Anne Francis B.
Villegas
Fatima Trisha P. Velasco
BSND-3
MODELS OF COMMUNICATION
DEFINITION
refers to theconceptual model
used to explain the
humancommunication process.
TRANSMISSION MODEL OR
STANDARD VIEW OF
COMMUNICATION, 1949
first major model for communication
Claude Shannon and Warren Weaver
linear model of communication
channel
Receiver
Send
er
STRENGTHS
ELEMENTS
Simplicity
Generality
Quantifiability.
Information
source
Transmitter
Channel
Receiver
Destination
THREE LEVELS OF PROBLEMS FOR
COMMUNICATION
The technical problem: how
accurately can the message be
transmitted?
The semantic problem: how precisely
is the meaning 'conveyed'?
The effectiveness problem: how
effectively does the received meaning
DANIEL CHANDLER CRITIQUES THE
TRANSMISSION MODEL BY STATING:
It assumes communicators are isolated
individuals.
No allowance for differing purposes.
No allowance for differing
interpretations.
No allowance for unequal power
relations.
No allowance for situational contexts
SENDER-MESSAGE-CHANNELRECEIVER MODEL OF
COMMUNICATION, 1960
SMCR Model of Communication
David Berlo
separated the model into clear parts
and has been expanded upon by other
scholars.
MAJOR DIMENSIONS:
Message
source /emisor
/sender /encoder
Form
Channel
destination / receiver /
target /decoder
We should examine the IMPACT that the
message has (both desired and
undesired) on the target of the
message. (Wilbur Schram,1954)
THREE LEVELS OF SEMIOTIC RULES
Syntactic
Pragmatic
Semantic
TRANSACTIONAL MODEL OF COMMUNICATION,
(2008)
Barnlund
Individuals are simultaneously
engaging in the sending and receiving
of messages
CONSTITUTIVE MODEL OR CONSTRUCTIONIST
VIEW
Second attitude of communication
Focuses on how an individual
communicates as the determining
factor of the way the message will be
interpreted
Communication is viewed as a conduit
SPEECH ACT
an act that aspeakerperforms when
making anutterance, including the
following:
A general act (illocutionary act) that
a speaker performs, analyzable as
including
the uttering of words (utterance acts)
making reference and predicating (propositional
acts), and
a particular intention in making the utterance
(illocutionary force)`
An act involved in the illocutionary act,
including utterance acts and propositional
acts
The production of a particular effect in the
addressee (perlocutionary act)
ENCODE-TRANSMIT-RECEIVE-DECODE MODEL
processes of encoding and decoding
imply that the sender and receiver
each possess something that functions
as acodebook, and that these two code
books are, at the very least, similar if
not identical. Although something like
code books is implied by the model,
they are nowhere represented in the
model, which creates many conceptual
difficulties.
THEORIES OF COREGULATION
Communication is creative and
dynamic continuous process, rather
than a discrete exchange of information
People use different types of media to
communicate and which one they
choose to use will offer different
possibilities for the shape and
durability of society.
PSYCHOLOGY OF
COMMUNICATION
Bernard Luskin, UCLA, 1970, advanced
computer assisted instruction and
began to connect media and psychology
into what is now the field of media
psychology. In 1998, the American
Association of Psychology, Media
Psychology Division 46 Task Force report
on psychology and new technologies
combined media and communication as
pictures, graphics and sound
increasingly dominate modern
communication