The Art of Listening Topic the More I Hear Nyu

The Importance of Listening

Listening is an active procedure by which we make sense of, assess, and reply to what nosotros hear.

Learning Objectives

Define active listening and list the five stages of the listening process

Key Takeaways

Key Points

• The listening process involves five stages: receiving, understanding, evaluating, remembering, and responding.
• Active listening is a detail communication technique that requires the listener to provide feedback on what he or she hears to the speaker.
• Three main degrees of active listening are repeating, paraphrasing, and reflecting.

Cardinal Terms

• Listening: The active process by which nosotros brand sense of, appraise, and answer to what we hear.
• agile listening: A particular communication technique that requires the listener to provide feedback on what he or she hears to the speaker.

Listening Is More than Just Hearing

Learning to Mind: Antony Gormley'south statue "Untitled [Listening]," Maygrove Peace Park

Listening is a skill of disquisitional significance in all aspects of our lives–from maintaining our personal relationships, to getting our jobs washed, to taking notes in form, to figuring out which jitney to take to the airport. Regardless of how we're engaged with listening, information technology'due south important to understand that listening involves more than merely hearing the words that are directed at us. Listening is an active process by which we make sense of, appraise, and respond to what we hear.

The listening procedure involves v stages: receiving, understanding, evaluating, remembering, and responding. These stages will be discussed in more than particular in later sections. Basically, an effective listener must hear and identify the speech sounds directed toward them, understand the message of those sounds, critically evaluate or appraise that bulletin, remember what's been said, and respond (either verbally or nonverbally) to information they've received.

Finer engaging with all 5 stages of the listening process lets united states best gather the information we need from the world around usa.

Active Listening

Active listening is a particular advice technique that requires the listener to provide feedback on what he or she hears to the speaker, by way of restating or paraphrasing what they have heard in their own words. The goal of this repetition is to confirm what the listener has heard and to confirm the understanding of both parties. The power to actively listen demonstrates sincerity, and that nothing is existence assumed or taken for granted. Active listening is most frequently used to ameliorate personal relationships, reduce misunderstanding and conflicts, strengthen cooperation, and foster agreement.

When engaging with a detail speaker, a listener tin use several degrees of active listening, each resulting in a different quality of communication with the speaker. This active listening chart shows three principal degrees of listening: repeating, paraphrasing, and reflecting.

Degrees of Active Listening: There are several degrees of active listening.

Agile listening can also involve paying attention to the speaker's behavior and trunk language. Having the power to interpret a person'due south body language lets the listener develop a more authentic understanding of the speaker's bulletin.

Listening and Disquisitional Thinking

Disquisitional thinking skills are essential and connected to the ability to mind effectively and procedure the information that 1 hears.

Learning Objectives

Illustrate the human relationship between disquisitional thinking and listening

Fundamental Takeaways

Key Points

• Critical thinking is the process past which people qualitatively and quantitatively assess the information they accumulate.
• Critical thinking skills include observation, estimation, analysis, inference, evaluation, caption, and metacognition.
• The concepts and principles of critical thinking can be applied to whatever context or case, including the process of listening.
• Effective listening lets people collect information in a way that promotes critical thinking and successful communication.

Central Terms

• critical thinking: The procedure by which people qualitatively and quantitatively appraise the information they accept accumulated.
• Metacognition: "Cognition about cognition", or "knowing virtually knowing. " It can have many forms, including knowledge about when and how to utilize particular strategies for learning or for problem solving.

Critical Thinking

Roosevelt and Churchill in Conversation: Effective listening leads to improve critical understanding.

Ane definition for critical thinking is "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating data gathered from, or generated past, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. "

In other words, critical thinking is the process by which people qualitatively and quantitatively assess the data they have accumulated, and how they in turn use that information to solve problems and forge new patterns of understanding. Critical thinking clarifies goals, examines assumptions, discerns subconscious values, evaluates evidence, accomplishes actions, and assesses conclusions.

Critical thinking has many practical applications, such equally formulating a workable solution to a complex personal trouble, deliberating in a grouping setting about what course of action to accept, or analyzing the assumptions and methods used in arriving at a scientific hypothesis. People use critical thinking to solve complex math problems or compare prices at the grocery shop. It is a process that informs all aspects of one'due south daily life, not just the time spent taking a class or writing an essay.

Critical thinking is imperative to effective communication, and thus, public speaking.

Connection of Critical Thinking to Listening

Disquisitional thinking occurs whenever people figure out what to believe or what to do, and do so in a reasonable, reflective style. The concepts and principles of critical thinking can be applied to any context or case, simply only by reflecting upon the nature of that awarding. Expressed in most general terms, critical thinking is "a way of taking up the issues of life. " As such, reading, writing, speaking, and listening can all exist done critically or uncritically insofar equally core critical thinking skills can be applied to all of those activities. Disquisitional thinking skills include observation, interpretation, analysis, inference, evaluation, explanation, and metacognition.

Critical thinkers are those who are able to do the post-obit:

• Recognize problems and find workable solutions to those problems
• Sympathize the importance of prioritization in the hierarchy of problem solving tasks
• Gather relevant information
• Read between the lines past recognizing what is not said or stated
• Employ linguistic communication clearly, efficiently, and with efficacy
• Interpret data and grade conclusions based on that data
• Decide the presence of lack of logical relationships
• Make sound conclusions and/or generalizations based on given data
• Test conclusions and generalizations
• Reconstruct one's patterns of beliefs on the basis of wider feel
• Return authentic judgments virtually specific things and qualities in everyday life

Therefore, critical thinkers must appoint in highly active listening to further their disquisitional thinking skills. People tin employ disquisitional thinking skills to sympathize, interpret, and appraise what they hear in lodge to codify appropriate reactions or responses. These skills allow people to organize the information that they hear, empathize its context or relevance, recognize unstated assumptions, make logical connections betwixt ideas, determine the truth values, and draw conclusions. Conversely, engaging in focused, effective listening too lets people collect information in a way that best promotes critical thinking and, ultimately, successful advice.

Causes of Poor Listening

Listening is negatively affected past low concentration, trying too hard, jumping alee, and/or focusing on manner instead of substance.

Learning Objectives

Give examples of the iv primary barriers to effective listening

Key Takeaways

Key Points

• Low concentration can exist the result of various psychological or physical situations such equally visual or auditory distractions, concrete discomfort, inadequate book, lack of interest in the subject textile, stress, or personal bias.
• When listeners requite equal weight to everything they hear, it makes it difficult to organize and retain the data they need. When the audition is trying too difficult to listen, they frequently cannot take in the most important information they need.
• Jumping ahead can be detrimental to the listening experience; when listening to a speaker's message, the audition overlooks aspects of the chat or makes judgments before all of the information is presented.
• Confirmation bias is the tendency to pick out aspects of a conversation that back up one'south ain preexisting beliefs and values.
• A flashy spoken language can really be more detrimental to the overall success and comprehension of the bulletin because a speech that focuses on manner offers little in the way of substance.
• Recognizing obstacles ahead of time can become a long fashion toward overcoming them.

Key Terms

• confirmation bias: The tendency to pick out aspects of a conversation that support our i'southward own preexisting beliefs and values.
• Vividness effect: The phenomenon of how vivid or highly graphic and dramatic events touch on an private's perception of a situation.

Causes of Poor Listening

Causes of Poor Listening: At that place are many barriers that tin can impede effective listening.

The deed of "listening" may be afflicted by barriers that impede the flow of information. These barriers include distractions, an inability to prioritize information, a tendency to presume or judge based on little or no information (i.due east., "jumping to conclusions), and general confusion about the topic being discussed. Listening barriers may exist psychological (e.g., the listener'south emotions) or physical (e.grand., noise and visual distraction). Nevertheless, some of the most common barriers to effective listening include depression concentration, lack of prioritization, poor sentence, and focusing on style rather than substance.

Depression Concentration

Low concentration, or not paying close attending to speakers, is detrimental to effective listening. It can result from various psychological or physical situations such as visual or auditory distractions, physical discomfort, inadequate volume, lack of interest in the subject material, stress, or personal bias. Regardless of the cause, when a listener is not paying attending to a speaker's dialogue, effective communication is significantly diminished. Both listeners and speakers should be aware of these kinds of impediments and work to eliminate or mitigate them.

When listening to voice communication, there is a fourth dimension delay between the fourth dimension a speaker utters a sentence to the moment the listener comprehends the speaker's meaning. Normally, this happens within the bridge of a few seconds. If this process takes longer, the listener has to grab upward to the speaker's words if he or she continues to speak at a pace faster than the listener can comprehend. Frequently, it is easier for listeners to end listening when they do not sympathise. Therefore, a speaker needs to know which parts of a speech may be more comprehension intensive than others, and arrange his or her speed, vocabulary, and judgement structure appropriately.

Lack of Prioritization

Merely as lack of attending to detail in a conversation can lead to ineffective listening, so can focusing also much attention on the least important information. Listeners need to exist able to pick up on social cues and prioritize the information they hear to identify the most important points within the context of the chat.

Often, the data the audience needs to know is delivered forth with less pertinent or irrelevant information. When listeners give equal weight to everything they hear, information technology makes it difficult to organize and retain the information they need. For instance, students who take notes in class must know which data to writing downwards inside the context of an unabridged lecture. Writing downwardly the lecture word for discussion is incommunicable as well as inefficient.

Poor Judgement

When listening to a speaker'southward message, it is common to sometimes overlook aspects of the conversation or make judgments before all of the data is presented. Listeners oftentimes appoint in confirmation bias, which is the tendency to isolate aspects of a chat to back up 1's ain preexisting beliefs and values. This psychological process has a detrimental effect on listening for several reasons.

First, confirmation bias tends to cause listeners to enter the conversation earlier the speaker finishes her bulletin and, thus, class opinions without showtime obtaining all pertinent information. 2nd, confirmation bias detracts from a listener'south ability to brand accurate critical assessments. For case, a listener may hear something at the beginning of a speech that arouses a specific emotion. Whether acrimony, frustration, or annihilation else, this emotion could have a profound impact on the listener's perception of the residual of the conversation.

Focusing on Style, Non Substance

The vividness result explains how vivid or highly graphic an individual'southward perception of a situation. When observing an event in person, an observer is automatically fatigued toward the sensational, vivid or memorable aspects of a conversation or speech.

In the instance of listening, distracting or larger-than-life elements in a speech communication or presentation tin can deflect attention away from the most important information in the conversation or presentation. These distractions can also influence the listener'southward stance. For case, if a Shakespearean professor delivered an entire lecture in an exaggerated Elizabethan emphasis, the class would likely non take the professor seriously, regardless of the actual bookish merit of the lecture.

Cultural differences (including speakers' accents, vocabulary, and misunderstandings due to cultural assumptions) tin also obstruct the listening procedure. The aforementioned biases utilise to the speaker'southward physical appearance. To avert this obstruction, listeners should be aware of these biases and focus on the substance, rather than the fashion of delivery, or the speaker'south vocalism and appearance.

croommeme1948.blogspot.com

Source: https://courses.lumenlearning.com/boundless-communications/chapter/understanding-listening/

Share this post