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This article is about human communication. For other uses, see Communication (disambiguation).
For other uses, see Communication (disambiguation).
"Communicate" redirects here. For other uses, see Communicate (disambiguation).

Communication (from Latin commūnicāre, meaning "to share"[1]) is a purposeful activity of exchanging information and meaning between living organisms or artificial devices using various technical or natural means, whichever is available or preferred.

Communication requires a sender, a message, a medium and a recipient. However, the receiver does not have to be present or aware of the sender's intent to communicate at the time of communication; thus communication can occur across vast distances in time and space. Communication requires that the communicating parties share an area of communicative commonality. The communication process is complete once the receiver understands the sender's message.[citation needed]

Discursive communication has three primary steps:[2]

  • Thought: First, information exists in the mind of the sender. This can be a concept, idea, information, or feeling.
  • Encoding: Next, a message is sent to a receiver in words or other symbols.
  • Decoding: Finally, the receiver translates the words or symbols into a concept or information that can understand.

There are a range of verbal and non-verbal forms of communication. These include body language, eye contact, sign language, haptic communication, and chronemics. Other examples are media content such as pictures, graphics, sound, and writing. The Convention on the Rights of Persons with Disabilities also defines the communication to include the display of text, Braille, tactile communication, large print, accessible multimedia, as well as written and plain language, human-reader, augmentative and alternative modes, means and formats of communication, including accessible information and communication technology.[3] Feedback is a critical component of effective communication.

Theory of Communication[edit]

Main article: Communication Theory

Some definitions of Communication include:

  • Two way sharing of messages through various mediums.[4]
  • Sharing meaning through the use of signs.[5]
  • A prescribed collective performance that is symbolically meaningful to the participants.[6]
  • Expression, interaction, and influence: how people interact causes and effects communication, and it is mediated by psychological variables that cause behaviour such as emotions, attitudes, beliefs, personality.[7]
  • Information processing.[8]
  • Participation in a common culture and society: shared patterns of action and meaning make communication possible.[9]
  • sharing messages between two peoples.

Non-verbal communication[edit]

Nonverbal communication describes the process of conveying meaning in the form of non-word messages. Some forms of non verbal communication include chronemics, haptics, gesture, body language or posture, facial expression and eye contact, object communication such as clothing, hairstyles, architecture, symbols, infographics, and tone of voice, as well as through an aggregate of the above. Speech also contains nonverbal elements known as paralanguage. This form of communication is the most known for interacting with people. These include voice lesson quality, emotion and speaking style as well as prosodic features such as rhythm, intonation and stress. Written texts include nonverbal elements such as handwriting style, spatial arrangement of words and the use of emoticons to convey emotional expressions in pictorial form. A popular urban legend wrongly claims that up to 93% of human communication may occur through non verbal facial expressions and paralanguage.[10]

Verbal communication[edit]

Effective verbal or spoken communication is dependent on a number of factors and cannot be fully isolated from other important interpersonal skills such as non-verbal communication, listening skills and clarification. Human spoken and pictorial languages can be described as a system of symbols (sometimes known as lexemes) and the grammars (rules) by which the symbols are manipulated. The word "language" also refers to common properties of languages. Language learning normally occurs most intensively during human childhood. Most of the thousands of human languages use patterns of sound or gesture for symbols which enable communication with others around them. Languages seem to share certain properties although many of these include exceptions. There is no defined line between a language and a dialect. Constructed languages such as Esperanto, programming languages, and various mathematical formalisms are not necessarily restricted to the properties shared by human languages. Communication is the flow or exchange of information from one person to another or a group of people.

Oral communication[edit]

Oral communication, while primarily referring to spoken verbal communication, can also employ visual aids and non-verbal elements to support the conveyance of meaning. Oral communication includes speeches, presentations, discussions, and aspects of interpersonal communication. As a type of face-to-face communication, body language and choice tonality play a significant role, and may have a greater impact upon the listener than informational content. This type of communication also garners immediate feedback, and generally involves the cooperative principle.

Business communication[edit]

A business can flourish only when all objectives to the organization are achieved effectively. For efficiency in an organization, all the people to the organization must be able to convey their message properly.[citation needed] Communication skills have proven to be the most powerful element to possess for in a skill set of employee.To equip yourselves for a smooth career in the field of management, it is even more essential to grasp, practice and put on display high levels of communication skills in regular and crisis situations. Effective communication skills act as ladder to the managers and leaders for quick progression in their careers.

Written communication and its historical development[edit]

Over time the forms of and ideas about communication have evolved through the continuing progression of technology. Advances include communications psychology and media psychology, an emerging field of study.

The progression of written communication can be divided into three "information communication revolutions":[11]

  1. Written communication first emerged through the use of pictographs. The pictograms were made in stone, hence written communication was not yet mobile.
  2. The next step occurred when writing began to appear on paper, papyrus, clay, wax, etc. with common alphabets. Communication became mobile.
  3. The final stage is characterized by the transfer of information through controlled waves of electromagnetic radiation (i.e., radio, microwave, infrared) and other electronic signals.

Communication is thus a process by which meaning is assigned and conveyed in an attempt to create shared understanding. This process, which requires a vast repertoire of skills in interpersonal processing, listening, observing, speaking, questioning, analyzing, gestures, and evaluating enables collaboration and cooperation.[12]

Misunderstandings can be anticipated and solved through formulations, questions and answers, paraphrasing, examples, and stories of strategic talk. Written communication can be clarified by planning follow-up talks on critical written communication as part of the every-day way of doing business. A few minutes spent talking in the present will save valuable time later by avoiding misunderstandings in advance. A frequent method for this purpose is reiterating what one heard in one's own words and asking the other person if that really was what was meant.[13]

Effective communication[edit]

Effective communication occurs when a desired effect is the result of intentional or unintentional information sharing, which is interpreted between multiple entities and acted on in a desired way. This effect also ensures that messages are not distorted during the communication process. Effective communication should generate the desired effect and maintain the effect, with the potential to increase the effect of the message. Therefore, effective communication serves the purpose for which it was planned or designed. Possible purposes might be to elicit change, generate action, create understanding, inform or communicate a certain idea or point of view. When the desired effect is not achieved, factors such as barriers to communication are explored, with the intention being to discover how the communication has been ineffective.

Barriers to effective human communication[edit]

Barriers to effective communication can retard or distort the message and intention of the message being conveyed which may result in failure of the communication process or an effect that is undesirable. These include filtering, selective perception, information overload, emotions, language, silence, communication apprehension, gender differences and political correctness[14]

This also includes a lack of expressing "knowledge-appropriate" communication, which occurs when a person uses ambiguous or complex legal words, medical jargon, or descriptions of a situation or environment that is not understood by the recipient.

  • Semantics barriers. Semantics is the branch of linguistics dealing with the meaning of words and sentences. Semantic barriers are concerned with problems and obstructions in the process of encoding and decoding of message into words or impressions. Normally, such barriers result on account of use of wrong words, faulty

translations, different interpretations etc. These are discussed below: (i)Badly expressed message: Sometimes intended meaning may not be conveyed by a manager to his subordinates. These badly expressed messages may be an account of inadequate vocabulary, usage of wrong words, omission of needed words etc. (ii)Symbols with different meanings: A word may have several meanings. Receiver has to perceive one such meaning for the word used by communicator. For example, consider these three sentences where the work ‘value’ is used: (a)What is the value of this ring? (b)I value our friendship. (c)What is the value of learning computer skills? You will find that the ‘value’gives different meaning indifferent contexts. Wrong perception leads to communication problems. (iii)Faulty translations: Sometimes the communications originally drafted in one language (e.g.,English) need to be translated to the language understandable to workers (e.g., Hindi). If the translator is not proficient with both the languages, mistakes may creep in causing different meanings to the communication.(iv(iv) (iv)Unclarified assumptions:Some communications may have certain assumptions which are subject to different interpretations. (v)Technical jargon: It is usually found that specialists use technical jargon while explaining to persons who are not specialists in the concerned field. Therefore, they may not understand the actual meaning of many such words.

  • Psychological barriers. Emotional or psychological factors acts as barriers to communicators. For example, a worried person cannot communicate properly and an angry receiver cannot understand the real meaning of message. The state of mind of both sender and receiver of communication reflects in the effective communication. Some of the psychological barriers are:

(i)Premature evaluation: Some times people evaluate the meaning of message before the sender completes his message. Such premature evaluation may be due to preconceived notions or prejudices against the communication. (ii) Lack of attention: The preoccupied mind of receiver and the resultant non-listening of message acts as a major psychological barrier. For instance, an employee explains about his problems to the boss who is pre-occupied with an important file before him. The boss does not grasp the message and the employee is disappointed. (iii)Loss by transmission and poor retention: When communication passes through various levels, successive transmissions of the message results in loss of, or transmission of inaccurate information. This is more so in case of oral communication. Poor retention is another problem. Usually people cannot retain the information for a long time if they are inattentive or not interested. (iv) Distrust: Distrust between communicator and communicate acts as a barrier. If the parties do not believe each other, they can not understand each others message in its original sense.

  • Organisational barriers.The factors related to organisation structure, authority relationships, rules and regulations may, sometimes, act as barriers effective communication. Some of these barriers are:

(i)Organisational policy: If the organisational policy, explicit or implicit, is not supportive to free flow of communication, it may hamper effectiveness of communications. For example,in an organisation with highly centralised pattern, people may not be encouraged to have free communication. (ii)Rules and regulations: Rigid rules and cumbersome procedures may be a hurdle to communication. Similarly, communications through prescribed channel may result in delays. (iii)Status: Status of superior may create psychological distance between him and his subordinates. A status conscious manager also may not allow his subordinates to express their feelings freely. (iv)Complexity in organisation structure: In an organisation where there are number of managerial levels, communication gets delayed and distorted as number of filtering points are more. (v)Organisational facilities: If facilities for smooth, clear and timely communications are not provided communications may be hampered. Facilities like frequent meetings, suggestion box, complaint box, social and cultural gathering, transparency in operations etc., will encourage free flow of communication. Lack of these facilities may create communication problems.

  • System design. System design faults refer to problems with the structures or systems in place in an organization. Examples might include an organizational structure which is unclear and therefore makes it confusing to know whom to communicate with. Other examples could be inefficient or inappropriate information systems, a lack of supervision or training, and a lack of clarity in roles and responsibilities which can lead to staff being uncertain about what is expected of them.
  • Personal barriers.The personal factors of both sender and receiver may exert influence on effective communication. Some of the personal barriers of superiors and subordinates are mentioned below:

(i)Fear of challenge to authority: If a superior perceives that a particular communication may adversely affect his authority, he or she may withhold or suppress such communication. (ii) Lack of confidence of superior on his subordinates: If superiors do not have confidence on the competency of their subordinates, they may not seek their advice or opinions. (iii) Unwillingness to communicate: Sometimes, subordinates may not be prepared to communicate with their superiors, if they perceive that it may adversely affect their interests. (iv) Lack of proper incentives: If there is no motivation or incentive for communication, subordinates may not take initiative to communicate. For example, if there is no reward or appreciation for a good suggestion, the subordinates may not be willing to offer useful suggestions.[15]

  • Attitudinal barriers. Attitudinal barriers come about as a result of problems with staff in an organization. These may be brought about, for example, by such factors as poor management, lack of consultation with employees, personality conflicts which can result in people delaying or refusing to communicate, the personal attitudes of individual employees which may be due to lack of motivation or dissatisfaction at work, brought about by insufficient training to enable them to carry out particular tasks, or simply resistance to change due to entrenched attitudes and ideas.[citation needed]
  • Ambiguity of words/phrases. Words sounding the same but having different meaning can convey a different meaning altogether. Hence the communicator must ensure that the receiver receives the same meaning. It is better if such words are avoided by using alternatives whenever possible.
  • Individual linguistic ability. The use of jargon, difficult or inappropriate words in communication can prevent the recipients from understanding the message. Poorly explained or misunderstood messages can also result in confusion. However, research in communication has shown that confusion can lend legitimacy to research when persuasion fails.[16][17]
  • Physiological barriers. These may result from individuals' personal discomfort, caused—for example—by ill health, poor eyesight or hearing difficulties.
  • Cultural differences. Cultural differences affects communication between people from different departments in the organisation. It occurs frequently between people who have experienced different social and religious environments. For example: words, colours and symbols have different meanings in different cultures. In most parts of the world, nodding your head means agreement, shaking your head means no, except in some parts of the world.[18]

Communication Disorders[edit]

A communication disorder is a problem someone may have with speech, language and/or hearing. Such problems can range from stuttering to the inability to use speech and language. Some causes of communication disorders are hearing loss, brain injury, mental retardation, drug abuse, physical impairments, psychiatric disorder and developmental disorders. About one in every ten Americans has had, or lives with some type of communication disorder, and six million children under the age of eighteen has a speech or language disorder.

Of the three different types of communication disorders; speech, language and hearing, speech disorders are the most common. One category of speech disorders is dyfluency. Stuttering is the most serious dyfluency. It is characterized by repetition of sounds, hesitations before and during speaking or prolongations of speech sounds. Stuttering most commonly occurs in children ages two and six during speech development. Another category of speech disorder is articulation difficulties. This is present when a person has difficulties in forming sounds or omits or distorts sounds. The last category of speech disorders is voice disorders. Difficulties with quality, pitch and loudness of the voice are placed under this category.

The second kind of communication disorders is language disorders. A language disorder can be the impairment or unusual development of expression and/or comprehension of words in context. About six to eight billion people in the United States have a form of language impairment. They can be something a person is born with or be the cause of a stroke, head injury, dementia or brain tumor.

The last kind of communication disorders is hearing disorders or auditory processing disorder (APD). APD happens when the processing or interpretation of information is being affected. People with APD have a hard time recognizing the differences between sounds in words.[19]

Communication among genders[edit]

The way men and women communicate with each other is significantly different. Women use communication to improve their social connections and create relationships. On the other hand, men use communication to exert dominance and come to reasonable outcomes. On average, women tend to be more expressive, polite and social, whereas men tend to be more assertive and dominant. These differences can even be seen at a young age. Girls create relationships through conversation. Boys create relationships by doing things together.[20]

The style and body language among men and women even differs while communicating. As women tend to talk about one topic over a period of time men often jump from topic to topic. Videotapes by psychologist Bruce Dorval of people talking to same-sex friends show women facing each other and remaining eye contact during conversations. Women are known as participatory listeners meaning they make listening noises like “mhm” and “yeah” and sometimes even finish each other sentences. In contrast, men are the opposite. It is common for men to sit at angles to each other while talking and only glancing over at their friend periodically. Men are silent listeners because they say very little while listening. Instead of communicating to reach a mutual understanding like women often do, men communicate to reach a solution.[21] Such gender differences can be seen in the movie When Harry Met Sally. Throughout the movie Harry and Sally are seen communicating with each other as well as their same-sex friends each in different ways.

Nonhuman communication[edit]

Every information exchange between living organisms — i.e. transmission of signals that involve a living sender and receiver can be considered a form of communication; and even primitive creatures such as corals are competent to communicate. Nonhuman communication also include cell signaling, cellular communication, and chemical transmissions between primitive organisms like bacteria and within the plant and fungal kingdoms.

Animal communication[edit]

The broad field of animal communication encompasses most of the issues in ethology. Animal communication can be defined as any behavior of one animal that affects the current or future behavior of another animal. The study of animal communication, called zoo semiotics (distinguishable from anthroposemiotics, the study of human communication) has played an important part in the development of ethology, sociobiology, and the study of animal cognition. Animal communication, and indeed the understanding of the animal world in general, is a rapidly growing field, and even in the 21st century so far, a great share of prior understanding related to diverse fields such as personal symbolic name use, animal emotions, animal culture and learning, and even sexual conduct, long thought to be well understood, has been revolutionized.

Plants and fungi[edit]

Communication is observed within the plant organism, i.e. within plant cells and between plant cells, between plants of the same or related species, and between plants and non-plant organisms, especially in the root zone. Plant roots communicate in parallel with rhizome bacteria, with fungi and with insects in the soil. These parallel sign-mediated interactions are governed by syntactic, pragmatic, and semantic rules, and are possible because of the decentralized "nervous system" of plants. The original meaning of the word "neuron" in Greek is "vegetable fiber" and recent research has shown that most of the microorganism plant communication processes are neuronal-like.[22] Plants also communicate via volatiles when exposed to herbivory attack behavior, thus warning neighboring plants.[23] In parallel they produce other volatiles to attract parasites which attack these herbivores. In stress situations plants can overwrite the genomes they inherited from their parents and revert to that of their grand- or great-grandparents.[citation needed]

Fungi communicate to coordinate and organize their growth and development such as the formation of Marcelia and fruiting bodies. Fungi communicate with their own and related species as well as with non fungal organisms in a great variety of symbiotic interactions, especially with bacteria, unicellular eukaryote, plants and insects through biochemicals of biotic origin. The biochemicals trigger the fungal organism to react in a specific manner, while if the same chemical molecules are not part of biotic messages, they do not trigger the fungal organism to react. This implies that fungal organisms can differentiate between molecules taking part in biotic messages and similar molecules being irrelevant in the situation. So far five different primary signalling molecules are known to coordinate different behavioral patterns such as filamentation, mating, growth, and pathogenicity. Behavioral coordination and production of signaling substances is achieved through interpretation processes that enables the organism to differ between self or non-self, a biotic indicator, biotic message from similar, related, or non-related species, and even filter out "noise", i.e. similar molecules without biotic content.[24]

Bacteria quorum sensing[edit]

Communication is not a tool used only by humans, plants and animals, but it is also used by microorganisms like bacteria. The process is called quorum sensing. Through quorum sensing, bacteria are able to sense the density of cells, and regulate gene expression accordingly. This can be seen in both gram positive and gram negative bacteria. This was first observed by Fuqua et al. in marine microorganisms like V. harveyi and V. fischeri.[25]

Communication cycle[edit]

Shannon and Weaver Model of Communication
Communication major dimensions scheme
Interactional Model of Communication
Berlo's Sender-Message-Channel-Receiver Model of Communication
Transactional Model of Communication
Communication code scheme
Linear Communication Model

The first major model for communication was introduced by Claude Shannon and Warren Weaver for Bell Laboratories in 1949[26] The original model was designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a telephone a person spoke into, the channel was the telephone itself, and the receiver was the part of the phone where one could hear the other person. Shannon and Weaver also recognized that often there is static that interferes with one listening to a telephone conversation, which they deemed noise.

In a simple model, often referred to as the transmission model or standard view of communication, information or content (e.g. a message in natural language) is sent in some form (as spoken language) from an emisor/ sender/ encoder to a destination/ receiver/ decoder. This common conception of communication simply views communication as a means of sending and receiving information. The strengths of this model are simplicity, generality, and quantifiability. Social scientists Claude Shannon and Warren Weaver structured this model based on the following elements:

  1. An information source, which produces a message.
  2. A transmitter, which encodes the message into signals
  3. A channel, to which signals are adapted for transmission
  4. A receiver, which 'decodes' (reconstructs) the message from the signal.
  5. A destination, where the message arrives.

Shannon and Weaver argued that there were three levels of problems for communication within this theory.

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 affect behavior?

Daniel Chandler[27] 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.

In 1960, David Berlo expanded on Shannon and Weaver's (1949) linear model of communication and created the SMCR Model of Communication.[28] The Sender-Message-Channel-Receiver Model of communication separated the model into clear parts and has been expanded upon by other scholars.

Communication is usually described along a few major dimensions: Message (what type of things are communicated), source / emisor / sender / encoder (by whom), form (in which form), channel (through which medium), destination / receiver / target / decoder (to whom), and Receiver. Wilbur Schram (1954) also indicated that we should also examine the impact that a message has (both desired and undesired) on the target of the message.[29] Between parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, in one of the various manners of communication. The form depends on the abilities of the group communicating. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person or being, another entity (such as a corporation or group of beings).

Communication can be seen as processes of information transmission governed by three levels of semiotic rules:

  1. Pragmatic (concerned with the relations between signs/expressions and their users)
  2. Semantic (study of relationships between signs and symbols and what they represent) and
  3. Syntactic (formal properties of signs and symbols).

Therefore, communication is social interaction where at least two interacting agents share a common set of signs and a common set of semiotic rules. This commonly held rule in some sense ignores autocommunication, including intrapersonal communication via diaries or self-talk, both secondary phenomena that followed the primary acquisition of communicative competences within social interactions.

In light of these weaknesses, Barnlund (2008) proposed a transactional model of communication.[30] The basic premise of the transactional model of communication is that individuals are simultaneously engaging in the sending and receiving of messages.

In a slightly more complex form a sender and a receiver are linked reciprocally. This second attitude of communication, referred to as the constitutive model or constructionist view, focuses on how an individual communicates as the determining factor of the way the message will be interpreted. Communication is viewed as a conduit; a passage in which information travels from one individual to another and this information becomes separate from the communication itself. A particular instance of communication is called a speech act. The sender's personal filters and the receiver's personal filters may vary depending upon different regional traditions, cultures, or gender; which may alter the intended meaning of message contents. In the presence of "communication noise" on the transmission channel (air, in this case), reception and decoding of content may be faulty, and thus the speech act may not achieve the desired effect. One problem with this encode-transmit-receive-decode model is that the processes of encoding and decoding imply that the sender and receiver each possess something that functions as a codebook, 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 describe communication as a creative and dynamic continuous process, rather than a discrete exchange of information. Canadian media scholar Harold Innis had the theory that 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 (Wark, McKenzie 1997). His famous example of this is using ancient Egypt and looking at the ways they built themselves out of media with very different properties stone and papyrus. Papyrus is what he called 'Space Binding'. it made possible the transmission of written orders across space, empires and enables the waging of distant military campaigns and colonial administration. The other is stone and 'Time Binding', through the construction of temples and the pyramids can sustain their authority generation to generation, through this media they can change and shape communication in their society (Wark, McKenzie 1997).

Communication noise[edit]

In any communication model, noise is interference with the decoding of messages sent over a channel by an encoder. There are many examples of noise:

  • Environmental noise. Noise that physically disrupts communication, such as standing next to loud speakers at a party, or the noise from a construction site next to a classroom making it difficult to hear the professor.
  • Physiological-impairment noise. Physical maladies that prevent effective communication, such as actual deafness or blindness preventing messages from being received as they were intended.
  • Semantic noise. Different interpretations of the meanings of certain words. For example, the word "weed" can be interpreted as an undesirable plant in a yard, or as a euphemism for marijuana.
  • Syntactical noise. Mistakes in grammar can disrupt communication, such as abrupt changes in verb tense during a sentence.
  • Organizational noise. Poorly structured communication can prevent the receiver from accurate interpretation. For example, unclear and badly stated directions can make the receiver even more lost.
  • Cultural noise. Stereotypical assumptions can cause misunderstandings, such as unintentionally offending a non-Christian person by wishing them a "Merry Christmas".
  • Psychological noise. Certain attitudes can also make communication difficult. For instance, great anger or sadness may cause someone to lose focus on the present moment. Disorders such as autism may also severely hamper effective communication.[31]

Communication as academic discipline[edit]

Main article: Communication studies

See also[edit]


  1. ^ Harper, Douglas. "communication". Online Etymology Dictionary. Retrieved 2013-06-23. 
  2. ^ Donald Clark. "Communication and Leadership". Retrieved 14 December 2013. 
  3. ^ Convention on the Rights of Persons with Disabilities, Article 2, Definition
  4. ^ Template:PAULFERNZ, Paul F. (2015)
  5. ^ Template:Peirce, Charles S. (1998). What is a Sign?
  6. ^ Template:Carey, James.
  7. ^ Template:Gerbner, George.
  8. ^ Template:Wiener, Norbert. (1954).
  9. ^ Template:Best, Carey. (2005).
  10. ^ For details see Johnson, C. E. (1994): The 7 %, 38 %, 55 % Myth. Anchor Point, July 1994, [reprinted online at] Hall, L. M.: in refutation of the unscientific claims by Mehrabian, A. (1972). Nonverbal communication. Transaction Publishers.
  11. ^ Xin Li. "Complexity Theory – the Holy Grail of 21st Century". Lane Dept of CSEE, West Virginia University. 
  12. ^ "communication". The office of superintendent of Public Instruction. Washington. 
  13. ^ Heyman, Richard. Why Didn't You Say That in the First Place? How to Be Understood at Work.
  14. ^ Robbins, S., Judge, T., Millett, B., & Boyle, M. (2011). Organisational Behaviour. 6th ed. Pearson, French's Forest, NSW p315-317.
  15. ^
  16. ^ What Should Be Included in a Project Plan - Retrieved December 18th, 2009
  17. ^ J. Scott Armstrong (1980). "Bafflegab Pays". Psychology Today: 12. 
  18. ^ Nageshwar Rao, Rajendra P.Das, Communication skills, Himalaya Publishing House, 9789350516669, p.48
  19. ^ "Communication Disorders". Psychology Today. Retrieved 4 March 2015. 
  20. ^ Merchant, Karima (2012). "How Men and Women Differ: Gender Differences in Communication Styles, Influence Tactics, and Leadership Styles". CMC Senior Theses. Paper 513. 
  21. ^ Tannen, Deborah (1990). You Just Don't Understand. HarperCollina. ISBN 0-345-37205-0. 
  22. ^ Baluska, F.; Marcuso, Stefano; Volkmann, Dieter (2006). Communication in plants: neuronal aspects of plant life. Taylor & Francis US. p. 19. ISBN 3-540-28475-3. ...the emergence of plant neurobiology as the most recent area of plant sciences. 
  23. ^ Ian T. Baldwin, Jack C. Schultz (1983). "Rapid Changes in Tree Leaf Chemistry Induced by Damage: Evidence for Communication Between Plants". Science 221 (4607): 277–279. doi:10.1126/science.221.4607.277. 
  24. ^ Witzany, G (ed) (2012). Biocommunication of Fungi. Springer. ISBN 978-94-007-4263-5
  25. ^ Anand, Sandhya. Quorum Sensing- Communication Plan For Microbes. Article dated 2010-12-28, retrieved on 2012-04-03.
  26. ^ Shannon, C. E., & Weaver, W. (1949). The mathematical theory of communication. Urbana, Illinois: University of Illinois Press
  27. ^ Daniel Chandler, "The Transmission Model of Communication",
  28. ^ Berlo, D. K. (1960). The process of communication. New York, New York: Holt, Rinehart, & Winston.
  29. ^ Schramm, W. (1954). How communication works. In W. Schramm (Ed.), The process and effects of communication (pp. 3–26). Urbana, Illinois: University of Illinois Press.
  30. ^ Barnlund, D. C. (2008). A transactional model of communication. In. C. D. Mortensen (Eds.), Communication theory (2nd ed., pp47-57). New Brunswick, New Jersey: Transaction.
  31. ^ Roy M. Berko, et al., Communicating. 11th ed. (Boston, MA: Pearson Education, Inc., 2010) 9-12

Further reading[edit]

  • Innis, Harold. Empire and Communications. Rev. by Mary Q. Innis; foreword by Marshall McLuhan. Toronto, Ont.: University of Toronto Press, 1972. xii, 184 p. N.B.: "Here he [i.e. Innis] develops his theory that the history of empires is determined to a large extent by their means of communication."—From the back cover of the book's pbk. ed. ISBN 0-8020-6119-2 pbk