1.3.3 More recent models and theories
Dwyer (2005, pages 11-15) provides some of the more recent interpretations of the communication process. These are summarised here.
Berlo's Model of the Communication Process
Berlo's focus remained on the transmission model of communication. However, he introduced more of the human elements, such as the relationship between the message channel and the five senses (see Figure 1.2 in Dwyer 2005, p.11).
Schramm's Model of the Communication Process
Where Berlo did not integrate feedback into his model, Schramm proposed that each person is both an encoder and decoder as each one provides feedback to the other (see Figure 1.3 in Dwyer 2005, p.12).
Barnlund's Transactional Model of Communication
Barnlund proposed six assumptions in the transactional model of communication (Dwyer 2005, p.12). Communication is a process that is:
- continuous (it is no t a stat i c activity)
- dynamic (it is ever changing)
- circular (encoder to decoder to encoder to decoder etc)
- unrepeatable (every communication is unique)
- irreversible (once a message is received by the receiver then the message cannot be erased [consider the implications of this when a judge asks a jury to disregard evidence in court])
- complex (involves language, power, relationship factors etc.)
The process models of communication, therefore, have moved towards the realisation that communication is:
- a shared responsibility
Effective communication involves both the sender and the receiver. The sender must be as clear as possible and the receiver must signal understanding or clarification.
- involves both content and relationship elements
content = message, idea
relationship = emotions, power, status
- personal
Encoding and decoding are based on a person's perception of the world.
More recent models emphasise more of a 'meaning-centred' view of communication in which the communication process is seen as the creation and negotiation of meaning (Kaye 1994). Each person brings to the communication process their own perceptions, prejudices, skills, competencies and so on. Kaye (1994) provides a model to illustrate different components in this process through the use of a Russian matouschka doll (see Figure 1.7 in Dwyer2005, p.15).
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