This paper provides a theoretical perspective for dealing with the initial entry stage of interpersonal interaction. The seven axioms and 2 1 theorems presented suggest a set of research priorities for studying the development of interpersonal relationships. The paper concludes with a discussion of some of the problems to be considered if the theory is to be extended beyond the initial stages of interaction.When communication researchers have conducted empirical research on the interpersonal communication process, they have tended to employ social psychological theories as starting points. Theories relevant to such areas as person perception, social exchange, and interpersonal balance have frequently been employed as frameworks from which to derive testable hypotheses about the interpersonal communication process. While it is true that Newcomb's (1953) balance formulation and subsequent research on the acquaintance process (Newcomb, 1961) do include communication-relevant constructs, his theory does not focus on several important aspects of interpersonal communication. Obviously, Asch's (1 946) work in the area of person perception and subsequent developments in that area (Kaplan & Anderson, 1973) are also relevant to the study of interpersonal communication. However, here too we find that these formulations do not directly focus upon the interpersonal communication process.The present model seeks to remedy this situation by employing communication-relevant constructs which, in turn, lead to the formation of hypotheses which directly involve communication behavior. In constructing the theory, we have elected to focus our attention on the initial phases of interaction between strangers. Our hope is that through subsequent research and theoretical extension, the model can be used to make predictions about and explain interpersonal communication phenomena which occur later in relationships. In our explication of the model, we have attempted to include previous research findings which lend support to our axioms and theorems. DEVELOPMENTAL STAGESBefore we consider specific constructs and their relationships with each other, we feel it useful to provide some idea of the possible stages by which the communication transaction might be viewed. For purposes of the discussion, it is assumed that the persons involved in the communication transaction are strangers. We have labeled the first stage of the transaction the entry phase. One reason for the use of the term "entry" is that when strangers are faced with each other in a particular situation, their communication behaviors are, in part, determined by a set of communication rules or norms. Some rules are implicit; persons may not be able to verbalize them or indicate where they acquired them. Other rules are quite explicit and the individual might be able to indicate verbally what the rule is and where he acquired his knowledge of the rule. For example, two persons might both say "please" when asking someone to pass them something. One person might indicate that he said...

Many social problems can be traced to interpersonal communication difficulties, just as many proposed interventions to solve social ills also depend on effective interpersonal communication. This article examines three potential relationships between states of mind and social interaction followed by illustrations from research related to five exemplar social issues-developing effective programs for solving workplace communication problems, training the public to detect scams and hoaxes, reducing stereotyping and cross-cultural misunderstanding, managing interpersonal conflict, and constructing effective public health campaigns. We conclude by considering the likely inhibiting and facilitating effects of mindfulness-mindlessness on socially relevant transactions.That seemingly "mindless" communication occurs frequently comes as no surprise to even the casual observer of human interaction. Illustrative of a remarkable capacity for humans to dissociate thought and talk are these nuggets mined from the world of work: "We know that communication is a problem, but the company is not going to discuss it with the employees." (from a major provider of communications services) "As of tomorrow, employees will only be able to access the building using individual security cards. Pictures will be taken next Wednesday and employees will receive their cards in two weeks." (from a computer software corporation)

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a Professor of communication studies , Northwestern University , b Graduate student in communication studies ,

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Reseaivchers interested in cognitive approaches to relational communication have typically sought explanations for how cognition influences the interpretation of social actions. Few attempts have been made to understand how cognitive structures guide action production. This study extends the work of such researchers by demonstrating the relationship of plans to two social outcomes, loneliness and shyness. College students described how they would request a date from a member of the opposite sex and how they would ingratiate themselves to a new roommate. Each plan was judged for its effectiveness fie., likelihood of success) and analyzedfor the types of actions represented within it. As hypothesized, loneliness and shyness were inversely related to plan effectiveness in the date-requesting domain for males but notforfemales. Loneliness and shyness were inversely related to plan effectiveness in the roommate ingratiation situation for both sexes. Results are discussed in terms of their implicationsfor theories of planning and action production in social interactions. C ommunication researchers have begun to recognize the importance of cognitions about self and others in the understanding and production of communication in face-toface encounters in general, and the development of relationships in

Three experiments examined the relationships among plan complexity, access to planned actions, and verbalfluency while pursuinga persuasiongoal. Consistent with theoretical expectations, complex planners were less fluent than less complex planners under high access conditions. Persons whose access was raised were less fluent than those whose access was not raised. A second experiment showed that reducedfluency was not induced by lowering of self-confidence. The third experiment replicated thefindings of the second experiment and demonstrated that the questioning procedure used to raise access in the first two experiments produced increases in plan complexity as suggested by theo y.These findings are discussed in terms of their implications for the study of strategic communication.ver the past ten years, there has been a virtual explosion in the amount of research focused on strategies for accomp-0 lishing all manner of social goals. Communication researchers have delineated strategies for gaining compliance (Cody,