地域社會 開發을 위한 動機化와 코뮤니케이션의 過程 = Motivation and the Communication Processes for Community Development
저자
발행기관
서울大學校 農科大學(College of Agriculture Seoul National University)
학술지명
권호사항
발행연도
1981
작성언어
Korean
KDC
520.5
자료형태
학술저널
수록면
75-85(11쪽)
제공처
소장기관
If it be granted that effective communtcation involves not merely the transmission of a signal from a communicator to a recipient but also some change in the behavior of the recipient as a result of this transmission, the communication process clearly involves learning.
The focus of study on the prlblem of audiovisual devices and motivation whould be the manipulation and control of orienting responses. The investigations whould improve our knowle-dge of the specific communication to use with a particular audience. An improtant part of this investigation whould be concerned with the creation of learning sets. The motivation and learning problems in using an audiovisual device are not essentially different from those created by the use of any other communication source. The effectiveness of a communication source depends on the extent to which provisions have been made for the creation of all the conditions requisite for learning. A profitable research strategy may well be to turn attention away from audiovisual devices as alternatives for other procedures, and to study their effectiveness as part of a complex teaching-learning system.
The conceptualization of communicative acts whould be products of increased understanding of the utility of any specific procedure, and may lead to the invention of new procedures and technological devices.
A body of theory and research which may be loosely united under the term behaviorism has been shift and principles applicable to communications derived and discussed, some of which were as follows;
1) Communication is the arrangement of enviornmental stimuli to produce certain desired behavior on the part of the organism.
2) A communication can achieve some changes in behavior through its own reinforcing power. A communication can acquire reinforcing power through association with other stimuli which are reinforcing.
3) Since the aim of communication is bring about a desired modification of behavior, the natural discriminative stimuli for the desired responses should be isolated and, if possible, incorporated into the communication.
4) Since no communication is effective unless it is attended to, attending behavior must be reinforced.
The innovation-decision process for community development is the mental process through which individual passes from first knowledge of innovation to adopt or reject and to confirmation of this decision. This process should be distinguished from the diffusion process by which new ideas are communicated to the members of a social system. The major difference between the two processes is that diffusion occurs among the units in a social system, whereas innovation decision making takes place within the mind of and individual.
The adoption or rejection of an innovation is a decision by an individual. If he adopts, he begins using a new idea, practice, or object and ceases using the idea that the innovation replaces. The innovation-decision is a special type of decision making; it has certain characte-ristics not found in other kinds of decision making situations. In the case of the adoption of an innovation, an individual must choose a new alternative over those previously in existence. Therefore, the newness of the alternative is a distinctive aspect of innovation decision making.
The trditional view of the innovation-decision process, called the adoption process, as consisting of five stages:
1) Awareness 2) Interest 3) Evaluation 4) Trial and 5) Adoption.
This conceptualization of the adoption process has been highoy favored by diffusion researchers in the past, however, recent critics of this model made us to modify the model into a new model consists of four sequential functions or stages:
1) Knowledge: The individual is exposed to the innovation's existcnce and gains some understanding of how it functions.
2) Persuasion: The individual forms a favorable or unfavorable attitude toward the innovation.
3) decision: The inidividual engages in activities which lead to a choice to adopt or reject the innovation.
4) Confirmation: The individual seeks reinforcement for the innovation-decision he has made, but he may reverse his previous decision if exposed to conflicting message about the innovation.
Earlier knowers of an innovation, when compared to later knowers, are characterized by more education, higher social status, greater exposure to mass media channels of communication, greater exposure to interpersonal channels of communication, greater change agent contact, greater social participation, and more cosmopoliteness.
Discussions about communication in development work have a tendency to get hung up on the mass-media issue or on all sorts of macro-level models. So have the research efforts. We tend to forget that all communication ultimatel ends up on the micro-level, in face-to-face, face-to-screen, face-to-loudspeaker or face-to-poster situations. This is the point where the qualitative aspect of communication becomes the central issue and where the discipline advances from comnunication theory to applied communication.
Communication fundamentally is a creative function in which perhaps sensitivity and creative ability are the factors most important for success. There is certainly ample room for the investigation and analysis which are essential for the relevance of the creativity. But when all the data are collected and all the discussions are finalized, the problem is that somebody has to come up with a useful idea on how to do it in practice.
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