Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Test Bank For

Communication: Principles for a Lifetime Eighth Edition Steven A. Beebe Susan J. Beebe Diana K. Ivy

Beebe, Communication 8e, Test Bank

Chapter 1: Identifying Foundations of Human Communication Multiple Choice 1.1. According to your textbook, leaders in major corporations believe that skill for workers to have. a. computer literacy b. creativity c. verbalizing d. listening

is the most important

Answer: d Chapter: 01 Module: 1.1 Learning Objective: LO 1.1 Explain why it is important to study communication.

Topic: Why Study Communication?

Difficulty: Easy Skill: Remember the Facts

1.2. Marietta nodded her head in agreement and smiled when Jordan suggested they go out for dinner.

Marietta used to communicate her message. a. transitions b. rhetoric c. symbols d. signposts Answer: c Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process Difficulty: Moderate Skill: Apply What You Know

1.3. Both the words on the pages of a textbook and the wave of a hand your friend makes when she sees you on the street are examples of . a. nonverbal messages b. signposts c. symbols d. visual images Answer: c Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: The Communication Process

Beebe, Communication 8e, Test Bank

Difficulty: Moderate Skill: Apply What You Know

1.4. Even though Connor felt strongly about his position on the matter, he included all opposing views in his presentation because he knew his audience consisted of people who felt differently than he did.

Connor is demonstrating the idea of being . a. other-oriented b. self-oriented c. unintentional d. manipulative Answer: a Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process Difficulty: Moderate Skill: Apply What You Know 1.5. Ginny didn’t want to speak to her seatmate on the plane, so when she got into her seat, she purposefully avoided making eye contact. This shows how communication is . a. inescapable b. irreversible c. plausible d. unpredictable Answer: a Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process Difficulty: Moderate Skill: Apply What You Know 1.6. Gilberto makes a negative comment about Kristen’s new haircut. He quickly recants saying, “I’m sorry, Kristen. You know I didn’t mean it.” Unfortunately, Kristen still feels hurt. This example demonstrates that communication is . a. inescapable b. intentional c. irreversible d. complicated Answer: c Chapter: 01 Module: 1.2

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process

Beebe, Communication 8e, Test Bank

Difficulty: Moderate Skill: Apply What You Know

1.7. The aspect of communication that focuses on how something is said, and offers cues about the emotions, attitudes, and amount of power the speaker directs toward others, is describing the of a message. a. content dimension b. context c. relationship dimension d. process Answer: c Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process Difficulty: Moderate Skill: Understand the Concepts

1.8. Trina knows she needs to select the next number from the display and wait for it to be called before she can place her deli order. This is an example of what aspect of communication? a. context b. rules c. encoding d. feedback Answer: b Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process Difficulty: Moderate Skill: Apply What You Know

1.9. Even though he has never been directly told, Patrick understands that when he wants to get a haircut, he needs to call ahead for an appointment. This example illustrates a(n) rule. a. explicit b. implicit c. content d. relational Answer: b Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank process.

Topic: The Communication Process Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Apply What You Know 1.10. Noah is listening to Leah tell a story about what happened in class yesterday. At this moment, these two are engaging in which communication actions? a. Noah is encoding and Leah is decoding. b. Noah and Leah are both encoding. c. Noah is decoding and Leah is encoding. d. Noah and Leah are both decoding.

Answer: c Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Moderate Skill: Apply What You Know

1.11. keeps a message from being understood and achieving its intended effect. a. Decoding b. Feedback c. Noise d. Encoding Answer: c Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Easy Skill: Remember the Facts

1.12. The terms feedback and context are introduced in the concept of simultaneous interaction. a. communication as action b. communication as interaction c. communication as reaction d. communication as transaction

communication model, but without the

Answer: b Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Moderate Skill: Understand the Concepts

1.13. On the day Janet was scheduled to give her speech, her class was relocated into an auditorium.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Janet couldn’t quite overcome the feeling of isolation as she spoke to just twenty classmates in a room that could seat 500. Which of the following elements is most responsible for Janet’s reaction? a. feedback

Beebe, Communication 8e, Test Bank

b. context c. information source d. channel Answer: b Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Moderate Skill: Apply What You Know

1.14. In the perspective, both the source and the receiver send and receive messages at the same time. a. communication as action b. communication as feedback c. communication as interaction d. communication as transaction Answer: d Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Moderate Skill: Understand the Concepts

1.15. According to the criteria of communication competence, an effective message is one that a. is irreversible b. is expressed intentionally c. is received promptly d. is understood

.

Answer: d Chapter: 01 Module: 1.4 Learning Objective: LO 1.4 Describe three criteria that can be used to determine whether communication is competent.

Topic: Communication Competence Difficulty: Easy Skill: Remember the Facts

1.16. Billie received a series of email messages from an address with which she was not familiar. She tried to track down the sender but could not determine who he or she was. The sender of these emails to Billie was using which common characteristic of mediated communication? a. anonymity b. brevity

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank c. immediacy d. frequency

Beebe, Communication 8e, Test Bank

Answer: a Chapter: 01 Module: 1.5 Learning Objective: LO 1.5 Describe the nature of communication in the twenty-first century.

Topic: Communication in the Twenty-First Century Difficulty: Moderate Skill: Apply What You Know

1.17. When you use Facebook to send a message to a friend, you are utilizing a. mass b. nonverbal c. presentational d. mediated

communication.

Answer: d Chapter: 01 Module: 1.5 Learning Objective: LO 1.5 Describe the nature of communication in the twenty-first century.

Topic: Communication in the Twenty-First Century Difficulty: Moderate Skill: Understand the Concepts

1.18. Which of the following is the best example of impersonal communication? a. asking the teller at the bank to cash a check b. discussing skydiving with your English professor after class c. reviewing your notes for your history exam d. talking to your best friend about your job interview Answer: a Chapter: 01 Module: 1.6 Learning Objective: LO 1.6 Identify and explain three communication contexts.

Topic: Communication Contexts Difficulty: Moderate Skill: Understand the Concepts

1.19. The textbook describes small group communication as a transactive process of creating meaning among three to about fifteen people who . a. meet often b. work in the same context c. are “in sync” with each other d. share a common purpose Answer: d Chapter: 01 Module: 1.6

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 1.6 Identify and explain three communication contexts.

Topic: Communication Contexts Difficulty: Easy

Beebe, Communication 8e, Test Bank

Skill: Remember the Facts

1.20. Ted is a communication researcher working at a local hospital. He studies how patients and the medical staff communicate. He also studies how the hospital communicates about its new weight loss campaign, “Drop It!” Ted is directly involved in researching which area of communication? a. team communication b. small group communication c. health communication d. mediated communication Answer: c Chapter: 01 Module: 1.6 Learning Objective: LO 1.6 Identify and explain three communication contexts.

Topic: Communication Contexts Difficulty: Moderate Skill: Apply What You Know

1.21. Which scenario demonstrates intrapersonal communication? a. talking to a friend about biology class b. telling your roommate about a personal problem c. talking to yourself before hitting the tennis ball d. ordering a pizza over the phone Answer: c Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Moderate Skill: Apply What You Know

1.22. Sondra is conscious of her tendency to be soft-spoken and unassertive in communication situations.

Which principle of communication does Sondra display? a. She effectively uses and interprets verbal messages. b. She appropriately adapts her communication. c. She is aware of her own communication. d. She listens and responds thoughtfully.

Answer: c Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

1.23. refers to the system of symbols structured by rules that makes it possible for people to understand one another.

Beebe, Communication 8e, Test Bank

a. Listening b. Rhetoric c. Phonetics d. Language Answer: d Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Easy Skill: Remember the Facts

1.24. Nissa was using when she frowned after the teacher announced there would be a test next week. a. verbal communication b. nonverbal communication c. gestures d. rhetoric Answer: b Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Moderate Skill: Apply What You Know

1.25. When a speaker adjusts what is being communicated in response to the actions of listeners, that speaker is the message. a. adapting b. symbolizing c. following d. describing Answer: a Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Moderate Skill: Understand the Concepts

True/False 1.26. In a survey, employers cited oral communication skills as the top factor in obtaining employment

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank immediately after college.

Answer: True

Beebe, Communication 8e, Test Bank

Chapter: 01 Module: 1.1 Learning Objective: LO 1.1 Explain why it is important to study communication.

Topic: Why Study Communication?

Difficulty: Easy Skill: Remember the Facts

1.27. The content dimension of a message reveals the new information, ideas, or suggested actions the speaker wishes to express.

Answer: True Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process Difficulty: Moderate Skill: Understand the Concepts

1.28. Brad is angry with Angie, so while she tells him why she wants to go out to a specific restaurant for dinner, he sits perfectly still and makes no eye contact with her. Brad is refusing to send any feedback to her.

Answer: False Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Moderate Skill: Apply What You Know

1.29. A doorbell that rings continuously and an air conditioning unit that rumbles loudly are examples of psychological noise.

Answer: False Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Moderate Skill: Understand the Concepts

1.30. All communication takes place in some type of context.

Answer: True

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 01 Module: 1.3

Beebe, Communication 8e, Test Bank

Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Easy Skill: Remember the Facts

1.31. When Filiberto returns home from his classes, he finds that there are three emails from his friend that were sent at various times. These emails illustrate that mediated communication is synchronous.

Answer: False Chapter: 01 Module: 1.5 Learning Objective: LO 1.5 Describe the nature of communication in the twenty-first century.

Topic: Communication in the Twenty-First Century Difficulty: Moderate Skill: Apply What You Know

1.32. Rhetoric refers to the process of using symbols to influence or persuade others.

Answer: True Chapter: 01 Module: 1.6 Learning Objective: LO 1.6 Identify and explain three communication contexts.

Topic: Communication Contexts Difficulty: Easy Skill: Remember the Facts

1.33. People who are skilled communicators are other-oriented, rather than self-focused.

Answer: True Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Moderate Skill: Remember the Facts

1.34. When there is a contradiction between them, your nonverbal message is more believable than your verbal message.

Answer: True Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Easy

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

1.35. When you adapt your message to listeners, you are telling the listeners what they want to hear.

Answer: False Chapter: 1 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 1.36. The process of acting on information is known as

.

Answer: communication Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process Difficulty: Easy Skill: Remember the Facts

1.37. Communication is considered said.

because you cannot “take back” something you have already

Answer: irreversible Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process Difficulty: Easy Skill: Remember the Facts

1.38. A followable prescription that indicates what behavior is obligated, preferred, or prohibited in certain contexts is a(n) .

Answer: rule Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define communication and describe five characteristics of the communication process.

Topic: The Communication Process Difficulty: Easy

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

1.39. The originator of a thought or emotion who puts it into a code that can be understood by a receiver is called the .

Answer: source Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Easy Skill: Remember the Facts

1.40. When the receiver of a message interprets the words or unspoken signals, it is known as

.

Answer: decoding Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Easy Skill: Remember the Facts

1.41. Thoughts, worries, and feelings that distract us from the communication process are called noise.

Answer: psychological Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Easy Skill: Remember the Facts

1.42. wrong.

refers to the beliefs, values, and moral principles by which we determine what is right or

Answer: Ethics Chapter: 01 Module: 1.4 Learning Objective: LO 1.4 Describe three criteria that can be used to determine whether communication is competent.

Topic: Communication Competence Difficulty: Easy Skill: Remember the Facts

1.43. Josh used

communication when he addressed all company employees about the new

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank vacation policy.

Answer: presentational

Beebe, Communication 8e, Test Bank

Chapter: 01 Module: 1.6 Learning Objective: LO 1.6 Identify and explain three communication contexts.

Topic: Communication Contexts Difficulty: Moderate Skill: Apply What You Know

1.44. Communication that occurs within yourself is referred to as

communication.

Answer: intrapersonal Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Easy Skill: Remember the Facts

1.45. To be is to consider the needs, motives, desires, and goals of your communication partners while still maintaining your own integrity.

Answer: other-oriented Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 1.46. Explain why it is useful to study interpersonal communication. Use examples taken from the life of a typical college student to illustrate the points you make.

Answer: (Student examples will vary.) Studying interpersonal communication may help us improve our relationships with family, friends, and colleagues, and improve our own physical and mental health. The communication of our family helps to shape our self-concept and to influence how we interact with others.

If our parents have been patient and supportive, we will likely have a positive self-concept and treat others with patience and support. Outside of our family, developing friendships and loving relationships with others is a major source of satisfaction and happiness for the individual. Friends and lovers can help us weather stressful situations and provide guidance in times of decision. Being able to establish supportive and caring relationships with others is vital to our overall well-being. Even though we do not always have a choice in our professional relationships, we can help to improve those relationships to make our jobs easier. Effective interpersonal communication can help us manage conflict, improve problem solving, and generate a less stressful environment. We also know that loneliness can have disastrous effects on a person’s health. People who feel alone and alienated are more prone to stressrelated diseases, depression, and even death. Strong relationships with caring partners can improve

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank one’s physical and mental health. The study of communication can also improve our employability.

Chapter: 01

Beebe, Communication 8e, Test Bank

Module: 1.1 Learning Objective: LO 1.1 Explain why it is important to study communication.

Topic: Why Study Communication?

Difficulty: Moderate Skill: Apply What You Know

1.47. Compare and contrast the three models of communication presented in the textbook: communication as action, communication as interaction, communication as transaction. Explain the basic components of each model and identify how each model is different and/or more realistic than the other models.

Answer: The communication as action model is composed of a source or the originator of a thought or emotion who encodes a message and sends it to the receiver via a channel. This message may encounter noise or interference that may prevent clear understanding. The receiver decodes the message by trying to make sense out of it. Interpretation of the message may be affected by literal or psychological noise. The communication as action model is flawed because it views communication as a linear input/output process. It does not take into account that the receiver may or may not understand the message the way the source intended. Essentially, the source transfers the message into the receiver without regard for the receiver’s level of understanding. The model does not account for the complexity of the communication process.

The communication as interaction model is similar to the communication as action model, but it adds the concepts of feedback and context. Feedback is the response to a message. Context is the physical and psychological environment in which the communication occurs. Unlike the communication as action model, this model allows the receiver to respond to the message to ensure that mutual understanding has occurred. While this model appears to take into account all the factors in communication, it fails to acknowledge the fact that communication is a simultaneous process with both senders and receivers simultaneously encoding and decoding messages rather than in a step-by-step linear process.

The communication as a transaction model again not only takes into account all the concepts of the previous two models, but also acknowledges that we are constantly reacting to what our communication partner is saying. In other words, we send and receive messages simultaneously. Both communication partners work together to clarify and co-create meaning. This is the most accurate description of human communication.

Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Explain three communication models.

Topic: Communication Models Difficulty: Moderate Skill: Understand the Concepts

1.48. Discuss and explain the three criteria associated with communication competence.

Answer: There are three criteria assigned to communication competence—the ability to communicate successfully. The first refers to the idea that the message should be understood as the communicator intended it to be understood. There should be a common understanding between the sender and the receiver. Message clarity adds to these criteria.

The second criterion focuses on the idea that the message should achieve its intended effect. In other words, the message should be intentional. The speaker should communicate for a specific purpose: to

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank achieve a goal or to accomplish something.

Beebe, Communication 8e, Test Bank

Finally, the third criterion is that the message should be ethical. The text defines ethics as the beliefs, values, and moral principles by which we determine what is right or wrong. Philosophers have longdebated the concept of a universal moral and ethical code. Most ethical codes are based on the various religions. From these, humans must develop an ethical code to guide their interactions with others.

Chapter: 01 Module: 1.4 Learning Objective: LO 1.4 Describe three criteria that can be used to determine whether communication is competent.

Topic: Communication Competence Difficulty: Moderate Skill: Understand the Concepts

1.49. Compare and contrast the differences between impersonal and interpersonal communication.

Answer: Interpersonal communication is a particular type of human communication that focuses on simultaneous interaction between people in relationships in which they attempt to mutually influence one another, usually for the purpose of managing their relationship. For example, a discussion between best friends about the state of their friendship would be an interpersonal exchange. Impersonal communication is the type of communication that occurs when we treat others as objects or that responds only to the role the person is playing. When you order pizza over the phone, you are communicating on an impersonal level.

Chapter: 01 Module: 1.6 Learning Objective: LO 1.6 Identify and explain three communication contexts.

Topic: Communication Contexts Difficulty: Moderate Skill: Understand the Concepts

1.50. Explain the five fundamental principles of communication.

Answer: (1) Be aware of your communication with yourself and others. This principle refers to the idea that effective communicators are “present” when communicating. They are conscious not only of the current moment, but also of themselves and others. (2) Effectively use and interpret verbal messages. An effective communicator will both encode and decode accurately. The words we use have power and must be used accurately and ethically. (3) Effectively use and interpret nonverbal messages. Nonverbal communication is the means of communication that take place along with written or spoken language.

These nonverbal messages can be clues as to how the receiver is interpreting your message and allow you to respond. (4) Listen and respond thoughtfully to others. A person who is other-oriented focuses on the needs and concerns of others while also maintaining his or her own integrity. (5) Appropriately adapt messages to others. Whenever you send a message, you make a choice as to what you are going to say and how you are going to say it. Adapting involves appropriately editing and shaping your responses so that others accurately understand your messages and so that you achieve your goal without coercing or using false information or other unethical methods.

Chapter: 01 Module: 1.7 Learning Objective: LO 1.7 List and explain five fundamental principles of communication.

Topic: Communication Principles for a Lifetime Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

Test Bank Chapter 2: Exploring Self-Awareness and Communication Multiple Choice 2.1. Jenny sees herself as a caring person. She communicates this perception of herself to a career counselor, and the counselor recommends that she enter the field of nursing. Jenny’s interaction with the counselor demonstrates her . a. material self b. ascribed identity c. values d. symbolic self-awareness Answer: d Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Discuss the importance of self-awareness in the process of improving one’s communication skills.

Topic: Self-Awareness: How Well Do You Know Yourself?

Difficulty: Moderate Skill: Apply What You Know

2.2. Juan has recently noticed that when he works on the group project, other members dismiss his suggestions. He has no idea how to go about getting them to listen to his ideas. The communication skill framework would place Juan at the level of . a. unconscious incompetence b. conscious incompetence c. conscious competence d. unconscious competence Answer: b Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Discuss the importance of self-awareness in the process of improving one’s communication skills.

Topic: Self-Awareness: How Well Do You Know Yourself?

Difficulty: Moderate Skill: Apply What You Know

2.3. Alfonso is very tall and thin and cannot seem to add any muscle, although he works out in the gym four days every week. While at the gym, Alfonso compares his lack of muscle with the muscles of other men who work out at the gym. Alfonso’s concern with this discrepancy is attributed to his focus on his self. a. material b. subjective c. social d. spiritual

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: a

Beebe, Communication 8e, Test Bank

Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know

2.4. Carlos told the interviewer he was organized, detail-oriented, and confident. He typically describes himself this way when people ask what type of worker he is. This reveals Carlos’ . a. self b. self-concept c. self-knowledge d. self-fulfilling prophecy Answer: b Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know 2.5. When Tina saw Karli’s new shirt, she said she didn’t like it because the color reminded her of seaweed. Tina’s response is an example of a(n) . a. belief b. attitude c. value d. behavior Answer: b Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know 2.6. Athena thinks that killing animals for food is morally wrong. Athena’s convictions would be which of the following? a. an attitude b. a belief c. a value d. a behavior Answer: c

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 02 Module: 2.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know

2.7. What component of the self is especially important when you go on a date or eat lunch with your friend? a. social b. material c. spiritual d. emotional Answer: a Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Understand the Concepts

2.8. Natasha contemplates her relationship to other forces in the universe, but not from a religious standpoint. Natasha is exploring which component of self? a. material self b. social self c. spiritual self d. emotional self Answer: c Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know 2.9. When Katy was asked to describe herself, she said, “I’m a soccer player.” When Brian was asked the same question, he said, “I’m on the chess team.” These examples show which kind of influence on selfconcept? a. communication with others b. association with groups c. personal beliefs d. self-fulfilling prophecy Answer: b

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Chapter: 02 Module: 2.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know

2.10. When Suzanne is asked to describe herself, her first response is that her friends often call her a computer nerd. This describes her . a. avowed identity b. material self c. ascribed identity d. spiritual self Answer: c Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know

2.11. As Ellen was nearing graduation, she thought back over her college career. Although she had wanted to be more involved in extra-curricular activities, she had focused on her studies and tended to describe herself first as a student. What aspect of the formation of self-concept does this describe? a. social self b. ascribed identity c. avowed identity d. association with groups Answer: c Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know

2.12. Priscilla feels that she is unattractive and unlovable following a break-up with her boyfriend. Prior to this incident, Priscilla had a healthy view of her worth. Priscilla experienced a decrease in which of the following? a. self-reflexiveness b. self-concept c. self-esteem d. self-consciousness Answer: c

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Chapter: 02 Module: 2.3

Beebe, Communication 8e, Test Bank

Learning Objective: LO 2.3 Describe how gender, social comparisons, and self-fulfilling prophecies affect one’s self-esteem.

Topic: Self-Esteem: What’s Your Value?

Difficulty: Moderate Skill: Apply What You Know

2.13. Ever since she was a little girl, Rhonda knew she wanted to be a teacher. Now that she is applying to college for a degree in education, she can hardly wait until that dream comes true. Her belief has been stable over a long period of time. This is an example of . a. self-analysis b. self-worth avoidance c. self-concept clarity d. self-esteem Answer: c Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Describe how gender, social comparisons, and self-fulfilling prophecies affect one’s self-esteem.

Topic: Self-Esteem: What’s Your Value?

Difficulty: Moderate Skill: Apply What You Know 2.14. The statement “I’m not attractive because my roommate gets asked out on dates more than I do” illustrates the concept of . a. self-fulfilling prophecy b. social comparison c. self-concept clarity d. social expectations Answer: b Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Describe how gender, social comparisons, and self-fulfilling prophecies affect one’s self-esteem.

Topic: Self-Esteem: What’s Your Value?

Difficulty: Moderate Skill: Apply What You Know 2.15. The process of comparing oneself to others to measure one’s worth is known as a. self-awareness b. social comparison c. self-concept clarity d. self-fulfilling prophecy

.

Answer: b Chapter: 02

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 2.3 Learning Objective: LO 2.3 Describe how gender, social comparisons, and self-fulfilling prophecies affect one’s self-esteem.

Beebe, Communication 8e, Test Bank Topic: Self-Esteem: What’s Your Value?

Difficulty: Moderate Skill: Apply What You Know

2.16. Genevieve just knew she was going to fail the communication course because she had never been good at anything to do with speaking in public. Genevieve’s thoughts are an example of . a. self-concept clarity b. social comparison c. self-awareness d. self-fulfilling prophecy Answer: d Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Describe how gender, social comparisons, and self-fulfilling prophecies affect one’s self-esteem.

Topic: Self-Esteem: What’s Your Value?

Difficulty: Moderate Skill: Apply What You Know

2.17. The idea that what you believe about yourself often comes true because you expect it to come true is known as . a. social comparison b. self-awareness c. self-consciousness d. self-fulfilling prophecy Answer: d Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Describe how gender, social comparisons, and self-fulfilling prophecies affect one’s self-esteem.

Topic: Self-Esteem: What’s Your Value?

Difficulty: Easy Skill: Remember the Facts

2.18. is a technique of imagining that you are performing a particular task in a certain way. a. Visualization b. Narcissism c. Reframing d. Stereotyping Answer: a Chapter: 02 Module: 2.4 Learning Objective: LO 2.4 Practice six communication strategies for enhancing one’s self-esteem.

Topic: Communication and the Enhancement of Self-Esteem Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

2.19. After Patrick failed the first quiz, he thought he would fail the whole class. Then he realized it was just one quiz, and he would have many more quizzes in the future that would boost his grade. This demonstrates the concept of . a. reframing b. visualization c. narcissism d. stereotyping Answer: a Chapter: 02 Module: 2.4 Learning Objective: LO 2.4 Practice six communication strategies for enhancing one’s self-esteem.

Topic: Communication and the Enhancement of Self-Esteem Difficulty: Moderate Skill: Apply What You Know

2.20. Larry grew up in a family in which his parents were constantly fighting and insulting each other. The poor quality of their relationship caused Larry to avoid commitment in a loving relationship for many years. Larry finally decides that he can no longer allow his feelings about love and marriage to be colored by his parents’ failures. Which technique for improving self-esteem did Larry use? a. developing honest relationships b. visualizing c. creating positive messages d. losing your baggage Answer: d Chapter: 02 Module: 2.4 Learning Objective: LO 2.4 Practice six communication strategies for enhancing one’s self-esteem.

Topic: Communication and the Enhancement of Self-Esteem Difficulty: Moderate Skill: Apply What You Know

2.21. The stage of perception in which we put information into patterns is called a. attention b. reframing c. interpretation d. organization

.

Answer: d Chapter: 02 Module: 2.5 Learning Objective: LO 2.5 Explain the three stages of perception and why people differ in their perceptions of people and events.

Topic: The Perception Process Difficulty: Easy Skill: Remember the Facts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

2.22. Jackie assumed the young man waiting in the hallway was her next student coming in for counseling because he was holding the textbook for her class and appeared nervous. She has classified this individual by using . a. selection b. reframing c. closure d. attention Answer: c Chapter: 02 Module: 2.5 Learning Objective: LO 2.5 Explain the three stages of perception and why people differ in their perceptions of people and events.

Topic: The Perception Process Difficulty: Moderate Skill: Apply What You Know

2.23. What occurs during the interpretation stage of the perception process? a. Missing information is filled in. b. Stimuli is organized. c. Certain stimuli are focused on. d. Meaning is assigned to stimuli.

Answer: d Chapter: 02 Module: 2.5 Learning Objective: LO 2.5 Explain the three stages of perception and why people differ in their perceptions of people and events.

Topic: The Perception Process Difficulty: Moderate Skill: Understand the Concepts

2.24. Robin suspects that her roommate, Julie, wants to break up with her boyfriend. Rather than asking her directly, Robin pays close attention to how Julie complains about him and avoids his phone calls.

What method was Robin using to check her perception of Julie’s feelings? a. direct perception checking b. indirect perception checking c. social comparison d. stereotyping Answer: b Chapter: 02 Module: 2.6 Learning Objective: LO 2.6 Summarize three communication strategies that can improve one’s powers of perception.

Topic: Communicate to Enhance Your Powers of Perception Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

2.25. Asking someone else whether your interpretations of what you perceive are correct is known as . a. direct perception checking b. indirect perception checking c. social comparison d. self-fulfilling prophecy Answer: a Chapter: 02 Module: 2.6 Learning Objective: LO 2.6 Summarize three communication strategies that can improve one’s powers of perception.

Topic: Communicate to Enhance Your Powers of Perception Difficulty: Moderate Skill: Understand the Concepts

True/False 2.26. Symbolic self-awareness is the unique human ability to develop a representation of oneself and communicate that representation to others through language.

Answer: True Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Discuss the importance of self-awareness in the process of improving one’s communication skills.

Topic: Self-Awareness: How Well Do You Know Yourself?

Difficulty: Moderate Skill: Understand the Concepts

2.27. Conscious competence occurs when we are aware that we know or can do something, but it has not yet become an integrated skill or habit.

Answer: True Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Discuss the importance of self-awareness in the process of improving one’s communication skills.

Topic: Self-Awareness: How Well Do You Know Yourself?

Difficulty: Moderate Skill: Understand the Concepts

2.28. Your self-concept is an objective description of who you think you are.

Answer: False

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 02 Module: 2.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Easy Skill: Remember the Facts

2.29. A value is a learned predisposition to respond to a person, object, or idea in a favorable or unfavorable way.

Answer: False Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Easy Skill: Remember the Facts 2.30. The statement “My parents love me” is an example of an attitude.

Answer: False Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Understand the Concepts 2.31. According to philosopher William James, the “spiritual self” is not dependent on what you own or with whom you talk.

Answer: True Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Understand the Concepts 2.32. You have been described by your significant other as a “jokester.” This description is an example of an avowed identity.

Answer: False

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 02 Module: 2.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know

2.33. Maya believes she will make new friends in college, and her predictions come true. This is an example of reframing.

Answer: False Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Describe how gender, social comparison, and self-fulfilling prophecies affect one’s self-esteem.

Topic: Self-Esteem: What’s Your Value?

Difficulty: Moderate Skill: Apply What You Know

2.34. Narcissism is an inflated view of oneself.

Answer: True Chapter: 02 Module: 2.4 Learning Objective: LO 2.4 Practice six communication strategies for enhancing one’s self-esteem.

Topic: Communication and the Enhancement of Self-Esteem Difficulty: Easy Skill: Remember the Facts

2.35. The three stages of the perception process are attention, organization and retention.

Answer: False Chapter: 02 Module: 2.5 Learning Objective: LO 2.5 Explain the three stages of perception and why people differ in their perceptions of people and events.

Topic: The Perception Process Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 2.36. Jillian effectively uses public speaking skills without having to concentrate heavily on what she is doing. Jillian is functioning at a level of on Maslow’s framework.

Answer: unconscious competence

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 02 Module: 2.1

Beebe, Communication 8e, Test Bank Learning Objective: LO 2.1 Discuss the importance of self-awareness in the process of improving one’s communication skills.

Topic: Self-Awareness: How Well Do You Know Yourself?

Difficulty: Moderate Skill: Apply What You Know

2.37. are learned predispositions to respond to a person, object, or idea in a favorable or unfavorable way.

Answer: Attitudes Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Easy Skill: Remember the Facts

2.38. Your interior identity is one way to describe your

.

Answer: self-concept Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Easy Skill: Remember the Facts

2.39.

structure our understanding of reality—what is true and what is false.

Answer: Beliefs Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Easy Skill: Remember the Facts 2.40. According to William James’s model, the the tangible things you own.

self is the element of the self which is reflected in all

Answer: material Chapter: 02

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Beebe, Communication 8e, Test Bank

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Understand the Concepts

2.41. Your

identity is one that others assign to you, which you may or may not agree with.

Answer: ascribed Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Easy Skill: Remember the Facts 2.42. An evaluation of one’s worth or value that can fluctuate is known as

.

Answer: self-esteem Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Describe how gender, social comparisons, and self-fulfilling prophecies affect one’s self-esteem.

Topic: Self-Esteem: What’s Your Value?

Difficulty: Easy Skill: Remember the Facts 2.43. A cultural construction that includes one’s biological sex, psychological and emotional characteristics, attitudes about the sexes, and sexual orientation is known as .

Answer: gender Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Describe how gender, social comparisons, and self-fulfilling prophecies affect one’s self-esteem.

Topic: Self-Esteem: What’s Your Value?

Difficulty: Easy Skill: Remember the Facts

2.44.

refers to the act of perceiving stimuli in your environment.

Answer: Attention Chapter: 02 Module: 2.5 Learning Objective: LO 2.5 Explain the three stages of perception and why people differ in their perceptions of people and events.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: The Perception Process Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

2.45. A(n) is a generalization applied to persons perceived to have attributes common to a particular group.

Answer: stereotype Chapter: 02 Module: 2.6 Learning Objective: LO 2.6 Summarize three communication strategies that can improve one’s powers of perception.

Topic: Communicate to Enhance Your Powers of Perception Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 2.46. Name and explain William James’ three components of the self.

Answer: The three components of the self are the material self, the social self, and the spiritual self. The material self is concerned with all of one’s external or tangible belongings. The social self consists of that part of you that originates in the various interactions you have with people you know. You interact differently with different people, so you have multidimensional selves. Your spiritual self is a result of personal introspection on your values and morals. It asks the question “Who am I?” and considers your relationship to other forces in the universe.

Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Understand the Concepts

2.47. Identify and give an example of attitudes, beliefs and values.

Answer: (Student examples will vary.) An attitude is a learned predisposition to respond to a person, object, or idea in a favorable or unfavorable way. If you say you like pizza, it is an example of an attitude.

A belief is the way in which you structure your understanding of reality—what is true and what is false. If you trust that your family loves you, it is an example of a belief. A value is an enduring concept of good and bad or right and wrong. An example would be that you value truth and honesty in a relationship.

Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Describe the components of the self-concept and major influences on selfconcept development.

Topic: Self-Concept: Who Are You? Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

2.48. Describe the concept of self-fulfilling prophecy.

Beebe, Communication 8e, Test Bank Answer: The self-fulfilling prophecy is the idea that predictions about a person’s future are likely to come true because that person believes they will come true. If a student thinks he or she will fail an exam because he or she has failed every other exam, then that prediction is likely to come true. This person not only has to overcome this preconceived idea, but he or she also has to overcome test-taking deficiency.

What you believe about yourself often comes true because you expect it to.

Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Describe how gender, social comparisons, and self-fulfilling prophecies affect one’s self-esteem.

Topic: Self-Esteem: What’s Your Value?

Difficulty: Moderate Skill: Understand the Concepts 2.49. Discuss six communication strategies that can be used to enhance one’s self-esteem.

Answer: (1) Engage in positive self-talk. Your self-concept and level of self-esteem influence the way you talk to yourself about yourself. By using positive self-talk, you promote these concepts and enhance the way you feel. (2) Visualize. This technique helps you imagine yourself behaving in the manner you want to. Not only have you told yourself, “I can do this,” but now you also visualize yourself doing it. (3) Reframe. Sometimes assessing something from a different point of view can provide you with fresh perspective and improve your self-esteem. (4) Develop honest relationships. It’s important to have at least one relationship in which a person will give you honest and objective feedback. (5) Surround yourself with positive people. People who have a positive outlook can be “contagious” and spread that positive feeling to those around them. (6) Lose your baggage. Failure and disappointment happen to everyone. The key is to understand that those failures don’t mean that the next thing you do will also fail.

Chapter: 02 Module: 2.4 Learning Objective: LO 2.4 Practice six communication strategies for enhancing one’s self-esteem.

Topic: Communication and the Enhancement of Self-Esteem Difficulty: Moderate Skill: Understand the Concepts

2.50. Mallory has accepted a new job as a marketing coordinator at a Fortune 500 company. She wants to make a good impression and hopes to fit in quickly with the culture of the company. Discuss ways Mallory can use the perception process to achieve her goals.

Answer: (Student examples will vary.) Perception is the arousal of any of our senses, and Mallory will certainly be using her senses as she goes to work every day. The first stage in the perception process is attention and selection, in which we notice and choose to pay particular attention to certain sensations in our environment. For example, when Mallory walks into the office, there are numerous stimuli to which she can attend, such as the space, the music being played, the multitude of people, and the instructions of her manager. Mallory might choose to attend to her manager rather than the other people in the office.

Next is the stage of organization, which involves converting information into understandable patterns.

Mallory will organize the instructions she is given. For the concepts she doesn’t grasp, she makes notes to review later. Finally, she moves to interpretation. In other words, she assigns meaning to what she has observed. Mallory interprets from the manager’s meeting that she understands several points well, needs to review and reread others, and can combine several concepts she has learned from information she learned in a college class. These steps will help focus her perception and improve her performance at work.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Chapter: 02 Module: 2.5

Beebe, Communication 8e, Test Bank

Learning Objective: LO 2.5 Explain the three stages of perception and why people differ in their perceptions of people and events.

Topic: The Perception Process Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 3: Understanding Verbal Messages Multiple Choice 3.1. Stephanie knows she can say “oh my gosh” and “BFF” when talking with her friends, but when she talks to her professor, she tends to use more formal language. Stephanie is demonstrating the concept of . a. code switching b. abstract language c. concrete language d. polarization Answer: a Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 List two reasons why it is important to study verbal communication.

Topic: Why Focus on Language?

Difficulty: Moderate Skill: Apply What You Know

3.2. Understanding that our words affect our emotions, thoughts, actions, and relationships means understanding that language is . a. reflexive b. ineffective c. powerful d. universal Answer: c Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 List two reasons why it is important to study verbal communication.

Topic: Why Focus on Language?

Difficulty: Moderate Skill: Understand the Concepts

3.3. is defined as the patterns in the arrangement of words in a language. a. Allness b. Syntax c. Grammar d. Phonetics Answer: b Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts

3.4. The Sapir-Whorf Hypothesis suggests which of the following? a. Language and thought are exclusive of one another. b. Thought is rooted in and controlled by language. c. Language is rooted in and controlled by thought. d. Language does not impact our worldview.

Answer: b Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Understand the Concepts 3.5. Marcel describes his new jacket as “cheap” because he got it on sale. Gia thinks he is saying the material is cheap and poor quality. Their miscommunication is due to a difference in . a. behavior b. action c. meaning d. emotion Answer: c Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Apply What You Know 3.6. While Ashanti and Candice were shopping at the mall together, Ashanti says, “Meet me at 2:00 in front of Sears.” Candice thinks this means outside in front of the parking lot entrance. Ashanti thinks she is saying in front of the entrance on the inside of the mall. They spend two hours waiting for each other.

What language problem is reflected in this situation? a. allness b. polarization c. bypassing d. denotative meaning Answer: c Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Apply What You Know

3.7. Which of the following terms is the most concrete? a. animal b. cats c. kittens d. Siamese cat Answer: d Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Understand the Concepts

3.8. Rosa was confused when her husband said his office felt like a zoo as everyone was running around like crazy trying to get things done. Rosa remembered going to the zoo as a child with her parents and enjoying the peaceful setting. This exchange demonstrates the meaning of words. a. denotative b. concrete c. abstract d. connotative Answer: d Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Apply What You Know

3.9. Carson wants his audience to understand his message, so he clarifies the meaning of the word he wants to use by looking it up in the dictionary. Carson is seeking the . a. connotative meaning b. abstract meaning c. emotional meaning d. denotative meaning Answer: d Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

3.10. Words that are a. denotative b. connotative c. concrete d. abstract

refer to things that we can see, touch, smell, taste, or hear.

Answer: c Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Easy Skill: Remember the Facts 3.11. While unheard before the year 2005, the word “crowdsourcing” is now commonly used in conversations. New terms introduced into a language are called . a. trigger words b. neologisms c. slang d. signposts Answer: b Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Understand the Concepts

3.12. The example of the use and subsequent disappearance of Ayds, an edible weight-loss product, due to the name’s similarity to the disease AIDS is an example of which of the five attributes of words? a. the power to create and label experience b. the power to affect thoughts and actions c. the power to communicate feelings d. the power to make and break relationships Answer: b Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Identify five primary ways in which words have power.

Topic: The Power of Words Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank 3.13. When words reflect unqualified, often untrue generalizations that deny individual differences among people, they reflect the language barrier of . a. bypassing

Beebe, Communication 8e, Test Bank

b. polarization c. allness d. denotation Answer: c Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Moderate Skill: Understand the Concepts 3.14. The term “allness” is best defined as . a. language that creates a climate of trust, caring, and acceptance b. when words mean different things to different people c. a word barrier that reflects unqualified, often untrue generalizations d. language that stands for all persons or things in a category Answer: c Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Moderate Skill: Apply What You Know

3.15. Fred tells inappropriate jokes that make fun of people who are gay or lesbian. What type of language is Fred using? a. heterosexist language b. homophobic language c. sexist language d. generic language Answer: b Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Moderate Skill: Apply What You Know 3.16. Kevin uses words like “councilman and mailman” even though he knows not everyone in these jobs is male. Kevin is using language. a. generic

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank b. homophobic c. concrete d. gendered

Beebe, Communication 8e, Test Bank

Answer: a Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Moderate Skill: Apply What You Know

3.17. Which of the following demonstrates the use of a gender-neutral term? a. The instructor told the class, “Everyone should take out his pencil to start the test.” b. The mailman usually delivers the mail around one o’clock in the afternoon. c. Hillary wondered if every chairman in the world acted like the one at her company. d. Six new firefighters were hired by the village after more funding was provided.

Answer: d Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Moderate Skill: Understand the Concepts 3.18. In discussing romantic relationships, refusing to use the terms “husband” and “wife” when referring to same-sex married couples demonstrates . a. heterosexist bias b. homophobic language c. abstract language d. sexist language Answer: a Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Moderate Skill: Understand the Concepts 3.19. Research has found that when are called demeaning names, they’re perceived as less trustworthy, competent, persuasive, and sociable than when they’re described in positive terms. a. people with disabilities b. elderly people c. low-income people d. people who are gay

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: a

Beebe, Communication 8e, Test Bank

Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Easy Skill: Remember the Facts 3.20. Thomas’s mother told him he was either going to love high school or he was going to hate it. The extremes in her language are an example of . a. polarization b. allness c. code switching d. empathy Answer: a Chapter: 03 Module: 3.5 Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Moderate Skill: Apply What You Know

3.21. Which of the following exemplifies the concept of polarization? a. Kevin told his brother, “You’re either with me or against me.” b. Natalie believes that all people are created equal. c. Taylor gets mad every time her mother says, “Are you wearing THAT?” d. Jack resents being called a “blue-collar worker.”

Answer: a Chapter: 03 Module: 3.5 Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Moderate Skill: Apply What You Know 3.22. When she is angry with her husband, Maddie looks him in the eye as she says “yeah, right” and then walks into the other room. She knows her response will make him as frustrated as she feels. Maddie is using . a. supportive communication b. trigger words c. empathetic communication d. polarization Answer: b

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 03 Module: 3.5

Beebe, Communication 8e, Test Bank

Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Moderate Skill: Apply What You Know

3.23. Defensive communication creates a climate of a. acceptance b. superiority c. mistrust d. caring

.

Answer: c Chapter: 03 Module: 3.5 Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Moderate Skill: Understand the Concepts

3.24. Greg is feeling overwhelmed at his new job with projects that are coming due in a short time. He is talking with Julia, his friend and coworker. Julia responds by relating the frustration and confusion she felt when she started the job and offers to help Greg get back on track. Julia’s expression of understanding is an example of . a. neutrality b. empathy c. manipulation d. apathy Answer: b Chapter: 03 Module: 3.5 Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Moderate Skill: Apply What You Know

3.25. Pam and Terry were discussing their current relationship when Pam decided to talk about what Terry had done in the past to hurt her feelings. This behavior is referred to as . a. bafflegab b. bypassing c. allness d. gunny-sacking Answer: d

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Chapter: 03 Module: 3.5

Beebe, Communication 8e, Test Bank

Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Moderate Skill: Apply What You Know

True/False 3.26. We use language as an involuntary reflex to a stimulus.

Answer: False Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 List two reasons why it is important to study verbal communication.

Topic: Why Focus on Language?

Difficulty: Easy Skill: Remember the Facts

3.27. A gesture can be interpreted as a symbol.

Answer: True Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Easy Skill: Remember the Facts

3.28. Bypassing rarely occurs between two people who are both fluent in English.

Answer: False Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Understand the Concepts 3.29. When Jen hears the word “comfortable,” she thinks of the large sectional couch at her parents’ house where she spent hours watching movies with her high school friends. Her thoughts demonstrate the connotative meaning of the word.

Answer: True

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 03 Module: 3.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Apply What You Know

3.30. When you are trying to be specific and clarify a message, it is best to use abstract words.

Answer: False Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Easy Skill: Remember the Facts

3.31. Concrete meanings of words require people to use their senses.

Answer: True Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Easy Skill: Remember the Facts

3.32. Culture refers to a learned system of knowledge, behavior, attitudes, beliefs, values, rules, and norms that is shared by a group of people.

Answer: True Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Easy Skill: Remember the Facts

3.33. Neologisms are new terms introduced into a language.

Answer: True Chapter: 03 Module: 3.2

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts

3.34. Sexist language is considered inclusive.

Answer: False Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Easy Skill: Remember the Facts

3.35. Trigger words are used to arouse strong emotions in listeners.

Answer: True Chapter: 03 Module: 3.5 Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 3.36. The Hypothesis suggests that human language and thought are so interrelated that thought is actually rooted in and controlled by language.

Answer: Sapir–Whorf Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Easy Skill: Remember the Facts

3.37. The rules and standards that structure language are known as

.

Answer: grammar Chapter: 03 Module: 3.2

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts

3.38. A word, sound, gesture, or visual image that represents a thought, concept, object, or experience is a(n) .

Answer: symbol Chapter: 02 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Easy Skill: Remember the Facts 3.39. When Jamie asks Xia to meet her “early,” she means 15 minutes before class. Xia interprets “early” as 5 minutes before class. This discrepancy in the understanding of the word “early” is an example of .

Answer: bypassing Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Apply What You Know

3.40. The senses.

meaning of a word is something that cannot be perceived or experienced with one of the

Answer: abstract Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Easy Skill: Remember the Facts

3.41. When the realtor tells Kim the countertops are granite, Kim runs her hand over the smooth, speckled surface. Kim understands the word “granite” because she can touch it and see it. This demonstrates the idea of a(n) word.

Answer: concrete

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 03 Module: 3.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Apply What You Know

3.42. A culture that exists within a larger cultural context is called a(n)

.

Answer: co-culture Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Easy Skill: Remember the Facts

3.43. The most common form of sexism in language is the use of masculine term to describe all people.

language, which refers to using a

Answer: generic Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Easy Skill: Remember the Facts

3.44. Language that creates a climate of trust, caring, and acceptance is called

language.

Answer: supportive Chapter: 03 Module: 3.5 Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Easy Skill: Remember the Facts

3.45. When you try to understand and feel what another person is feeling, you are using

.

Answer: empathy Chapter: 03 Module: 3.5

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 3.46. Select three of the following characteristics of language: (1) Words are symbols with meanings. (2) Words have denotative and connotative meanings. (3) Words reflect concrete and abstract meanings. (4) Meanings are culture bound. (5) Meanings are context bound. Then, in a well-supported answer, address (1) what it means and (2) why it is important for an effective communicator to understand that concept. A superior answer will contain illustrations that are original and not in the textbook.

Answer: (Student examples will vary.) (1) Words are symbols with meanings: symbols stand for something else. When you use a symbol, you attach a meaning to it. Others who hear the symbol attach a meaning to it as well. Communicators should be aware of this because this implies the possibility that people will not use the same meanings, or bypass each other’s meanings. (2) Denotative meanings are literal meanings that are used by most people who speak the language. Connotative meanings are more personal and subjective. This is an important distinction because our denotative meanings help us communicate more clearly, but sometimes being explicit about our connotative meanings helps others to see a special message we are trying to communicate. Understanding the difference helps us adapt to others. (3) Words reflect abstract and concrete meanings. Concrete meanings are tied to our senses; abstract words are not. If our purpose is to communicate clearly, the more concrete our language is, the better chance we have of success. (4) Meanings are culture bound. We learn our words and the uses of those words from the people in our culture. We should take cultural and co-cultural differences into account when communicating with another person. (5) Meanings are context bound. We attach a meaning to a word based on the context in which it is used. Therefore, it is important to look at the context to help us understand the communication of others. In addition, it is important to avoid taking statements out of context.

Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative, connotative, concrete, and abstract meanings and are bound by culture and context.

Topic: The Nature of Language Difficulty: Moderate Skill: Apply What You Know

3.47. Identify and discuss the five primary ways in which words have power.

Answer: (1) The power to create and label experience. For example, Alzheimer’s disease is named after the individual who discovered the condition. (2) The power to communicate feelings. Without words, emotions could be difficult to accurately convey. (3) The power to affect thoughts and actions. Advertisers use this power when the words they select to use affect the way we think about a product. (4) The power to shape and reflect culture. Phrases and sayings that are common within a culture may not make sense to someone outside of that culture. (5) The power to make and break relationships. Words have power in relationships to keep them going or end them.

Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Identify five primary ways in which words have power.

Topic: The Power of Words

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

3.48. Explain the concept of generic language and illustrate some alternatives to using this type of language.

Answer: Generic language is the most common form of sexism in language. It is evident when a person uses the masculine pronoun to refer to all people. For example, the word “fireman” is generic language.

Another example would be if a professional job placement professional said to a group of students, “When you meet the head of any company, be sure to look him in the eye and say, ‘Happy to meet you, sir.’” To avoid generic language, you should use terms that include all sexes and genders. The most grammatical way to do this is to say “she or he” or “s/he” or “she/he.” You could also omit the pronoun and reword the message or use a you variation instead of the indefinite pronoun one. Another alternative is to use the plural pronoun they.

Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.

Topic: Confronting Bias in Language Difficulty: Moderate Skill: Understand the Concepts

3.49. Illustrate six ways to use language that will create a supportive rather than an antagonistic environment.

Answer: (1) Describe your own feelings rather than evaluate others. This can be accomplished by using “I” statements rather than “you” statements. (2) Solve problems rather than control others. If someone tells us what’s good for us rather than help us through a problem, we are likely to become defensive. (3) Empathize rather than remain detached from others. The ability to understand and feel what others are feeling demonstrates support. (4) Be flexible rather than rigid toward others. If someone perceives you as a person who always thinks they are right, they will be less likely to approach you in conversation. (5) Present yourself as equal rather than superior. You will antagonize others if they think you view yourself as superior to them. (6) Avoid gunny-sacking. Bringing up past issues when trying to resolve a current situation is not supportive and will make the other person feel attacked.

Chapter: 03 Module: 3.5 Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Moderate Skill: Understand the Concepts

3.50. Andrea was trying to tell her roommate Christina about the difficulty she has been having in her geography class. Christina interrupted, “Believe me, I’ve seen it before, and if you go on whining the way you are instead of working harder, you are never going to pass this class!” Rewrite this statement with supportive language, and explain the language that makes it supportive.

Answer: (Student examples will vary.) There are a variety of ways this response may be rewritten. The following are some of the points that might be made: First, Christina showed superiority by interrupting, saying, “Believe me” and “I’ve seen it before.” In addition, Christina showed evaluation rather than description by blaming her own impatience on Andrea. Christina showed control by simply telling Andrea

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank to work harder. Christina showed rigidity by taking a certain attitude (“you are never . . .”). Supportive communication uses language to create a climate of trust, caring, and acceptance. A more supportive

Beebe, Communication 8e, Test Bank response would use description (“I feel if you . . .”), equality (“Let’s look at what you might do . . .”), and flexibility (“Sometimes if you . . .”).

Chapter: 03 Module: 3.5 Learning Objective: LO 3.5 Explain how language helps create supportive or defensive communication climates.

Topic: Using Words to Establish Supportive Relationships Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 4: Understanding Nonverbal Messages Multiple Choice 4.1. Nonverbal communication may best be defined as communication other than written or spoken language that . a. is strictly intentional b. creates meaning c. contradicts meaning d. is strictly involuntary Answer: b Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Understand the Concepts 4.2. According to Albert Mehrabian’s research, the most significant source of emotional information in our communication is our . a. tone b. words c. face d. posture Answer: c Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Easy Skill: Remember the Facts

4.3. Nonverbal communication scholar Albert Mehrabian says that nonverbal communication conveys of the emotional meaning of our messages. a. about half b. about one-third c. the vast majority d. very little Answer: c Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

4.4. The reason we say that nonverbal communication is more believable than verbal communication is that . a. verbal communication is a conscious activity, but much of our nonverbal communication is not b. nonverbal communication is mostly under our conscious control c. verbal communication is more ambiguous than nonverbal communication d. nonverbal communication is less obvious to others than verbal communication Answer: a Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Understand the Concepts

4.5. What form of nonverbal behavior did researcher William Chaplin relate to personality? a. a smile b. eye contact c. a shrug d. a handshake Answer: d Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Easy Skill: Remember the Facts

4.6. Kevin wanted his grandmother to know how much he appreciated the money she gave him for his birthday. He gave her a big hug and said with enthusiasm, “Thanks, Gram. I can really use this!” Kevin’s voice and hug are examples of which function of nonverbal behavior? a. repeating b. complementing c. substituting d. regulating Answer: b Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank 4.7. With tears in her eyes, Lori told her husband that she didn’t care that she had been passed over for a big promotion. What function of a nonverbal message is Lori demonstrating? a. repeating b. complementing

Beebe, Communication 8e, Test Bank

c. substituting d. contradicting Answer: d Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Apply What You Know

4.8. When her children rushed into the house after school, Marlo raised her finger to her lips to indicate they should be quiet because she was on the phone. What function was this behavior serving? a. reinforcing b. complementing c. substituting d. contradicting Answer: c Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Apply What You Know

4.9. The librarian whispered to the students that only talking quietly was allowed. By whispering her message to emphasize her point, the librarian was using a nonverbal cue to her message. a. repeat b. accent c. substitute for d. regulate Answer: b Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Apply What You Know 4.10. When Nigel used a “thumbs up” gesture in his speech to indicate enthusiasm, he was surprised to see anger on a few faces in the audience. Later, he learned that this is considered a rude gesture in some countries. Nigel forgot about the nature of nonverbal communication. a. asynchronous b. culture bound c. continuous

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank d. rule-governed Answer: b

Beebe, Communication 8e, Test Bank

Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Discuss six elements that reveal the nature of nonverbal communication.

Topic: The Nature of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know

4.11. Stephanie was disapproving when Danielle asked a total stranger for directions, something Stephanie was brought up to believe was dangerous. This scenario demonstrates the theory. a. expectancy violations b. emotional expression c. perception checking d. halo effect Answer: a Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Discuss six elements that reveal the nature of nonverbal communication.

Topic: The Nature of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know

4.12. During a recent conversation, Alexis observed Patricia making a nonverbal gesture that she could not interpret. Later, she asked Patricia what she had really meant. Which strategy was Alexis using to get the information? a. the expectancy violation model b. visual dominance c. cultural context d. perception-checking Answer: d Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Discuss six elements that reveal the nature of nonverbal communication.

Topic: The Nature of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know

4.13. Which of the following is an example of an artifact? a. money b. jewelry c. education d. friends Answer: b Chapter: 04

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication

Beebe, Communication 8e, Test Bank

Difficulty: Moderate Skill: Understand the Concepts 4.14. Kinesics is demonstrated through a person’s a. use of space b. voice c. use of time d. body

.

Answer: d Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts

4.15. The six primary emotions of the human face identified by researchers Ekman and Friesen include all of the following except . a. love b. surprise c. fear d. disgust Answer: a Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.16. Our determines what we consider appropriate contact with others. a. visual dominance ratio b. touch ethic c. territorial markers d. public space Answer: b Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank 4.17. Jenner tends to mumble when he speaks and has long periods of silence as he tries to remember what he wants to say. These nonverbal aspects of Jenner’s voice are examples of . a. paralanguage

Beebe, Communication 8e, Test Bank

b. proxemics c. kinesics d. affect displays Answer: a Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know

4.18. While on a trip to the Mediterranean, Carl notes that men tend to stand very close to each other— actually touching—when talking to one another on the street. Carl is observing the space between these men. a. intimate b. personal c. social d. public Answer: a Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know

4.19. Leah moves closer to George and begins to converse with him from about two feet away. Leah has chosen to move within George’s space. a. intimate b. personal c. social d. public Answer: b Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know

4.20. Janet discussed her performance review with her new supervisor, Mrs. Abrams. As they were talking, Janet sat in a chair about eight feet away from her supervisor, who was behind her desk. Which spatial zone was Janet using? a. intimate space

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank b. personal space c. social space d. public space

Beebe, Communication 8e, Test Bank

Answer: c Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know

4.21. is the study of how close or far away from people and objects we position ourselves. a. Haptics b. Kinesics c. Vocalics d. Proxemics Answer: d Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.22. When Allen entered the classroom, he saw that he had a few minutes to spare, so he set his bag down on his favorite seat and went to the hallway to get a soft drink. Allen was using his bag as a(n) . a. immediacy display b. affect display c. territorial marker d. artifact Answer: c Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know

4.23. The audience members smiled and nodded in agreement as Shari told about her struggles shoveling snow during the worst winter on record. The smiles displayed by the audience are forms of . a. territoriality b. immediacy c. dominance d. affect displays

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Answer: b Chapter: 04

Beebe, Communication 8e, Test Bank

Module: 4.4 Learning Objective: LO 4.4 Explain Mehrabian’s three-part framework for interpreting nonverbal cues.

Topic: How to Interpret Nonverbal Cues More Accurately Difficulty: Moderate Skill: Apply What You Know 4.24. Which dimension of Mehrabian’s framework for interpreting nonverbal cues focuses on cues that indicate status, position, and importance? a. immediacy b. dominance c. arousal d. reverence Answer: b Chapter: 04 Module: 4.4 Learning Objective: LO 4.4 Explain Mehrabian’s three-part framework for interpreting nonverbal cues.

Topic: How to Interpret Nonverbal Cues More Accurately Difficulty: Moderate Skill: Understand the Concepts

4.25. While most of the class raised their hands quickly after the professor asked who was ready for the test, Jonah and Miles were slow to raise their hands. This is a variance in . a. empathy b. message duration c. response latency d. arousal Answer: c Chapter: 04 Module: 4.5 Learning Objective: LO 4.5 Describe the primary nonverbal cues associated with deception.

Topic: An Application of Nonverbal Communication Research: Detecting Deception Difficulty: Moderate Skill: Apply What You Know

True/False 4.26. For those who are deaf, sign language is a type of nonverbal communication.

Answer: False Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank 4.27. Kyle gave a “thumbs up” sign to Trevor to let him know he agreed with what Trevor was saying. Kyle used this signal as a way to contradict his verbal message.

Answer: False Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Apply What You Know 4.28. Using one’s voice to add intensity to a particular word is an example of using a nonverbal accent cue.

Answer: True Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Easy Skill: Remember the Facts 4.29. Perception checking is a tool that can help us interpret other people’s behavior more accurately.

Answer: True Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Discuss six elements that reveal the nature of nonverbal communication.

Topic: The Nature of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 4.30. The halo effect is a way to assess the negative qualities of a person’s nonverbal communication.

Answer: False Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.31. A tattoo is an example of an artifact.

Answer: True

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 04 Module: 4.3

Beebe, Communication 8e, Test Bank

Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts

4.32. Kinesics is the study of human body movements, gestures, and posture.

Answer: True Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.33. The visual dominance ratio is the amount of eye contact made while speaking with others versus listening to them.

Answer: True Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.34. Making eye contact, smiling, and leaning your body toward others are all examples of immediacy behaviors.

Answer: True Chapter: 04 Module: 4.4 Learning Objective: LO 4.4 Explain Mehrabian’s three-part framework for interpreting nonverbal cues.

Topic: How to Interpret Nonverbal Cues More Accurately Difficulty: Easy Skill: Remember the Facts 4.35. Message duration refers to how long it takes someone to respond to another person’s communication.

Answer: False Chapter: 04 Module: 4.5 Learning Objective: LO 4.5 Describe the primary nonverbal cues associated with deception.

Topic: An Application of Nonverbal Communication Research: Detecting Deception

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

Fill-in-the-Blank 4.36. Raising two fingers in the “peace” sign instead of saying it aloud demonstrates the nonverbal function of .

Answer: substitution Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Understand the Concepts

4.37. We say that nonverbal communication is message is known only to the person displaying it.

because the intended meaning of a nonverbal

Answer: ambiguous Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Discuss six elements that reveal the nature of nonverbal communication.

Topic: The Nature of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 4.38. Burgoon’s model that suggests we develop rules or expectations for appropriate nonverbal behavior and react when those expectations are violated is the theory.

Answer: expectancy violations Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Discuss six elements that reveal the nature of nonverbal communication.

Topic: The Nature of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.39. When Bethany asked Karl if he thought the speaker was saying the village should increase taxes, she was using to make sure she was interpreting the message correctly.

Answer: perception checking Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Discuss six elements that reveal the nature of nonverbal communication.

Topic: The Nature of Nonverbal Communication Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

4.40.

is the study of human movements, gestures, and posture.

Answer: Kinesics Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.41.

, or vocalics, is the pitch, rate, and volume at which you speak and your use of silence.

Answer: Paralanguage Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.42. The study of how close or far away from people and objects we position ourselves is

.

Answer: proxemics Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.43. The zone that Hall defined as

space extends from 12 feet and beyond.

Answer: public Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts

4.44. Territorial

are things and actions that signify that an area has been claimed.

Answer: markers Chapter: 04

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts 4.45. The dimension of Mehrabian’s framework of nonverbal communication that communicates the balance of power in a relationship is .

Answer: dominance Chapter: 04 Module: 4.4 Learning Objective: LO 4.4 Explain Mehrabian’s three-part framework for interpreting nonverbal cues.

Topic: How to Interpret Nonverbal Cues More Accurately Difficulty: Moderate Skill: Understand the Concepts

Short Answer/Essay 4.46. List and discuss the four reasons for studying nonverbal communication.

Answer: First, nonverbal messages communicate feelings and attitudes. If we only listen to words, not how they are said, then we will miss a great deal of the message. Research shows that most of our emotional information is communicated through the face and voice.

Second, nonverbal messages are more believable than verbal messages. This is because our verbal messages are conscious and under more of our control, whereas nonverbal messages, although they may be conscious, are less a matter of choice.

Third, nonverbal messages are critical to successful relationships. We begin forming initial impressions of other people just a fraction of a second after meeting them. As our relationships deepen, we learn to interpret the nonverbal behaviors of the other person more accurately. Nonverbal cues also signal changes in the relationship.

Finally, nonverbal messages serve multiple functions, including substituting for verbal messages; complementing or clarifying meaning of verbal cues; contradicting verbal cues; and repeating, regulating, or accenting verbal messages.

Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Understand the Concepts

4.47. Describe the multiple functions of nonverbal messages.

Answer: (1) Nonverbal cues can substitute for verbal messages. Someone might put up two fingers to order two drinks in a noisy restaurant. (2) Nonverbal cues can complement the meaning of a verbal cue.

When someone makes eye contact and smiles at you when they say hello, they are complementing their verbal “hello.” (3) Nonverbal cues can contradict a verbal message. If your friend frowns while giving you

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank permission to use his or her car, this person’s messages are contradictory. The nonverbal message is the one we should believe. (4) Nonverbal messages can repeat the verbal message. This typically happens when the verbal message is not understood by the listener, so the speaker repeats the message by using

Beebe, Communication 8e, Test Bank

hand signals, head movements, etc. (5) Nonverbal cues can regulate a conversation, for example, a slight pause, eye contact, or saying “um.” (6) Nonverbal cues can accent or reinforce a verbal message.

When a person gives emphasis to certain words by saying them louder or softer, he or she is accenting the verbal message.

Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Provide four reasons for studying nonverbal communication.

Topic: Why Focus on Nonverbal Communication?

Difficulty: Moderate Skill: Understand the Concepts

4.48. Detail the six elements that give insight into the nature of nonverbal communication.

Answer: (1) Nonverbal communication is culture-bound. What is acceptable in some cultures might be offensive in another culture. The speaker must be aware of these differences. (2) Nonverbal communication is governed by rules. We all have expectations for appropriate nonverbal behavior. The expectancy violations theory suggests that when our expectations are violated, we react negatively. (3) Nonverbal communication is ambiguous. The intended meaning of a word is truly only known by the person saying the word. (4) Nonverbal communication is continuous. Our facial expressions and gestures send a message even when we don’t say a word and these are constantly on display. (5) Nonverbal communication is nonlinguistic. The individual, contextual, and cultural differences present in communication affect nonverbal communication. (6) Nonverbal communication is multi-channeled.

Nonverbal messages are delivered in clusters, but interpreted individually. It is important to consider the entire nonverbal message rather than an individual component.

Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Discuss six elements that reveal the nature of nonverbal communication.

Topic: The Nature of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts

4.49. Discuss how haptics can be affected by culture.

Answer: Haptics refers to the study of human touch. The amount of touch we need, initiate, tolerate, and receive depends on our cultural background. We absorb these lessons about touch as we grow up, from our role models and from observing others. In some cultures, hugging a friend when you see them is common, while in other cultures this would never be done. It is important to remember these differences when communicating with people from cultures other than your own.

Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Identify and explain the seven nonverbal communication codes.

Topic: Codes of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts

4.50. Examine the primary nonverbal cues that are used in deception.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: It has been found that people who want to lie can learn how to change their deception cues.

While many people associate someone who “doesn’t look you in the eye” as a liar, a person who wants to deceive you understands this concept and will look you straight in the eye as they tell you a lie. In

Beebe, Communication 8e, Test Bank response to this, researchers say we should focus on a person’s voice rather than what is reflected in their face and gestures. Vocal cues are difficult to control and can be a better indicator of deception. Two things can indicate deception: (1) Changes in response latency, which is how long it takes someone to respond to another person’s communication, and (2) changes in message duration, which is how short or long someone’s message is, typically in response to another person’s communication. In addition, someone who is practicing deception will have extra energy, and this might be evident in clutched hands or unusual foot movements. Finally, when interpreting nonverbal behavior, remember that there is room for error.

Chapter: 04 Module: 4.5 Learning Objective: LO 4.5 Describe the primary nonverbal cues associated with deception.

Topic: An Application of Nonverbal Communication Research: Detecting Deception Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 5: Listening and Responding Multiple Choice 5.1. Americans spend up to 90 percent of their day communicating. Of that 90 percent, what percent of the time do they spend listening? a. 15 percent b. 25 percent c. 45 percent d. 55 percent Answer: d Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principle of listening and responding thoughtfully to others.

Topic: The Importance of Listening and Responding Skills Difficulty: Easy Skill: Remember the Facts

5.2. Hearing is a a. sociophysical b. psychological c. psychosocial d. physiological

process.

Answer: d Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Easy Skill: Remember the Facts

5.3. Even though the room was very noisy, Collette chose to focus on what the teacher was saying.

Which stage of listening is Collette demonstrating? a. selecting b. attending c. understanding d. responding Answer: a Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

5.4. The stage of listening in which we maintain a sustained focus on a particular message is a. selecting b. recalling c. decoding d. attending

.

Answer: d Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Easy Skill: Remember the Facts

5.5. As Juan sat in his biology lab, the instructor droned on about the techniques of vivisection. Rather than listen to the instructor, Juan kept thinking about the concert he was going to on the weekend. Which of the following stages of listening is Juan having the most trouble with? a. attending b. understanding c. remembering d. responding Answer: a Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Apply What You Know

5.6. Karl felt lost in his astrophysics class. Although he wrote down everything his instructor said, the terminology was totally new to him. None of the concepts related to anything he had ever experienced before. In addition, much of the instruction was based on equations and symbols that he didn’t recognize.

Which listening stage is Karl having trouble with? a. selecting b. attending c. understanding d. responding Answer: c Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

5.7. Which stage of listening involves making sense out of what you hear by relating it to your past experiences and knowledge?

Beebe, Communication 8e, Test Bank

a. selecting b. attending c. understanding d. responding Answer: c Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Understand the Concepts

5.8. Brian told Pete that he could not recall the date of the upcoming exam. Brian is not using one of the last parts of the listening process, which is called . a. remembering b. selecting c. attending d. understanding Answer: a Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Apply What You Know

5.9. Keri really enjoys talking with people, learning how they feel about a topic, and sharing personal information. How would you describe Keri’s listening style? a. critical listening b. task-oriented listening c. relational listening d. analytical listening Answer: c Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Describe four listening styles.

Topic: Listening Styles Difficulty: Moderate Skill: Apply What You Know 5.10. When Don asked his boss for information, he noticed his boss’s answers tended to ramble on. This frustrated Don when all he wanted was information. Don’s listening style would be described as . a. critical listening b. task-oriented listening

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank c. relational listening d. analytical listening

Beebe, Communication 8e, Test Bank

Answer: b Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Describe four listening styles.

Topic: Listening Styles Difficulty: Moderate Skill: Apply What You Know

5.11. Rather than listen to what his mother was saying, Carson was more interested in thinking about the new video game his friend had told him about at school. This is an example of which of the following barriers to listening? a. self-focus b. emotional noise c. criticism d. processing rate Answer: a Chapter: 05 Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers Difficulty: Moderate Skill: Apply What You Know 5.12. On his way to class, Isaac overheard his professor in the hallway discussing those “lazy, spoiled students today” with a fellow professor. Isaac felt a personal sting and just couldn’t get the sound of that phrase out of his mind. Later, while in the professor’s class, he found that he was taking poor notes and really didn’t understand the lecture for that day. Which of the following best describes the cause of Isaac’s failure to listen in class? a. self-focus b. emotional noise c. information overload d. environmental noise Answer: b Chapter: 05 Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers Difficulty: Moderate Skill: Apply What You Know 5.13. People’s information-processing rate can be a barrier to listening because . a. people have extra time on their hands to tune in to their own thoughts rather than focusing on the speaker b. people are unable to process information as fast as most speakers speak c. there is such a wide variety of processing abilities among people that no matter how fast or slow you

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank speak, it will not be appropriate d. recent research shows that there is little connection between speaker rate and listening effectiveness

Beebe, Communication 8e, Test Bank

Answer: a Chapter: 05 Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers Difficulty: Moderate Skill: Understand the Concepts

5.14. Our ability to process information is at is spoken is 125 words per minute. a. 10–30 b. 40–90 c. 200–400 d. 600–800

words per minute, while the rate at which information

Answer: d Chapter: 05 Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers Difficulty: Easy Skill: Remember the Facts

5.15. The fear of misunderstanding or misinterpreting the messages spoken by others is part of a. communication triage b. emotional noise c. receiver apprehension d. social decentering

.

Answer: c Chapter: 05 Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers Difficulty: Easy Skill: Remember the Facts

5.16. Max is attempting to listen to his friend on the phone while watching a baseball game on television.

This example illustrates the information-processing barrier of . a. receiver apprehension b. shifting attention c. processing rate d. information overload Answer: b Chapter: 05

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers

Beebe, Communication 8e, Test Bank

Difficulty: Moderate Skill: Apply What You Know

5.17. Asha tells her husband that she is frustrated by his lack of help with household chores. However, he does not seem to be listening because he has just returned home from work and is exhausted. This is an example of what type of barrier? a. selection barrier b. information-processing barrier c. context barrier d. attention barrier Answer: c Chapter: 05 Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers Difficulty: Moderate Skill: Apply What You Know 5.18. In their model for improving listening, your book authors suggest “stop, look, and listen.” The step “stop” refers to . a. stop talking b. stop being self-focused c. stop moving around d. stop processing Answer: b Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Easy Skill: Remember the Facts

5.19. The process of social involves stepping away from your own thoughts and attempting to experience the thoughts of another. a. listening b. orientation c. paraphrasing d. decentering Answer: d Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Easy

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

5.20. When a person replies in a sarcastic tone, it modifies the meaning of the verbal message and is illustrating which of the following? a. receiver apprehension b. meta-communication c. empathy d. social decentering Answer: b Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Moderate Skill: Understand the Concepts

5.21. Joshua called his uncle to get instructions for driving to the airport. It was important to him to know which highways to take, which terminal to go to, and where to park. Joshua’s listening goal was to . a. enjoy b. learn c. evaluate d. empathize Answer: b Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Moderate Skill: Apply What You Know 5.22. When asked what she thought of the speaker, Trina said, “He was fine. I liked the speech.” What suggestions for improving her responding skills should Trina try next time? a. be descriptive b. be brief c. be kind d. be ready Answer: a Chapter: 05 Module: 5.6 Learning Objective: LO 5.6 Identify and use appropriate responding skills.

Topic: Responding Skills Difficulty: Moderate Skill: Apply What You Know 5.23. David says to Joe, “I just don’t know what to do. I’ve got a term paper in Johnson’s class, I have a group project in marketing, my boss wants me to work overtime this week, and now Mary is after me to go

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank visit her parents over the weekend.” Which of the following would be an appropriate paraphrase of content to David’s statement? a. Well, obviously, you’ve got to decide on your priorities.

Beebe, Communication 8e, Test Bank

b. So, what are you going to do? c. Mary wants you to meet her parents? d. You sound like you have a lot of demands on your time, Dave.

Answer: d Chapter: 05 Module: 5.6 Learning Objective: LO 5.6 Identify and use appropriate responding skills.

Topic: Responding Skills Difficulty: Moderate Skill: Apply What You Know

5.24. Restating in your own words what you think the other person is saying is called a. dialogue b. receiver apprehension c. a meta-message d. paraphrasing

.

Answer: d Chapter: 05 Module: 5.6 Learning Objective: LO 5.6 Identify and use appropriate responding skills.

Topic: Responding Skills Difficulty: Easy Skill: Remember the Facts

5.25. You provide support to someone when you sensitively and empathically listen to and then offer messages of comfort or confirmation. This lets a person know that he or she is both understood and valued. a. paralingual b. nonverbal c. physiological d. social Answer: d Chapter: 05 Module: 5.6 Learning Objective: LO 5.6 Identify and use appropriate responding skills.

Topic: Responding Skills Difficulty: Moderate Skill: Understand the Concepts

True/False 5.26. There is evidence that listening skills correlate with academic ability.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Answer: True Chapter: 05

Beebe, Communication 8e, Test Bank

Module: 5.1 Learning Objective: LO 5.1 Explain the principle of listening and responding thoughtfully to others.

Topic: The Importance of Listening and Responding Skills Difficulty: Easy Skill: Remember the Facts

5.27. When you confirm your understanding of a message, you are in the process of attending to the message.

Answer: False Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Understand the Concepts

5.28. When we assign meaning to a message, we are in a stage of the listening process called understanding.

Answer: True Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Understand the Concepts

5.29. In the listening process, remembering and understanding are essentially the same process.

Answer: False Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Understand the Concepts

5.30. Analytical listeners like to reach a conclusion before hearing all the facts.

Answer: False Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Describe four listening styles.

Topic: Listening Styles

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

5.31. Communication triage is the process of determining what information we are receiving is urgent and what information is not urgent.

Answer: True Chapter: 05 Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers Difficulty: Moderate Skill: Understand the Concepts

5.32. Observing meta-messages is an important part of listening.

Answer: True Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Moderate Skill: Understand the Concepts

5.33. When you listen to evaluate, you try to determine whether the information you hear is valid, reliable, believable, or useful.

Answer: True Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Moderate Skill: Understand the Concepts 5.34. Empathic responding requires a listener to understand his or her communication partner’s emotional state.

Answer: True Chapter: 05 Module: 5.6 Learning Objective: LO 5.6 Identify and use appropriate responding skills.

Topic: Responding Skills Difficulty: Moderate Skill: Understand the Concepts

5.35. Paraphrasing means repeating back to the other person exactly what they said word for word.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: False

Beebe, Communication 8e, Test Bank

Chapter: 05 Module: 5.6 Learning Objective: LO 5.6 Identify and use appropriate responding skills.

Topic: Responding Skills Difficulty: Moderate Skill: Understand the Concept

Fill-in-the-Blank 5.36. The first of the five activities of listening is various sounds competing for our attention..

, in which we focus on one sound among the

Answer: selecting Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Easy Skill: Remember the Facts

5.37. In the listening process, after a listener selects a sound, the next step is for the listener to it.

to

Answer: attend Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Understand the Concepts

5.38. During the

aspect of the listening process, the listener recalls information.

Answer: remembering Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Understand the Concepts

5.39. The final stage in the listening process is , in which we give verbal or nonverbal feedback to the speaker to confirm our understanding of a message.

Answer: responding

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 05 Module: 5.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Understand the Concepts

5.40. A(n)

listener considers all sides of an issue before reaching a conclusion.

Answer: analytical Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Describe four listening styles.

Topic: Listening Styles Difficulty: Moderate Skill: Understand the Concepts

5.41. Questioning the assumptions underlying a message is known as

.

Answer: second guessing Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Describe four listening styles.

Topic: Listening Styles Difficulty: Easy Skill: Remember the Facts

5.42. Ben is afraid that he will misunderstand what others say to him. He is experiencing

.

Answer: receiver apprehension Chapter: 05 Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers Difficulty: Moderate Skill: Apply What You Know

5.43. Social involves stepping away from your own thoughts and attempting to experience the thoughts of another.

Answer: decentering Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Easy Skill: Remember the Facts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

5.44. The nonverbal message that helps you interpret the verbal message is known as the

.

Beebe, Communication 8e, Test Bank

Answer: meta-message Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Easy Skill: Remember the Facts 5.45. When you check the accuracy of your understanding by restating your partner’s message in your own words, you are .

Answer: paraphrasing Chapter: 05 Module: 5.6 Learning Objective: LO 5.6 Identify and use appropriate responding skills.

Topic: Responding Skills Difficulty: Moderate Skill: Understand the Concepts

Short Answer/Essay 5.46. List and define the five steps of the listening process.

Answer: Listening involves selecting, attending, understanding, remembering, and responding. To select is to focus on one sound as you sort through various sounds competing for your attention. To attend is to maintain a sustained focus on a particular message. To understand is to assign meaning to messages.

To remember is to recall information. To respond is to confirm your understanding of a message.

Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Identify the elements of the listening process.

Topic: How We Listen Difficulty: Moderate Skill: Understand the Concepts

5.47. Explain and give an example of each of the three self barriers to listening.

Answer: First, people can become self-focused by paying more attention to their own internal thoughts than the message of the speaker. An example of this would be thinking about your own problems rather than focusing on the message your friend is trying to send to you. Second, emotional noise occurs when a word, a concept or idea, or the emotional state of the speaker causes emotional arousal that can be a distraction for the listener. The listener may be tempted to focus more on his or her emotions or the emotions of the speaker rather than the message at hand. For example, Maria is strongly against drinking alcohol; therefore, when she heard that Pat was giving a speech on the benefits of alcohol she immediately focused on her own emotions and tuned out what Pat had to say. Third, criticism deals with making hasty judgments about the speaker and/or his or her message. For example, Bob noticed that his

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank professor was wearing socks that did not match. He became so focused on the mismatched socks that he couldn’t remember a word his professor said.

Beebe, Communication 8e, Test Bank

Chapter: 05 Module: 5.4 Learning Objective: LO 5.4 Identify and describe barriers that keep people from listening well.

Topic: Listening Barriers Difficulty: Moderate Skill: Apply What You Know

5.48. Identify and explain the three steps of the process for improving your listening.

Answer: The three steps for improving listening are stop, look, and listen. To stop means to become aware of and minimize the effect of internal and external distractions that interfere with listening. The use of self-talk can help us shift our focus from ourselves to the other. To look means to become aware of both the speaker’s and your own nonverbal behavior. Pay attention to the speaker’s nonverbal behavior and assess its impact on your understanding of the message. Pay attention to your own nonverbal behavior and what it may communicate about your interest in the speaker. To listen means to understand both the details and major ideas. Search for the essence of the speaker’s thoughts. Make sure you understand your goals in listening and mentally summarize your understanding of the message. Weave your understanding of details into a comprehensive understanding of the speaker’s message.

Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Moderate Skill: Understand the Concepts

5.49. How does a meta-message (or meta-communication) help us to understand?

Answer: A meta-message is a message about a message, as meta-communication is communication about communication. When looking for a partner’s unspoken message, as in nonverbal aspects of the message, we are looking at meta-messages. Understanding meta-messages can assist us in decoding information about the emotional and relational impact of what the speaker is expressing in conjunction with the verbal message.

Chapter: 05 Module: 5.5 Learning Objective: LO 5.5 Identify and use strategies that can improve your listening skills.

Topic: Listening Skills Difficulty: Moderate Skill: Understand the Concepts

5.50. Identify and describe two strategies to help you respond empathically.

Answer: First, you should understand your partner’s feelings. To do this, imagine how you would feel under the same circumstances. Attempt to decenter by projecting how you might feel and then asking appropriate questions and offering paraphrases to confirm the accuracy of your assumptions. Second, you can paraphrase emotions. You can use lead-in phrases such as “So you feel . . .” and “So now you feel ....... ” Chapter: 05

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 5.6 Learning Objective: LO 5.6 Identify and use appropriate responding skills.

Topic: Responding Skills

Beebe, Communication 8e, Test Bank

Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 6: Adapting to Others: Diversity and Communication Multiple Choice 6.1. Which of the following statements correctly reflects your text’s definition of gender? a. It is based upon biology only. b. It is a person’s sex. c. It is a psychologically based perception. d. It is not influenced by social experiences.

Answer: c Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Moderate Skill: Understand the Concepts

6.2. The term transgender refers to a unique a. sexual orientation b. biological identity c. racial identity d. gender identity

.

Answer: d Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Moderate Skill: Understand the Concepts

6.3. People born between 1982 and 1996 are known as a. millennials b. baby boomers c. Generation X d. Generation Y

.

Answer: a Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

6.4. Anne doesn’t know anyone who is gay and doesn’t want to hear about or read about gay individuals.

She is exhibiting . a. paralanguage b. sexism c. generic language d. homophobia Answer: d Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Moderate Skill: Apply What You Know 6.5. A person’s race was traditionally based on color. a. phenotypes b. stereotypes c. prototypes d. sociotypes

, which are visible, physical attributes such as skin

Answer: a Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Moderate Skill: Understand the Concepts

6.6. The students from China were told not to enter the auditorium until they had been searched because last week a Chinese student had brought a knife into a lecture. These Chinese students are facing . a. social classification b. other-orientation c. ethnocentrism d. discrimination Answer: d Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

6.7. A learned system of knowledge, behavior, attitudes, beliefs, values, and norms shared by a group of people is a(n) . a. stereotype b. race c. culture d. nationality Answer: c Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Easy Skill: Remember the Facts

6.8. Jessica works for an American-based electronics firm and is visiting a company in Argentina that makes similar products. Her interaction with people at the Argentinian company will be an example of . a. culture shock b. co-culture c. worldview d. intercultural communication Answer: d Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Apply What You Know

6.9. The perspective shared by a culture or group of people about key beliefs and issues is called their . a. communication style b. cultural context c. worldview d. ambiguity Answer: c Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

6.10. After arriving in Indonesia, Bruce felt anxious as he tried to navigate the city of Jakarta and find a

Beebe, Communication 8e, Test Bank

grocery store. No one seemed to speak English, and he was overwhelmed with the situation. Bruce is experiencing . a. intercultural communication b. culture shock c. a masculine culture d. cultural values Answer: b Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Apply What You Know

6.11. Cultural context refers to additional information about a message that is communicated through cues. a. language b. invisible c. nonverbal d. oral Answer: c Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

6.12. Individuals from low-context cultures often are less skilled in interpreting a. unspoken contextual messages b. spoken messages c. written messages d. explicit messages

.

Answer: a Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank 6.13. People from the United States often think that individual choice and achievement are important.

This would be an example of . a. cultural context

Beebe, Communication 8e, Test Bank

b. a cultural value c. culture shock d. a co-culture Answer: b Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

6.14. In an individualistic culture, you are likely to find . a. group achievement is rewarded more than individual achievement b. individual achievement is celebrated and individual recognition is important c. individuals expect a great deal of loyalty and support from others in a group d. team collaboration is more important than individual effort Answer: b Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts 6.15. According to Hofstede’s research, in an uncertainty avoidance culture, you are likely to find a. people with relaxed, informal expectations of others b. ambiguity is valued c. elaborate codes of conduct are enforced d. people don’t mind not knowing what is going to happen next Answer: c Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

6.16. In a culture that stresses a long-term orientation to time, there is an emphasis on a. the future b. the past c. today

.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

.

Beebe, Communication 8e, Test Bank d. this minute Answer: a

Beebe, Communication 8e, Test Bank

Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts 6.17. According to Hofstede’s research, which of the following is a typical value of a masculine culture? a. caring for the less fortunate b. having traditional roles for men and women c. enhancing the overall quality of life d. being sensitive toward others Answer: b Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

6.18. People from sports. a. short-term oriented b. centralized power c. indulgent d. restrained

cultures tend to place a high value on freedom of speech, leisure activities, and

Answer: c Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts 6.19. The attitude that one’s own cultural approaches are superior to those of other cultures is called . a. stereotyping b. ethnocentrism c. individualism d. prejudice Answer: b

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 06 Module: 6.3

Beebe, Communication 8e, Test Bank

Learning Objective: LO 6.3 Illustrate four barriers that inhibit communication between individuals.

Topic: Barriers to Adapting to Others Difficulty: Easy Skill: Remember the Facts

6.20. Someone who places a person or group of persons into an inflexible, all-encompassing category is engaging in . a. ethnocentrism b. misogyny c. stereotyping d. xenophobia Answer: c Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Illustrate four barriers that inhibit communication between individuals.

Topic: Barriers to Adapting to Others Difficulty: Easy Skill: Understand the Concepts

6.21. A judgment based on the assumption that we already have all the information we need to know about a person is called . a. similarity b. prejudice c. cultural value d. harassment Answer: b Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Illustrate four barriers that inhibit communication between individuals.

Topic: Barriers to Adapting to Others Difficulty: Easy Skill: Remember the Facts

6.22. To be a. egocentric b. ethnocentric c. mindful d. prejudiced

is to be aware of what you are doing and how you communicate with others.

Answer: c Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

6.23. Stephanie felt uncomfortable after she gave her first speech in class. She was accustomed to frequent audience responses that signaled involvement with and support of the speaker. Before her second speech, she continually told herself, “They don’t mean to be rude. They just have different rules for appropriate behavior during a speech.” Stephanie was using which method of adapting to the audience? a. bafflegab b. self-talk c. empathizing d. visualization Answer: b Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others Difficulty: Moderate Skill: Apply What You Know

6.24. Empathy and sympathy are two ways for a person to use what another person may be thinking. a. social decentering b. cognitive dissonance c. gunny-sacking d. egocentrism

when attempting to understand

Answer: a Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others Difficulty: Moderate Skill: Understand the Concepts

6.25. The opposite of being other-oriented is to be a. collectivistic b. egocentric c. assertive d. adaptive

.

Answer: b Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

True/False 6.26. Those with a masculine communication style often communicate to report, and those with a feminine style may communicate to establish rapport.

Answer: True Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Easy Skill: Remember the Facts

6.27. Discrimination is the practice of placing a person into an all-encompassing and inflexible category.

Answer: False Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Moderate Skill: Understand the Concepts

6.28. The integration of economics and technology that is contributing to a worldwide, interconnected business environment is known as globalization.

Answer: True Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Easy Skill: Remember the Facts

6.29. During his job interview, Randall was careful to notice the expressions on the face of his interviewer as this helped him to verify the meaning of the words he heard. Randall is aware of cultural context.

Answer: True Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank values.

Topic: Culture and Communication Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Apply What You Know

6.30. In a low-context culture, language and the meaning of words is not as important to communication as subtle contextual cues such as facial expressions and voice.

Answer: False Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

6.31. Collectivistic cultures reward group achievement.

Answer: True Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

6.32. Feminine cultures value such things as being sensitive toward each other and enhancing the overall quality of life.

Answer: True Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

6.33. In a restrained culture, most people assume that happiness is a right.

Answer: False Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

6.34. People who are interculturally competent prepare by studying others’ cultural traditions, thoughtfully engage in conversations with others, and evaluate and periodically reflect on their interactions with others.

Answer: True Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others Difficulty: Easy Skill: Remember the Facts 6.35. A xenophobic cultural perspective reflects the view that one’s own culture is superior to all other cultures.

Answer: False Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Illustrate four barriers that inhibit communication between individuals.

Topic: Barriers to Adapting to Others Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 6.36. The term that is used when referring to a person who exhibits a blend of feminine and masculine characteristics is .

Answer: androgynous Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Easy Skill: Remember the Facts

6.37.

communication occurs when individuals or groups from different cultures communicate.

Answer: Intercultural Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank values.

Topic: Culture and Communication Difficulty: Easy

Beebe, Communication 8e, Test Bank

Skill: Remember the Facts

6.38. A culture that values teamwork over individual accomplishment would be known as a(n) culture.

Answer: collectivistic Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Easy Skill: Remember the Facts

6.39. Cultural

refers to the nonverbal cues that surround and give added meaning to the message.

Answer: context Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Easy Skill: Remember the Facts

6.40. A(n)

culture includes the desire for freedom and happiness.

Answer: indulgent Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Easy Skill: Remember the Facts 6.41. The belief that one’s own cultural traditions and assumptions are superior to those of others is called .

Answer: ethnocentrism Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Illustrate four barriers that inhibit communication between individuals.

Topic: Barriers to Adapting to Others Difficulty: Easy

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

6.42. Being

is to be aware of what you are doing and how you are communicating with others.

Answer: mindful Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others Difficulty: Easy Skill: Remember the Facts

6.43. People who are classified as

focus on themselves and their own importance.

Answer: egocentric Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others Difficulty: Easy Skill: Remember the Facts

6.44. is the process of feeling an emotional reaction that is similar to the reaction being experienced by another person.

Answer: Empathy Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others Difficulty: Easy Skill: Remember the Facts

6.45. The communication theory suggests that effective communication occurs when we adapt to the communication style of our communication partner.

Answer: accommodation Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others Difficulty: Easy Skill: Remember the Facts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Short Answer/Essay

Beebe, Communication 8e, Test Bank

6.46. Explain how ethnicity and race are related but different.

Answer: Ethnicity is a social classification based on a variety of factors, such as nationality, religion, and language as well as biological ancestral heritage (race), which are shared by a group of people with a common geographic origin. An ethnic group is a group of people who have identified themselves as such, based on a variety of factors that may or may not include ancestral heritage or biological characteristics such as skin color. Ethnicity fosters common bonds that affect communication patterns. Race is traditionally based on the genetically transmitted physical characteristics of a group of people who are also classified together because of a common history, nationality, or geographical location. Skin color and other physical characteristics affect our responses and influence the way people of different races interact. A person’s racial classification has been based on such visible physiological attributes as phenotypes, which include skin color and other physical features including body type, hair color and texture, and facial attributes. Today, the term race is a fuzzy, somewhat controversial way of classifying people.

Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Describe how differences of gender, sexual orientation, age, ethnicity, and social class influence communication.

Topic: Diversity and Communication Difficulty: Moderate Skill: Understand the Concepts

6.47. Identify the six categories presented by Geert Hofstede used for measuring values that are important to almost every culture.

Answer: (1) Individualism versus collectivism; (2) Distribution of power: centralized or shared; (3) avoidance of uncertainty versus tolerance for uncertainty; (4) masculine versus feminine cultural perspectives; (5) long-term versus short-term orientation to time; and (6) expectations about happiness in terms of indulgence or restraint.

Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Define culture, and compare and contrast cultural contexts and cultural values.

Topic: Culture and Communication Difficulty: Moderate Skill: Understand the Concepts

6.48. Explain and give examples for two of the barriers to effective intercultural communication.

Answer: Assuming superiority: Ethnocentrism is a belief that our own culture, its values and assumptions, are superior to another culture. This may lead to negative interpretations of another culture’s traditions and lead to the communication of superiority. If I were to travel to a Latin country, I might find their easygoing approach unacceptable and an indication of disrespect. My attitude could inhibit communication and create a negative or hostile atmosphere.

Assuming similarity: Different communication codes may result in confusion due to simply not knowing the symbols and their meanings. Even if you can translate the language, the use or meaning of the terms or concepts may vary. In England, the word “boot” is a term used to refer to the trunk of a car. An American

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank might be confused if asked to put something in the “boot.”

Assuming differences: It can be just as detrimental to assume someone is different from you as it is to

Beebe, Communication 8e, Test Bank

assume that we are all alike. Research has indicated that there are many similarities that all cultures share, such as beliefs about death, division of labor by sex, childhood fear of strangers, and experience of certain emotions such as envy, pain, jealousy, shame, and pride, etc. Communication effectiveness is diminished when we assume we are different in every way.

Stereotyping and prejudice: They are based on inaccurate and negative impressions that we have of others that do not allow for individual or cultural differences. They tend to be all-encompassing categories applied to members of a group. Assuming similarity can impact intercultural communication by identifying similarities in beliefs and behavior that are not there. While human beings have certain similarities, cultural differences can generate wide discrepancies in how people understand the world and act.

Americans tend to place great emphasis on timeliness, while other cultures do not. Assuming that someone adopts the same approach to timeliness may result in considerable frustration and ill will.

Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Illustrate four barriers that inhibit communication between individuals.

Topic: Barriers to Adapting to Others Difficulty: Moderate Skill: Apply What You Know

6.49. Briefly explain three ways to socially decenter.

Answer: (1) Consider how you have responded in the past. If something similar has happened to you in another situation, think of how you responded at that time. (2) Consider how the other person has responded in the past. If you know a person will respond negatively if you phrase your message a particular way, you can adjust the way you phrase your message. (3) Consider how most people respond to similar situations. Learn as much as you can about the culture or gender perspectives of another person to become more accurate in your message.

Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others Difficulty: Moderate Skill: Understand the Concepts

6.50. Explain the seven strategies for becoming an interculturally competent communicator.

Answer: Specific strategies for becoming interculturally competent include the following: (1) Be mindful of differences between cultures. (2) Develop positive attitudes about adapting to others who are different from yourself. (3) Strive to tolerate ambiguity and uncertainty. (4) Seek information about a culture. (5) Ask questions and listen to the responses. (6) Become other-oriented by socially decentering and empathizing with others. (7) Appropriately and ethically adapt your communication to others.

Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe seven strategies that will help bridge differences between people and help them adapt to differences.

Topic: Strategies for Adapting to Others Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

Test Bank Chapter 7: Understanding Interpersonal Communication Multiple Choice 7.1. According to the definition in your text, which of the following situations would be classified as interpersonal communication? a. The usher at the theater looks at your tickets and then points to the center aisle. b. You and your roommate discuss a movie you just watched. c. You check the weather app on your phone to find out the forecast. d. You present your project to your history class.

Answer: b Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Define interpersonal communication and discuss its three unique attributes.

Topic: What Is Interpersonal Communication?

Difficulty: Moderate Skill: Understand the Concepts

7.2. When Sonny snapped his fingers repeatedly to summon the server to his table, he was engaging in . a. interpersonal communication b. mediated communication c. impersonal communication d. immediacy behaviors Answer: c Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Define interpersonal communication and discuss its three unique attributes.

Topic: What Is Interpersonal Communication?

Difficulty: Moderate Skill: Apply What You Know

7.3. Mattie and Nancy first met each other on the job. Since they saw each other every day and worked together, they became friends. This situation best describes a relationship of . a. choice b. circumstance c. physical attraction d. complementarity Answer: b Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Apply What You Know

7.4. The degree to which you desire to form and possibly maintain an interpersonal relationship with another person is called interpersonal . a. self-absorption b. attraction c. similarity d. proximity Answer: b Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Understand the Concepts

7.5. Sarah and Parul have been friends since the sixth grade. After they each got married, they purchased homes within blocks of one another. These two women demonstrate a relationship of a. choice b. circumstance c. complementarity d. similarity

.

Answer: a Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Apply What You Know

7.6. The term is used to describe a motivational state that causes someone to think, feel, and behave in a positive manner toward another person. a. complementary b. attraction c. immediacy d. proximity Answer: b Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

7.7. Lisette thinks Matthew has a great smile and gorgeous hair. Based on this information, Lisette is experiencing . a. sexual attraction b. similarity c. complementarity d. physical attraction Answer: d Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Apply What You Know

7.8. According to the matching hypothesis, people tend to seek out individuals who are a. on a lower level of physical attractiveness as themselves b. on a higher level of physical attractiveness as themselves c. on the same level of physical attractiveness as themselves d. not concerned with physical attractiveness

.

Answer: c Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Understand the Concepts

7.9. When Nadia met Rick at the party, she realized that he had many of the same interests as she did and he had also been raised in a military family. What characteristic is Nadia noticing? a. similarity b. complementarity c. immediacy d. proximity Answer: a Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

7.10. Michaela and her high school boyfriend went to different colleges, and by Thanksgiving of their first year at college, they decided to break up because it was impossible to maintain a long-distance

Beebe, Communication 8e, Test Bank

relationship. Which factor of interpersonal attraction seems to have contributed to their break-up? a. physical attraction b. complementarity c. similarity d. proximity Answer: d Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Apply What You Know

7.11. refers to the likelihood of being attracted to people who are physically close rather than those who are far away. a. Proximity b. Similarity c. Immediacy d. Reliability Answer: a Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Understand the Concepts

7.12. The idea of complementarity is that we are attracted to people who a. have different interests and needs that round out our own b. pay us a lot of compliments c. have similar interests, values, and needs to our own d. are about as physically attractive as we consider ourselves to be

.

Answer: a Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Understand the Concepts

7.13. Jonathan sat down next to Sandra and made eye contact. He then moved a little closer to her and

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank began leaning toward her when she spoke and smiling a lot in response. Jonathan is communicating his attraction through . a. reciprocity

Beebe, Communication 8e, Test Bank

b. narcissism c. passivity d. immediacy Answer: d Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Apply What You Know

7.14. When Al meets Belinda, he finds her interests and needs are very different from his own, but in an intriguing way. They find a lot to talk about and enjoy spending their leisure time together trying new activities. This couple seems interested in each other based on . a. physical attraction b. complementarity c. proximity d. similarity Answer: b Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Apply What You Know

7.15. Which of the following statements best describes the focus of uncertainty-reduction theory? a. It focuses on how we communicate our attraction to other people. b. It focuses on how we form our sense of self-worth in our relationships. c. It focuses on how we determine the value of our interpersonal relationships in our lives. d. It focuses on how we use information to decrease ambiguity.

Answer: d Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Understand the Concepts

7.16. Tim had been watching Pat all semester in class, although they had never really talked. At first he thought that Pat was quiet and boring, but as the semester progressed he could tell from Pat’s comments

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank that Pat had a very dry, biting sense of humor. He began to think that Pat might be an interesting person to be friends with. What uncertainty-reduction strategy is Tim using? a. passive

Beebe, Communication 8e, Test Bank

b. active c. interactive d. strategic Answer: a Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Apply What You Know

7.17. The active strategy of uncertainty reduction relies on a. self-knowledge b. a third party c. face-to-face interaction d. personal feelings

to verify our perceptions.

Answer: b Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Understand the Concepts 7.18. Karla’s friend Jessica always had to have the last word. If Karla complained about a difficult test, Jessica would say, “That’s nothing, you should see the tests Dr. Brown gives.” If Karla is excited about a trip she is going to take, Jessica would say, “Oh, I’ve been there lots of times.” Jessica could be described as having . a. conversational narcissism b. other orientation c. complementarity d. nonverbal immediacy Answer: a Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Apply What You Know

7.19. When he thought about what to talk about on his first date with Jenae, Robert decided to focus on

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank things happening around campus and not bring up that he thought about dropping out of school after the first year. What property of self-disclosure is Robert using to decide what to discuss? a. reciprocity

Beebe, Communication 8e, Test Bank

b. immediacy c. narcissism d. appropriateness Answer: d Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Apply What You Know

7.20. Eileen and Carlos study together for their communication class. They find themselves discussing a wide variety of topics but have kept their personal disclosures minimal and the interaction superficial. This relationship would be characterized as having . a. depth but little breadth b. breadth but little depth c. neither much breadth nor depth d. depth and breadth Answer: b Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Apply What You Know 7.21. Altman and Taylor’s model of social penetration illustrates how . a. people reduce uncertainty about each other in the early stages of a relationship b. people make use of verbal and nonverbal communication to form impressions of the other c. much and what kind of information we reveal in various stages of a relationship d. men and women communicate differently in friendship relationships Answer: c Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Understand the Concepts

7.22. The Johari Window is a model that reflects . a. levels of risk, reciprocity, and appropriateness in relationships

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank b. the initiation and termination of relationships c. various stages of relational development and degrees of self-awareness d. the breadth and depth of relationships

Beebe, Communication 8e, Test Bank

Answer: c Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Understand the Concepts

7.23. In the Johari Window, the information that another person knows about you but that you fail to recognize in yourself falls within the quadrant. a. unknown b. hidden c. blind d. open Answer: c Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Understand the Concepts

7.24. The open quadrant in the Johari Window model represents what type of information? a. information about others that is known to us b. information about ourselves that we know and have revealed to others c. information about others that they know and that we know d. information about ourselves that we know but is not known to others Answer: b Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Understand the Concepts

7.25. Which of the following is true regarding emotional expression? a. U.S. culture falls on the far side of the continuum toward suppressing all emotional displays. b. Most people are more reserved about sharing their fear or disappointment. c. U.S. culture falls somewhere in the middle of the continuum. d. Most people are very hesitant about sharing their joy or happiness.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Answer: c Chapter: 07

Beebe, Communication 8e, Test Bank

Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Understand the Concepts

True/False 7.26. In interpersonal communication, the individuals involved attempt to mutually influence each other, usually for the purpose of managing relationships.

Answer: True Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Define interpersonal communication and discuss its three unique attributes.

Topic: What Is Interpersonal Communication?

Difficulty: Moderate Skill: Understand the Concepts

7.27. Attraction is defined as an ongoing connection made with another person.

Answer: False Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Define interpersonal communication and discuss its three unique attributes.

Topic: What Is Interpersonal Communication?

Difficulty: Easy Skill: Remember the Facts

7.28. Laura and Susan are sisters. This relationship is a relationship of circumstance.

Answer: True Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Apply What You Know

7.29. Interpersonal attraction is the degree to which you desire to form and possibly maintain an interpersonal relationship with another person.

Answer: True

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 07 Module: 7.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Easy Skill: Remember the Facts 7.30. A person’s clothing and hairstyle can be elements of physical attraction.

Answer: True Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Easy Skill: Remember the Facts

7.31. Complementarity refers to the likelihood of being attracted to people who have similar values, attitudes, and interests.

Answer: False Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Easy Skill: Remember the Facts

7.32. Narcissistic communicators converse mostly about their conversational partners and typically provide less detail in their narratives than their partner might like.

Answer: False Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Easy Skill: Remember the Facts

7.33. Reciprocity in self-disclosure is the tendency to reveal only superficial information in relationships that are not intimate.

Answer: False

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining

Beebe, Communication 8e, Test Bank

face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Easy Skill: Remember the Facts

7.34. According to the social penetration model, as a relationship develops, the breadth and depth of information shared increases.

Answer: True Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Easy Skill: Remember the Facts

7.35. The unknown quadrant in the Johari Window represents information that others know about us that we do not know.

Answer: False Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 7.36. Communication that is carried out using some channel other than those used in face-to-face encounters is called communication.

Answer: mediated Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Define interpersonal communication and discuss its three unique attributes.

Topic: What is Interpersonal Communication?

Difficulty: Easy Skill: Remember the Facts

7.37. A relationship that is sought out and intentionally developed is a relationship of

.

Answer: choice

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 07 Module: 7.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Easy Skill: Remember the Facts

7.38.

attraction is the degree to which one is drawn to another person’s bodily attributes.

Answer: Physical Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Easy Skill: Remember the Facts

7.39. The hypothesis is the tendency for one to seek out individuals who represent the same level of physical attractiveness as oneself.

Answer: matching Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Understand the Concepts

7.40. Nonverbal cues to indicate attraction, such as making eye contact and moving closer to a person, are examples of .

Answer: immediacy Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Easy Skill: Remember the Facts

7.41. refers to the increased likelihood of being attracted to your neighbor because he or she lives right next door.

Answer: Proximity

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and

Beebe, Communication 8e, Test Bank

initiating relationships.

Topic: Initiating Relationships Difficulty: Easy Skill: Remember the Facts

7.42. When using the strategy to reduce uncertainty, a person will observe the person they are attracted to before communicating with him or her directly.

Answer: passive Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Easy Skill: Remember the Facts

7.43. Selfnot tell them.

refers to voluntarily providing information to others that they would not learn if you did

Answer: disclosure Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Easy Skill: Remember the Facts

7.44. refers to sharing information about oneself with another person, with the expectation that the other person will share information that is similar in risk or depth.

Answer: Reciprocity Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Easy Skill: Remember the Facts

7.45. The quadrant in the Johari Window represents information that you know about yourself but haven’t shared with another person.

Answer: hidden

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining

Beebe, Communication 8e, Test Bank

face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 7.46. In a well-supported essay, discuss the three unique attributes of interpersonal communication as defined in your text.

Answer: First, interpersonal communication involves quality, which means that a person treats another as a unique human being rather than as a person in an impersonal role. An example would be listening and observing the other person carefully and responding to any emotional messages or what their particular experience might be, for example, asking a clerk in a store, “Busy day, today?” and listening to the answer rather than just conducting a transaction.

Second, interpersonal communication involves mutual influence, which means that each person in the interaction is affected. For example, if a friend is telling you about a problem, and you are listening intently, even though your friend might be doing the talking, you are affected by his or her problem. In turn, your listening affects his or her emotional and perceptual response to you. If both people are not aware of the interaction, it will not be interpersonal.

Third, interpersonal communication helps manage relationships. We use communication to initiate and maintain relationships. For example, at earlier stages in the relationship, we limit our conversation to superficial topics. As we get to know each other better, we may discuss more intimate topics, which helps a relationship grow. We may also use direct messages to discuss the nature of the relationship.

Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Define interpersonal communication and discuss its three unique attributes.

Topic: What Is Interpersonal Communication?

Difficulty: Moderate Skill: Understand the Concepts

7.47. Explain the three strategies for reducing uncertainty in potential relationships.

Answer: We typically use one of three strategies to reduce uncertainty. With the passive strategy, we seek information by observing people, scoping out situations, and so forth before more actively working to reduce uncertainty. With the active strategy, we might decide, after using the passive strategy, to check our perceptions of things with a third party. The final strategy, the interactive strategy, is communicating directly with the person who has the most potential to reduce our uncertainty.

Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Describe the roles of communication in revealing interpersonal attraction and initiating relationships.

Topic: Initiating Relationships Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

7.48. Discuss self-disclosure and reveal reasons why people self-disclose.

Beebe, Communication 8e, Test Bank

Answer: Self-disclosure occurs when you voluntarily provide information to others that they would not learn if you didn’t tell them. According to David Johnson, there are eight reasons why people choose to self-disclose. (1) we begin and deepen a relationship by sharing reactions, feelings, personal information, and confidences; (2) self-disclosure improves the quality of relationships; (3) self-disclosure allows us to validate our perceptions of reality; (4) self-disclosure clarifies our understanding of ourselves; (5) the expression of feelings and reactions is a freeing experience; (6) disclosing or withholding information about ourselves can be a means of social control; (7) self-disclosing is an important part of managing stress and adversity; (8) self-disclosure fulfills a human need to be known intimately and accepted.

Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Understand the Concepts

7.49. Melanie ran an ad searching for a potential roommate to share the rent on a two-bedroom house.

Stephanie answers the ad, and Melanie suggests that they go out to lunch and assess their compatibility as roommates. At lunch, conversation starts off light, discussing where they grew up, etc. Then, Stephanie abruptly changes the topic of the conversation and discloses irrelevant details of her medical history. Melanie is surprised that Stephanie is disclosing such intimate details since they have just met.

Following Stephanie’s self-disclosure, there is an awkward silence, and then Melanie changes the subject. Melanie is doubtful that they will get along as roommates. Discuss what happened in this incident in terms of reciprocity, appropriateness, and risk of self-disclosure.

Answer: (Student responses may vary.) Since they had just met, Stephanie should have assessed what would be appropriate and inappropriate to disclose. In the early stages of a relationship, we are trying to reduce our uncertainty about others by finding areas we have in common. In this state, self-disclosure is usually not at a deep level. Melanie probably thought the details of Stephanie’s medical history were inappropriate at this stage of their relationship. Stephanie should be aware that as relationships progress and trust develops, self-disclosure can deepen, but it can be damaging early in a relationship. Stephanie also took a risk to make herself vulnerable. If she had assessed the risks, she may have decided that the disclosure was not worth the risk. She did not really know Melanie, and that level of trust had not been established.

Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Apply What You Know

7.50. Explain the purpose of the Johari Window and describe its four quadrants.

Answer: The Johari Window is a model that explains how self-disclosure varies from relationship to relationship. It reveals various stages of relational development, degrees of self-awareness, and others’ perceptions. The four windows include (1) open quadrant: the part of yourself that you know and have revealed to others; (2) blind quadrant: information that another person knows about you but you fail to recognize in yourself; (3) hidden quadrant: information that you know about yourself but haven’t shared

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank with others; (4) unknown quadrant: information about yourself that you, as well as others, have yet to discover.

Beebe, Communication 8e, Test Bank

Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Explain the roles of self-disclosure and emotional expression in maintaining face-to-face and online relationships.

Topic: Maintaining Relationships Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 8: Enhancing Relationships Multiple Choice 8.1. Aristotle is attributed with providing one of the best definitions of a friend when he said it is “a that resides in two bodies.” a. soul b. heart c. mind d. belief Answer: a Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Explain how the five Communication Principles for a Lifetime apply to interpersonal communication among friends, family members, and colleagues.

Topic: The Importance of Relationships: Friends, Family, and Colleagues Difficulty: Easy Skill: Remember the Facts

8.2. Which one of the Communication Principles for a Lifetime is considered the most important in developing relationships? a. Be aware of your communication with yourself and others. b. Listen and respond thoughtfully to others. c. Effectively use and interpret verbal messages. d. Appropriately adapt messages to others.

Answer: b Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Explain how the five Communication Principles for a Lifetime apply to interpersonal communication among friends, family members, and colleagues.

Topic: The Importance of Relationships: Friends, Family, and Colleagues Difficulty: Moderate Skill: Understand the Concepts

8.3. The most common profile of the American family in the twenty-first century is the a. one-parent b. nuclear c. blended d. traditional

family.

Answer: c Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Explain how the five Communication Principles for a Lifetime apply to interpersonal communication among friends, family members, and colleagues.

Topic: The Importance of Relationships: Friends, Family, and Colleagues

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts

8.4. Navid and Donna begin self-disclosing information about their dreams for the future, values, and religious beliefs, but they still spend a limited amount of time with one another. They are moving into which stage of relational escalation? a. initiation b. exploration c. intensification d. interaction awareness Answer: b Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Moderate Skill: Apply What You Know 8.5. Jillian and her new roommate are getting to know each other by asking questions such as, “Where did you work over the summer?” “Do you have brothers and sisters?” and “What’s your major?” In which stage of relational escalation are they most likely to be? a. pre-interaction b. intensification c. exploration d. initiation Answer: d Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Moderate Skill: Apply What You Know

8.6. Lian and Kris have reached a stage in their relationship in which they understand one another to the point that they can almost finish one another’s sentences, openly discuss any issue, and are recognized among friends and family members as a committed couple. This would be an example of what stage in relational escalation? a. exploration b. intensification c. initiation d. intimacy Answer: d Chapter: 08 Module: 8.2

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Apply What You Know 8.7. José used to think his partner’s overspending of money was cute; now he finds it annoying. They are starting to spend less time together but aren’t really arguing. What stage of relational de-escalation are José and his partner facing? a. individualization stage b. stagnation stage c. turmoil stage d. separation stage Answer: c Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Moderate Skill: Apply What You Know

8.8. A couple experiences significantly less interaction and begins to no longer depend as much on one another for self-confirmation. They also begin to question whether their relationship has a future. This illustrates which stage in relational de-escalation? a. individualization stage b. de-intensification stage c. separation stage d. turmoil stage Answer: b Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Moderate Skill: Apply What You Know

8.9. Jonah and Renata dated for about eight months before breaking up. Since they have so many friends in common, they still see each other all the time and spend almost every Friday night together with the rest of the group. This couple seems to be experiencing . a. a trial separation b. a stagnating relationship c. a postdissolutional relationship d. a cyclical relationship Answer: c Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Summarize research findings on relationship dissolution, including communication in the on-again/off-again relationship and the postdissolutional relationship.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: Relationship Dissolution (a.k.a. the Breakup) Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

8.10. The relational tension between a feeling of independence and doing things with a group is the dialectic. a. autonomy versus connection b. predictability versus novelty c. openness versus closedness d. masculine versus feminine Answer: a Chapter: 08 Module: 8.4 Learning Objective: LO 8.4 Discuss relational dialectics and three primary tensions in relationships.

Topic: Tensions in Relationships: The Dialectical Perspective Difficulty: Moderate Skill: Understand the Concepts

8.11. A lack of is said to be the primary characteristic of destructive conflict. a. verbal skills b. similar values to others c. flexibility in responding to others d. money Answer: c Chapter: 05 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 8.12. Which of the following is one of Wilmot and Hocker’s hallmarks of a constructive conflict? a. Hold your position on an issue firmly. b. Try to protect yourself against conflict. c. Be willing to lose if it means making the other person happy. d. Focus on the relationship rather than the individual.

Answer: d Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank 8.13. What type of conflict occurs when conflict gets personal, such as when people attack each other’s self-esteem? a. ego conflict

Beebe, Communication 8e, Test Bank

b. pseudoconflict c. simple conflict d. serial conflict Answer: a Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts

8.14. Jenna felt bad that she missed the meeting, but she thought Harris had said it was next week, and now he has taken her off the project. Which category of conflict does this demonstrate? a. nonconfrontational conflict b. irresolvable conflict c. serial conflict d. pseudoconflict Answer: d Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know

8.15. Argumentative episodes focused on a given issue that occur at least twice are called a. serial arguments b. irresolvable conflict c. pseudoconflict d. ego conflict

.

Answer: a Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts

8.16. Sophie goes along with Michael because she feels their conflict cannot ever really be resolved, and she does not want to keep revisiting the topic. In Sophie’s view, this conflict appears to be . a. ego-related

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank b. intractable c. simple d. serial

Beebe, Communication 8e, Test Bank

Answer: b Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know

8.17. The human resource manager reminded the new employees that when a conflict arises it is best to explain concerns directly and take the feelings and rights of the recipient of your message into account.

What type of communication is the manager promoting? a. assertive b. passive c. aggressive d. confrontational Answer: a Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts

8.18. When neither person feels like the issue has been addressed but merely postponed, it demonstrates the conflict style. a. nonconfrontational b. confrontational c. cooperative d. constructive Answer: a Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 8.19. communication is considered self-serving and doesn’t take a listener’s feelings and rights into account. a. Cooperative b. Aggressive

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank c. Passive d. Assertive

Beebe, Communication 8e, Test Bank

Answer: b Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts

8.20. A person who has a win–lose philosophy in conflicts is using which conflict style? a. nonconfrontational b. constructive c. cooperative d. confrontational Answer: d Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts

8.21. Rather than get mad at her roommate for spending too much time in the bathroom, Anita decided to come up with some ideas so each of them can use the bathroom when they need to. Anita’s conflict management style would be described as . a. nonconfrontational b. parallel c. cooperative d. confrontational Answer: c Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know

8.22. Kenji wants to make sure he knows exactly why Rob is upset with him. During their discussion, Kenji gives his full attention to Rob, and then he responds after he hears everything Rob has to say. What aspect of managing information is Kenji demonstrating? a. Use effective listening skills. b. Use self-talk. c. Identify everyone’s goals.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank d. Define the problem.

Answer: a

Beebe, Communication 8e, Test Bank

Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know

8.23. In order to manage your emotions in a conflict situation, it would be most helpful to do which of the following? a. Immediately confront the other person so the anger doesn’t fester. b. Don’t prepare what you will say so your message will be genuine. c. Use self-talk to avoid lashing out. d. Stand over the other person to communicate that you’re in control.

Answer: c Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 8.24. Which of the following is an appropriate example of “owning” your feelings by using “I” language? a. “You make me so angry when you assume I don’t understand anything!” b. “I feel unappreciated when you do not respond to my questions.” c. “You’re a jerk! Everyone says so.” d. “This discussion is giving me a headache!”

Answer: b Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts

8.25. The first step when managing a problem is to a. discuss the pros and cons of each possible solution b. identify where goals overlap c. define the problem before trying to solve it d. clearly describe all conflict-producing events

.

Answer: c

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of

Beebe, Communication 8e, Test Bank

conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts

True/False 8.26. According to Virginia Satir, the self-worth of members is high in a healthy family.

Answer: True Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Explain how the five Communication Principles for a Lifetime apply to interpersonal communication among friends, family members, and colleagues.

Topic: The Importance of Relationships: Friends, Family, and Colleagues Difficulty: Easy Skill: Remember the Facts

8.27. When partners define their lives less as a couple and more as individuals, they are in the stagnation stage of relational de-escalation.

Answer: False Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Easy Skill: Remember the Facts 8.28. In the intensification stage of relational escalation, partners depend on each other’s opinions.

Answer: True Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Easy Skill: Remember the Facts 8.29. “Grave dressing” describes the story we offer to others as to why a relationship ended.

Answer: True Chapter: 08 Module: 8.2

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Easy

Beebe, Communication 8e, Test Bank

Skill: Remember the Facts

8.30. The predictability versus novelty dialectic refers to the tension in maintaining or giving up privacy.

Answer: False Chapter: 08 Module: 8.4 Learning Objective: LO 8.4 Discuss relational dialectics and three primary tensions in relationships.

Topic: Tensions in Relationships: The Dialectical Perspective Difficulty: Easy Skill: Remember the Facts

8.31. Emma and Aaron argued about money a few weeks ago, and then they began arguing about Aaron drinking too much on weekdays. This is an example of a serial argument.

Answer: False Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know 8.32. James thought Kelsey had said to “turn off the light” when she really asked him to “turn on the light.”

This is a form of pseudoconflict.

Answer: True Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know 8.33. Assertive communication takes your listener’s feelings and rights into account.

Answer: True Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

8.34. The confrontational style of conflict management promotes a win–win approach.

Answer: False Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts

8.35. The cooperative style of conflict management separates the people from the problem.

Answer: True Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 8.36. At the highest level of relational escalation is the

stage.

Answer: intimacy Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Easy Skill: Remember the Facts

8.37. People start depending on each other for self-confirmation in the escalation.

stage of relational

Answer: intensification Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Easy Skill: Remember the Facts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

8.38. Relationship

is the research term for relational endings.

Beebe, Communication 8e, Test Bank

Answer: dissolution Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Summarize findings on relationship dissolution, including communication in the on-again/off-again relationship and the postdissolutional relationship.

Topic: Relationship Dissolution (a.k.a. the Breakup) Difficulty: Easy Skill: Remember the Facts

8.39. The relational dialectic that focuses on stability and change is called predictability versus

.

Answer: novelty Chapter: 08 Module: 8.4 Learning Objective: LO 8.4 Discuss relational dialectics and three primary tensions in relationships.

Topic: Tensions in Relationships: The Dialectical Perspective Difficulty: Easy Skill: Remember the Facts

8.40.

conflict is characterized by cooperation in dealing with differences.

Answer: Constructive Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts

8.41. Intractable conflict is also called

conflict.

Answer: irresolvable Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts

8.42. Heather often insults others and uses profanity in order to get what she wants. She seldom takes others’ feelings into account when encountering conflict. Heather uses communication.

Answer: aggressive

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 08 Module: 8.5

Beebe, Communication 8e, Test Bank

Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know

8.43. Kumiko prefers to back away when another person tries to start an argument. She displays a(n) style of conflict management.

Answer: nonconfrontational Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know

8.44. The conflict management style involves using a win–lose approach and often includes seeking someone to blame.

Answer: confrontational Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts

8.45. When working to manage conflict, it is essential for a person to use supportive climate.

statements to create a

Answer: “I” Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts

Short Answer/Essay 8.46. Explain how the five Communication Principles for a Lifetime can help you enhance your

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank friendships.

Answer: (1) Be aware of your own communication with yourself and others. Knowing yourself is the first

Beebe, Communication 8e, Test Bank step if you’re trying to make new friends. (2) Effectively use and interpret verbal messages. Verbal communication tends to deepen and become more frequent as friendships grow. (3) Effectively use and interpret nonverbal messages. We also use nonverbal immediacy cues to establish friendships— behaviors that reveal our liking of other people, such as leaning forward, moving closer, making eye contact, smiling, and nodding are all effective cues when establishing friendships. (4) Listen and respond thoughtfully to others. This skill develops a friendship as most of us don’t stay friends with people who don’t seem to listen to us. (5) Appropriately adapt messages to others. We communicate differently with different people. Having a wide range of friends taps into different aspects of your personality, which, in turn, helps you develop your skills of adaptation.

Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Explain how the five Communication Principles for a Lifetime apply to interpersonal communication among friends, family members, and colleagues.

Topic: The Importance of Relationships: Friends, Family, and Colleagues Difficulty: Moderate Skill: Apply What You Know

8.47. Explain each of the five stages of relational de-escalation. Give specific examples to illustrate each of the stages using Norris and Trisha, who have been married for seven years, but their relationship has begun to crumble.

Answer: The first stage involves turmoil and is characterized by increased conflict as partners find faults in each other. The definition of the relationship loses clarity. Conversations are tense, difficult, and forced.

Norris and Trisha find themselves wondering what has happened during the last five years. Trisha never realized before how many annoying habits Norris has. Norris is working longer hours, and when he does come home, their time together is tense. When the relationship stagnates, it loses its vitality, the partners begin to take one another for granted, and they may go through the motions of an intimate relationship without the commitment or joy. Communication and physical contact decrease, but they don’t necessarily fight. At this point, the relationship can still be salvaged. Norris and Trisha stopped having their weekly date night and aren’t really missing it.

Next, in the de-intensification stage, a couple may experience less interaction; have increased physical, psychological, and emotional distance; and no longer depend on one another for self-confirmation. They might also discuss their dissatisfaction within the relationship. For example, Norris and Trisha’s relationship continues to worsen. They rarely talk and no longer take joy in one another’s successes or provide comfort for one another. Trisha finally confronts Norris and asks him if he sees the marriage continuing.

The next stage is individualization. In this stage, couples begin to see their lives more as “you and I” rather than “we and us.” Physical intimacy is very low or nonexistent, and nonverbal distance increases.

Norris and Trisha socialize as individuals, and they increasingly turn to friends for support and talk to friends and family members about their dissatisfaction in the relationship.

In the separation stage, the individuals take intentional steps to eliminate further interpersonal communication. In Norris and Trisha’s case, if they do attend family gatherings together, their interaction has noticeably changed. Trisha files for divorce, and Norris moves out of the house.

Finally, in the post-interaction stage, individuals engage in “grave dressing,” or create public statements explaining why they broke up. Individuals come to grips with losing the relationship and begin rebuilding a sense of self-worth. This stage is important because relationships, even failed ones, have a powerful impact on how we view ourselves. Norris and Trisha begin to explain to coworkers, friends, and family

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank why their relationship failed. Trisha begins getting involved in more activities in her church and makes new friends to help overcome feelings of loneliness and low self-esteem. Their divorce is finalized.

Beebe, Communication 8e, Test Bank

Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Identify and describe the stages of relational escalation and de-escalation.

Topic: Stages of Relationship Development Difficulty: Moderate Skill: Apply What You Know

8.48. Explain the autonomy versus connection dialectic.

Answer: While people usually want to have a connection with others and feel like part of a group, they also want to have their own independence and be self-sufficient. The level of this varies greatly among people. A conflict with this dialectic might occur when one partner has to work more hours than usual and the other partner feels neglected because they aren’t spending time together.

Chapter: 08 Module: 8.4 Learning Objective: LO 8.4 Discuss relational dialectics and three primary tensions in relationships.

Topic: Tensions in Relationships: The Dialectical Perspective Difficulty: Moderate Skill: Understand the Concepts

8.49. What is meant by a cooperative style of conflict management? Explain the four techniques discussed in your book for using a cooperative style.

Answer: A cooperative style of conflict management is one in which you view conflicts as a mutual problem that needs to be worked out, rather than as a win–lose situation. The following techniques are recommended: First, separate the people from the problem. Think of the disagreement as about the issue rather than as a judgment of the other person’s character or abilities. Second, focus on shared interests.

What do both people want? What do you both agree needs to happen? Where do you already agree?

Third, generate many options to solve the problem. This may be accomplished through a technique such as brainstorming. Fourth, base decisions on objective criteria. What are standards, such as costs, timing, and other factors, that you can agree upon?

Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts

8.50. Explain how you might use the conflict management skills of managing emotions, information, goals, and problems in the following situation: You and your roommate agreed on a schedule and responsibilities for chores. At first, all went well. Gradually, though, things have started to change. Now your roommate has left dishes in the sink for three days and hasn’t taken out the trash in a week. The bathroom is a mess. You can’t take it anymore; you are furious. You’ve let it slide long enough and decide to let him or her know how you feel.

Answer: (Student responses may vary.) The first thing to do is to manage your emotions. You don’t want to confront your roommate when you’re this worked up. Leave the apartment, take a walk, and cool down.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Spend a little time talking to yourself. Maybe something is going on you don’t know about. When your roommate comes home, indicate that there are some things you want to talk about, and ask about a convenient time to get together. Once the meeting is arranged, give some thought to what you want to

Beebe, Communication 8e, Test Bank

say and how you want to say it. What do you want to accomplish? You might want to talk with another friend to help clarify the issues. If there is no one else to talk with, write down some of your ideas to help clarify the issues.

When you do talk with the other person, keep your emotions under control. If you feel yourself getting angry and tense, deliberately relax or take a break. Speak in a calm and natural manner. Whatever you do, avoid personal attacks, name-calling, and threats. Don’t dredge up grievances from long ago, but keep focused on the issues at hand. When you begin to talk with your roommate, describe what is bothering you as clearly as you can. Start at the beginning and move to the present. Make sure your roommate understands what it is that is bothering you. Be sure to use “I” statements, listen carefully, and check your perceptions often. When your roommate is talking, give him or her your full attention and do your best to understand his or her position. Use paraphrasing that reflects content and feelings to make sure you understand and respond appropriately. You may have clarified your goals earlier, but as you talk and listen, your goals may change. Be sure to clarify not only your own goals but also those of your roommate, and try to discover any shared goals you might have.

As you discover shared goals, you build the basis for a possible solution to the conflict. If you have clarified both your goals and your roommate’s, and have identified some shared goals, you have begun the process of defining the problem. Once you have a sense of what the problem is, you can begin to analyze the symptoms, effects, and obstacles that affect your ability to resolve the conflict. You may discover other problems that lie below the surface and need to be addressed.

Once you have a good grasp of the problem, work with your roommate to generate objective criteria to help evaluate and choose a solution. Then generate as many possible ways to solve the problem as the two of you possibly can. Brainstorming might be a useful technique. Once you have generated a number of possibilities, check them against your criteria, and pick the alternative or alternatives that best meet your goals.

Chapter: 08 Module: 8.5 Learning Objective: LO 8.5 Summarize the seven types of interpersonal conflict, the key characteristics of conflict management, and the ways people can cooperate in conflict situations.

Topic: Managing Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 9: Understanding Group and Team Performance Multiple Choice 9.1. Christa and her friends enjoy making unique desserts. They gather in one of their kitchens once a month to bake and eat their latest creation. This group is an example of a group. a. study b. social c. focus d. therapy Answer: b Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe types of groups and teams, differences between groups and teams, and when participating in groups and teams should be avoided.

Topic: Groups and Teams Defined Difficulty: Moderate Skill: Apply What You Know

9.2. Carlos has been asked to participate in a study on the quality of food in the dorm cafeteria. He will be in the study with 20 other students and they will all be able to offer their opinions on the food. This is an example of a group. a. primary b. study c. problem-solving d. focus Answer: d Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe types of groups and teams, differences between groups and teams, and when participating in groups and teams should be avoided.

Topic: Groups and Teams Defined Difficulty: Moderate Skill: Apply What You Know

9.3. Groups such as Alcoholics Anonymous that meet to offer mutual support to members are types of . a. study groups b. problem-solving groups c. therapy groups d. primary groups Answer: c Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe types of groups and teams, differences between groups and teams,

Beebe, Communication 8e, Test Bank

and when participating in groups and teams should be avoided.

Topic: Groups and Teams Defined Difficulty: Moderate Skill: Understand the Concepts

9.4. Which of the following describes the difference between a team and a group? a. Teams are deliberately structured to achieve a goal; not every group is highly organized. b. Teams usually are created by an outside organization; groups are not. c. Teams have a designated leader; groups do not. d. Teams are found only in sports; groups are found only in business.

Answer: a Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe types of groups and teams, differences between groups and teams, and when participating in groups and teams should be avoided.

Topic: Groups and Teams Defined Difficulty: Moderate Skill: Understand the Concepts 9.5. Meghan is the only person in the group who tries to “keep the peace” and make other group members feel better when their feelings get hurt. Meghan is displaying a role in her group. a. task b. social c. individual d. reward Answer: b Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.6. Mikala often takes the minutes of the meetings; Gary often asks others to contribute new ideas; Keri offers pros and cons about the suggested solutions. All of these are examples of roles. a. individual b. procedural c. social d. task Answer: d Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms,

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Apply What You Know 9.7. Clara thinks Carlo’s idea for organizational outreach is impractical and cannot be implemented effectively. The discussion becomes heated and things seem to be getting out of control, so Chad suggests that the group take a break to rethink the issue. Chad is fulfilling which type of group role? a. individual role b. task role c. social role d. therapeutic role Answer: c Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.8. A campus organization planning group is brainstorming possible themes for their homecoming float.

The ideas are flowing freely, when Katie enters the group late. Without regard for the group’s brainstorming session, she begins discussing her recent breakup with her boyfriend. Katie is displaying which type of group role? a. individual role b. task role c. social role d. procedural role Answer: a Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.9. Some experts recommend a a. 20–80 b. 50–50 c. 60–40 d. 80–20

balance between task and social roles for a successful group.

Answer: c Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms,

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Understand the Concepts

9.10. During the first team meeting, the coach told the players that practice would be from 3:30 to 5:30 every day after school and everyone needed to wear their practice shirt. The coach was providing so players knew what to expect. a. team ground rules b. task roles c. social roles d. task assignments Answer: a Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.11. Gretchen decides to join a study group. She attends the group for the first time and arrives about 10 minutes early for the meeting. She is surprised to see that no other group members have arrived. In fact, no one showed up until ten minutes past the posted start time. Gretchen realizes that arriving late is deemed appropriate behavior by the group. This would be an example of a group . a. norm b. role c. rule d. power Answer: a Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.12. Leroy was recently elected to the position of chair of his department at the university. With regard to department business, Leroy now has which type of power? a. reward b. expert c. legitimate d. coercive Answer: c Chapter: 09 Module: 9.2

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics

Beebe, Communication 8e, Test Bank

Difficulty: Moderate Skill: Apply What You Know 9.13. After another disappointing month in sales, the manager told the sales team that if they didn’t meet their quota by the end of the next quarter, they would lose their annual bonus. The manager is demonstrating power. a. reward b. referent c. expert d. coercive Answer: d Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.14. Teachers who use bonus points to get students to attend events outside of class are making use of what type of power? a. referent b. coercive c. expert d. reward Answer: d Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Understand the Concepts

9.15. If you have power because people like you, it is called a. referent b. coercive c. expert d. reward

power.

Answer: a Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: Group and Team Dynamics Difficulty: Moderate Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

9.16. Which of the following is a characteristic of incohesive groups? a. They stress individual accomplishment more than group accomplishment. b. Everyone in the group is encouraged to participate. c. They maintain and establish group traditions. d. They set goals and establish guidelines.

Answer: a Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Understand the Concepts

9.17. Which statement correctly depicts the relationship between group cohesiveness and group productivity? a. Productivity and group cohesion are unrelated. b. As cohesiveness increases, productivity decreases. c. When a group is too cohesive, productivity can suffer. d. The relationship between productivity and cohesiveness is linear.

Answer: c Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Understand the Concepts

9.18. What occurs in an all-channel network? a. Groups use chat rooms for their meetings. b. All members make comments to high-status members but rarely to low-status members. c. The norms of the group include raising one’s hand when asking a question. d. Everyone talks to everyone else, and no cliques or subgroups emerge.

Answer: d Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

9.19. George, Paul, and Sue tend to sit together at meetings and like telling stories to each other, sharing private jokes, and sometimes talking about other group members. Within the larger group, the trio would

Beebe, Communication 8e, Test Bank

be known as a a. group deviate b. referent group c. clique d. blocker

.

Answer: c Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.20. Vlad is the leader of a group; he receives most of the messages from the group members, and he provides most of the information the group members receive. This is an example of a(n) communication network. a. all-channel b. chain c. wheel d. linear Answer: c Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know 9.21. The four phases of communication researcher Aubrey Fisher’s model of group communication are orientation, conflict, emergence, and . a. reinforcement b. attitude c. feedback d. assumption Answer: a Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Easy Skill: Remember the Facts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank 9.22. During the first meeting of the parents-of-twins club, everyone got to know each other, and the group decided to meet monthly for discussions on raising twins. What phase of group development does this demonstrate?

Beebe, Communication 8e, Test Bank

a. orientation b. conflict c. emergence d. reinforcement Answer: a Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Moderate Skill: Apply What You Know

9.23. In the phase of group development, group problems begin to be solved or managed, and the group begins to solidify a common point of view. a. orientation b. conflict c. emergence d. reinforcement Answer: c Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Easy Skill: Remember the Facts

9.24. For a class project, Morgan ends up in a group with four other people who were all strangers to each other. At first, they took turns introducing themselves and telling the others their majors. Although the discussion was pleasant, it was somewhat strained and uncomfortable. Morgan wondered who in the group would be motivated to work and who would be a slacker. This group is most likely experiencing . a. primary tension b. secondary tension c. high cohesiveness d. task conflict Answer: a Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Moderate Skill: Apply What You Know

9.25. Max thought the group should donate at least $300 to a charity, but Dion thought they should ask a

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank company to donate $150, and their group could donate the other $150. What kind of conflict are Max and Dion experiencing? a. relational

Beebe, Communication 8e, Test Bank

b. orientation c. task d. cohesion Answer: c Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Moderate Skill: Apply What You Know

True/False 9.26. One of the primary differences between a team and a group is that teams are more coordinated and deliberately structured to achieve an explicit goal.

Answer: True Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe types of groups and teams, differences between groups and teams, and when participating in groups and teams should be avoided.

Topic: Groups and Teams Defined Difficulty: Moderate Skill: Understand the Concepts

9.27. A focus group is a group that meets to resolve an issue or overcome an unsatisfactory situation.

Answer: False Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe types of groups and teams, differences between groups and teams, and when participating in groups and teams should be avoided.

Topic: Groups and Teams Defined Difficulty: Easy Skill: Remember the Facts

9.28. Roles are the consistent way a person communicates with others in a group.

Answer: True Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

9.29. Keisha prefers to be busy and likes to work on many projects at the same time. She exhibits a monochronic time perspective.

Answer: False Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.30. A person with high status is typically listened to by other group members.

Answer: True Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Easy Skill: Remember the Facts

9.31. Tiffany looks up to her older sister and often asks her advice on personal matters. This is an example of referent power.

Answer: True Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.32. People who have expert power are perceived as experienced and knowledgeable.

Answer: True Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Easy Skill: Remember the Facts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

9.33. Group traditions are a feature of cohesive groups.

Beebe, Communication 8e, Test Bank

Answer: True Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Understand the Concepts

9.34. One example of secondary tension is when conflict occurs as a result of a struggle for leadership.

Answer: True Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Moderate Skill: Understand the Concepts 9.35. A group more clearly develops a sense of “we” in the orientation phase of group development.

Answer: False Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Moderate Skill: Understand the Concepts

Fill-in-the-Blank 9.36. A(n)

group, such as a family, exists to fulfill basic human needs.

Answer: primary Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe types of groups and teams, differences between groups and teams, and when participating in groups and teams should be avoided.

Topic: Groups and Teams Defined Difficulty: Easy Skill: Remember the Facts

9.37. A harmonizer, compromiser, and gatekeeper are all examples of

roles.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: social

Beebe, Communication 8e, Test Bank

Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Understand the Concepts

9.38. If you prefer to do many things at once, you demonstrate a(n)

time perspective.

Answer: polychronic Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Easy Skill: Remember the Facts 9.39. Joanna’s mother has decided that if Joanna cleans the upstairs bathroom, then Joanna may have an extension on her curfew. Joanna’s mother is using power.

Answer: reward Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.40. The degree of attraction that members of a group feel toward one another and the group is known as .

Answer: cohesiveness Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Understand the Concepts

9.41. A group is a member who holds an opinion, attitude, or belief that is different from that of other group members.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Answer: deviate Chapter: 09

Beebe, Communication 8e, Test Bank

Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Easy Skill: Remember the Facts

9.42. The all-channel, wheel, and chain are all types of

.

Answer: communication interaction patterns Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Easy Skill: Remember the Facts

9.43. As group members become more comfortable about expressing their opinions, they may begin to experience disagreements over leadership or task issues. This conflict is called .

Answer: secondary tension Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Easy Skill: Remember the Facts

9.44. Conflict that becomes personal because group members do not like, value, or respect one another is known as conflict.

Answer: relational Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Easy Skill: Remember the Facts

9.45. The fourth phase of group interaction, in which group members express positive feelings toward one another and toward the group, is the phase.

Answer: reinforcement Chapter: 09

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 9.46. Discuss the advantages and disadvantages of working in virtual teams.

Answer: Advantages: (1) can save travel time and expense (2) can develop same degree of trust among members as a face-to-face team (3) computer technology allows ideas to be captured easily and recorded quickly and accurately (4) technology can help structure group process and maintain focus (5) some team members might be more comfortable sharing ideas electronically. Disadvantages: (1) developing trust can take longer than a face-to-face team (2) special effort must be made to get everyone participating (3) cultural differences may result in less participation (4) increased speed of information flow leaves little time for reflection (5) computer technology might result in some group members not evaluating pros and cons (6) technology doesn’t mean better solutions or decisions.

Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe types of groups and teams, differences between groups and teams, and when participating in groups and teams should be avoided.

Topic: Groups and Teams Defined Difficulty: Moderate Skill: Understand the Concepts

9.47. What are norms? What purpose do they serve for group members? How can you recognize norms when you enter a group?

Answer: Norms are the standards that determine what are appropriate and inappropriate behaviors in a group. Norms help group members understand what behavior is appropriate so they can fit in and work well within their group. For example, how does the group deal with lateness, profane language, dress, or how members are addressed? Norms can be productive or unproductive and should be monitored so they do not keep the group from operating effectively. You can recognize norms by observing a group to see how members interact. It is also possible to recognize norms when they are broken. The response to a member who violates a norm will correspond in severity with the importance of the norm.

Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Understand the Concepts

9.48. Your book discusses six bases of power. Name and explain each of the six, and give examples of how a supervisor in a professional setting might make use of each type of power.

Answer: (Student examples will vary.) (1) Legitimate power is defined as influence that is conferred upon one by an organization or group, either through election or appointment. Supervisors have legitimate power because the organization they work for puts them in that position; employees will probably assume

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank that the supervisor will have a certain amount of qualification (expert power) due to that assignment. (2) Referent power is influence that one has when other people like or respect him or her. Supervisors who are liked by their employees for their personal concern or who are admired for their professionalism may

Beebe, Communication 8e, Test Bank

be said to have referent power. (3) Expert power is influence one has when others perceive that he or she has specific knowledge or information about a given topic area. A supervisor who is organized, clear, and able to answer questions concerning the job or project may have expert power. (4) Reward power is the ability to influence behavior by having the ability to provide something the other person values, or to remove something undesirable. A supervisor may use the offer of time off or choice assignments as reward power. (5) Coercive power is the ability to influence behavior through doing something the other person finds undesirable, or by removing a reward. A supervisor may have the ability to decrease pay, fire you from a job, or deny you time off. (6) Information power results from having information that is important to the group that others do not have. A supervisor who has privately met with the company’s executives about possible layoffs has information power.

Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Identify and describe group and team dynamics, including roles, rules, norms, status, power, and cohesiveness.

Topic: Group and Team Dynamics Difficulty: Moderate Skill: Apply What You Know

9.49. Explain the differences between task conflict, process conflict, and relational conflict.

Answer: Task conflict occurs because of differences about how to accomplish what a group is trying to achieve. Process conflict is the disagreement over the procedures or methods group members choose to accomplish this task. Relational conflict is conflict that becomes personal because group members do not like, value, or respect one another.

Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Moderate Skill: Understand the Concepts 9.50. Describe Fisher’s model of group interaction phases. List each of the stages, and discuss what types of behaviors are common in each. Illustrate with specific examples taken from one of your group experiences.

Answer: (Student examples will vary.) Orientation phase: the group has not yet developed particular norms and roles; communication is nervous, polite, and tentative. Group members feel uncertainty about each other and the group (primary tension). Conflict phase: the group members are comfortable enough to express disagreements about important issues and/or leadership in the group. Therefore, conflict increases noticeably as communication is primarily persuasive (secondary tension). Emergence: the group has begun to finally make some decisions; roles and norms are beginning to emerge. Conflict may occur but is handled through procedures the group may have established. Reinforcement: by now the group is aware of the direction the group has taken. A successful group may celebrate; a group that was not as successful as hoped may spend time rationalizing why.

Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the four stages of group and team development.

Topic: Group and Team Development Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

Test Bank Chapter 10: Enhancing Group and Team Performance Multiple Choice 10.1. The text suggests that successful groups have goals which are both clear and a. idealistic b. simplistic c. elevating d. unrealistic

.

Answer: c Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Identify six functions that effective group members perform.

Topic: What Effective Group and Team Members Do Difficulty: Easy Skill: Remember the Facts

10.2. James, Mateo, Karla, and Ann have formed a research group to study a chemical engineering process. They meet in the library and identify twelve articles that deal with the process. They divide the articles and schedule a meeting in which they will give a report to the other group members about their specific articles. They are using which group function effectively? a. Identify a clear, elevating goal. b. Gather and share appropriate information. c. Develop options. d. Evaluate ideas.

Answer: b Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Identify six functions that effective group members perform.

Topic: What Effective Group and Team Members Do Difficulty: Moderate Skill: Apply What You Know

10.3. If a group is organized around the action steps it needs to take to achieve its goal, it is an example of a(n) structure. a. authoritarian b. democratic c. conflict-free d. results-driven Answer: d Chapter: 10 Module: 10.1

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 10.1 Identify six functions that effective group members perform.

Topic: What Effective Group and Team Members Do Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Understand the Concepts

10.4. During a recent school board meeting, members of the community and teachers shared in a giveand-take discussion regarding a proposed change in the school calendar. They were all responsive to the comments of board members during the discussion. This type of discussion demonstrates the concept of . a. cognitive dissonance b. reflective thinking c. interaction d. evaluation Answer: c Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Apply What You Know

10.5. When a group establishes standards for an acceptable solution, they are developing their a. goals b. criteria c. relationships d. solutions

.

Answer: b Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts

10.6. In the force field analysis technique, forces that increase the likelihood that a desired goal will occur are called forces. a. driving b. creative c. evaluative d. restraining Answer: a Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

10.7. Carlos is trying to get some of his fellow college students to join him in cleaning up the three campus parks. Each student will earn one credit hour in general studies if they volunteer. Which of the following would be a restraining force in this situation? a. Students get to work for academic credit. b. Many students want to see clean parks on campus. c. It will be an opportunity to work with friends. d. Students don’t know where to volunteer.

Answer: d Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Apply What You Know 10.8. Sanjay’s group begins brainstorming ideas. Renata states an idea, and Sanjay says, “I think that’s the best idea I’ve heard yet.” Based on this example, what should Sanjay keep in mind while brainstorming? a. It is important to offer constructive criticism rather than praise. b. Generation of ideas and evaluation of ideas should be separate. c. Praise only the ideas that you think could be feasible solutions. d. Nonverbal feedback is more effective than verbal feedback.

Answer: b Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Apply What You Know

10.9. What is the nominal group technique? a. Brainstorming occurs silently by individuals followed by sharing ideas with the group. b. Group members shout out ideas off the cuff as quickly as possible. c. Members search the Internet for what has been done in the past. d. The group interviews experts on the topic to gain their insights on past solutions.

Answer: a Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts 10.10. Tomas considered some ideas about possible solutions to his group’s problem before he related the ideas aloud to the group. The technique Tomas used is called silent brainstorming, or . a. vigilant thinking b. nominal group technique

Beebe, Communication 8e, Test Bank

c. cognitive dissonance d. groupthink Answer: b Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Apply What You Know

10.11. Mallory told the other club officers that she wanted to find a solution that everyone in the group could agree on. In other words, Mallory wanted . a. surrender b. groupthink c. brainstorming d. consensus Answer: d Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Apply What You Know

10.12. While not all members of the environmental group supported the idea of removing trees from the park, they wanted to avoid conflict with the bossy group leader, so there was very little disagreement during the brief discussion. This is an example of . a. consensus b. groupthink c. brainstorming d. nominal group technique Answer: b Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts 10.13. Once the best solution has been identified by the group, what is the next step in Dewey’s reflective thinking process? a. take action b. analyze the problem c. define the problem

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank d. identify the problem Answer: a

Beebe, Communication 8e, Test Bank

Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts

10.14. The ability to influence the behavior of others through communication to achieve a goal is the definition of . a. power b. control c. leadership d. groupthink Answer: c Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Easy Skill: Remember the Facts

10.15. A leader who consults with other group members before issuing edicts demonstrates which style of leadership? a. democratic b. authoritarian c. passive d. laissez-faire Answer: a Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Moderate Skill: Understand the Concepts 10.16. The instructor assigned Jan to be the group’s leader, but she has become a “dictator” in group meetings. She makes most of the group’s decisions and always controls how much gets accomplished.

What’s the term for Jan’s leadership style? a. democratic b. laissez faire c. authoritarian d. transformational

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Answer: c Chapter: 10

Beebe, Communication 8e, Test Bank

Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Moderate Skill: Apply What You Know 10.17. Even though Kimball had the title of group leader, he preferred a more “hands off” approach and allowed the group to work together and only provided advice when he was asked. What leadership style does Kimball use? a. democratic b. laissez faire c. authoritarian d. participative Answer: b Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Moderate Skill: Apply What You Know

10.18. According to the functional approach to leadership, what are the two functions of a leader? a. task and process b. fact and opinion c. practical and social d. listen and learn Answer: a Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Easy Skill: Remember the Facts

10.19. A transformational leader influences the group by . a. providing a structure to help the group accomplish critical thinking b. giving the group a new vision or energizing its culture c. working to generate consensus d. undertaking all decision-making for the group Answer: b Chapter: 10

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Beebe, Communication 8e, Test Bank

Topic: Enhancing Group and Team Leadership Difficulty: Moderate Skill: Understand the Concepts

10.20. An authoritarian leader is more likely to a. direct and control others b. solicit input from others c. disengage from the decision-making process d. focus strictly on process functions

.

Answer: a Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Moderate Skill: Understand the Concepts

10.21. Meredith asked Hollis if she would bring a written list of key issues for discussion at the meeting.

Hollis should bring a(n) to the meeting. a. quorum b. report c. agenda d. action item Answer: c Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.

Topic: Enhancing Group and Team Meetings Difficulty: Moderate Skill: Apply What You Know 10.22. Oliver noted that since there were only four people at the meeting, there weren’t enough members to conduct official business. This meeting was lacking . a. a leader b. an agenda c. a quorum d. metadiscussion Answer: c Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: Enhancing Group and Team Meetings Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

10.23. Which of the following is an example of a metadiscussion comment? a. “I think the idea to bring in a local band is an excellent one.” b. “I’m not clear on the criteria. Can we review it again before proceeding?” c. “What’s for lunch?” d. “Does anyone know the latest statistic on average ACT scores for incoming students?”

Answer: b Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.

Topic: Enhancing Group and Team Meetings Difficulty: Moderate Skill: Apply What You Know

10.24. Which strategy is recommended for smooth group functioning? a. Let the most talkative group members drive the discussion. b. When time is restricted, leave important items for last on the agenda. c. Encourage side discussions which don’t involve the group. d. Incorporate “I” messages, and discourage “you” messages.

Answer: d Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.

Topic: Enhancing Group and Team Meetings Difficulty: Moderate Skill: Understand the Concepts 10.25. Marianna said, “Suzie, you’ve done some research. What have you found that might work in our department?” By saying this, Marianna was using her skills. a. transformational leadership b. brainstorming c. gatekeeping d. time-management Answer: c Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.

Topic: Enhancing Group and Team Meetings Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

True/False

Beebe, Communication 8e, Test Bank

10.26. One of the advantages of working in groups is that groups typically solve a problem more quickly than individuals can do alone.

Answer: False Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Identify six functions that effective group members perform.

Topic: What Effective Group and Team Members Do Difficulty: Moderate Skill: Understand the Concepts 10.27. The journalists’ six questions method is one technique to help clarify the problem during the reflective thinking process.

Answer: True Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Easy Skill: Remember the Facts

10.28. Shelby told the group that the project should be implemented by April. This is an example of establishing criteria.

Answer: True Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Apply What You Know 10.29. Al’s group has been discussing a solution to a problem for several days. By the end of the discussions, however, not everyone agreed with the final decision, but they all decided that they could accept it. This means that they arrived at a consensus.

Answer: True Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

10.30. A group that feels apathetic about the assigned task is likely to experience groupthink.

Beebe, Communication 8e, Test Bank

Answer: True Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts

10.31. When using the nominal group technique to generate solutions, only the best ideas are to be introduced.

Answer: False Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Easy Skill: Remember the Facts

10.32. According to the trait approach to leadership, a person who exhibits intelligence, confidence, and enthusiasm is more likely to lead than a person without these traits.

Answer: True Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Easy Skill: Remember the Facts

10.33. A process leader is more likely to adapt to the needs of individual group members.

Answer: True Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Moderate Skill: Understand the Concepts

10.34. Most meetings have one or more of the following goals: (1) giving information, (2) discussing information, and (3) taking action.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Answer: True Chapter: 10

Beebe, Communication 8e, Test Bank

Module: 10.4 Learning Objective: LO 10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.

Topic: Enhancing Group and Team Meetings Difficulty: Easy Skill: Remember the Facts

10.35. The minimum number of people needed to form a group is called a quorum.

Answer: False Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.

Topic: Enhancing Group and Team Meetings Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 10.36. A(n)

structure organizes a group around the action steps it needs to take to achieve its goal.

Answer: results-driven Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Identify six functions that effective group members perform.

Topic: What Effective Group and Team Members Do Difficulty: Easy Skill: Remember the Facts

10.37. The way a group or team discussion is organized is called the

of the group.

Answer: structure Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Easy Skill: Remember the Facts

10.38. The force field analysis technique seeks to analyze a problem by determining the forces, which are forces that enhance movement toward the goal, and forces, which are forces that inhibit movement toward the goal.

Answer: driving; restraining

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 10 Module: 10.2

Beebe, Communication 8e, Test Bank

Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts

10.39.

is the generation, application, combination, and extension of new ideas.

Answer: Creativity Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Easy Skill: Remember the Facts

10.40. The nominal group technique is a form of

.

Answer: brainstorming Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Easy Skill: Remember the Facts

10.41. Corinne told the group to assign a number from 1 to 5 to each of the five ideas, with one being the best idea and five being the worst. She was using to help select the best solution.

Answer: rank Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Apply What You Know

10.42. The leaders.

approach to leadership suggests that there are certain attributes that make good

Answer: trait Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

10.43. A laid-back leader who takes a hands-off approach is an example of a(n)

leader.

Answer: laissez-faire Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Easy Skill: Remember the Facts

10.44. Michael asks members of the team for their opinion on the new product line before deciding whether or not to introduce it to the management team. Michael is an example of a(n) leader.

Answer: democratic Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Moderate Skill: Apply What You Know 10.45. The minimum number of people who must be present at a meeting to conduct business is called a(n) .

Answer: quorum Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.

Topic: Enhancing Group and Team Meetings Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 10.46. What is consensus? Identify and explain three strategies that group members can use to achieve a consensus.

Answer: Consensus is agreement among all members of a group or team to support an idea, proposal, or solution. Three strategies that can be used to help groups reach a consensus include the following: First, focus on the goal. Effective group members will keep the group oriented toward their goal. Second, listen.

They will listen effectively to one another by maintaining eye contact, clarifying misunderstanding, and emphasizing areas of agreement. Third, promote honest discussion. Groups should have honest dialogue

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank and discussions in which everyone participates and differences of opinion are sought.

Chapter: 10

Beebe, Communication 8e, Test Bank

Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts

10.47. What is the reflective thinking method? Identify the steps used in the method and the techniques that can be useful in each step.

Answer: The reflective thinking method is a way of structuring problem solving to manage uncertainty and to ensure that key functions are accomplished during group discussion. The steps involved are (1) to identify and define the problem. Techniques for this step include phrasing the problem as a policy question and using the journalist’s six questions to help define the issues. (2) Analyze the problem to break it down into smaller pieces. Techniques include the use of force field analysis to identify driving and restraining forces, and the development of clear criteria to help with the evaluation of solutions. (3) Generate creative solutions by using brainstorming, silent brainstorming, or electronic brainstorming. (4) Select the best solution by using ranking, ratings, majority vote, or expert decision. Reach consensus by remaining focused on the goal, listening, and promoting open and honest dialogue that requires input from all members. (5) Take action by developing a clear action plan and making a written list of who should do what.

Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts

10.48. Define and compare driving forces and restraining forces as used in force field analysis. What is a group’s task in developing solutions after identifying these forces?

Answer: The force field analysis technique is a method of analyzing a problem or issue by identifying forces that increase the likelihood that the desired goal will occur (driving forces) and forces that decrease the probability that the goal will occur (restraining forces). After this has been completed, the group must work to increase the driving forces and decrease the restraining forces in order to reach the objective, goal, or desired outcome.

Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 List and describe the five steps of group problem solving (reflective thinking).

Topic: Structuring Group and Team Problem Solving Difficulty: Moderate Skill: Understand the Concepts

10.49. Compare and contrast trait, functional, styles, situational, and transformational group leadership.

Answer: The trait approach to leadership says that people are born with certain traits or cultivate traits that will make them effective as a leader. Traits such as intelligence, confidence, and enthusiasm are a few of the traits that effective leaders often possess. However, having these traits alone does not necessarily mean that someone will be an effective leader. As opposed to looking at certain traits, the

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank functional approach identifies task and process functions that will make leaders effective. In other words, a leader may be intelligent and enthusiastic, but he or she must also be able to help the group get work done, as well as help the group maintain a friendly climate. It’s not just about having a certain personality;

Beebe, Communication 8e, Test Bank it’s also about what you do. Like the functional approach, the styles approach identifies behaviors that leaders exhibit. Specifically, it looks at leader’s styles of interacting with others, categorizing them as authoritarian, democratic, or laissez faire. Unlike the functional approach, it does not prescribe what effective leaders do or identify the most effective style. The situational approach states that the most effective style depends on the situation and the type of group that the leader is dealing with at the time. A leader is not stuck with one style like a personality trait, but he or she should be able to adapt his or her leadership style to fit the situation. Like the styles approach, the situational approach recommends that leaders adapt their styles based upon the group’s needs. Like the functional approach, it examines the group’s task and relationship behaviors. However, it also examines the group’s maturity level. Based upon an assessment of the group’s task and maturity level, the situational approach prescribes how directive the leader should be with the group. Unlike the functional approach, the idea behind transformational leadership is less of a prescription and more of a philosophy. It combines ideas from both the situational and styles approach. The transformational leader is both a democratic and situational leader. He or she develops relationships with people in the group in order to build trust, and paints a picture of a shared vision to energize and motivate the group toward its goal. A transformational leader must certainly also display the characteristics described in the traits approach, be willing to follow through on task and process functions, and effectively assess the needs of group members like the styles and situational approaches.

Chapter: 10 Module: 10.3 Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.

Topic: Enhancing Group and Team Leadership Difficulty: Moderate Skill: Understand the Concepts

10.50. Outline the various tasks that a meeting leader must perform.

Answer: (1) The leader must call the group together by finding out when everyone can meet. (2) The leader should develop an agenda for the meeting. (3) The leader should determine if a quorum will be present at the meeting so that business can be conducted. (4) To start the meeting, the leader will call the meeting to order. (5) The leader will either keep notes or delegate another attendee to take notes during the meeting. These notes might be made visible to others during the meeting to help create structure. (6) The leader will decide when to take a vote if one is necessary. (7) The leader will prepare a final report of the meeting once it is completed.

Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.

Topic: Enhancing Group and Team Meetings Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 11: Developing Your Speech Multiple Choice 11.1. What should be the central element in all aspects of preparing a speech? a. gathering supporting material b. considering your audience c. overcoming public speaking anxiety d. selecting your topic Answer: b Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 List and explain the components of the audience-centered public speaking model.

Topic: Overviewing the Public Speaking Process Difficulty: Moderate Skill: Understand the Concepts 11.2. After Henri finished his speech, his classmate told him that he didn’t appear nervous at all, though Henri had been sure the audience could see his hands shaking. Henri’s experience illustrates the . a. illusion of transparency b. importance of audience adaptation c. debilitation of anxiety d. application of habituation Answer: a Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Moderate Skill: Apply What You Know

11.3. When faced with the prospect of speaking anxiety, it is important to remember that a. a rush of adrenaline is a hindrance b. it is an uncommon reaction c. the audience perceives that you are less nervous than you may feel d. only unprepared speakers experience anxiety Answer: c Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Moderate Skill: Understand the Concepts

.

Beebe, Communication 8e, Test Bank

11.4. Grace knew her speech backward and forward. She rehearsed it over and over again, timing it to make sure she didn’t run over the time limit. When she actually delivered the speech, she found herself much less nervous and much more confident than she expected to be. Which guideline for developing confidence applies here? a. Recreate the speech environment when you rehearse. b. Be prepared. c. Focus on your audience. d. Act calm to feel calm.

Answer: b Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Moderate Skill: Apply What You Know 11.5. Marco’s mother reminded him that he would get more comfortable speaking in front of others every time he had to do it. This describes . a. meditation b. cognition c. habituation d. context Answer: c Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Moderate Skill: Apply What You Know

11.6. Trisha knew that the past few times she had to speak in front of the class, she had actually felt less nervous than she had in the beginning of the year. This is a demonstration of which concept? a. visualization b. self-talk c. cognitive dissonance d. habituation Answer: d Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

11.7. LeeAnne presented an informative speech on tsunamis. She described the structural causes of tsunamis, how they develop, which areas of the earth are prone to them, how they are measured, the

Beebe, Communication 8e, Test Bank damage they do, and what to do when one hits. The speech became dry, the audience’s attention declined, and the speech exceeded the time limit by three minutes. From this description, what was LeeAnne’s biggest mistake? a. poor delivery b. lack of appropriate research c. incoherent organization d. failing to narrow the topic Answer: d Chapter: 11 Module: 11.3 Learning Objective: LO 11.3 Select and narrow a speech topic that is appropriate to the audience, the occasion, and yourself.

Topic: Selecting and Narrowing Your Topic Difficulty: Moderate Skill: Apply What You Know

11.8. Marcus decides that he wants to give a persuasive presentation on the topic of blood donation; however, he has never donated blood and doesn’t plan to participate in upcoming blood drives. Marcus failed to consider which aspect of topic selection? a. his audience b. the occasion c. his interests and experiences d. current events Answer: c Chapter: 11 Module: 11.3 Learning Objective: LO 11.3 Select and narrow a speech topic that is appropriate to the audience, the occasion, and yourself.

Topic: Selecting and Narrowing Your Topic Difficulty: Moderate Skill: Apply What You Know

11.9. Mick was asked to make a presentation to the town council on the Eagle Scouts who lived in the town. His three main points covered the history of Eagle Scouts, the process of becoming an Eagle Scout, and the names of the boys who had achieved the ranking. The general purpose of this speech was most likely to . a. inform b. persuade c. entertain d. demonstrate Answer: a Chapter: 11 Module: 11.4 Learning Objective: LO 11.4 Write an audience-centered, specific-purpose statement for a speech.

Topic: Identifying Your Purpose

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

11.10. Christian was asked to give an after-dinner speech at the awards banquet for the rugby team. He decided to take a light approach to the sport and entitled his speech, “Rugby, Rugby, How Do I Love Thee? or Three Ways to Break Your Legs.” The general purpose of this speech is most likely to . a. inform b. persuade c. demonstrate d. entertain Answer: d Chapter: 11 Module: 11.4 Learning Objective: LO 11.4 Write an audience-centered, specific-purpose statement for a speech.

Topic: Identifying Your Purpose Difficulty: Moderate Skill: Apply What You Know 11.11. “As a result of my presentation, my listeners will return their library books on time.” This is an example of a . a. specific purpose statement b. central idea c. general purpose statement d. thesis statement Answer: a Chapter: 11 Module: 11.4 Learning Objective: LO 11.4 Write an audience-centered, specific-purpose statement for a speech.

Topic: Identifying Your Purpose Difficulty: Moderate Skill: Understand the Concepts

11.12. To be most useful to both speaker and listeners, the central idea of a speech should a. reflect multiple ideas b. be a complete declarative sentence. c. use abstract language d. be speaker-centered

.

Answer: b Chapter: 11 Module: 11.5 Learning Objective: LO 11.5 Develop a central idea for a speech.

Topic: Developing Your Central Idea Difficulty: Moderate Skill: Understand the Concepts 11.13. Nikki was planning her speech with the central idea, “Soft drinks are high in sugar and could add to

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank the development of heart disease.” In using this central idea, Nikki failed to a. consider her audience b. choose a single topic

.

Beebe, Communication 8e, Test Bank

c. write a declarative sentence d. use direct, specific language Answer: b Chapter: 11 Module: 11.5 Learning Objective: LO 11.5 Develop a central idea for a speech.

Topic: Developing Your Central Idea Difficulty: Moderate Skill: Apply What You Know 11.14. Darci gave a speech with the central idea,= “C. S. Lewis’s writings were influenced by the reading he did throughout his life.” Her main points were “As a child, C. S. Lewis enjoyed books with animal characters,” “As an adolescent, C. S. Lewis enjoyed books on Norse mythology,” and “As an adult, C. S. Lewis studied medieval literature.” The main points follow what type of sequence? a. chronological b. cause-effect c. logical d. spatial Answer: a Chapter: 11 Module: 11.6 Learning Objective: LO 11.6 Generate main ideas from a central idea.

Topic: Generating Main Ideas Difficulty: Moderate Skill: Apply What You Know

11.15. The text provides six criteria for evaluating web resources. Which of these criteria focuses on whether the website is free of bias? a. accuracy b. objectivity c. usability d. accountability Answer: b Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Understand the Concepts

11.16. A search that allows you to enclose phrases in quotation marks or parentheses so that it yields only those sites on which all words or the phrase appear in that order, and eliminates sites that contain the words at random is known as .

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank a. a deep web search b. a Boolean search c. a database search

Beebe, Communication 8e, Test Bank

d. a Google search Answer: b Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Understand the Concepts 11.17. As he began his speech, Jeremiah said, “It is possible that our country will experience another recession in ten years.” This tells the audience that Jeremiah is using a(n) . a. metaphor b. analogy c. hypothetical illustration d. operational definition Answer: c Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Apply What You Know

11.18. The primary advantage of illustrations as supporting material is a. they offer solid proof of the point you want to make b. they ensure audience interest c. they can be created if you can’t find other materials d. they are the primary means of building speaker credibility

.

Answer: b Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Understand the Concepts

11.19. When you use definition by classification, you are a. demonstrating a term’s emotional connotations b. comparing two ideas, things or situations to one another c. showing how something works d. placing a term in the general class to which it belongs

.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: d

Beebe, Communication 8e, Test Bank

Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Understand the Concepts

11.20. Kendrick explained to the class that the combine on his family farm was used to harvest the corn crop every fall. He is explaining the term with a(n) . a. operational definition b. analogy c. figurative analogy d. lay quotation Answer: a Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Apply What You Know

11.21. When Darren told the audience about the length of the new coast-to-coast highway, he said that the amount of asphalt it would take could wrap around the earth three times. He has explained his statistic by it. a. compacting b. misquoting c. exaggerating d. minimizing Answer: a Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Apply What You Know

11.22. Which of the following is an important guideline for the use of statistics in a speech? a. Use visual aids to present statistics. b. Downplay statistics to avoid exaggeration. c. Use as many statistics as you can find because they enhance credibility. d. Report a statistic down to the last decimal point to be thorough and accurate.

Answer: a

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 11 Module: 11.7

Beebe, Communication 8e, Test Bank

Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Understand the Concepts 11.23. In her speech about emergency preparedness, Selena said, “As President Franklin Roosevelt said in his 1933 inaugural address, ‘The only thing we have to fear is fear itself.’ I believe that if you are prepared for anything, there is no need to be afraid during an emergency.” Which type of supporting material was she using? a. a literary quotation b. a literary analogy c. expert statistics d. a brief illustration Answer: a Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Apply What You Know

11.24. Using the opinions of a person who is present during an event, for example, a high school teacher who experiences a solar eclipse for the first time, is providing testimony. a. expert b. literary c. lay d. hypothetical Answer: c Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Apply What You Know

11.25. Rather than writing his own speech, Tyler found one to use on the Internet and did not acknowledge his source. Tyler is guilty of . a. slander b. libel c. plagiarism d. poor oral citation Answer: c

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Chapter: 11 Module: 11.7

Beebe, Communication 8e, Test Bank

Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Apply What You Know

True/False 11.26. Audience-centered public speakers are inherently sensitive to the diversity of their audiences.

Answer: True Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 List and explain the components of the audience-centered public speaking model.

Topic: Overviewing the Public Speaking Process Difficulty: Easy Skill: Remember the Facts

11.27. The illusion of transparency reflects the idea that only the speaker knows if he or she forgets to say a part of the speech.

Answer: False Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Easy Skill: Remember the Facts

11.28. The specific purpose of your presentation is not intended to become part of your speech but to guide your speech preparation.

Answer: True Chapter: 11 Module: 11.4 Learning Objective: LO 11.4 Write an audience-centered, specific-purpose statement for a speech.

Topic: Identifying Your Purpose Difficulty: Easy Skill: Remember the Facts

11.29. A central idea should outline all the key points of a speech.

Answer: False

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 11 Module: 11.5 Learning Objective: LO 11.5 Develop a central idea for a speech.

Beebe, Communication 8e, Test Bank

Topic: Developing Your Central Idea Difficulty: Easy Skill: Remember the Facts

11.30. The central idea can be stated as a question.

Answer: False Chapter: 11 Module: 11.5 Learning Objective: LO 11.5 Develop a central idea for a speech.

Topic: Developing Your Central Idea Difficulty: Easy Skill: Remember the Facts

11.31. LexisNexis Academic is an example of a full-text database.

Answer: True Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Easy Skill: Remember the Facts

11.32. A definition by classification is one in which you place a term in the general class to which it belongs and then differentiate it from all other members of that class.

Answer: True Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Easy Skill: Remember the Facts

11.33. A literal analogy compares things that appear dissimilar.

Answer: False Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

11.34. Speakers should offer definitions of all technical or little-known terms in their presentations.

Answer: True Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Easy Skill: Remember the Facts

11.35. A citation from a work of fiction or nonfiction is known as a literary quotation.

Answer: True Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 11.36. Stage fright is also known as public speaking

.

Answer: anxiety Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Easy Skill: Remember the Facts 11.37. The mistaken belief that the audience is completely aware of the speaker’s perspiration, shaking hands, and knocking knees is called the of transparency.

Answer: illusion Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Easy Skill: Remember the Facts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

11.38. Becoming more comfortable with public speaking each time you make a speech is a process known as .

Answer: habituation Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Easy Skill: Remember the Facts

11.39. Silent

is a technique that can be used to generate creative ideas for speech topics.

Answer: brainstorming Chapter: 11 Module: 11.3 Learning Objective: LO 11.3 Select and narrow a speech topic that is appropriate to the audience, the occasion, and yourself.

Topic: Selecting and Narrowing Your Topic Difficulty: Easy Skill: Remember the Facts

11.40. If Gwen knows she wants her speech to entertain the audience, then she knows the purpose of her speech.

Answer: general Chapter: 11 Module: 11.4 Learning Objective: LO 11.4 Write an audience-centered, specific-purpose statement for a speech.

Topic: Identifying Your Purpose Difficulty: Moderate Skill: Apply What You Know

11.41. A concise statement of what listeners should be able to do by the time the speaker finishes the speech is referred to as the .

Answer: specific purpose Chapter: 11 Module: 11.4 Learning Objective: LO 11.4 Write an audience-centered, specific-purpose statement for a speech.

Topic: Identifying Your Purpose Difficulty: Easy Skill: Remember the Facts 11.42. “A platelet is a tiny, colorless blood cell” is an example of a definition by Answer: classification

.

Beebe, Communication 8e, Test Bank

Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Understand the Concepts

11.43. Speakers use a(n) when they want to help an audience understand an unfamiliar concept by demonstrating how it is similar to something the audience already understands.

Answer: analogy Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Understand the Concepts

11.44. When used as supporting material, the opinion of someone who is an authority in the field under discussion is known as .

Answer: expert testimony Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Easy Skill: Remember the Facts

11.45. During her speech, Marita told the audience that according to the June 2013 edition of Newsweek, army veterans were not receiving the mental health care they need. She is providing a(n) to acknowledge her source.

Answer: oral citation Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Short Answer/Essay 11.46. List at least five of the recommended methods for dealing with public speaking anxiety.

Beebe, Communication 8e, Test Bank

Answer: (1) Understand public speaking anxiety. (2) Know how to develop a speech. (3) Be prepared. (4) Give yourself a mental pep talk. (5) Use deep breathing techniques. (6) Focus on your audience. (7) Focus on your message. (8) Take advantage of opportunities to speak. (9) Explore additional resources to help manage anxiety if you need it..

Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Apply specific strategies for becoming a more confident speaker.

Topic: Building Your Confidence Difficulty: Moderate Skill: Understand the Concepts

11.47. For the following main ideas that will be used to develop a speech, write a specific-purpose statement and a central idea, and give examples of three types of appropriate supporting material for the topic.

I. Low-carbohydrate diets are not well balanced.

II. Low-carbohydrate diets have not been proven to be effective.

III. Low-carbohydrate diets have been proven to be unsafe.

Answer: (Student examples may vary.) Specific purpose: At the end of my speech, my audience should believe that low-carbohydrate diets are harmful.

Central idea: Low-carbohydrate diets are harmful to your health.

Supporting material might include statistics on how many people are using the diet or how much money is spent on the diets annually. If statistics can be found on how many people lose weight, how much, and how long they keep it off, they would be effective. In order to make the speech more interesting to the audience, the speaker might find illustrations that consist of people who have stories about the diet, or a hypothetical illustration of a person struggling to stay on the diet. Expert testimony of medical doctors or medical researchers might be effective to make the arguments believable. Lay testimony might help make the arguments clear or identifiable for the audience.

Chapter: 11 Module: 11.4 Learning Objective: LO 11.4 Write an audience-centered, specific-purpose statement for a speech.

Topic: Identifying Your Purpose Difficulty: Moderate Skill: Apply What You Know

11.48. What four components should be reflected in a good central idea? List the components and provide a sample central idea that demonstrates their use.

Answer: (Student examples will vary.) Central ideas should be audience-centered; reflect a single idea; be a complete declarative sentence; and use direct, specific language. Example: Instruction in public speaking decreases public speaking anxiety.

Chapter: 11 Module: 11.5 Learning Objective: LO 11.5 Develop a central idea for a speech.

Topic: Developing Your Central Idea Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

11.49. List and explain the six criteria for evaluating a web resource.

Beebe, Communication 8e, Test Bank

Answer: The web resource must have (1) Accountability: Who is responsible for the website? The website should be signed and include information on the author’s expertise and authority. You should also be able to verify the website’s sponsor. (2) Accuracy: Is the information correct? The website’s author or sponsor should be a credible authority, and you may be able to verify or refute the information by consulting another resource. In addition, the website should be free of mechanical errors; sloppiness in that area can indicate sloppiness in content. (3) Objectivity: Is the website free of bias? Is the purpose of the sponsor to support an issue? What are the biases of the author? Does he or she stand to gain from taking a slanted position? The more objective the author and sponsor, the more credible the information. (4) Timeliness: Is the site current? The website should include a date of when it was posted and updated. As in other sources, recent data is usually preferable. (5) Usability: Do the layout and design of the website facilitate its use? The website should not contain so many complicated graphics that you cannot download it or use it efficiently. Is there a fee to access the website’s information? (6) Diversity: Is the site inclusive? Do language and graphics reflect and respect differences in gender, ethnicity, race, and sexual orientation?

Is it accessible by people with disabilities?

Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Understand the Concepts

11.50. Explain how the five Communication Principles for a Lifetime can be incorporated into the selection of your supporting materials.

Answer: • Be aware of your communication with yourself and others. The best supporting material reflects selfawareness, taking advantage of your own knowledge and experience.

• Effectively use and interpret verbal messages. Effective verbal supporting material is appropriately worded, concrete, and vivid enough that your audience can visualize what you are talking about.

• Effectively use and interpret nonverbal messages. Use visual aids to present statistics.

• Listen and respond thoughtfully to others. If listeners find a presentation boring, it is probably because the speaker has not used the fundamental principles of communication as criteria for selecting supporting material.

• Appropriately adapt messages to others. Sensitivity to your audience will help you choose the verbal and visual supporting material that is most appropriately adapted to them.

Chapter: 11 Module: 11.7 Learning Objective: LO 11.7 Describe five potential sources and seven types of supporting material for a speech, and use each type effectively.

Topic: Gathering Supporting Material Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 12: Organizing and Outlining Your Speech Multiple Choice 12.1. J. P. wants to develop a presentation about the five bases of interpersonal power (legitimate, reward, coercive, expert, and referent). His topic would be best suited for what type of organizational pattern? a. topical b. spatial c. chronological d. cause-and-effect Answer: a Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.2. Gisella is planning a speech advocating that all students be required to take two years of a foreign language prior to graduation. She is confident that most people in her class are against her position.

Gisella feels that her strongest argument is the value of this skill when seeking employment, and decides to present this as her first main point. What principle is Gisella using? a. recency b. complexity c. primacy d. specificity Answer: c Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know 12.3. Britt wants to give a speech on the life of Rosa Parks. Her main points will discuss Parks’ early childhood, her working life as an adult, and her life after the “bus incident.” What type of organizational pattern is Britt using? a. topical b. chronological c. cause-effect d. problem-solution Answer: b Chapter: 12 Module: 12.1

Beebe, Communication 8e, Test Bank

Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.4. Janine organized her three statistics on organ transplants according to their significance. She saved her “clincher” point about how easy it is to indicate your willingness to donate by signing the back of your driver’s license for the last point before her conclusion. What organizational principle did Janine demonstrate in this speech? a. complexity b. specificity c. primacy d. recency Answer: d Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.5. Dallas began her main points with ideas that are very easy to understand and has then moved to concepts that are more difficult to understand. She has used which organizational principle? a. recency b. primacy c. specificity d. complexity Answer: d Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.6. Maxine develops a speech in which her main ideas include the following: I. Fuel emissions from cars result in pollution.

II. Driving alternative fuel vehicles will help decrease the pollution.

What type of organizational pattern is Maxine using? a. topical b. chronological c. spatial d. problem-solution Answer: d

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Beebe, Communication 8e, Test Bank

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.7. Stephen was planning a speech on the environmental impact of the eruption of Mt. St. Helens. He planned to organize his speech by starting at the area immediately around the cone, move to a discussion of the areas directly east of the mountain, and then move counterclockwise to the north and west of the mountain. What organizational pattern was he using? a. chronological b. spatial c. topical d. cause-and-effect Answer: b Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.8. Derek spoke about how the cost of property taxes continued to increase and offered possible ways for homeowners to lower their current rate. What organizational pattern did Derek use in this speech? a. cause-effect b. problem-solution c. chronological d. topical Answer: b Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.9. In her speech on gardening, Elvira noted that she planted similar vegetables together, based on the idea that “foods that grow together go together.” By focusing on where she planted each vegetable, Elvira used which organizational strategy? a. chronological b. problem-solution c. topical d. spatial Answer: d Chapter: 12 Module: 12.1

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Apply What You Know

12.10. Brett told the audience that he thought building a new addition onto the school would result in improved test scores because students would respond to a more pleasant environment. Brett is providing evidence. a. soft b. hard c. topical d. chronological Answer: a Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Explain how to organize supporting material.

Topic: Organizing Your Supporting Material Difficulty: Moderate Skill: Apply What You Know

12.11. For your persuasive speech on assisted suicide, you decide to first provide a hypothetical example of a terminally ill patient who requested assistance with bringing about his own death, then to talk about the current state of the laws covering assisted suicide. Which organizational strategy does this plan reflect? a. complexity b. specificity c. primacy d. “soft” to “hard” evidence Answer: d Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Explain how to organize supporting material.

Topic: Organizing Your Supporting Material Difficulty: Moderate Skill: Apply What You Know

12.12. Which of the following is an example of hard evidence? a. statistics b. opinion c. analogies d. description Answer: a Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Explain how to organize supporting material.

Topic: Organizing Your Supporting Material Difficulty: Easy

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Remember the Facts

Beebe, Communication 8e, Test Bank 12.13. In Stephanie’s speech on jazz dance, she tells the audience in the introduction that she is going to discuss the history of the dance, some of the techniques, and the benefits of dancing as it relates to cardiovascular fitness. What type of signpost is Stephanie demonstrating? a. a transition b. an initial preview c. an internal summary d. a final summary Answer: b Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.

Topic: Signposting: Organizing Your Speech for the Ears of Others Difficulty: Moderate Skill: Apply What You Know 12.14. Adrianna says, “Next, we will discuss the steps to become certified and remain certified in CPR: enroll in the course, attend the course, and keep your certification up to date by taking the course again.”

This is an example of a(n) . a. initial preview b. internal preview c. internal summary d. final summary Answer: b Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.

Topic: Signposting: Organizing Your Speech for the Ears of Others Difficulty: Moderate Skill: Apply What You Know

12.15. An initial preview and an internal summary are both examples of a. citations b. conclusions c. main points d. signposts

.

Answer: d Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.

Topic: Signposting: Organizing Your Speech for the Ears of Others Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

12.16. Just before walking off stage, Rebecca said: “You should now understand the three most

Beebe, Communication 8e, Test Bank recommended methods for enhancing your ability to recall people’s names: the repetition method, the word-association method, and the visual imagery method. I hope that you will put these methods into practice and that you will remember my name the next time you see me in the hall. Thank you.” What device is Rebecca making use of in her speech? a. a transition b. a preview statement c. an internal summary d. a final summary Answer: d Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.

Topic: Signposting: Organizing Your Speech for the Ears of Others Difficulty: Moderate Skill: Apply What You Know

12.17. As Kelly reached the third and final point of her speech, she raised her arm slowly with her palm facing outward as if asking the audience to remain quiet and listen carefully before she continued to speak. This example describes Kelly using a(n) . a. nonverbal transition b. verbal transition c. internal preview d. final summary Answer: a Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.

Topic: Signposting: Organizing Your Speech for the Ears of Others Difficulty: Moderate Skill: Apply What You Know 12.18. Ryan decided his discussion of Tesla’s death ray device would be difficult for his audience to follow. He adapted by paraphrasing and repeating vital information at the end of each main point. What device was Ryan using in his speech? a. internal summary b. transition c. preview d. final summary Answer: a Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: Signposting: Organizing Your Speech for the Ears of Others Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

12.19. Before she continued with the rest of her speech, Mallory said, “We have discussed what a gambling addiction is and why it can occur in college students.” This is an example of a(n) . a. internal preview b. internal summary c. initial preview d. final summary Answer: b Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.

Topic: Signposting: Organizing Your Speech for the Ears of Others Difficulty: Moderate Skill: Apply What You Know

12.20. By incorporating a startling fact or rhetorical question into the introduction, a speaker is trying to . a. get the audience’s attention b. preview the main ideas c. establish credibility d. state the central idea Answer: a Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Explain the functions of, and several strategies for, speech introductions and conclusions.

Topic: Introducing and Concluding Your Speech Difficulty: Moderate Skill: Understand the Concepts

12.21. According to the text, a speaker may increase his or her credibility by a. speaking only about topics in which he or she is expert b. telling the audience about his or her related expertise c. motivating the audience to respond d. hiding any related knowledge or experience with the topic

.

Answer: b Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Explain the functions of, and several strategies for, speech introductions and conclusions.

Topic: Introducing and Concluding Your Speech Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

12.22. In the opening to her speech about eating disorders, Sheila told the story of her friend who almost

Beebe, Communication 8e, Test Bank

died of anorexia. In her conclusion, she reminded her audience of what her friend had been through and explained that her friend was currently doing well in her battle against the disease. What concluding strategy did Sheila use? a. She provided closure to her presentation. b. She referred to the occasion. c. She issued a challenge to her audience. d. She urged her audience to take action.

Answer: a Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Explain the functions of, and several strategies for, speech introductions and conclusions.

Topic: Introducing and Concluding Your Speech Difficulty: Moderate Skill: Apply What You Know

12.23. In his speech about registering to vote, Dan explains the new legislation that allows voter registration to coincide with driver’s license renewal. He concludes the speech by stating that any person who is not registered should stop by one of several locations listed on the chalkboard and register in time for the next election. Finally, Dan reiterates, “Everyone, please register to vote; it’s your right and your duty as a citizen.” What aspect of effective conclusions has Dan used? a. referencing his own experience b. finishing a story c. motivating the audience to respond d. establishing his credibility Answer: c Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Explain the functions of, and several strategies for, speech introductions and conclusions.

Topic: Introducing and Concluding Your Speech Difficulty: Moderate Skill: Apply What You Know 12.24. “Every I should be followed by a II, and every A should have a B” is related to the principle of outlining concerned with . a. making headings parallel b. subdivisions c. standard numbering d. using correct indentation Answer: b Chapter: 12 Module: 12.5 Learning Objective: LO 12.5 Develop a preparation outline and speaking notes for a speech.

Topic: Outlining Your Speech

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

12.25. Jackson wrote “move to front of stage” on his note card to remind himself when to reposition his body on the stage. He is using a(n) . a. signpost b. delivery cue c. nonverbal transition d. internal summary Answer: b Chapter: 12 Module: 12.5 Learning Objective: LO 12.5 Develop a preparation outline and speaking notes for a speech.

Topic: Outlining Your Speech Difficulty: Moderate Skill: Apply What You Know

True/False 12.26. When you organize a speech by explaining the steps of a process in terms of what occurs first, second, third, and so on, you are using a chronological organizational pattern.

Answer: True Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Easy Skill: Remember the Facts 12.27. Carl’s audience doesn’t agree with some of the things he will be presenting, so he decides to start his speech by talking about the things they do agree with him on. This demonstrates the principle of primacy.

Answer: True Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.28. Describing the parts of a golf club from top to bottom is an example of a spatial organizational pattern.

Answer: True

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Beebe, Communication 8e, Test Bank

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Understand the Concepts

12.29. According to the principle of complexity, you should offer a specific illustration first, followed by a general explanation.

Answer: False Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Understand the Concepts

12.30. A definition is an example of soft evidence.

Answer: True Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Explain how to organize supporting materials.

Topic: Organizing Your Supporting Materials Difficulty: Easy Skill: Remember the Facts 12.31. Phrases like “In addition,” “In other words,” and “In summary” are examples of verbal transitions.

Answer: True Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.

Topic: Signposting: Organizing Your Speech for the Ears of Others Difficulty: Easy Skill: Remember the Facts

12.32. During the conclusion, it is NOT advised to reemphasize the central idea.

Answer: False Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Explain the functions of, and several strategies for, speech introductions and conclusions.

Topic: Introducing and Concluding Your Speech Difficulty: Easy

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

12.33. Determining the order of presenting the main points of a speech is called closure.

Answer: False Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Explain the functions of, and several strategies for, speech introductions and conclusions.

Topic: Introducing and Concluding Your Speech Difficulty: Easy Skill: Remember the Facts

12.34. A preparation outline includes speaking notes and is used to deliver the speech.

Answer: False Chapter: 12 Module: 12.5 Learning Objective: LO 12.5 Develop a preparation outline and speaking notes for a speech.

Topic: Outlining Your Speech Difficulty: Easy Skill: Remember the Facts

12.35. You should include an abbreviated form of your introduction and conclusion in your speaking notes.

Answer: True Chapter: 12 Module: 12.5 Learning Objective: LO 12.5 Develop a preparation outline and speaking notes for a speech.

Topic: Outlining Your Speech Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 12.36. Gary planned to discuss medieval weapons by describing three types of swords used during that period. If he discusses each type of sword as a main point, he would be using a(n) organizational pattern.

Answer: topical Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

12.37. The most frequently used organizational pattern is the

pattern, which uses logical divisions.

Beebe, Communication 8e, Test Bank

Answer: topical Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Easy Skill: Remember the Facts

12.38. When you arrange your ideas from the least to the most important, you are using the principle of .

Answer: recency Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Understand the Concepts

12.39. The method of arranging ideas from the strongest to the weakest utilizes the principle of Answer: primacy Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Easy Skill: Remember the Facts

12.40. The

organizational pattern arranges ideas according to location, position, or direction.

Answer: spatial Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Understand the Concepts

12.41. The

organizational pattern organizes a topic by time or sequence.

Answer: chronological Chapter: 12

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

.

Beebe, Communication 8e, Test Bank Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts

12.42. A speech that discusses the low percentage of voters turning out for the past local election and then moves on to suggest the possibility of Internet voting to increase voter turnout is using the organizational pattern of .

Answer: problem-solution Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.43. To support his speech on the rising costs of water usage in the village, Jenner used statistics that showed the cost of water usage in surrounding neighborhoods. These statistics are an example of evidence.

Answer: hard Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Explain how to organize supporting material.

Topic: Organizing Your Supporting Material Difficulty: Moderate Skill: Apply What You Know

12.44. A(n)

is a recap of what has been said.

Answer: summary Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.

Topic: Signposting: Organizing Your Speech for the Ears of Others Difficulty: Easy Skill: Remember the Facts

12.45. The conventional use of numbered and lettered headings and subheadings is found in outline format.

Answer: standard Chapter: 12 Module: 12.5 Learning Objective: LO 12.5 Develop a preparation outline and speaking notes for a speech.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: Outlining Your Speech Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

Short Answer/Essay 12.46. You have been asked to give a speech describing the new outdoor mall in your community. You decide to use a spatial pattern for this speech. What would be included in your speech?

Answer: (Student answers will vary.) You might describe how to get from one side of the mall to another by talking about the stores and restaurants you pass by as you proceed around the parking lot. You could also talk about the various retail buildings as they are in relation to one another. For example, the shoe store is across from the jewelry store, and the coffeeshop is located next to the bookstore.

Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.47. If you were preparing a speech on the U.S. involvement in Vietnam and the Vietnam War, why might you want to use a chronological pattern to organize that speech?

Answer: Chronological organization is based on time or sequential order according to when each step or event occurred or should occur. For a historical overview of an event, movement, or U.S policy in the region, one might begin with the end result and trace its history backward in time. Historical topics, such as the U.S. involvement in Vietnam and the Vietnam War, lend themselves to chronological organization.

Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 List and explain five strategies for organizing the main ideas of a speech.

Topic: Organizing Your Main Ideas Difficulty: Moderate Skill: Apply What You Know

12.48. Explain specificity and how it can be used to organize a speech. Provide an example to illustrate this concept.

Answer: Specificity is an organization and grouping of ideas and then presenting them either from the specific to a more general statement or from a general statement to specific information. A speaker might use specificity to talk about city government as a whole and then go on to provide specific information about each department within the city government.

Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Explain how to organize supporting material.

Topic: Organizing Your Supporting Material Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank 12.49. Discuss various ways a speaker can provide closure.

Answer: Closure provides the audience with the sense that a speech is finished. A speaker can provide

Beebe, Communication 8e, Test Bank

closure by referring back to the introduction and finishing a story that was started, by answering a rhetorical question, or reminding the audience of where he or she started. Verbal and nonverbal signposts can also signal closure. A speaker might say “finally” as he or she moves into the conclusion. A speaker could also pause briefly and make eye contact with the audience before stating the conclusion.

Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Explain the functions of, and several strategies for, speech introductions and conclusions.

Topic: Introducing and Concluding Your Speech Difficulty: Moderate Skill: Understand the Concepts

12.50. Explain the standard outline format and create an example. What advantages does it offer the speaker?

Answer: A standard outline uses standard numbering that uses Roman and Arabic numerals and upper and lower case numbers followed by periods. For example, the first point is a Roman numeral I., followed by subdivisions of A. , B. , C. , etc. These subdivisions can be further divided using Arabic numerals of 1., 2., and 3., with their subpoints indicated by lower case letters of a. , b. , c. , etc. An appropriate outline would look like this: I. First main idea A. First subdivision of I B. Second subdivision of I 1. First subdivision of B 2. Second subdivision of B (a) First subdivision of 2 (b) Second subdivision of 2 II. Second main idea Each point should have at least two subdivisions (not one). All points should be grammatically parallel.

The advantage it offers the speaker is to show the relationship among various ideas, subpoints, and supporting material in their presentation.

Chapter: 12 Module: 12.5 Learning Objective: LO 12.5 Develop a preparation outline and speaking notes for a speech.

Topic: Outlining Your Speech Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 13: Delivering Your Speech Multiple Choice 13.1. Akari used a. manuscript b. memorized c. extemporaneous d. impromptu

speaking when she delivered her speech word-for-word from a written text.

Answer: a Chapter: 13 Module: 13.1 Learning Objective: LO 13.1 List and describe the four methods of delivery, and provide suggestions for effectively using each one.

Topic: Methods of Delivery Difficulty: Moderate Skill: Apply What You Know

13.2. At the end of the meeting, Kay asked Margo what her thoughts were on the topics that had just been discussed. What method of delivery will Margo use in this situation? a. memorized speaking b. extemporaneous speaking c. manuscript speaking d. impromptu speaking Answer: d Chapter: 13 Module: 13.1 Learning Objective: LO 13.1 List and describe the four methods of delivery, and provide suggestions for effectively using each one.

Topic: Methods of Delivery Difficulty: Moderate Skill: Apply What You Know

13.3. Sanjay is well-prepared for his presentation. As he presents his first point, he notices the confused looks from his audience members. He clarifies the confusing concept and quickly adapts the remainder of his speech. Sanjay is most likely using what type of delivery method? a. manuscript b. memorized c. impromptu d. extemporaneous Answer: d Chapter: 13 Module: 13.1 Learning Objective: LO 13.1 List and describe the four methods of delivery, and provide suggestions for effectively using each one.

Beebe, Communication 8e, Test Bank

Topic: Methods of Delivery Difficulty: Moderate Skill: Apply What You Know 13.4. Instead of simply saying, “The dog slept on the chair,” Emily said, “The lethargic dachshund snoozed contentedly on the overstuffed armchair.” This best illustrates what principle of effective verbal delivery? a. Use unbiased words. b. Use vivid words. c. Use simple words. d. Use correct words.

Answer: b Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Apply What You Know

13.5. Unbiased words in a speech are understood to mean language that a. incites a strong emotional response in listeners b. does not disparage any gender, racial, cultural or religious group c. arouses the attention of an audience d. is simple enough for an audience to understand

.

Answer: b Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Understand the Concepts 13.6. In his speech on Aphrodite, Ted stated that “her eyes were pools” and compared their beauty to that of the sea. The phrase “her eyes were pools” is a use of . a. a simile b. a metaphor c. parallelism d. personification Answer: b Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

13.7. Greg told his audience that the Pacific waters were calling him to return after his recent trip there.

What type of figurative language is Greg using? a. metaphor b. simile c. personification d. omission Answer: c Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Apply What You Know

13.8. To add a sort of poetic touch to his speech on inspirational teachers, Max described his favorite high school teacher as “an inspiration unequaled,” “a genius unrivaled,” and “a comedian unbridled.”

What stylistic dramatic device did Max employ? a. omission b. inversion c. suspension d. antithesis Answer: b Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Apply What You Know

13.9. Using a key word or phrase more than once adds emphasis and memorability to your message.

This refers to the word structure of . a. repetition b. inversion c. omission d. antithesis Answer: a Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Easy Skill: Remember the Facts 13.10. “Cinnamon rolls are a sweet indulgence, but they have bitter consequences,” is an example of

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank . a. inversion b. a simile

Beebe, Communication 8e, Test Bank

c. repetition d. antithesis Answer: d Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Understand the Concepts

13.11. Cadence refers to the a. rhythm of the language used b. dramatic implications c. correct grammar usage d. clarity of the language used

in a speech.

Answer: a Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Understand the Concepts

13.12. Which of the following is a way of structuring sentences in order to place an important word or phrase at the end of a sentence rather than at the beginning? a. inversion b. parallelism c. suspension d. antithesis Answer: c Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Easy Skill: Remember the Facts

13.13. When the American Red Cross representative made her plea to the nation following the devastating floods, she said, “We need your hearts, help, and heroes.” What linguistic device did she use? a. antithesis b. alliteration c. repetition d. suspension

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: b

Beebe, Communication 8e, Test Bank

Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Apply What You Know

13.14. What aspect of nonverbal delivery is considered the most important in speaking situations in North America? a. eye contact b. physical delivery c. movement d. voice quality Answer: a Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Easy Skill: Remember the Facts

13.15. What criteria does the text offer for using movement during your presentation? a. Move around as much as possible. b. Any movement should be purposeful. c. Most American audiences prefer speakers to move farther away from them. d. Spontaneous, unmotivated movement is recommended.

Answer: b Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Easy Skill: Remember the Facts 13.16. Volume is the softness or loudness of a speaker’s voice, while speaker’s voice is. a. articulation b. inflection c. rate d. pitch

is how high or low a

Answer: d Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: Effective Nonverbal Delivery Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

13.17. A speech style common to an ethnic group or a geographic region is known as a(n) a. language b. accent c. dialect d. inflection

.

Answer: c Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Moderate Skill: Understand the Concepts

13.18. Which type of microphone would be found attached to a lectern? a. lavaliere b. boom c. stationary d. bow Answer: c Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Easy Skill: Remember the Facts

13.19. The best general advice regarding appropriate attire for a presentation is to a. always dress as formally as possible b. never dress more formally than the audience is dressed c. conform to what the audience expects for the occasion d. wear what you are most comfortable wearing

.

Answer: c Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Moderate Skill: Understand the Concepts

13.20. For his persuasive speech on lowering property tax bills, Sheldon wants to discuss how the various community services such as the school district, library district, and park district are funded with regards to receipt of monies from property taxes. Which visual aid will easily allow Sheldon to show the

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank information as a percentage of the overall income from taxes? a. a line graph b. a pie graph

Beebe, Communication 8e, Test Bank

c. a map d. a flip chart Answer: b Chapter: 13 Module: 13.4 Learning Objective: LO 13.4 Discuss how to prepare and use presentation aids effectively.

Topic: Effective Presentation Aids Difficulty: Moderate Skill: Apply What You Know

13.21. Patricia first held up a quilt square, and later displayed a completed quilt as part of her classroom demonstration. For this speech, Patricia used as her presentation aid. a. herself b. models c. images d. objects Answer: d Chapter: 13 Module: 13.4 Learning Objective: LO 13.4 Discuss how to prepare and use presentation aids effectively.

Topic: Effective Presentation Aids Difficulty: Moderate Skill: Apply What You Know

13.22. When speakers use textual PowerPoint slides as part of their presentation, the slides should their speech. a. replicate b. replace c. supplement d. supplant Answer: c Chapter: 13 Module: 13.4 Learning Objective: LO 13.4 Discuss how to prepare and use presentation aids effectively.

Topic: Effective Presentation Aids Difficulty: Easy Skill: Remember the Facts

13.23. In a speech on the characteristics of a diamond, Kelley used an easel and a series of large photographs attached to a foam board to illustrate her points. When she began her speech, she had the top picture turned over, so the audience could not see it. As she discussed each characteristic, she uncovered the photograph appropriate to it. Which guideline for using visual aids was Kelley using? a. Keep your visual aids simple and to the point. b. Time your visuals to coincide with your discussion of them.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank c. Polish your visual aids. d. Use technology thoughtfully.

Beebe, Communication 8e, Test Bank

Answer: b Chapter: 13 Module: 13.4 Learning Objective: LO 13.4 Discuss how to prepare and use presentation aids effectively.

Topic: Effective Presentation Aids Difficulty: Moderate Skill: Apply What You Know

13.24. In order to prepare and deliver a speech successfully, it is suggested that speakers a. resist revising their speech as they rehearse b. finish the preparation outline several days before speech delivery c. finalize their speaking notes before developing their preparation outline d. revise the preparation outline continuously until the moment of the speech

.

Answer: b Chapter: 13 Module: 13.5 Learning Objective: LO 13.5 Make the most of your rehearsal time, and deliver your speech effectively.

Topic: Some Final Tips for Rehearsing and Delivering Your Speech Difficulty: Moderate Skill: Understand the Concepts

13.25. Which strategy will help ensure that speakers make the most of their rehearsal time? a. Be very critical of your speech while rehearsing. b. Practice your speech alone. c. Memorize as much of your speech as possible. d. Use good delivery skills while rehearsing.

Answer: d Chapter: 13 Module: 13.5 Learning Objective: LO 13.5 Make the most of your rehearsal time, and deliver your speech effectively.

Topic: Some Final Tips for Rehearsing and Delivering Your Speech Difficulty: Moderate Skill: Understand the Concepts

True/False 13.26. During a recent meeting, Kathryn’s boss turned to her and without warning, asked her to provide the most recent sales figures for the new product. This is an example of manuscript speaking.

Answer: False Chapter: 13 Module: 13.1 Learning Objective: LO 13.1 List and describe the four methods of delivery and provide suggestions for

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank effectively using each one.

Topic: Methods of Delivery Difficulty: Moderate

Beebe, Communication 8e, Test Bank

Skill: Apply What You Know

13.27. The professor asked the students to prepare a two-minute speech on their summer internship to be delivered in front of the class in one week. This professor is requesting an impromptu speech.

Answer: False Chapter: 13 Module: 13.1 Learning Objective: LO 13.1 List and describe the four methods of delivery, and provide suggestions for effectively using each one.

Topic: Methods of Delivery Difficulty: Moderate Skill: Apply What You Know 13.28. “Before the hurricane, the rush of people leaving New Orleans for Baton Rouge was as mighty as the storm surge that was approaching with the wind.” This sentence is an example of personification.

Answer: False Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Understand the Concepts

13.29. Parallelism involves using the same grammatical structure for two or more clauses or sentences.

Answer: True Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Easy Skill: Remember the Facts

13.30. The lavaliere microphone requires a speaker to pay careful attention to his or her movement.

Answer: False Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

13.31. Articulation is the production of clear and distinct speech sounds.

Beebe, Communication 8e, Test Bank

Answer: True Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Easy Skill: Remember the Facts 13.32. Dialect refers to a person’s physical appearance.

Answer: False Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Easy Skill: Remember the Facts

13.33. People should never be used as presentation aids.

Answer: False Chapter: 13 Module: 13.4 Learning Objective: LO 13.4 Discuss how to prepare and use presentation aids effectively.

Topic: Effective Presentation Aids Difficulty: Easy Skill: Remember the Facts

13.34. It is a good idea to practice your speech in private, so no one will know the content and planned delivery in advance.

Answer: False Chapter: 13 Module: 13.5 Learning Objective: LO 13.5 Make the most of your rehearsal time, and deliver your speech effectively.

Topic: Some Final Tips for Rehearsing and Delivering Your Speech Difficulty: Moderate Skill: Understand the Concepts

13.35. There are two fundamental goals of a successful speaker: an effective speech and an ethical speech.

Answer: True Chapter: 13

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 13.6 Learning Objective: LO 13.6 Understand and apply criteria for evaluating speeches.

Topic: Criteria for Evaluating Speeches

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 13.36. speaking means delivering a well-developed, well-organized, carefully rehearsed speech without having memorized the exact wording.

Answer: Extemporaneous Chapter: 13 Module: 13.1 Learning Objective: LO 13.1 List and describe the four methods of delivery, and provide suggestions for effectively using each one.

Topic: Methods of Delivery Difficulty: Easy Skill: Remember the Facts

13.37. A(n)

word is one that is known to most people who speak the same language.

Answer: simple Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Easy Skill: Remember the Facts

13.38. A(n)

is a collection of synonyms.

Answer: thesaurus Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Easy Skill: Remember the Facts

13.39. A word that appeals to one of the five senses and communicates an image clearly is known as a(n) word.

Answer: concrete Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: Effective Verbal Delivery Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

13.40. A(n)

is an overt comparison between two things that uses the word like or as.

Answer: simile Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Easy Skill: Remember the Facts

13.41. When you strip a phrase or sentence of nonessential words that the audience expects, you are applying the word structure known as .

Answer: omission Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Understand the Concepts

13.42. Somewhat similar to parallelism,

involves two structures that contrast in meaning.

Answer: antithesis Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Understand the Concepts

13.43. ideas.

is a figurative device in which a speaker attributes human qualities to inanimate things or

Answer: Personification Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Easy Skill: Remember the Facts

13.44.

are the movements of the hands and arms to communicate ideas during a presentation.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: Gestures

Beebe, Communication 8e, Test Bank

Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Easy Skill: Remember the Facts

13.45. A(n) variables.

graph is used to show trends over a period of time and the relationships among

Answer: line Chapter: 13 Module: 13.4 Learning Objective: LO 13.4 Discuss how to prepare and use presentation aids effectively.

Topic: Effective Presentation Aids Difficulty: Moderate Skill: Understand the Concepts

Short Answer/Essay 13.46. In a well-developed essay, name and define the four delivery styles discussed in the text. What factors should be taken into account when a speaker considers which style to use?

Answer: (1) The manuscript speech is a speech that is read from a text. Most people are not skilled at this type of delivery and sound dull and monotonous, so it should only be used when necessary. The biggest reason for using a manuscript speech is that it allows for planning of exact wording. This is sometimes desirable in a very formal situation, or when the situation is tense or sensitive, and the speaker cannot afford to err. (2) Memorized delivery is similar to manuscript, except the speech is committed to memory.

It should only be used if the speaker must deliver a short speech within narrow time limits. It also allows for exact wording, and has the added benefit that eye contact, gestures, and movement may be enhanced. (3) Extemporaneous delivery means that the speaker uses only brief notes, preferably in a delivery outline, for delivering the speech. This style should be used under most circumstances; the delivery is more natural and is preferred by most audiences. It also allows the speaker to adapt to the audience. (4) Impromptu speaking means delivering a speech without advance preparation—speaking “off the cuff.” It requires a focus on the audience and the ability to organize a brief (one to three minute) presentation that draws heavily on the speaker’s experience and knowledge. Organization is key in impromptu speaking, for example, thinking quickly to shape an introduction, body, and conclusion.

Chapter: 13 Module: 13.1 Learning Objective: LO 13.1 List and describe the four methods of delivery, and provide suggestions for effectively using each one.

Topic: Methods of Delivery Difficulty: Moderate Skill: Understand the Concepts

13.47. Your friend asks for your advice on polishing his speech. He has researched and organized his speech well, and practiced it enough to feel comfortable delivering it, but feels he needs help with his

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank language choices to make it more interesting and memorable. What advice might you give him concerning figurative language, drama, and cadence? Explain at least one device in each of those categories.

Beebe, Communication 8e, Test Bank

Answer: Figurative language creates interest because it deviates from the ordinary, expected meanings of words. Figurative language involves using metaphors, similes, or personification. A metaphor is an indirect comparison. A simile is a comparison using like or as. Personification is giving an object or idea the characteristics of a person.

Drama is created by phrasing something in an unexpected way. Three devices that can help achieve verbal drama are omission, inversion, or suspension. (1) Omission is leaving out a word or phrase that the audience expects to hear. (2) Inversion is reversing the word order of a sentence or phrase, and (3) suspension is withholding a key word or phrase until the end of the sentence.

Cadence is the rhythm of the speech created through verbal devices. Cadence may be achieved using such stylistic devices as parallelism, antithesis, repetition, and alliteration. (1) Parallelism occurs when the grammatical structure of several phrases or sentences is the same. (2) Antithesis is a two-part parallel structure in which the second part contrasts in meaning with the first. (3) Repetition of an important word or phrase can add emphasis to a key idea and memorability to a message. (4) Alliteration is repeating the initial consonant sound of several words that are in close proximity to one another to create cadence.

Chapter: 13 Module: 13.2 Learning Objective: LO 13.2 List and explain three criteria for effective verbal delivery.

Topic: Effective Verbal Delivery Difficulty: Moderate Skill: Apply What You Know

13.48. Cassie delivers her presentation, but she speaks in a monotone, looks down at her written speech, and stands behind the podium the entire time. You have been asked to coach Cassie to help her improve her nonverbal delivery. What suggestions would you provide?

Answer: (Student responses will vary.) First, Cassie should consider incorporating eye contact to let her audience know that she is also interested in the topic and ready to share her knowledge with them. Eye contact provides a degree of credibility. Eye contact should be established before the speaker says anything and should be maintained throughout the presentation. Next, Cassie should consider using gestures as she presents her ideas. Gestures should appear natural, not overdone. They must emphasize or reinforce the verbal message. Movement would also enhance her presentation. Any movement should be purposeful and consistent with the message. Cassie’s posture is also an important consideration. Speakers should avoid slouching or shifting from one foot to the other. Finally, her facial expression should coincide with her body language and eye contact and be appropriate to the message.

Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Moderate Skill: Apply What You Know

13.49. Brittany asked you to listen to her rehearse her speech and you noticed that she said jeet when she meant to say did you eat and gonna when she meant to say going to. In what area of vocal delivery does Brittany need to improve and what advice might you provide?

Answer: Brittany needs to improve on her articulation, the enunciation of sounds. Since she wants her

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank audience to clearly understand her message, she needs to clearly pronounce her words. She must distinguish between which parts of her nonstandard articulation may be due to a dialect and which simply are due to a habit of slurring or mumbling. Good advice would be for Brittany to pay closer attention to the

Beebe, Communication 8e, Test Bank

words and phrases she tends to slur or chop and to practice saying them correctly and distinctly.

Chapter: 13 Module: 13.3 Learning Objective: LO 13.3 Identify and illustrate characteristics of effective nonverbal delivery.

Topic: Effective Nonverbal Delivery Difficulty: Moderate Skill: Apply What You Know

13.50. Explain the difference between a bar graph, pie graph, and line graph.

Answer: (1) A bar graph is a graph that consists of bars of various lengths that represent numbers or percentages. It is useful for making comparisons. For example, one bar might show the cost of gas in Chicago while another bar shows the cost of gas in St. Louis. (2) A pie graph is a circular graph that shows how data are divided proportionately. For example, a pie graph could show how much money each department in a company spent on office products, with each “slice” representing one of the departments.

(3) A line graph is a graph that shows trends over a period of time and relationships among the variables.

For example, a line graph would be suitable to show how much the U.S. government has spent on the military for each of the wars it has been involved in since the 1800s.

Chapter: 13 Module: 13.4 Learning Objective: LO 13.4 Discuss how to prepare and use presentation aids effectively.

Topic: Effective Presentation Aids Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Test Bank Chapter 14: Speaking to Inform Multiple Choice 14.1. Satoshi gave a speech explaining three types of Japanese writing. This is an example of a speech to . a. inspire b. persuade c. entertain d. inform Answer: d Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Apply What You Know

14.2. Kristof is presenting his antique ski and snowshoe collection to a group of students at the history museum. His presentation is based on a(n) . a. object b. procedure c. person d. event Answer: a Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Apply What You Know

14.3. Speeches about procedures would be used when you are talking about a. anything you can see or touch b. how something works c. a major event d. principles, concepts, or theories Answer: b Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Understand the Concepts

.

Beebe, Communication 8e, Test Bank

14.4. When teaching a process, it is helpful to follow the acronym T-E-A-C-H, which stands for the following: a. train, explain, administer, cooperate, help b. teach, example, apply, communicate, hear c. tell, example, apply, coach, help d. tell, explain, attribute, coach, hear Answer: c Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Easy Skill: Remember the Facts 14.5. Tiffany presented an informative speech on the concept of “clear your house, clear your mind.”

What type of informative speech was this? a. a speech about an idea b. a speech about a person c. a speech about an object d. a speech about an event Answer: a Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Apply What You Know

14.6. Paula is excited to give her speech because it describes her recent trip to witness the presidential inauguration. Her speech will be a presentation about . a. objects b. ideas c. procedures d. events Answer: d Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Apply What You Know

14.7. Masayuki gave a speech on ways high context values are reflected in Japanese culture. His three

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank main points were the language, the gift-giving customs, and the visual arts. Which pattern did he use to organize his speech? a. topical

Beebe, Communication 8e, Test Bank

b. spatial c. chronological d. complexity Answer: a Chapter: 14 Module: 14.2 Learning Objective: LO 14.2 Identify and use appropriate strategies for organizing informative speeches.

Topic: Strategies for Organizing Your Informative Speech Difficulty: Moderate Skill: Apply What You Know

14.8. For her speech, Millie identified the order of the three steps the group must take to achieve their fundraising goal. What organizational pattern did she use? a. chronological b. topical c. spatial d. cause-effect Answer: a Chapter: 14 Module: 14.2 Learning Objective: LO 14.2 Identify and use appropriate strategies for organizing informative speeches.

Topic: Strategies for Organizing Your Informative Speech Difficulty: Moderate Skill: Apply What You Know

14.9. As he began describing dark star theory to his audience, Ron started by explaining the basic definitions and ideas, and then moved on to discuss the more intricate and detailed concepts. Ron has organized this speech using which strategy? a. primacy b. spatial c. complexity d. topical Answer: c Chapter: 14 Module: 14.2 Learning Objective: LO 14.2 Identify and use appropriate strategies for organizing informative speeches.

Topic: Strategies for Organizing Your Informative Speech Difficulty: Moderate Skill: Apply What You Know

14.10. It is the responsibility of informative speakers to a. present information as quickly as possible b. load their speech with complex ideas c. say everything they know about a topic

.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank d. make their speech clear Answer: d

Beebe, Communication 8e, Test Bank

Chapter: 14 Module: 14.3 Learning Objective: LO 14.3 Identify and use strategies for making informative speeches clear.

Topic: Strategies for Making Your Informative Speech Clear Difficulty: Moderate Skill: Understand the Concepts

14.11. Including signposts in your speech will help you to a. pace the information flow b. minimize audience distraction c. include more detailed information d. add cadence to your speech

.

Answer: a Chapter: 14 Module: 14.3 Learning Objective: LO 14.3 Identify and use strategies for making informative speeches clear.

Topic: Strategies for Making Your Informative Speech Clear Difficulty: Moderate Skill: Understand the Concepts

14.12. Nisha is asked to make a presentation to a group of police officers. For her topic, Nisha decides to explain some techniques to help manage job stress. What tactic is Nisha using to make the presentation interesting? a. using effective supporting materials b. building in redundancy c. reinforcing key ideas verbally and nonverbally d. relating to her listeners’ interests Answer: d Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Moderate Skill: Apply What You Know

14.13. Tom gave a speech on the history of a local statue to a group of citizens who had lived in the town their entire lives. What strategy is Tom using in his selection of topics? a. building in redundancy b. establishing a motive for listening c. presenting information that relates to his listeners’ interests d. reinforcing key ideas verbally and nonverbally Answer: c Chapter: 14

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting

Beebe, Communication 8e, Test Bank

Difficulty: Moderate Skill: Apply What You Know 14.14. “Sitting and baking in the Arizona sun for too long can make you feel like a shriveled raisin.”

This statement is an example of . a. a word picture b. alliteration c. redundancy d. audience feedback Answer: a Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Moderate Skill: Apply What You Know

14.15. The strategies of questioning, engaging and relating are especially helpful in a. using humor b. painting a word picture c. motivating the audience to listen d. developing presentation aids

.

Answer: c Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Moderate Skill: Understand the Concepts 14.16. Courtney begins her presentation to a group of college students by saying, “How would you like to learn a technique that will cut your study time by 50 percent?” What strategy is Courtney using to make her presentation more interesting? a. using attention-catching supporting material b. establishing a motive for her audience to listen c. using word pictures d. creating interesting presentation aids Answer: b Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

14.17. Jenna describes sitting by the fire on a cold winter day, “The wood popped and hissed as the fire

Beebe, Communication 8e, Test Bank roared.” Jenna is appealing to her listeners’ sense of a. sound b. smell c. touch d. taste

.

Answer: a Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Moderate Skill: Apply What You Know

14.18. Jason told the audience that everyone makes mistakes and then related the time he accidentally washed his hair with his mother’s hair dye instead of shampoo and came out of the shower with purple hair. To make his speech interesting, Jason was using . a. vivid language to describe the event b. interesting presentation aids c. adult learning principles d. appropriate humor Answer: d Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Moderate Skill: Apply What You Know 14.19. After he had made a joke about how slow the “old geezers” were at his local grocery store, Jamie realized that about half of his audience was over the age of 70. What aspect of using humor did Jamie fail to consider? a. Use humorous quotations and cartoons. b. Poke fun at yourself. c. Be certain your humor is appropriate to your listeners. d. Use humor to make a point.

Answer: c Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Moderate Skill: Apply What You Know 14.20. “Tell them what you are going to tell them, tell them, and tell them what you told them” is one way

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank to describe the informative technique of a. reinforcing key ideas nonverbally b. building redundancy into the speech

.

Beebe, Communication 8e, Test Bank

c. motivating the audience to listen d. relating to the interests of the audience Answer: b Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Understand the Concepts

14.21. Leah spoke about the deserts of the Mideast. In her introduction, she previewed her main points.

As she got to each main point, she used an internal preview and an internal summary. At the end of her speech, she summarized her main points. Which strategy for making a speech memorable did Leah use? a. motivating the audience to listen b. relating the information to the audience c. reinforcing ideas nonverbally d. building redundancy into the speech Answer: d Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Apply What You Know

14.22. Based on adult learning principles, adult audiences prefer which type of information? a. information they can use immediately b. information with no connection to their life experiences c. information just for the sake of knowing d. information which does not require their active involvement Answer: a Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Understand the Concepts 14.23. Adapting your presentation to your audience’s “mental in-boxes” relates to which of the following? a. building in redundancy b. presenting information they want or need c. reinforcing key ideas verbally d. relating key ideas nonverbally

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: b Chapter: 14

Beebe, Communication 8e, Test Bank

Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Understand the Concepts 14.24. Enrique said, “Listen carefully: this is the most convincing reason why life is likely to exist on other planets.” He is using which technique to make his presentation memorable? a. simplifying ideas b. building in redundancy c. using adult learning principles d. reinforcing key ideas verbally Answer: d Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Apply What You Know

14.25. Which of the following demonstrates the idea of reinforcing key ideas nonverbally during a speech? a. gesturing to emphasize key phrases b. using a phrase like “another important point is...” c. establishing a motive for your audience to listen d. using an interpreter Answer: a Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Understand the Concepts

True/False 14.26. John made a presentation at work in which he explained how to handle customer complaints. This is an example of an informative speech.

Answer: True Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

14.27. A speech about a procedure usually focuses on when something was accomplished.

Answer: False Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Understand the Concepts

14.28. A chronological organizational pattern helps listeners follow the steps involved in a process.

Answer: True Chapter: 14 Module: 14.2 Learning Objective: LO 14.2 Identify and use appropriate strategies for organizing informative speeches.

Topic: Strategies for Organizing Your Informative Speech Difficulty: Moderate Skill: Understand the Concepts

14.29. One strategy for making an informative speech clear is to relate new information to what the audience already knows.

Answer: True Chapter: 14 Module: 14.3 Learning Objective: LO 14.3 Identify and use strategies for making informative speeches clear.

Topic: Strategies for Making Your Informative Speech Clear Difficulty: Moderate Skill: Understand the Concepts

14.30. It is easier for an audience to understand your message if you provide many significant details around one point rather than spreading out information over the course of the speech.

Answer: False Chapter: 14 Module: 14.3 Learning Objective: LO 14.3 Identify and use strategies for making informative speeches clear.

Topic: Strategies for Making Your Informative Speech Clear Difficulty: Moderate Skill: Understand the Concepts

14.31. A vivid description that helps your listeners form a mental image by appealing to one or more of their senses of sight, sound, smell, touch, and taste is known as a word picture.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Answer: True

Beebe, Communication 8e, Test Bank

Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Easy Skill: Remember the Facts

14.32. If a speaker wants to include humor in a presentation, it should always relate to the message.

Answer: True Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Easy Skill: Remember the Facts

14.33. According to adult learning principles, adults prefer information that they can use immediately.

Answer: True Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Easy Skill: Remember the Facts

14.34. Repeating your main points several times throughout a speech should be avoided regardless of the type of speech you are presenting.

Answer: False Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Easy Skill: Remember the Facts

14.35. Pausing just before you make an important point in your speech is an example of reinforcing your key ideas verbally.

Answer: False Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Understand the Concepts

Beebe, Communication 8e, Test Bank

Fill-in-the-Blank 14.36. The purpose of a message to knowledge.

is to share information with others to enhance their

Answer: inform Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Easy Skill: Remember the Facts

14.37. A speech about how to whitewash your brick fireplace is an informative speech about a(n) Answer: procedure Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Understand the Concepts 14.38. Carter brings in his remote control car for his speech on children’s toys. His speech is about a(n) .

Answer: object Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Apply What You Know

14.39. A presentation about

would apply the T-E-A-C-H acronym.

Answer: procedures Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Understand the Concepts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

.

Beebe, Communication 8e, Test Bank

14.40. A speech about a(n)

is one about an abstract concept, theory, or principle.

Beebe, Communication 8e, Test Bank

Answer: idea Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Easy Skill: Remember the Facts

14.41. A speech about a(n)

is about a particular occurrence such as the Thanksgiving Day Parade.

Answer: event Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Understand the Concepts

14.42. A(n)

is a vivid description that invites listeners to draw on their senses.

Answer: word picture Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Easy Skill: Remember the Facts

14.43. By providing a preview of your message in the introduction and then developing each main point during the speech before summarizing the key ideas in the conclusion of the speech, a speaker is using .

Answer: redundancy Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Understand the Concepts

14.44. learners are people who have a learning style who prefer practical, useful information that is relevant; they seek connections between the new information and their life experiences.

Answer: Adult

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 14 Module: 14.5

Beebe, Communication 8e, Test Bank

Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Understand the Concepts 14.45. When the speaker raised her hands as she said, “We should all surrender to the idea that our friends will be with us in good times and bad” she was reinforcing her key idea .

Answer: nonverbally Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Apply What You Know

Short Answer/Essay 14.46. Describe the five types of informative speeches and provide examples of possible speech topics for each: (1) speeches about objects; (2) speeches about procedures; (3) speeches about people; (4) speeches about events; and (5) speeches about ideas.

Answer: (Student examples will vary.) A speech about an object presents information about a tangible item that can be touched or seen such as a bicycle. A speech about a procedure reviews how something works or explains a process such as how to create a mural. A speech about a person is about a human being—either a famous person or a personal acquaintance such as your grandfather. A speech about an event will describe something that has happened, is happening, or will happen, such as the inauguration of the president. A speech about ideas presents abstract information or information about principles, concepts, theories, or issues, such as democracy.

Chapter: 14 Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches Difficulty: Moderate Skill: Apply What You Know

14.47. Your book suggests that you use the T-E-A-C-H model when instructing people how to do something (procedure). Choose a skill and explain how you would use the model to teach it to your audience.

Answer: Answers will vary, but all should apply the steps of T-E-A-C-H. The T-E-A-C-H model includes the following steps: (1) Tell: describe what you want your audience to know; (2) Example: show your audience an example of how to perform the skill; (3) Apply: give listeners an opportunity to perform the skill themselves; (4) Coach: provide positive reinforcement to encourage listeners; and (5) Help: assist listeners learn by correcting their mistakes.

Chapter: 14

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 14.1 Learning Objective: LO 14.1 Describe five types of informative speeches.

Topic: Types of Informative Speeches

Beebe, Communication 8e, Test Bank

Difficulty: Moderate Skill: Apply What You Know

14.48. Select an object and create a simple three-point outline with subpoints based on the topical organizational pattern.

Answer: (Student examples will vary.) For example, if the object is a smartphone, an outline might look like this: I. The iPhone A. Keypad B. Apps II. The Android A. Keypad B. Apps III. The Amazon Fire Phone A. Keyboard B. Apps Chapter: 14 Module: 14.2 Learning Objective: LO 14.2 Identify and use appropriate strategies for organizing informative speeches.

Topic: Strategies for Organizing Your Informative Speech Difficulty: Moderate Skill: Apply What You Know

14.49. The text gives five suggestions for the use of humor in a speech. Briefly discuss three of them.

Answer: First, it is important to make certain your humor is appropriate to your listeners. Humor should be used to make a point rather than just to get a laugh. You can use humor by poking fun at yourself. In this way, the audience will not be the butt of the joke. Humor quotations can also be used, but sensitivity to the audience must be maintained. Finally, cartoons can be used to also make a point.

Chapter: 14 Module: 14.4 Learning Objective: LO 14.4 Identify and use strategies for making informative speeches interesting.

Topic: Strategies for Making Your Informative Speech Interesting Difficulty: Moderate Skill: Understand the Concepts

14.50. Your presentation is on car alarms. Describe one way to reinforce key ideas verbally, then two ways to reinforce ideas nonverbally.

Answer: (Student examples will vary.) To reinforce verbally, use words to let the audience know what is important. “The most important thing to consider in purchasing a car alarm is...” Do not overuse this: every idea cannot be the most important. To reinforce the ideas nonverbally, use gestures, pauses, and movement to indicate transitions to important or different points in the speech.

Chapter: 14 Module: 14.5 Learning Objective: LO 14.5 Identify and use strategies for making informative speeches memorable.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Topic: Strategies for Making Your Informative Speech Memorable Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

Test Bank Chapter 15: Speaking to Persuade Multiple Choice 15.1. The process of attempting to change or reinforce a listener’s attitudes, beliefs, values, or behavior is called . a. coercion b. visualization c. persuasion d. refutation Answer: c Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Easy Skill: Remember the Facts 15.2. Garret told his classmate Keith that if he didn’t write his term paper for him, then Garret was going to tell the professor that Keith cheated on the exam. This demonstrates the idea of . a. persuasion b. coercion c. dissonance d. needs Answer: b Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate Skill: Apply What You Know

15.3. Melanie loves to get a tan and can lie in the sun for hours. Lately, she has been hearing about the risks of skin cancer, and now she isn’t so sure that getting a tan is a good idea. Which of the following is Melanie experiencing? a. values erosion b. cognitive dissonance c. indirect persuasion d. logical fallacy Answer: b

Chapter: 15

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion

Beebe, Communication 8e, Test Bank

Difficulty: Moderate Skill: Apply What You Know

15.4. When Kelsey tries to persuade her listeners to change the batteries in their smoke detector every six months, she is appealing to her listeners’ needs. a. self-actualization b. physiological c. social d. safety Answer: d Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate Skill: Apply What You Know 15.5. Which needs in Maslow’s hierarchy refer to basic needs such as food, water, and air? a. physiological b. security c. self-actualization d. self-esteem Answer: a Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate Skill: Understand the Concepts

15.6. In her persuasive speech, Martha spoke about the alleged espionage by the Chinese, and the possible theft of U.S. nuclear armament secrets. She got the audience to think about the possibility that China could one day use high-tech nuclear weapons against the United States and challenged them to monitor Senate hearings on the problem. What form of motivation did Martha employ in her speech? a. an appeal to patriotism b. an appeal to basic self-esteem needs c. a positive visualization d. a fear appeal Answer: d Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Skill: Apply What You Know

Beebe, Communication 8e, Test Bank 15.7. In her persuasive speech, Micah says the following: “When you help with the community paint-athon, you will bring joy to the children and their families who live in this neighborhood.” What form of persuasive appeal is this? a. positive motivation b. appeal to self-actualization need c. cognitive dissonance d. indirect appeal Answer: a Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate Skill: Apply What You Know 15.8. “At the end of my speech, the audience will prefer drinking water to drinking soda” is an example of a speech that targets a(n) . a. value b. belief c. attitude d. behavior Answer: c Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech Difficulty: Moderate Skill: Apply What You Know 15.9. “At the end of my speech, the audience will acknowledge that an increase in property taxes is directly related to the increase in pay for Congress” is an example of a speech that targets a(n) a. value b. belief c. attitude d. behavior

.

Answer: b Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

15.10. Jaxon wants to persuade his audience that recycling plastic and glass leads to soil conservation.

This is a proposition of .

Beebe, Communication 8e, Test Bank

a. fact b. attitude c. policy d. value Answer: a Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech Difficulty: Moderate Skill: Apply What You Know 15.11. “Fast food restaurants should be required to provide nutritional information about items on their menu” is a proposition of . a. value b. fact c. policy d. belief Answer: c Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech Difficulty: Moderate Skill: Apply What You Know

15.12. A speech that emphasizes the ethical character of a speaker is demonstrating a. eros b. ethos c. logos d. pathos

.

Answer: b Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Understand the Concepts

15.13. is a reflection of whether a speaker is perceived as informed, skilled, and knowledgeable. a. Competence

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank b. Trustworthiness c. Dynamism d. Charisma

Beebe, Communication 8e, Test Bank

Answer: a Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Easy Skill: Remember the Facts 15.14. When students arrived for Joe Clark’s speech, they had already seen posters around campus with his picture and the mention of a movie about him, Lean on Me, which many had even seen. In his speech of introduction, the student body president complimented Clark’s achievements and commented upon his awards and recognition. The publicity and the introduction enhanced Mr. Clark’s credibility. a. initial b. derived c. terminal d. vicarious Answer: a Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Apply What You Know 15.15. “All ministers are honest people. Reverend Thompson is a minister; therefore, he is an honest person.” This is an example of . a. inductive reasoning b. a syllogism c. causal reasoning d. a fallacy known as ad hominem Answer: b Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Apply What You Know

15.16. Deductive reasoning moves from a. logical fallacies b. a general statement or principle

to reach a specific conclusion.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank c. related events d. specific examples or instances

Beebe, Communication 8e, Test Bank

Answer: b Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Understand the Concepts

15.17. In your speech to high school students, you explain how you have seen drunken people put themselves at risk and have heard of people’s reputations being ruined because of alcohol-related incidents. You want to urge your listeners to avoid drinking in social situations so they will not suffer similar consequences. What form of reasoning have you used in this speech? a. deductive b. inductive c. causal d. syllogistic Answer: c Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Apply What You Know 15.18. Jamal told his audience, “Everyone agrees that big donors control our political system.” His statement is an example of the . a. bandwagon fallacy b. ad hominem fallacy c. appeal to misplaced authority d. either-or fallacy Answer: a Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Apply What You Know

15.19. Natalie checked online for movie show times. When she arrived at the theater, she found it had started an hour earlier than what was posted online. Afterwards, Natalie told her friend not to use the Internet because it was an unreliable source of information. This is an example of which reasoning

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank fallacy? a. hasty generalization b. red herring

Beebe, Communication 8e, Test Bank

c. misplaced authority d. either-or Answer: a Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Apply What You Know

15.20. A classmate asks Caroline about evidence that seemed questionable in her persuasive speech.

Caroline evades the issue by quickly bringing up an irrelevant fact about another point in her speech.

What sort of logical fallacy does this illustrate? a. non sequitur b. appeal to misplaced authority c. red herring d. causal fallacy Answer: c Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Apply What You Know

15.21. Norris showed a picture of a smiling baby during his talk on vaccinating toddlers. He was using to appeal to the audience’s emotion. a. ethos b. pathos c. logos d. mythos Answer: b Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Apply What You Know

15.22. Sarah identifies common arguments as to why Bigfoot does not exist and systematically argues against each of these objections. What organizational strategy is she using?

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank a. cause and effect b. problem and solution c. motivated sequence

Beebe, Communication 8e, Test Bank

d. refutation Answer: d Chapter: 15 Module: 15.4 Learning Objective: LO 15.4 Organize your persuasive message.

Topic: Organizing Your Persuasive Message Difficulty: Moderate Skill: Apply What You Know

15.23. In the motivated sequence organizational pattern, what step involves establishing why your topic should be of concern to your listeners? a. visualization b. need c. satisfaction d. action Answer: b Chapter: 15 Module: 15.4 Learning Objective: LO 15.4 Organize your persuasive message.

Topic: Organizing Your Persuasive Message Difficulty: Moderate Skill: Understand the Concepts

15.24. In a speech about improved public safety, Stewart quickly tells his audience exactly what he wants them to do. What type of audience is best suited for this direct appeal? a. the uninformed audience b. the neutral or apathetic audience c. the receptive audience d. the unreceptive or hostile audience Answer: c Chapter: 15 Module: 15.5 Learning Objective: LO 15.5 Provide specific suggestions for adapting to receptive audiences, neutral audiences, and unreceptive audiences.

Topic: Adapting Ideas to People and People to Ideas Difficulty: Moderate Skill: Apply What You Know

15.25. Which of the following is a recommended strategy for an unreceptive audience? a. Provide a clear objective. b. Tell your audience what you want them to do. c. Acknowledge opposing points of view. d. Save your strongest argument for last.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Answer: c Chapter: 15

Beebe, Communication 8e, Test Bank

Module: 15.5 Learning Objective: LO 15.5 Provide specific suggestions for adapting to receptive audiences, neutral audiences, and unreceptive audiences.

Topic: Adapting Ideas to People and People to Ideas Difficulty: Moderate Skill: Understand the Concepts

True/False 15.26. According to Maslow’s hierarchy of needs, basic physiological needs must be satisfied before we tend to others.

Answer: True Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate Skill: Understand the Concepts 15.27. The need to be able to protect those we love is an example of a self-esteem need within Maslow’s hierarchy.

Answer: False Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Easy Skill: Remember the Facts

15.28. An advertisement for a yoga class telling future participants they will experience peace and contentment with yoga is using positive motivation.

Answer: True Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate Skill: Understand the Concepts

15.29. According to the elaboration likelihood model, if you respond to the catchy music in a radio advertisement, you have been persuaded by a peripheral factor.

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Answer: True Chapter: 15

Beebe, Communication 8e, Test Bank

Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate Skill: Understand the Concepts 15.30. “Drinking too much caffeine is harmful to your health” is a proposition of policy.

Answer: False Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech Difficulty: Moderate Skill: Understand the Concepts 15.31. Trustworthiness is the aspect of a speaker’s credibility that reflects whether the speaker is perceived as believable and honest.

Answer: True Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Easy Skill: Remember the Facts 15.32. “I saw smoke coming from behind the mountain and when I arrived at that side of the mountain, I noticed a fire in a wooded area. The smoke must have come from the fire.” This is an example of reasoning by analogy.

Answer: False Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Apply What You Know

15.33. The material used to support a point or premise is called the proof.

Answer: False

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your

Beebe, Communication 8e, Test Bank

persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Easy Skill: Remember the Facts

15.34. In the motivated sequence organizational plan, the satisfaction step deals with the identification of a solution.

Answer: True Chapter: 15 Module: 15.4 Learning Objective: LO 15.4 Organize your persuasive message.

Topic: Organizing Your Persuasive Message Difficulty: Easy Skill: Remember the Facts

15.35. When you are addressing a neutral audience, you should ask for an immediate show of support.

Answer: False Chapter: 15 Module: 15.5 Learning Objective: LO 15.5 Provide specific suggestions for adapting to receptive audiences, neutral audiences, and unreceptive audiences.

Topic: Adapting Ideas to People and People to Ideas Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 15.36. is the sense of mental discomfort that occurs when new information conflicts with a person’s current attitudes, beliefs, values, or behavior.

Answer: Cognitive dissonance Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Easy Skill: Remember the Facts

15.37.

is the use of force to get another person to think or behave as you wish.

Answer: Coercion Chapter: 15

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion

Beebe, Communication 8e, Test Bank

Difficulty: Easy Skill: Remember the Facts

15.38. A(n)

is a claim with which you want your audience to agree.

Answer: proposition Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech Difficulty: Easy Skill: Remember the Facts 15.39. “When I am finished with my presentation, the audience will testify that ghosts exist.” This is an example of changing a(n) , or a way in which reality is structured.

Answer: belief Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech Difficulty: Moderate Skill: Understand the Concepts

15.40. A(n)

is an enduring concept of right and wrong.

Answer: value Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech Difficulty: Easy Skill: Remember the Facts

15.41. Propositions of

claim that something did or did not happen.

Answer: fact Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Easy Skill: Remember the Facts

Beebe, Communication 8e, Test Bank

15.42. Aristotle used the term

to refer to logical arguments.

Answer: logos Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Easy Skill: Remember the Facts 15.43. is the aspect of a speaker’s credibility that reflects whether the speaker is perceived as energetic.

Answer: Dynamism Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Message with Credibility, Logic, and Emotion Difficulty: Easy Skill: Remember the Facts

15.44. The final step in the motivated sequence organizational plan is

.

Answer: action Chapter: 15 Module: 15.4 Learning Objective: LO 15.4 Organize your persuasive message.

Topic: Organizing Your Persuasive Message Difficulty: Easy Skill: Remember the Facts

15.45. When you paint a bleak picture of how terrible the future will be if nothing changes, you are relying on negative , as described in the motivated sequence plan.

Answer: visualization Chapter: 15 Module: 15.4 Learning Objective: LO 15.4 Organize your persuasive message.

Topic: Organizing Your Persuasive Message Difficulty: Easy Skill: Remember the Facts

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank

Short Answer/Essay

Beebe, Communication 8e, Test Bank

15.46. What is cognitive dissonance? How might a speaker use it in a persuasive speech?

Answer: Cognitive dissonance is a feeling of discomfort a person experiences when he or she perceives there is new information that conflicts with their previously organized thought patterns. This feeling of imbalance may prompt a change in their thoughts, likes or dislikes, or behavior. A speaker may make use of this by pointing out inconsistencies such as that one’s wish for good health is inconsistent with one’s lifestyle. The persuader then offers a palatable way to reduce that inconsistency in the form of a solution step so that the listener can restore his or her comfort level or sense of balance, such as cutting down on fatty foods and beginning to exercise.

Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate Skill: Apply What You Know

15.47. Describe the elaboration likelihood model (ELM).

Answer: The elaboration likelihood model focuses on how audience members interpret persuasive messages. ELM theory indicates that people are persuaded both directly and indirectly. It includes factors that researchers call indirect or peripheral. For instance, if a person responds to the music, creative logo, or attractive spokesperson in an advertisement, he or she has been indirectly persuaded. ELM is more audience-centered than other persuasive theories, so it can be valuable in understanding how we have been persuaded.

Chapter: 15 Module: 15.1 Learning Objective: LO 15.1 Define persuasion and describe five ways listeners may be motivated.

Topic: Understanding Persuasion Difficulty: Moderate Skill: Understand the Concepts

15.48. Briefly discuss the use of the persuasive proposition and describe a proposition of fact, a proposition of value, and a proposition of policy. Provide an example of each type of proposition.

Answer: (Student examples will vary.) Persuasive speakers rely on the persuasive proposition to state the claim with which they want the audience to agree. A proposition of fact is a claim that something is or is not the case or that something did or did not happen. This speaker focuses on changing or reinforcing the beliefs of the audience. Example: Global warming is a contributing factor in recent severe weather. A proposition of value is a claim that calls for the listener to judge the worth or importance of something. It might compare two things, ideas, or actions and suggest that one is superior to the other. Example: Chocolate is the best flavor of ice cream. A proposition of policy is a claim advocating a specific action to change a regulation, procedure, or behavior. A proposition of policy always includes the word should.

Example: State University should require a semester of community service for graduation.

Chapter: 15 Module: 15.2 Learning Objective: LO 15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.

Topic: Developing Your Audience-Centered Persuasive Speech

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank Difficulty: Moderate Skill: Apply What You Know

Beebe, Communication 8e, Test Bank

15.49. Explain what a speaker can do to enhance initial credibility, derived credibility, and terminal credibility.

Answer: All types of credibility require thoughtful planning. For initial credibility, the speaker should be mindful of his or her dress and demeanor prior to the speech. Have notes and visual aids prepared and ready to set up before entering the room in view of the audience. Provide a summary of your credentials to be used in your introduction. Nervously running around trying to adjust various items will diminish one’s initial credibility, whereas a calm, confident appearance will enhance it. When walking to the lectern, look poised and confident, pause before beginning, and look at the audience directly while beginning your speech.

Derived credibility is created during the course of the speech and is a direct result of preparation, creating common ground with the audience, and practice. Making use of the notions of competence, trustworthiness, and dynamism will enhance one’s derived credibility. For example, a confident speaker might mention personal experience, present the speech in an organized fashion, and use credible sources. For trustworthiness, the speaker needs to be sincere, and for dynamism, the speaker needs to show enthusiasm for the topic.

Terminal credibility is based upon the speaker’s ability to prepare a conclusion and deliver it well, maintain eye contact with the audience, and be prepared to answer questions.

Chapter: 15 Module: 15.3 Learning Objective: LO 15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.

Topic: Supporting Your Persuasive Speech with Credibility, Logic, and Emotion Difficulty: Moderate Skill: Understand the Concepts

15.50. Select one of the topics given below for this question. Using the topic, develop an organizational plan using the motivated sequence. Include and explain each step in the sequence.

Topics: 1. Audience members should volunteer to be bone marrow donors.

2. The Board of Regents should vote to lower the tuition at this university.

3. Audience members should make a commitment to exercise at least thirty minutes each day.

Answer: (Student responses will vary.) The steps of the motivated sequence are: (1) Attention. In this step, the speaker gets the audience’s attention through use of interesting material, by using an appropriate attention-getting device as in any speech. An example would be telling a personal story about how one improved one’s own health and appearance through an exercise program. (2) Need. This step involves demonstrating that an undesirable situation exists. The speaker must use evidence to support the existence of a need, and perhaps create cognitive dissonance in the audience. An example might be pointing to the susceptibility of the audience members to catch colds, the inability to handle stress, and the lack of energy as examples of problems caused by lack of exercise. (3) Satisfaction. In this step, the speaker provides a solution or a way to satisfy the need that was demonstrated in the need step.

Demonstrate how the solution satisfies the need. The speaker might outline a simple plan for exercising that would be appropriate for his or her audience. (4) Visualization. In this step, the speaker describes the audience’s future. A positive visualization is one in which the speaker describes what will happen if the audience follows the solution. (When you are fifty, you will be as active as you are now.) A negative visualization is one in which the speaker describes what will happen if the audience does not follow the solution. (When you are fifty, you might be too out of shape to enjoy a hike, or worse, you might have

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy

Beebe, Communication 8e, Test Bank developed high blood pressure and high cholesterol.) (5) Action. Here, the speaker offers specific behavioral steps for the audience to follow. (The multipurpose room is free to students and offers a variety of types of exercises. The recreation department sponsors a number of intramural events. They

Beebe, Communication 8e, Test Bank

are ...)

Chapter: 15 Module: 15.4 Learning Objective: LO 15.4 Organize your persuasive message.

Topic: Organizing Your Persuasive Message Difficulty: Moderate Skill: Apply What You Know

Test Bank for Communication Principles for a Lifetime 8th Edition by Steven Beebe Susan Beebe, Diana Ivy