Interpersonal Communication

Third Edition

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Chapter 1: What Is Interpersonal Communication?

Interpersonal communication is the use of symbols, whether written, spoken, or displayed nonverbally, to represent ideas in interactions between people. This chapter describes interpersonal communication as a continuous, dynamic, and consequential process that is irreversible and imperfect. In addition, the ability of interpersonal communication to convey content and relational messages in contexts spanning organizational communication, health communication, and computer-mediated communication is examined. Characteristics of communication competence are reviewed, along with the factors that promote communication competence and the situational variables, such as culture, setting, and age, that shape standards for competent communication. This chapter also provides an introduction to the study of interpersonal communication, with an overview of the aims of communication theory and dominant research traditions. The role of ethics, including both ethical communication and ethical communication research, is discussed.

How Do You Rate?

HDYR Scale 1.1: Technology-Mediated Communication Competence

Questionnaire

HDYR Scale 1.1: Technology-Mediated Communication Competence

The items below were drawn from a questionnaire measuring computer-mediated communication competence. As you respond, consider technology-mediated communication to include all forms of email and computer-based networks for sending and receiving written messages with other people. For this survey, indicate the degree to which each statement regarding your use of various technology-mediated communication media is true or untrue of you, using the following 5-point scale:

1 = not at all true of me
2 = mostly not true of me
3 = neither true nor untrue of me
4 = mostly true of me
5 = very true of me

1 2 3 4 5
1. I enjoy communication using computer media.
2. I am very knowledgeable about how to communicate through computers.
3. I manage the give and take of CMC interactions skillfully.
4. I am never nervous about using the computer to communicate with others.
5. I am never at a loss for something to say in CMC.
6. I can show compassion and empathy through the way that I write messages.
7. I am very motivated to use computers to communicate with others.
8. I am very familiar with how to communicate through email and the Internet.
9. I am very articulate and vivid in my CMC messages.
10. I look forward to sitting down at my computer to write to others.
11. I always seem to know how to say things the way I mean them using CMC.
12. I am skillful at revealing composure and self-confidence in my CMC interactions.
13. Communicating through a computer never makes me anxious.
14. When communicating with someone through a computer, I know how to adapt my messages to the medium.
15. I have no trouble choosing which medium (i.e., computer, phone, face-to-face) to use to communicate, given a particular situation.

HDYR Scale 1.2: Parental Active and Restrictive Guidance Questionnaire (PARQ)

Questionnaire

HDYR Scale 1.2: Parental Active and Restrictive Guidance Questionnaire (PARQ)

The items below were drawn from a questionnaire measuring parents’ communication with their children about food. As you respond, consider how much your parents sent you various messages about your food and drink habits during childhood. For this survey, indicate the degree to which you agree with each statement about your parents’ communication about food, using the following 5-point scale:

1 = Strongly Disagree
2 = Somewhat Disagree
3 = Neither Agree Nor Disagree
4 = Somewhat Agree
5 = Strongly Agree

1 2 3 4 5
1. My parents discuss with me why it’s important to eat healthy foods.
2. My parents explain to me why I should eat more or less of a particular food.
3. My parents discuss with me about the health benefits of a food.
4. My parents discuss with me the importance of eating a variety of foods.
5. My parents explain to me the effects of different nutrients (e.g. Vitamin C, calcium)
6. My parents explain to me why some foods like sweet foods/drinks serve no purpose to my body
7. My parents explain to me why it is important to have a balance diet.
8. My parents talk to me about the food I eat during recess.
9. My parents reason with me to get me to eat.
10. My parents give me reasons for the rules they make about food and eating.
11. My parents try to make foods more familiar by telling me where it came from.
12. My parents tend to talk more often about foods they would like me to eat.
13. My parents advise me what I should eat during recess.
14. My parents try to talk more often about foods they would like me to eat.
15. If I had some sweet drinks already, my parents would tell me I can’t have it anymore.
16. My parents set limits to how much sweet drinks I can drink.
17. When my parents give me a sweet drink, they tell me I can only have one today.
18. My parents limit the amount of sweet drinks I drink.
19. My parents limit opportunities for me to drink sweet drinks.
20. My parents limit how often sweet drinks are in the home.
21. My parents tell me which sweet drinks I am allowed to consume.
22. My parents insist that I must eat vegetables during meals with them.
23. My parents give me fruits and make me eat them.
24. My parents give me vegetables during meals and make me eat them.
25. My parents insist I must finish my vegetables.

Communication In Action Forms

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CIA Form 1.1: Defining Interpersonal Communication

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CIA Form 1.2: Investigating Relational Communication Through Texts

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CIA Form 1.3: Deciphering Relational Messages

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CIA Form 1.6: Testing Your Own Theories of Communication

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Connect with Theory

Connect with Theory 1.1

Affection exchange theory was proposed to explain the relationships between affectionate communication and physical, mental, and relational well-being. Affectionate communication involves verbal communication (e.g., saying “I love you”), nonverbal behaviors (e.g., hugging, kissing, holding hands), and supportive behaviors (e.g., meal prep, helping out with house chores). The theory states that humans’ need for affectionate communication is innate. In other words, as human beings, we are born both with the ability and with the need to experience affection. The theory suggests that engaging in affectionate communication is adaptive because it provides people with access to material resources (e.g., food or shelter) and emotional resources (e.g., social support); both are valuable to help sustain life. Another reason that affection communication is adaptive is that it increases people’s chance to attract a potential mate and have reproductive opportunities. Research on affection exchange theory has shown that affectionate communication is linked to higher levels of relational closeness, satisfaction, and commitment (Pauley et al., 2014). Affectionate communication can also convey psychological and physical health benefits, such as less loneliness, anxiety, and depression (Hesse & Floyd, 2008), reduced stress hormones (Floyd & Riforgiate, 2008), and lower blood pressure (Floyd et al., 2009). Indeed, the theory claims that affectionate communication is a key interpersonal tool for developing and maintaining close relationships.   

References and other suggested readings:  

Bennett-Brown, M., Chakraborty, J., Gesselman, A. N., Smith, C. R., & Campbell, J. T. (2025). The Impact of Affectionate Communication and Emotional Intelligence on Sexual Stress Among College Women. Communication Reports, 38(1), 59–73.  https://doi.org/10.1080/08934215.2024.2429071  

Duflos, M., Mansson, D. H., Cès, P., & Giraudeau, C. (2024). Like-Grandparent Like-Grandchild: Strengthening emotional closeness through affectionate communication and personality similarities. Journal of Intergenerational Relationships, 22(3), 315–335. https://doi.org/10.1080/15350770.2023.2215225 

Floyd, K. (2019). Affectionate communication in close relationships. Cambridge University Press. 

Floyd, K., & Riforgiate, S. (2008). Affectionate communication received from spouses predicts stress hormone levels in healthy adults. Communication Monographs, 75(4), 351-368. https://doi.org/10.1080/03637750802512371 

Floyd, K., Boren, J. P., Hannawa, A. F., Hesse, C., McEwan, B., & Veksler, A. E. (2009). Kissing in marital and cohabiting relationships: Effects on blood lipids, stress, and relationship satisfaction. Western Journal of Communication, 73(2), 113-133. https://doi.org/10.1080/10570310902856071 

Hesse, C., & Floyd, K. (2008). Affectionate experience mediates the effects of alexithymia on  

Mansson, D. H., Marko, F., Gajdošíková Zeleiová, J., & Floyd, K. (2024). Testing the Cultural Scope of Affection Exchange Theory in Slovakia. Journal of Intercultural Communication Research, 53(1–2), 1–10. https://doi.org/10.1080/17475759.2023.2291026  

mental health and interpersonal relationships. Journal of Social and Personal Relationships, 25(5), 793-810. https://doi.org/10.1177/0265407508096696  Pauley, P. M., Hesse, C., & Mikkelson, A. C. (2014). Trait affection predicts married couples’ use of relational maintenance behaviors. Journal of Family Communication, 14(2), 167-187. https://doi.org/10.1080/15267431.2013.864292

Flashcards

Channel

A medium through which messages are exchanged between people.

Communication

Using symbols to represent ideas so that meanings can be shared.

Communication skills

The ability to create symbols and perform behaviors that are clear appropriate, satisfying, effective, efficient, and ethical in a given social situation.

Concepts

Categories of phenomena that are believed to be relevant to understanding an event, situation, or experience.

Content Messages

The literal or typical meanings of the symbols used to communicate.

Curvilinear Association

When the positive or negative association between two phenomena exists only up to a certain point, and then reverses.

Dyad

Two people, which is a common context for interpersonal communication.

Ethical Communication

Using values as a moral guide when you interact with other people.

Fidelity

The extent to which meanings can be correctly inferred from the symbols that are used.

Impersonal Communication

Using symbols to represent ideas to a manner that ignores personal qualities of the people involved in the interaction.

Interpersonal Communication

Using symbols to represent ideas in order to share meanings and create a personal bond between people.

Interpersonal Communication Competence

The ability to use symbols appropriately and effectively to create a personal connection with another person.

Interpersonal Communication Ethics

Considering moral responsibilities to other people and relationships when making communication decisions.

Negative Association

When a decrease in the amount, frequency, or intensity of one phenomenon corresponds with an increase in another phenomenon.

Positive Association

When an increase in the amount of frequency, or intensity of one phenomenon corresponds with an increase in another phenomenon.

Relational Messages

The nature of the relationship between communication partners that is implied by the symbols that are used to communicate.

Social Rules

Guidelines that specify the actions that are expected, preferred, and off-limits within an interaction.

Symbols

Sounds, gestures, or images that represent ideas.

Technology-mediated Communication

Interaction between people that is made possible by computer technology.

Theory

A description of the relationships among concepts that promote an understanding of a phenomenon.

Transactional Model of Communication

A conception of the components present in an interpersonal interaction and how people participate together in the act of communicating.