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311 Cards in this Set
- Front
- Back
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Perspective taking is associated with
psychological noise physiological noise empathy channels |
empathy
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is the ability to construct a variety of frameworks for viewing an issue.
Perspective taking Self-monitoring Skill performing Cognitive complexity |
Cognitive complexity
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We satisfy our by communicating pleasure, affection, and inclusion.
social needs physical needs practical needs identity needs |
social needs
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You have an auditory processing difficulty and cannot always understand directions when they are spoken too quickly. You experience noise.
external physiological psychological all of the above none of the above |
physiological
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is the discernible response of a receiver to a sender’s message.
Feedback Noise Encoding Decoding |
Feedback
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Shonda was sitting in a crowded room that was very warm and stuffy. This was making it difficult for her to listen to the speaker’s message. What type of noise was Shonda suffering from?
psychological noise physiological noise environmental noise external noise |
external noise
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A(n) is the communication channel that the sender has the highest control over how the message is composed.
Instant message Face to face conversation Telephone conversation Hard copy message |
Hard copy message
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Journaling (keeping a private journal in which you write down your feelings and thoughts with the intention that only you will read it) is an example of
dyadic communication. intrapersonal communication. mass communication. interpersonal communication. public communication. |
intrapersonal communication.
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In most situations, competent communicators will
be able to choose from a wide range of behaviors. demonstrate empathy. demonstrate skill at a chosen behavior. employ self-monitoring behaviors. all of the above |
all of the above
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The same behavior in two different contexts may be perceived as competent in one setting and incompetent in another. This situation best illustrates the concept that communication competence
involves choosing inappropriate behavior involves conflict. requires cognitive complexity. is situational. all of the above |
is situational.
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This is which type of model? s ’r [s=sender r=receiver]
linear transactional interpersonal all of the above none of the above |
linear
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"Communication is a process" means that
communication has clear beginning and ending points. communication resembles still pictures more than motion pictures. communication is ongoing and continuous. communication consists of discrete and separate acts. all of the above |
communication is ongoing and continuous.
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The way the term "communication" is used in this text
includes all human, animal, and mechanical communication. includes communion, as used in a religious sense. includes radio and television programming. includes all of the above. includes none of the above. |
includes none of the above.
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means communicating with oneself.
Interpersonal communication Intrapersonal communication Dyadic communication Intradyadic communication |
Intrapersonal communication
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A plane flying overhead and interfering with your conversation is an example of noise.
external physiological psychological all of the above none of the above |
external
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All of the following are characteristics of communication competence EXCEPT
communication cannot be learned there is no ideal way to communicate competence is situational competence is relational |
communication cannot be learned
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An example of self-monitoring is
videotaping your practice interview. carrying a checklist to remind you of some skills to practice. paying attention to the sound of your voice. watching others react to your joke telling. all of the above |
all of the above
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All of the following are examples of an environment EXCEPT
personal experience cultural background choice of medium physical location |
choice of medium
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The instructor dislikes the music group pictured on your shirt. Her attitude toward the group and its impact on her attitude toward you is an example of noise.
external physiological psychological all of the above none of the above |
psychological
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When we are searching for words to express an idea, we are involved in the process of
assigning meaning transmitting decoding encoding |
encoding
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Your friend asks to borrow your car. Recently, you've had car problems and have been bombarded by other friends for requests to use your car. You're not feeling well and just want to go home. You respond angrily to your friend's request, although on other occasions this particular friend has borrowed your car with no problems. Your reaction this time best illustrates which principle?
Communication will not solve all problems. No single person or event causes a reaction. Communication does not always require understanding. More communication is not always better. Competent communicators don't yell. |
No single person or event causes a reaction.
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Symbols
stand for something other than themselves. represent ideas, but not people, things or events. mean exactly the same thing to various people. are not arbitrary; all symbols have logical reasons for their existence. have nothing to do with verbal communication. |
stand for something other than themselves.
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Which statement is accurate regarding communication competence?
It is situational. You either have it or you don't. For any situation, there is one ideal way to communicate. Competence requires meeting one goal at the expense of another. None of the above is true. |
It is situational.
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The type of communication most often characterized by an unequal distribution of speaking time is
intrapersonal dyadic small group public |
public
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An instructor is lively and joking in a class in which students come prepared and always do more than the assigned work. The same instructor is strict and unyielding in a class that tries to slide by with minimal work and comes without having read assignments. Although this is the same instructor, the communication behavior illustrates which concept?
All communication is equally effective and competent. Communication is linear. Communication is static. Communication is transactional and relational. none of the above |
Communication is transactional and relational.
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Julia told Kacie that Taylor was “loaded.” Kacie took this to mean that Taylor had too much to drink, when Julia meant that he was very wealthy. This is an example of
meaning is in people not words communication is simple communication does not always require complete understanding communication is not always a good thing |
meaning is in people not words
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A is the method by which a message is conveyed between people.
channel receiver sender medium |
channel
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Which type of noise is represented by having a stuffy nose, allergy congestion, and a sore throat?
physical external physiological psychological none of the above |
physiological
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All of the following are misconceptions of communication EXCEPT
More communication is better Communication always requires complete understanding Communication won’t solve all problems Meanings are in words |
Communication won’t solve all problems
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Which of these is dyadic communication?
two sisters arguing a husband and wife making plans for the weekend a coach and player discussing last week's game an editor and reporter hammering out an outline for an article all of the above |
all of the above
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One characteristic of human communication is that it is symbolic. In this symbolic communication meanings are located in:
words events people objects |
people
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When we say that communicators occupy different environments, we mean that
one might be rich and one poor. one might be from China and one from the U.S. one might be retired with time on her hands, while one is rushing to meet family and career demands with never enough time. one has been at a company for 10 years and one has just been hired. All of the above represent differing environments. |
All of the above represent differing environments.
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A sender _____ ideas and feelings into some sort of message.
decodes encodes mediates channels |
encodes
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All of the following are characteristics of the transactional model of communication EXCEPT
it reflects the fact that we send and receive messages simultaneously the sender only encodes and the receiver only decodes it reflects the fact that there is feedback noise can occur with the encoding and decoding process |
the sender only encodes and the receiver only decodes
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John is trying to listen to a speech but his headache interferes. He’s experiencing
external noise physiological noise psychological noise a distraction not classified as noise |
physiological noise
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All of the following are examples of mediated communication EXCEPT
instant messages face-to-face interaction voice mail videoconferencing |
face-to-face interaction
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If you have left only the night before a test to study, and then explain it by saying you were just too busy, but when your friends do the same thing you label them “procrastinators,” you are exhibiting:
an attributional error the effect of repeated stimuli empathy the self-serving bias |
the self-serving bias
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"Our thoughts not only reveal what we are; they predict what we will become." - Tozer. This quotation seems to be most closely related to the concept of
sympathy. empathy. attribution. significant other. self-fulfilling prophecy. |
self-fulfilling prophecy.
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All of the following are factors that influence our perceptions EXCEPT:
Our cultural background Our ability to sympathize Our ability to empathize Our success at constructing shared narrative through communication |
Our ability to sympathize
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All of the following are characteristics of self-concept EXCEPT:
It is innate, rather than learned. It aids in predicting the person’s effectiveness as a communicator. It influences interactions with others. It can change over time. |
It is innate, rather than learned.
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The social science term "self-serving bias" is most closely related to which common perceptual error?
judging ourselves more charitably being influenced by the most obvious stimuli clinging to first impressions assuming others are similar to us favoring negative impressions |
judging ourselves more charitably
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A person’s self-concept is a set of:
constantly changing perceptions of others stable perceptions of others uniquely changing perceptions of ourselves relatively stable perceptions of ourselves |
relatively stable perceptions of ourselves
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All of the following are ways we generate our self-concept EXCEPT:
through self-esteem through reflected appraisal through empathy through significant others’ views |
through empathy
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In face-to-face impression management, all of the following are ways to manage communication EXCEPT:
through manner through appearance through intellect through setting |
through intellect
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When John's car is stolen after being left unlocked in front of his home, Mary said, "He should have known better. He should lock his car." When Mary's car was subsequently stolen after being left unlocked in front of her home, Mary said, "The police aren't doing their job protecting us. We should be safe in our own neighborhoods. They need to be tougher on crime." Mary's statements about the two thefts indicate which perceptual error?
favoring negative impressions being influenced by the most obvious stimuli judging ourselves more charitably assuming others are similar to us clinging to first impressions |
judging ourselves more charitably
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All of the following are common perceptual tendencies EXCEPT:
We often judge ourselves more harshly than we judge others We are influenced by what is most obvious We tend to assume that others are similar to us We tend to favor negative impressions over positive ones |
We often judge ourselves more harshly than we judge others
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The primary way we develop our self-concepts is through
reflections during our solitude. interaction with others. religious beliefs. building defenses against unwanted experiences. None of the above really influences self-concept. |
interaction with others.
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Math is your weakest subject. On the first day of college algebra you tell the student next to you, “I bet I’ll get a D in this course.” At the end of the semester you get a D. This result could be an example of:
self-denial self-disclosure self-fulfilling prophecy self-motivation |
self-fulfilling prophecy
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Practicing empathy appears to
make communication more difficult between people. help persons see more possible reasons for another's behavior. help others be more tolerant of another. both b and c all of the above |
both b and c
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Two people speak Spanish as a first language and English as a second. With regard to this trait, one has been made fun of for her accent, was punished by teachers in elementary school for speaking Spanish, and feels inferior. Teachers and family always praised the other for speaking two languages. She is happy when co-workers call upon her to translate, and feels proud and accomplished at being bilingual. With regard to their self-concepts, this example illustrates
that having the same traits results in the same or similar self-concepts. that self-concept consists not only of the traits we possess, but also of the significance we attach to them. that reflected appraisal helps to shape self-concept. both a and b both b and c |
both b and c
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Which is likely an example of a self-fulfilling prophecy?
A student performs poorly on a test after hearing the instructor refer to her as a "remedial" student. You tell your spouse that you don't want to go to his/her office party because you think his/her co-workers are snobs and you know you won't have a good time. You go and have a lousy time. An employee hears his supervisor say, "There's no way he/she will be able to handle the work without additional help." Although he/she had been doing this kind of work by himself for a long time, the employee feels unable to keep up now. All could be examples of self-fulfilling prophecy. None are likely examples of self-fulfilling prophecy. |
All could be examples of self-fulfilling prophecy.
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All of the following are parts to perception checking EXCEPT:
a description of your personal narrative a description of the behavior you noticed At least two possible interpretations of the behavior A request for clarification about how to interpret the behavior |
a description of your personal narrative
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In her book, First Ladies, Margaret Truman writes of a letter that Jacqueline Kennedy Onassis wrote to Nancy Reagan following the attempted assassination of then-President Reagan. Onassis knew "better than any living former First Lady, the terror and grief and anguish such an experience evokes." It seems that Jackie communicated so well because she demonstrated
empathy. facework. self-serving bias. sympathy. attribution. |
empathy.
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"A man is hurt not so much by what happens, as by his opinion of what happens." -Montaigne. This statement reflects the concepts relating to the role of in communication.
perception self-concept impression management ethics significant others |
perception
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In many Asian cultures being very talkative, speaking directly even when you disagree with a person, and not allowing much silence in a conversation would likely be regarded as
a very positive sign of a cultured person. a sign of a very intelligent, knowledgeable person. both a and b someone who is insincere, lacking knowledge, impolite. a sign of belonging to the group. |
someone who is insincere, lacking knowledge, impolite.
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is the reflection of the self concept.
Presenting self Managed self External self Perceived self |
Perceived self
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In impression management through mediated communication, all of the following are advantages of using a medium for communication management EXCEPT:
you can choose the level of ambiguity of your message it forces the receiver to have to respond to the message it allows the sender to control his or her emotions in a message it gives the sender much greater control of information they want to hide |
it forces the receiver to have to respond to the message
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Your friend gave you confusing directions to a party that caused you to be late. When you arrived you stated “Sorry I am late, I am a terrible navigator.” By using this sort of mild self-depreciating humor to defuse a potentially unpleasant situation you are engaging in:
cultural identity perception checking framework facework |
facework
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is the communication strategy people use to influence how others view them.
Impression management Social identity Perception checking Self analysis |
Impression management
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In the study of communication, the term “narrative” refers to:
stories made up by experts to explain general human behavior stories we and others make up to make sense of our personal worlds stories told to teach a lesson none of the above |
stories we and others make up to make sense of our personal worlds
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is the ability to re-create another person’s perspective, to experience the world from the other’s point of view.
Sympathy Assimilation Perception Empathy |
Empathy
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is the process of attaching meaning to behavior.
Perception checking Self-serving bias Attribution Assimilation |
Attribution
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Maslow wrote, "If the only tool you have is a hammer, you tend to treat everything as if it were a nail." This statement illustrates the importance of
attribution. perception. facework. perception checking. impression management. |
perception
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Perception checks include all EXCEPT
a description of behavior observed. a request for clarification. a statement of intent-how you will treat the person in the future. the use of objective words to describe behavior. appropriate nonverbal behaviors. |
a statement of intent-how you will treat the person in the future.
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All of the following are dimensions of empathy EXCEPT:
perspective taking understanding the emotional dimension having sympathy having genuine concern |
having sympathy
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A child whose parents believe he is a great athlete buy him the best equipment, pay for special coaching and camps, and praise his efforts. He becomes a skilled athlete. That scenario is typical of which concept?
sympathy empathy attribution significant other self-fulfilling prophecy |
self-fulfilling prophecy
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Judy did not correctly complete a task that her supervisor had given her. Judy’s supervisor thought that the reason she didn’t complete the task correctly was because she did not listen well or try hard enough. Judy felt that it was because the directions were not clear and her supervisor did not provide her enough time to complete it. Judy’s explanation is an example of:
self-fulfilling prophecy self-serving bias perception checking attribution error |
self-serving bias
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As it is used in this text, a significant other is always someone
with whom you have a romantic involvement. whose opinion matters to you. whom you have known since childhood. who holds the job you aspire to. whose reflected appraisal of you doesn't matter to you. |
whose opinion matters to you.
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is like a mental mirror that reflects how we view ourselves.
self-worth self-concept self-perception self-analysis |
self-concept
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Which of these is not one of the key types of communication we use to manage impressions?
manner setting appearance All of these are types of communication we use to manage impressions. None of these are types of communication we use to manage impressions. |
All of these are types of communication we use to manage impressions.
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Several factors influence the selection of perceived stimuli. Which of the following is not one of those factors?
repetition contrast correctness intensity |
correctness
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Which statement best captures the connection between self-concept and communication?
The self-concept shapes communication behavior. Communication behavior affects the self-concept. Self-concept shapes communication behavior, but communication behavior has little impact on self-concept. Self-concept shapes communication behavior and is affected by the response to the behavior. |
Self-concept shapes communication behavior and is affected by the response to the behavior.
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Culture often influences people's perception of
the amount of talk considered appropriate. the value placed on silence. whether direct disagreement is seen as positive or negative. whether eye contact is considered polite and respectful. all of the above |
all of the above
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Attribution refers to:
judging the personal qualities of another heredity the reflective self concept the process of attaching meaning to behavior |
the process of attaching meaning to behavior
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"At Laguna Pueblo in New Mexico, 'Who is your mother?' is an important question. At Laguna, . . . your mother's identity is the key to your own identity. . . . every individual has a place within the universe-human and nonhuman-and that place is defined by clan membership." - P. G. Allen. This quotation is describing a/an culture.
nonverbal narrative individualist collectivist assertive |
collectivist
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All of the following are characteristics of identity management EXCEPT:
We strive to construct a single identity Identity management is collaborative Identity management can be conscious Identity management can be unconscious |
We strive to construct a single identity
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"When I see the crumbs all over the counter and dishes stacked in the sink, I don't know if you've got a big exam and have been too busy studying to clean up or if you have time but are hoping that I'll just clean up. What's the reason?" This is an example of a
significant other. perceived self. perception check. reflected appraisal. self-serving bias. |
perception check.
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The perceptual error of being influenced by the most obvious stimuli refers to stimuli that is
intense. repetitious. contrasting. in line with our motives. all of the above |
all of the above
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are personal stories that we and others create to make sense of our personal world.
Narratives Perceptions Social constructs Social phenomenons |
Narratives
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All of the following are disadvantages to being an extremely high self-monitor EXCEPT
They are often viewing the situation from a detached position, not being able to experience it fully They make it hard for others to tell how they are really feeling They are not good “People readers” They have a hard time knowing themselves how they really feel |
They are not good “People readers”
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If a person says, 'Pencil me to give the' instead of 'Give the pencil to me,' which kind of rule has most obviously been broken?
a. phonological b. semantic c. syntactic d. pragmatic e. None of these are correct. |
syntactic
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Language
a. is symbolic. b. is rule-governed. c. can shape attitudes d. can reflect attitudes. e. All of these are correct. |
All of these are correct
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Using the same kind of language and language style as someone else can be a way to demonstrate through convergence.
a. power b. responsibility c. affiliation d. high-context e. divergence |
affiliation
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The statements 'You make me disgusted' or 'You make me happy' demonstrate a lack of
a. convergence. b. status. c. credibility. d. semantics. e. responsibility. |
responsibility
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An instructor describes a particular book to a student and tells the student she thinks the student might enjoy it and tells him to 'check it out.' The student checks the book out of the library and brings it to class and tells the instructor it isn't a book he would enjoy. The instructor wonders why the student bothered to bring it from the library. The instructor used 'check it out' to mean 'see if you'd like it.' The student thought 'check it out' meant he was supposed to actually borrow the book from the library. This is an example of ____ language.
a. jargon b. pragmatic c. equivocal d. non rule-governed e. denotative |
equivocal
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Which of the following indicates a speaker's willingness to take responsibility for oneself?
a. 'it' statements (It's not ready yet.) b. 'but' statements (I wanted to get the report done, but something came up.) c. 'I' statements (I didn't finish the report.) d. questioning statements (Do you think its okay to finish the report later?) e. 'you' statements (You made me miss the deadline for the report.) |
questioning statements (Do you think its okay to finish the report later?)
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In a study not quoted in your text, researchers found that teachers gave different grades to the same papers when told the papers were written by students with various different names. This seems to indicate that names have the power to
a. create disruptions. b. shape people's attitudes and behaviors towards people unknown to them. c. reflect personality traits. d. avoid misunderstandings. e. demonstrate linguistic relativism. |
shape people's attitudes and behaviors towards people unknown to them.
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Persons decide whether to call themselves Mexican-American, Hispanic, Latino-a, or Chicano-a, and others decide among Negro, Black, and African-American, and still others choose from Euroamerican, Anglo, and white. The conscious choice of a name demonstrates the use of _____ to both shape and reflect attitudes toward themselves.
a. syntactic rules b. equivocation c. language d. stereotypes e. jargon |
language
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Which is true of men's speech, according to research cited in the text?
a. It is used to accomplish tasks more than to build intimate relationships. b. It is used often to disclose vulnerabilities. c. It is used to diminish status differences. d. It is rarely used to exert control. e. All of these are correct. |
It is used to accomplish tasks more than to build intimate relationships.
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Communicators in a high-context culture are more likely to
a. state feelings explicitly. b. use language to build harmony. c. ask for things they need directly. d. engage in confrontation. e. speak out about their needs. |
use language to build harmony.
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Men tend to use speech in order to ____________.
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accomplish tasks
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The idea that the language which members of a culture speak can ____________ is called the Sapir- Whorf hypothesis.
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influence perception
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Women tend to use speech in order to ____________.
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nourish relationships
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In order to have effective communication when statements are ambiguous it is necessary to ____________.
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negotiate meanings
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Emotive and evasive language have the potential to ____________.
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create misunderstanding
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a moderate form of the Sapir-Whorf linguistic theory which argues that language strongly influences (but doesn't totally shape) peoples' perceptions
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linguistic relativism
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a culture that relies heavily on language to make message explicit
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low-context culture
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statement based on the speaker's beliefs
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opinion statement
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linguistic rules governing how sounds are combined to form words
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phonological rules
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rules that govern everyday use of language
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pragmatic rules
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words that gain their meaning by comparison
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relative language
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rules that govern the meaning of words
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semantic rules
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words used by a particular group to differentiate itself, possibly by geographical region or age
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slang
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anything that is arbitrarily designated to stand for something else
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symbol
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a theory that a culture's world view is shaped and reflected by its language
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Sapir-Whorf hypothesis
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Language that lacks specificity or does not refer to observable behavior or other sensory data.
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abstract language
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A range of more- to less-abstract terms describing an event or object.
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abstraction ladder
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An account that refers only to observable phenomena.
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behavioral description
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Accommodating one's speaking style to another person, who usually is desirable or has higher status.
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convergence
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A linguistic strategy in which speakers emphasize differences between their communicative style and others' in order to create distance.
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divergence
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Language that conveys the sender's attitude rather than simply offering an objective description.
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emotive language
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Words that have more than one dictionary definition.
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equivocal words
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A vague statement that can be interpreted in more than one way.
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equivocation
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A pleasant-sounding term used in place of a more direct but less pleasant one.
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euphemism
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Statement that can be verified as being true or false.
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factual statement
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A culture that avoids direct use of language to express information, especially about relational matters. Instead, members of the culture rely on the context of a message to convey meaning.
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high-context culture
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Conclusion arrived at from an interpretation of evidence.
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inferential statement
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The specialized vocabulary that is used as a kind of shorthand by people with common backgrounds and experience.
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jargon
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A collection of symbols, governed by rules, and used to convey messages between individuals.
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language
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A moderate form of linguistic determinism that argues that language exerts a strong influence on the perceptions of the people who speak it.
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linguistic relativism
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A culture that relies heavily on language to make messages, especially of a relational nature, explicit.
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low-context culture
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Statement based on the speaker's beliefs.
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opinion statement
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Linguistic rules governing how sounds are combined to form words.
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phonological rules
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Rules that govern the everyday use of language. Unlike syntactic and semantic rules, _____ rules are rarely written down or discussed.
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pragmatic
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Words that gain their meaning by comparison.
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relative words
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Theory that the structure of a language shapes the worldview of its users.
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Sapir-Whorf hypothesis
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Rules that govern the meaning of language as opposed to its structure.
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semantic rules
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The social orientation that governs behavior, in contrast to a person's biological gender.
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sex role
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Language used by a group of people whose members belong to a similar co-culture or other group.
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slang
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An arbitrary sign used to represent a thing, person, idea, event, or relationship in ways that make communication possible.
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symbol
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Rules that govern the ways in which symbols can be arranged as opposed to the meanings of those symbols.
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syntactic rules
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A listening style that is primarily concerned with accomplishing the task at hand.
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action-oriented listening
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Helping response in which the receiver offers suggestions about how the speaker should deal with a problem.
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advising response
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A style in which the receiver listens carefully to gather information to use in an attack on the speaker.
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ambushing
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A helping style in which the listener offers an interpretation of a speaker's message.
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analyzing statement
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The process of focusing on certain stimuli from the environment.
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attending
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A response style in which a listener reassures, supports, or distracts the person seeking help.
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comforting
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A listening style that focuses on the content of a message.
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content-oriented listening
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A question that disguises the speaker's true motive, which do not include a genuine desire to understand the other person.
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counterfeit question
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Listening in which the goal is to judge the quality or accuracy of the speaker's remarks.
|
critical listening
|
|
|
A response style in which the receiver perceives a speaker's comments as an attack.
|
defensive listening
|
|
|
The process wherein sound waves strike the eardrum and cause vibrations that are transmitted to the brain.
|
hearing
|
|
|
Listening in which the goal is to receive accurately the same thoughts the speaker is trying to convey.
|
informational listening
|
|
|
Failure to recognize the thoughts or feelings that are not directly expressed by a speaker, instead accepting the speaker's words at face value.
|
insensitive listening
|
|
|
A style in which the receiver ignores undesirable information.
|
insulated listening
|
|
|
A reaction in which the receiver evaluates the sender's message either favorably or unfavorably.
|
judging response
|
|
|
Process wherein the brain reconstructs electrochemical impulses generated by hearing into representations of the original sound and give them meaning.
|
listening
|
|
|
Active, high-level information processing.
|
mindful listening
|
|
|
Passive, low-level information processing.
|
mindless listening
|
|
|
Feedback in which the receiver rewords the speaker's thought and feelings. Can be used to verify understanding, demonstrate empathy, and help others solve their problems.
|
paraphrasing
|
|
|
A listening style that is primarily concerned with creating and maintaining positive relationships.
|
people-oriented listening
|
|
|
Using silence and brief statements of encouragement to draw out a speaker.
|
prompting
|
|
|
An imitation of true listening in which the receiver's mind is elsewhere.
|
pseudolistening
|
|
|
Feedback that usually requests the speaker to supply additional information in order to clarify or expand the receiver's understanding. Also, a style of helping in which the receiver seeks additional information from the sender. Some questioning responses are really disguised advice.
|
questioning
|
|
|
Listening that helps the other person speaking hear and think about the words just spoken.
|
reflecting
|
|
|
The act of recalling previously introduced information. Recall drops off in two phases: short- and long-term.
|
remembering
|
|
|
The part of a message a receiver can recall after short- and long-term memory loss.
|
residual message
|
|
|
Providing observable feedback to another person's behavior or speech.
|
responding
|
|
|
A listening style in which the receiver responds only to messages that interest him or her.
|
selective listening
|
|
|
A question posed with the genuine desire to learn from another person.
|
sincere question
|
|
|
A listening style in which the receiver is more concerned with making his or her own point than with understanding the speaker.
|
stage hogging
|
|
|
The reception approach to use when others seek help for personal dilemmas.
|
supportive listening
|
|
|
A listening style that is primarily concerned with minimizing the time necessary to accomplish the task at hand.
|
time-oriented listening
|
|
|
The act of interpreting a message by following syntactic, semantic, and pragmatic rules.
|
understanding
|
|
|
The combination of two or more expressions each showing a different emotion.
|
affect blend
|
|
|
The study of how humans use and structure time.
|
chronemics
|
|
|
A nonlinguistic verbalization. For example, um, er, ah.
|
disfluencies
|
|
|
Deliberate nonverbal behaviors with precise meanings, known to virtually all members of a cultural group.
|
emblems
|
|
|
Nonverbal behaviors that accompany and support verbal messages.
|
illustrators
|
|
|
One of Hall's four distance zones, ranging from skin contact to eighteen inches.
|
intimate distance
|
|
|
The study of body movement, gesture, and posture.
|
kinesics
|
|
|
Movements in which one part of the body grooms, massages, rubs, holds, fidgets, pinches, picks, or otherwise manipulates another part.
|
manipulators
|
|
|
The use of time that emphasizes punctuality, schedules, and completing one task at a time.
|
monochronic
|
|
|
Messages expressed by other than linguistic means.
|
nonverbal communication
|
|
|
Nonlinguistic means of vocal expression: rate, pitch, tone, and so on.
|
paralanguage
|
|
|
One of Hall's four distance zones, ranging from eighteen inches to four feet.
|
personal distance
|
|
|
The use of time that emphasizes flexible schedules in which multiple tasks are pursued at the same time.
|
polychronic
|
|
|
The study of how people and animals use space.
|
proxemics
|
|
|
One of Hall's four distance zones, extending outward from twelve feet.
|
public distance
|
|
|
One of Hall's distance zones, ranging from four to twelve feet.
|
social distance
|
|
|
Fixed space that an individual assumes some right to occupy.
|
territory
|
|
|
The ability to project oneself into another person's point of view, so as to experience the other's thoughts and feelings.
|
empathy
|
|
|
The attitude that one's own culture is superior to others.
|
ethnocentrism
|
|
|
The socially approved identity that a communicator tries to present.
|
face
|
|
|
Verbal and nonverbal behavior designed to create and maintain a communicator's face and the face of others.
|
facework
|
|
|
The communication strategies people use to influence how others view them.
|
impression management
|
|
|
The perceptual process of attaching meaning to stimuli that have previously been selected and organized.
|
interpretation
|
|
|
The stories people create and use to make sense of their personal worlds.
|
narratives
|
|
|
The perceptual process of organizing stimuli into patterns.
|
organization
|
|
|
The person we believe ourselves to be in moments of candor. It may be identical with or different from the presenting and ideal selves.
|
perceived self
|
|
|
A three-part method for verifying the accuracy of interpretations, including a description of the sense data, two possible interpretations, and a request for confirmation of the interpretations.
|
perception checking
|
|
|
A relatively consistent set of traits a person exhibits across a variety of situations.
|
personality
|
|
|
The image a person presents to others. It may be identical to or different from the perceived and ideal selves.
|
presenting self
|
|
|
The theory that a person's self-concept matches the way the person believes others regard him or her.
|
reflected appraisal
|
|
|
The perceptual act of attending to some stimuli in the environment and ignoring others.
|
selection
|
|
|
The relatively stable set of perceptions each individual holds of himself or herself.
|
self-concept
|
|
|
The part of the self-concept that involves evaluations of self-worth.
|
self-esteem
|
|
|
A prediction or expectation of an event that makes the outcome more likely to occur than would otherwise have been the case.
|
self-fulfilling prophecy
|
|
|
The tendency to interpret and explain information in a way that casts the perceiver in the most favorable manner.
|
self-serving bias
|
|
|
A person whose opinion is important enough to affect one's self-concept strongly.
|
significant other
|
|
|
The perceptual process of applying exaggerated beliefs associated with a categorizing system.
|
stereotyping
|
|
|
Compassion for another's situation.
|
sympathy
|
|
|
Medium through which a message passes from sender to receiver.
|
channel
|
|
|
The process of creating meaning through symbolic interaction.
|
communication
|
|
|
Ability to maintain a relationship on terms acceptable to all parties.
|
communication competence
|
|
|
Interaction in which participants interact smoothly, with a high degree of satisfaction but without necessarily understanding one another well.
|
coordination
|
|
|
The process in which a receiver attaches meaning to a message.
|
decoding
|
|
|
A two-person unit.
|
dyad
|
|
|
Two-person communication.
|
dyadic communication
|
|
|
The process of putting thoughts into symbols, most commonly words.
|
encoding
|
|
|
Both the physical setting in which communication occurs and the personal perspectives of the parties involved.
|
environment
|
|
|
The discernible response of a receiver to a sender's message.
|
feedback
|
|
|
Behavior that treats others as unique individuals rather than objects.
|
interpersonal communication
|
|
|
Communication that occurs within a single person.
|
intrapersonal communication
|
|
|
A characterization of communication as a one-way event in which a message flows from sender to receiver.
|
linear communication model
|
|
|
The transmission of messages to large, usually widespread audiences via broadcast means (such as radio and television), print (such as newspapers, magazines, and books), multimedia(such as CD-ROM, DVD, and the World Wide Web), and other forms of media such as recordings as movies.
|
mass communication
|
|
|
Communication sent via a medium other than face-to-face interaction, e.g., telephone, e-mail, instant messaging. Can be both mass and personal.
|
mediated communication
|
|
|
Awareness of one's own behavior and that of others.
|
mindfulness
|
|
|
External, physiological, and psychological distractions that interfere with the accurate transmission and reception of a message.
|
noise
|
|
|
Communication that occurs when a group becomes too large for all members to contribute. It is characterized by an unequal amount of speaking and by limited verbal feedback.
|
public communication
|
|
|
One who notices and attends to a message.
|
receiver
|
|
|
The abundance of nonverbal cues that add clarity to a verbal passage.
|
richness
|
|
|
The originator of a message.
|
sender
|
|
|
A group of a size such that every member can participate actively with the other members.
|
small group
|
|
|
An arbitrary sign used to represent a thing, person, idea, event, or relationship in ways that make communication impossible.
|
symbol
|
|
|
A characterization of communication as the simultaneous sending and receiving of messages in an ongoing, irreversible process.
|
transactional communication model
|
|
|
____________ is a physiological process; listening is psychological.
|
hearing
|
|
|
____________ to a message involves giving observable feedback to the speaker.
|
responding
|
|
|
Individual needs, wants, and interests help determine whether you will be ______________ to a message.
|
attending
|
|
|
Making sense of a message is called ____________ and requires understanding syntax and semantics.
|
understanding
|
|
|
The size of the residual message from any event has to do with the final step in the listening process, ____________.
|
remembering
|
|
|
a listener concerned most with the task at hand and least with emotional components
|
action-oriented listener
|
|
|
a helping response in which the receiver offers suggestions about how the speaker should deal with a problem
|
advising
|
|
|
a listening style in which the receiver listens carefully to gather information to use in an attack on the speaker
|
ambushing
|
|
|
a helping style in which the listener offers an interpretation of a speaker's message
|
Analyzing
|
|
|
the process of focusing on certain stimuli from the environment
|
attending
|
|
|
response style in which the receiver reassures, agrees, or distracts the person seeking help
|
comforting
|
|
|
a listener most interested in the quality of messages, details, and analysis of the ideas
|
content-oriented listener
|
|
|
attempts to send a message disguised as a question
|
counterfeit question
|
|
|
listening in which the goal is to judge the quality or accuracy of the speaker's remarks
|
critical listening
|
|
|
A student innocently asks what time it is. The instructor hears that as an attack. Instructor hears "This class is boring. Are we almost done?" The instructor is demonstrating __________.
|
defensive listening
|
|
|
Of these activities, which one occupies a greater percentage of a typical person's day?
a. listening b. writing c. speaking d. reading e. Most people spend an equal amount of time on each. |
listening.
|
|
|
Research cited in your text shows listening to be a significant factor in maintaining
a. marital relationships. b. family relationships. c. career success. d. persuasive skills. e. All of these are correct. |
All of these are correct..
|
|
|
The stages of listening include all BUT
a. attending. b. understanding. c. responding. d. activating. e. remembering. |
activating..
|
|
|
Which is true?
a. Listening and hearing are remarkably similar. b. Listening and hearing are exactly the same process. c. Listening is physical; hearing is psychological. d. It is possible to listen without hearing. e. It is possible to hear without listening. |
It is possible to hear without listening..
|
|
|
Which is true?
a. Listening is a natural process. b. Listening requires effort. c. All listeners receive the same message. d. All of these are true. e. None of these are true. |
Listening requires effort..
|
|
|
Nodding and smiling and pretending to listen is called
a. selective listening. b. defensive listening. c. stage hogging. d. pseudolistening. e. insensitive listening. |
pseudolistening
|
|
|
John barely pays attention to Mike's office talk, until Mike starts to describe how many employees have been missing work recently. Then John really pays attention because he's been trying to prove to Mike how the new flex time policy will lead to more absenteeism. John then uses Mike's own words to attack Mike's liking of flex time. John is engaged in
a. pseudolistening. b. insensitive listening. c. defensive listening. d. ambushing. e. critical listening. |
ambushing
|
|
|
Generally people speak between 100 and 140 words a minute, but are capable of understanding speech at words per minute.
a. 600 b. 400 c. 750 d. 500 e. 100 |
600
|
|
|
Listening is poor when
a. we don't expend the effort. b. we experience message overload. c. we experience psychological noise. d. All of these are correct. e. None of these are correct. |
All of these are correct
|
|
|
Which of these is a faulty assumption discussed in your text?
a. 'I've heard this before.' b. 'This is too hard to understand.' c. 'This is too easy.' d. 'This is boring and not very important.' e. All of these are faulty assumptions. |
All of these are faulty assumptions.
|
|
|
When listening for information, it is wise to
a. make some quick judgments about the speaker, so you're not misled. b. tie the message and speaker together in your mind. c. be opportunistic by learning what you can from this speaker, even if you learn what not to do. d. listen for details rather than thesis. e. All of these are correct. |
be opportunistic by learning what you can from this speaker, even if you learn what not to do
|
|
|
Which of these is a sincere question?
a. Can you help me understand why this is so difficult for you? b. Why are you acting so weird? c. Are you finally getting a promotion? d. Do you still have a weight problem? e. None of these are correct. |
Can you help me understand why this is so difficult for you?
|
|
|
Which is the best paraphrase of 'I'm in such a rut; I'm unhappy with work and with my relationship. Seems like everything's the same day after day after day.'
a. Why don't you jazz up your life by doing something different? b. Sounds like you don't feel much excitement and like you're bored with the routine. c. Seems like your problem is that you haven't put yourself in any new situations lately. d. What are you unhappy with: not having a mate or not being promoted? e. All are equally good paraphrases. |
Sounds like you don't feel much excitement and like you're bored with the routine.
|
|
|
When would you use critical listening?
a. when your special friend is having a difficult time at work b. when you need to know what time a meeting is being held c. when you are the object of a sales pitch d. when a friend has lost a close election and is very upset e. All of these would be appropriate times for critical listening. |
when you are the object of a sales pitch.
|
|
|
A fallacy is an error in
a. listening. b. reasoning. c. speaking. d. advising. e. expressing. |
reasoning
|
|
|
"It is not sufficient to know what one ought to say, but one must also know how to say it."—Aristotle. The boldface words refer to the nonverbal category called ____________.
|
paralanguage
|
|
|
When a speaker says, "I, uh, I'm glad to, uh, be here," this is an example of a ____________.
|
disfluency
|
|
|
Walking back and forth in front of a group you are speaking to would be a ____________ message.
|
kinesic
|
|
|
Showing up three hours late for work is a type of ____________ message.
|
chronemic
|
|
|
Purposefully standing closer to the person you love to let others know you are at this party together is an example of a ____________ message.
|
proxemic
|
|
|
the combination of two or more expressions, each showing a different emotion
|
affect blends
|
|
|
a nonlinguistic verbalization such as um, er, and ah
|
disfluencies
|
|
|
a deliberate nonverbal behaviors with precise meanings, known to members of a cultural group
|
emblems
|
|
|
nonverbal behaviors that accompany and support verbal messages
|
illustrators
|
|
|
one of Hall's four distance zones, ranging from skin contact to eighteen inches
|
intimate distance
|
|
|
study of body movement, gesture, and posture
|
kinesics
|
|
|
movements in which one part of the body fidgets with another part
|
manipulators
|
|
|
messages expressed by other than linguistic means
|
nonverbal communication
|
|
|
nonlinguistic means of oral expression: rate, pitch, and tone
|
paralanguage
|
|
|
one of Hall's four distance zones, extending outward from twelve feet
|
public distance
|
|
|
Paralanguage refers to
a. the words spoken. b. the various meanings in different languages. c. the vocal messages of pitch, rate, and loudness. d. languages passed on from parent to child. e. None of these are correct. |
the vocal messages of pitch, rate, and loudness
|
|
|
With regard to touch, which is true?
a. Babies have never died from lack of touch. b. Touch is related to physical functioning, but not mental functioning. c. Touch seems to decrease people's compliance with requests. d. In mainstream U.S. culture, men touch men more than men touch women. e. Touch can communicate various messages ranging from aggression to affection. |
Touch can communicate various messages ranging from aggression to affection
|
|
|
According to research cited in the text,
a. physical attractiveness has social and economic advantages. b. preschoolers seemed to like unattractive children more than attractive ones. c. teachers rated unattractive students as more intelligent and friendly than attractive ones. d. persons in uniforms seem less likely to influence or persuade people to act in a certain ways. e. the longer we know someone, the more important that person's clothing is to our impressions of them. |
physical attractiveness has social and economic advantages
|
|
|
The main point of the diversity reading in this chapter is that
a. women have an advantage in having more styles available to them than men. b. men don't like women who dress like men. c. a woman is 'marked' by the clothes she wears because she doesn't have the freedom of an 'unmarked' style - it doesn't exist. d. men have a more difficult time blending in with their clothing - their type of suit always seems to draw attention. e. None of these are correct. |
a woman is 'marked' by the clothes she wears because she doesn't have the freedom of an 'unmarked' style - it doesn't exist
|
|
|
According to Edward T. Hall, the distance at which most mainstream North American business is conducted is called
a. intimate. b. personal. c. social. d. public. e. None of these are correct. |
social
|
|
|
Which of these is a chronemic message that indicates status?
a. Bosses dress more formally than employees. b. A person conducting an interview is usually conveying a less rigid posture than the person being interviewed. c. Students sit far apart at library tables to indicate their wish to study, not converse. d. Employees are rarely late for appointments with their supervisors, although supervisors may be late without penalties. e. Taller job candidates are more often chosen for jobs. |
Employees are rarely late for appointments with their supervisors, although supervisors may be late without penalties
|
|
|
Which is true?
a. Environments influence the kind of communication that takes place there. b. A particular environment can communicate the type of relationship desired. c. Environments can be designed to increase or decrease interaction. d. All of these are correct. e. None of these are correct. |
All of these are correct
|
|
|
Which is NOT a principle of nonverbal communication?
a. Communication occurs even when language is not used. b. It is possible not to communicate nonverbally. c. Nonverbal communication is ambiguous. d. Nonverbal communication is culture-bound. e. Nonverbal communication can serve various functions. |
It is possible not to communicate nonverbally.
|
|
|
Which function of communication is illustrated when a person rolls his or her eyes while making a negative comment about another?
a. substituting b. accenting c. regulating d. contradicting e. repeating |
accenting
|
|
|
Which of these factors should be considered when trying to make sense out of ambiguous nonverbal behavior?
a. context b. history of the relationship c. the other's mood d. your feelings e. All of these are correct. |
All of these are correct
|
|
|
Marking your spot at a library or restaurant table by leaving a sweater and backpack illustrates a type of
a. territory. b. chronemic. c. paralanguage. d. emblem. e. All of these are correct. |
territory
|
|
|
One difference between verbal and nonverbal communication is that verbal communication is
a. more multidimensional. b. usually continuous. c. more ambiguous. d. usually deliberate. e. has a stronger impact if verbal and nonverbal message conflict. |
usually deliberate
|
|
|
Smiling a lot to convince people you are friendly, nodding to appear interested, and dressing to look professional are all types of nonverbal behavior that could be used for
a. identity management. b. defining the relationship. c. expressing attitudes and feelings. d. All of these are correct. e. None of these are correct. |
All of these are correct
|
|
|
Which of these statements almost always requires verbal communication and would be difficult to express nonverbally?
a. I'm tired and bored. b. The party is exciting to me and I'm enjoying it. c. The recent budget fiasco could have been prevented by better statistical analysis. d. I'm confident about this opportunity to publicly address this group e. I'm in love with you and want to be near you. |
The recent budget fiasco could have been prevented by better statistical analysis
|
|
|
Silence
a. has only one commonly accepted cultural meaning. b. can be used to convey very different meanings, depending on the context. c. rarely holds communication value or is given meaning by anyone. d. All of these are correct. e. None of these are correct. |
can be used to convey very different meanings, depending on the context
|
|
|
Some nonverbal messages are vocal.
a. True b. False |
True
|
|
|
In trying to make sense out of nonverbal behavior, it is best to think of nonverbal behaviors as clues to check out rather than absolute facts.
a. True b. False |
True
|
|
|
Most nonverbal messages are deliberate and intentional.
a. True b. False |
False
|
|
|
Unlike verbal messages, which use many words at once, nonverbal communication utilizes only one channel at a time.
a. True b. False |
False
|
|
|
Research indicates that when people perceive inconsistencies between verbal and nonverbal messages, they usually believe the nonverbal one.
a. True b. False |
True
|
|
|
Examining emotional appeals is a part of comforting listening.
a. True b. False |
False
|
|
|
Analyzing may create defensiveness in another.
a. True b. False |
True
|
|
|
All questioning responses are confusing or distracting to a person with a problem.
a. True b. False |
False
|
|
|
Supporting responses are always perceived as reassuring and encouraging.
a. True b. False |
False
|
|
|
Paraphrasing involves restating both thoughts and feelings.
a. True b. False |
True
|
|
|
Our use of language rarely affects our credibility.
a. True b. False |
False
|
|
|
Phonological rules are those that govern the way sounds combine to form words.
a. True b. False |
True
|
|
|
Tag questions, intensifiers, and hedges are all types of powerful speech.
a. True b. False |
False
|
|
|
Women's speech tends to differ in content but not in goals from men's speech.
a. True b. False |
False
|
|
|
Stereotyping and confusing others are frequent results of overly abstract speech.
a. True b. False |
True
|
|
|
Common perceptual errors often distort our perception of others, but have little impact on our communication with others.
a. True b. False |
False
|
|
|
Culture teaches us how to perceive and strongly influences our interpretation of nonverbal behavior.
a. True b. False |
True
|
|
|
Empathy and sympathy are essentially the same.
a. True b. False |
False
|
|
|
A perception check is a way for you to get others to understand your point of view.
a. True b. False |
False
|
|
|
Our behavior and our interpretation of behavior affect our communication.
a. True b. False |
True
|
|
|
According the text, there is little research to suggest a connection between communication skills and physical health.
a. True b. False |
False
|
|
|
Linear models offer the best hope for understanding the complexity of communication.
a. True b. False |
False
|
|
|
Some examples of computer-mediated communication such as e-mail and IMing illustrate that quality communication can occur on line.
a. True b. False |
True
|
|
|
Mediated communication is always face-to-face.
a. True b. False |
False
|
|
|
If you are very good at a particular communication skill, you should probably use that skill in most situations, rather than trying to use new skills for various contexts.
a. True b. False |
False
|
