When listeners have strong preexisting opinions about a topic, such as the death penalty, religious issues, affirmative action, abortion, or global warming, their biases may make it difficult for them to even consider new information about the topic, especially if the new information is inconsistent with what they already believe to be true. As listeners, we have difficulty identifying our biases, especially when they seem to make sense. However, it is worth recognizing that our lives would be very difficult if no one ever considered new points of view or new information. We live in a world where everyone can benefit from clear thinking and open-minded listening.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch04_s03_s04\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Listening or Receiver Apprehension<\/h2>\r\n<span class=\"im_margin_term\"><span class=\"im_glossterm\">Listening or receiver apprehension<\/span><\/span> is the fear that you might be unable to understand the message or process the information correctly or be able to adapt your thinking to include the new information coherently.<span id=\"wrench_1.0-fn04_007\" class=\"im_footnote\">[footnote]Wheeless, L. R. (1975). An investigation of receiver apprehension and social context dimensions of communication apprehension. <em class=\"im_emphasis\">Speech Teacher<\/em>, <em class=\"im_emphasis\">24<\/em>, 261\u2013268.[\/footnote]<\/span> In some situations, you might worry that the information presented will be \u201cover your head\u201d\u2014too complex, technical, or advanced for you to understand adequately.\r\n\r\nMany students will actually avoid registering for courses in which they feel certain they will do poorly. In other cases, students will choose to take a challenging course only if it\u2019s a requirement. This avoidance might be understandable but is not a good strategy for success. To become educated people, students should take a few courses that can shed light on areas where their knowledge is limited.\r\n\r\nAs a speaker, you can reduce listener apprehension by defining terms clearly and using simple visual aids to hold the audience\u2019s attention. You don\u2019t want to underestimate or overestimate your audience\u2019s knowledge on a subject, so good audience analysis is always important. If you know your audience doesn\u2019t have special knowledge on a given topic, you should start by defining important terms. Research has shown us that when listeners do not feel they understand a speaker\u2019s message, their apprehension about receiving the message escalates. Imagine that you are listening to a speech about chemistry and the speaker begins talking about \u201ccolligative properties.\u201d You may start questioning whether you\u2019re even in the right place. When this happens, apprehension clearly interferes with a listener\u2019s ability to accurately and competently understand a speaker\u2019s message. As a speaker, you can lessen the listener\u2019s apprehension by explaining that colligative properties focus on <em class=\"im_emphasis\">how much<\/em> is dissolved in a solution, not on <em class=\"im_emphasis\">what<\/em> is dissolved in a solution. You could also give an example that they might readily understand, such as saying that it doesn\u2019t matter what kind of salt you use in the winter to melt ice on your driveway, what is important is how much salt you use.\r\n<div class=\"bcc-box bcc-success\">\r\n<h3>KEY TAKEAWAYS<\/h3>\r\n<ul>\r\n\t<li>Listeners are often unable to accurately attend to messages because of four types of noise. Physical noise is caused by the physical setting a listener is in. Psychological noise exists within a listener\u2019s own mind and prevents him or her from attending to a speaker\u2019s message. Physiological noise exists because a listener\u2019s body is feeling some sensation that prevents him or her from attending to a speaker\u2019s message. Semantic noise is caused by a listener\u2019s confusion over the meanings of words used by a speaker.<\/li>\r\n\t<li>All audiences have a limited attention span. As a speaker, you must realize how long you can reasonably expect an audience to listen to your message.<\/li>\r\n\t<li>Listeners must be aware of the biases they have for speakers and the topics speakers choose. Biases can often prevent a listener from accurately and competently listening to a speaker\u2019s actual message.<\/li>\r\n\t<li>Receiver apprehension is the fear that a listener might be unable to understand the message, process the information correctly, or adapt thinking to include new information coherently. Speakers need to make sure their messages are appropriate to the audience\u2019s knowledge level and clearly define and explain all terms that could lead to increased anxiety.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\">\r\n<h3>EXERCISES<\/h3>\r\n<ol>\r\n\t<li>In a group, discuss what distracts you most from listening attentively to a speaker. Have you found ways to filter out or manage the distraction?<\/li>\r\n\t<li>This chapter refers to psychological noise as one of the distractions you might experience. Identify strategies you have successfully used to minimize the impact of the specific psychological noises you have experienced.<\/li>\r\n\t<li>Make a list of biases you might have as a listener. You can think about how you\u2019d answer such questions as, With whom would I refuse to be seen socially or in public? Who would I reject as a trustworthy person to help if I were in danger? What topics do I refuse to discuss? The answers to these questions might provide useful insights into your biases as a listener.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"bcc-box bcc-highlight\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Understand the types of noise that can affect a listener\u2019s ability to attend to a message.<\/li>\n<li>Explain how a listener\u2019s attention span can limit the listener\u2019s ability to attend to a speaker\u2019s message.<\/li>\n<li>Analyze how a listener\u2019s personal biases can influence her or his ability to attend to a message.<\/li>\n<li>Define receiver apprehension and the impact it can have on a listener\u2019s ability to attend to a message.<\/li>\n<\/ul>\n<\/div>\n<p>At times, everyone has difficulty staying completely focused during a lengthy presentation. We can sometimes have difficulty listening to even relatively brief messages. Some of the factors that interfere with good listening might exist beyond our control, but others are manageable. It\u2019s helpful to be aware of these factors so that they interfere as little as possible with understanding the message.<\/p>\n<div id=\"wrench_1.0-ch04_s03_s01\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Noise<\/h2>\n<p><span class=\"im_margin_term\"><span class=\"im_glossterm\">Noise<\/span><\/span> is one of the biggest factors to interfere with listening; it can be defined as anything that interferes with your ability to attend to and understand a message. There are many kinds of noise, but we will focus on only the four you are most likely to encounter in public speaking situations: physical noise, psychological noise, physiological noise, and semantic noise.<\/p>\n<div id=\"wrench_1.0-ch04_s03_s01_s01\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Physical Noise<\/h2>\n<p><span class=\"im_margin_term\"><span class=\"im_glossterm\">Physical noise<\/span><\/span> consists of various sounds in an environment that interfere with a source\u2019s ability to hear. Construction noises right outside a window, planes flying directly overhead, or loud music in the next room can make it difficult to hear the message being presented by a speaker even if a microphone is being used. It is sometimes possible to manage the context to reduce the noise. Closing a window might be helpful. Asking the people in the next room to turn their music down might be possible. Changing to a new location is more difficult, as it involves finding a new location and having everyone get there.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch04_s03_s01_s02\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Psychological Noise<\/h2>\n<p><span class=\"im_margin_term\"><span class=\"im_glossterm\">Psychological noise<\/span><\/span> consists of distractions to a speaker\u2019s message caused by a receiver\u2019s internal thoughts. For example, if you are preoccupied with personal problems, it is difficult to give your full attention to understanding the meanings of a message. The presence of another person to whom you feel attracted, or perhaps a person you dislike intensely, can also be psychosocial noise that draws your attention away from the message.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch04_s03_s01_s03\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Physiological Noise<\/h2>\n<p><span class=\"im_margin_term\"><span class=\"im_glossterm\">Physiological noise<\/span><\/span> consists of distractions to a speaker\u2019s message caused by a listener\u2019s own body. Maybe you\u2019re listening to a speech in class around noon and you haven\u2019t eaten anything. Your stomach may be growling and your desk is starting to look tasty. Maybe the room is cold and you\u2019re thinking more about how to keep warm than about what the speaker is saying. In either case, your body can distract you from attending to the information being presented.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch04_s03_s01_s04\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Semantic Noise<\/h2>\n<p><span class=\"im_margin_term\"><span class=\"im_glossterm\">Semantic noise<\/span><\/span> occurs when a receiver experiences confusion over the meaning of a source\u2019s word choice. While you are attempting to understand a particular word or phrase, the speaker continues to present the message. While you are struggling with a word interpretation, you are distracted from listening to the rest of the message. One of the authors was listening to a speaker who mentioned using a sweeper to clean carpeting. The author was confused, as she did not see how a broom would be effective in cleaning carpeting. Later, the author found out that the speaker was using the word \u201csweeper\u201d to refer to a vacuum cleaner; however, in the meantime, her listening was hurt by her inability to understand what the speaker meant. Another example of semantic noise is euphemism. Euphemism is diplomatic language used for delivering unpleasant information. For instance, if someone is said to be \u201cflexible with the truth,\u201d it might take us a moment to understand that the speaker means this person sometimes lies.<\/p>\n<div id=\"wrench_1.0-ch04_s03_s01_s04_f01\" class=\"im_figure im_large im_large-height im_editable im_block\">\n<div style=\"width: 467px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_07\/334fbca3b0c4c1bb128a9908ba875e80.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224335\/sm_334fbca3b0c4c1bb128a9908ba875e80.jpg\" alt=\"Physical noise: construction activity, barking dogs, loud music, air conditioners, airplanes, noisy conflict nearby. Psychological noise: worries about money, crushing deadlines, the presence of specific other people in the room, tight daily schedule, biases related to the speaker or the content. Physiological noise: feeling ill, having a headache, growling stomach, room is too hot or too cold. Semantic noise: special jargon, unique word usage, mispronunciation, euphemism, phrases from foreign languages.\" width=\"457\" height=\"700\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 1.\u00a0Types of Noise<\/p>\n<\/div>\n<\/div>\n<p>Many <span class=\"im_margin_term\"><span class=\"im_glossterm\">distractions<\/span><\/span> are the fault of neither the listener nor the speaker. However, when you are the speaker, being aware of these sources of noise can help you reduce some of the noise that interferes with your audience\u2019s ability to understand you.<\/p>\n<\/div>\n<\/div>\n<div id=\"wrench_1.0-ch04_s03_s02\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Attention Span<\/h2>\n<p>A person can only maintain focused attention for a finite length of time. In his 1985 book <em class=\"im_emphasis\">Amusing Ourselves to Death: Public Discourse in the Age of Show Business<\/em>, New York University\u2019s Steinhardt School of Education professor Neil Postman argued that modern audiences have lost the ability to sustain attention to a message.<span id=\"wrench_1.0-fn04_004\" class=\"im_footnote\"><a class=\"footnote\" title=\"Postman, N. (1985). Amusing ourselves to death: Public discourse in the age of show business. New York: Viking Press.\" id=\"return-footnote-46-1\" href=\"#footnote-46-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/span> More recently, researchers have engaged in an ongoing debate over whether Internet use is detrimental to <span class=\"im_margin_term\"><span class=\"im_glossterm\">attention span<\/span><\/span>.<span id=\"wrench_1.0-fn04_005\" class=\"im_footnote\"><a class=\"footnote\" title=\"Carr, N. (2010, May 24). The Web shatters focus, rewires brains. Wired Magazine. Retrieved from http:\/\/www.wired.com\/magazine\/2010\/05\/ff_nicholas_carr\/all\/1\" id=\"return-footnote-46-2\" href=\"#footnote-46-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/span> Whether or not these concerns are well founded, you have probably noticed that even when your attention is \u201cglued\u201d to something in which you are deeply interested, every now and then you pause to do something else, such as getting a drink of water, stretching, or looking out the window.<\/p>\n<p>The limits of the human attention span can interfere with listening, but listeners and speakers can use strategies to prevent this interference. As many classroom instructors know, listeners will readily renew their attention when the presentation includes frequent breaks in pacing.<span id=\"wrench_1.0-fn04_006\" class=\"im_footnote\"><a class=\"footnote\" title=\"Middendorf, J., &amp; Kalish, A. (1996). The \u201cchange-up\u201d in lectures. The National Teaching and Learning Forum, 5(2).\" id=\"return-footnote-46-3\" href=\"#footnote-46-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/span> For example, a fifty- to seventy-five-minute class session might include some lecture material alternated with questions for class discussion, video clips, handouts, and demonstrations. Instructors who are adept at holding listeners\u2019 attention also move about the front of the room, writing on the board, drawing diagrams, and intermittently using slide transparencies or PowerPoint slides.<\/p>\n<p>If you have instructors who do a good job of keeping your attention, they are positive role models showing strategies you can use to accommodate the limitations of your audience\u2019s attention span.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch04_s03_s03\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Receiver Biases<\/h2>\n<p>Good listening involves keeping an open mind and withholding judgment until the speaker has completed the message. Conversely, biased listening is characterized by jumping to conclusions; the biased listener believes, \u201cI don\u2019t need to listen because I already know what I think.\u201d <span class=\"im_margin_term\"><span class=\"im_glossterm\">Receiver biases<\/span><\/span> can refer to two things: biases with reference to the speaker and preconceived ideas and <span class=\"im_margin_term\"><span class=\"im_glossterm\">opinions<\/span><\/span> about the topic or message. Both can be considered noise. Everyone has biases, but good listeners have learned to hold them in check while listening.<\/p>\n<p>The first type of bias listeners can have is related to the speaker. Often a speaker stands up and an audience member simply doesn\u2019t like the speaker, so the audience member may not listen to the speaker\u2019s message. Maybe you have a classmate who just gets under your skin for some reason, or maybe you question a classmate\u2019s competence on a given topic. When we have preconceived notions about a speaker, those biases can interfere with our ability to listen accurately and competently to the speaker\u2019s message.<\/p>\n<p>The second type of bias listeners can have is related to the topic or content of the speech. Maybe the speech topic is one you\u2019ve heard a thousand times, so you just tune out the speech. Or maybe the speaker is presenting a topic or position you fundamentally disagree with. When listeners have strong preexisting opinions about a topic, such as the death penalty, religious issues, affirmative action, abortion, or global warming, their biases may make it difficult for them to even consider new information about the topic, especially if the new information is inconsistent with what they already believe to be true. As listeners, we have difficulty identifying our biases, especially when they seem to make sense. However, it is worth recognizing that our lives would be very difficult if no one ever considered new points of view or new information. We live in a world where everyone can benefit from clear thinking and open-minded listening.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch04_s03_s04\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Listening or Receiver Apprehension<\/h2>\n<p><span class=\"im_margin_term\"><span class=\"im_glossterm\">Listening or receiver apprehension<\/span><\/span> is the fear that you might be unable to understand the message or process the information correctly or be able to adapt your thinking to include the new information coherently.<span id=\"wrench_1.0-fn04_007\" class=\"im_footnote\"><a class=\"footnote\" title=\"Wheeless, L. R. (1975). An investigation of receiver apprehension and social context dimensions of communication apprehension. Speech Teacher, 24, 261\u2013268.\" id=\"return-footnote-46-4\" href=\"#footnote-46-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><\/span> In some situations, you might worry that the information presented will be \u201cover your head\u201d\u2014too complex, technical, or advanced for you to understand adequately.<\/p>\n<p>Many students will actually avoid registering for courses in which they feel certain they will do poorly. In other cases, students will choose to take a challenging course only if it\u2019s a requirement. This avoidance might be understandable but is not a good strategy for success. To become educated people, students should take a few courses that can shed light on areas where their knowledge is limited.<\/p>\n<p>As a speaker, you can reduce listener apprehension by defining terms clearly and using simple visual aids to hold the audience\u2019s attention. You don\u2019t want to underestimate or overestimate your audience\u2019s knowledge on a subject, so good audience analysis is always important. If you know your audience doesn\u2019t have special knowledge on a given topic, you should start by defining important terms. Research has shown us that when listeners do not feel they understand a speaker\u2019s message, their apprehension about receiving the message escalates. Imagine that you are listening to a speech about chemistry and the speaker begins talking about \u201ccolligative properties.\u201d You may start questioning whether you\u2019re even in the right place. When this happens, apprehension clearly interferes with a listener\u2019s ability to accurately and competently understand a speaker\u2019s message. As a speaker, you can lessen the listener\u2019s apprehension by explaining that colligative properties focus on <em class=\"im_emphasis\">how much<\/em> is dissolved in a solution, not on <em class=\"im_emphasis\">what<\/em> is dissolved in a solution. You could also give an example that they might readily understand, such as saying that it doesn\u2019t matter what kind of salt you use in the winter to melt ice on your driveway, what is important is how much salt you use.<\/p>\n<div class=\"bcc-box bcc-success\">\n<h3>KEY TAKEAWAYS<\/h3>\n<ul>\n<li>Listeners are often unable to accurately attend to messages because of four types of noise. Physical noise is caused by the physical setting a listener is in. Psychological noise exists within a listener\u2019s own mind and prevents him or her from attending to a speaker\u2019s message. Physiological noise exists because a listener\u2019s body is feeling some sensation that prevents him or her from attending to a speaker\u2019s message. Semantic noise is caused by a listener\u2019s confusion over the meanings of words used by a speaker.<\/li>\n<li>All audiences have a limited attention span. As a speaker, you must realize how long you can reasonably expect an audience to listen to your message.<\/li>\n<li>Listeners must be aware of the biases they have for speakers and the topics speakers choose. Biases can often prevent a listener from accurately and competently listening to a speaker\u2019s actual message.<\/li>\n<li>Receiver apprehension is the fear that a listener might be unable to understand the message, process the information correctly, or adapt thinking to include new information coherently. Speakers need to make sure their messages are appropriate to the audience\u2019s knowledge level and clearly define and explain all terms that could lead to increased anxiety.<\/li>\n<\/ul>\n<\/div>\n<div class=\"bcc-box bcc-info\">\n<h3>EXERCISES<\/h3>\n<ol>\n<li>In a group, discuss what distracts you most from listening attentively to a speaker. Have you found ways to filter out or manage the distraction?<\/li>\n<li>This chapter refers to psychological noise as one of the distractions you might experience. Identify strategies you have successfully used to minimize the impact of the specific psychological noises you have experienced.<\/li>\n<li>Make a list of biases you might have as a listener. You can think about how you\u2019d answer such questions as, With whom would I refuse to be seen socially or in public? Who would I reject as a trustworthy person to help if I were in danger? What topics do I refuse to discuss? The answers to these questions might provide useful insights into your biases as a listener.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-46\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Public Speaking: Practice and Ethics. <strong>Authored by<\/strong>: Anonymous. <strong>Provided by<\/strong>: Anonymous. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/2012books.lardbucket.org\/books\/public-speaking-practice-and-ethics\/\">http:\/\/2012books.lardbucket.org\/books\/public-speaking-practice-and-ethics\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-46-1\">Postman, N. (1985). <em class=\"im_emphasis\">Amusing ourselves to death: Public discourse in the age of show business<\/em>. New York: Viking Press. <a href=\"#return-footnote-46-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-46-2\">Carr, N. (2010, May 24). The Web shatters focus, rewires brains. <em class=\"im_emphasis\">Wired Magazine<\/em>. Retrieved from <a class=\"im_link\" href=\"http:\/\/www.wired.com\/magazine\/2010\/05\/ff_nicholas_carr\/all\/1\" target=\"_blank\">http:\/\/www.wired.com\/magazine\/2010\/05\/ff_nicholas_carr\/all\/1<\/a> <a href=\"#return-footnote-46-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-46-3\">Middendorf, J., &amp; Kalish, A. (1996). The \u201cchange-up\u201d in lectures. <em class=\"im_emphasis\">The National Teaching and Learning Forum<\/em>, <em class=\"im_emphasis\">5<\/em>(2). <a href=\"#return-footnote-46-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-46-4\">Wheeless, L. R. (1975). An investigation of receiver apprehension and social context dimensions of communication apprehension. <em class=\"im_emphasis\">Speech Teacher<\/em>, <em class=\"im_emphasis\">24<\/em>, 261\u2013268. <a href=\"#return-footnote-46-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":9,"menu_order":4,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Public Speaking: Practice and Ethics\",\"author\":\"Anonymous\",\"organization\":\"Anonymous\",\"url\":\"http:\/\/2012books.lardbucket.org\/books\/public-speaking-practice-and-ethics\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-46","chapter","type-chapter","status-publish","hentry"],"part":40,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/pressbooks\/v2\/chapters\/46","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/wp\/v2\/users\/9"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/pressbooks\/v2\/chapters\/46\/revisions"}],"predecessor-version":[{"id":583,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/pressbooks\/v2\/chapters\/46\/revisions\/583"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/pressbooks\/v2\/parts\/40"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/pressbooks\/v2\/chapters\/46\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/wp\/v2\/media?parent=46"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/pressbooks\/v2\/chapter-type?post=46"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/wp\/v2\/contributor?post=46"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout\/wp-json\/wp\/v2\/license?post=46"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}