Test Bank for Nonverbal Communication, An Applied Approach, 1st Edition by Bowman

Chapter 1: Nonverbal Communication Origins Multiple Choice 1. Jessica’s best friend forgot her birthday. She wants to share how disappointed she feels but doesn’t want to start a fight, so she is struggling to choose the best words.

Before she can send her message, Jessica needs to complete the process of .

A. encoding B. decoding C. modeling D. receiving Ans: A Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Application Answer Location: Linear Model of Communication Difficulty Level: Medium 2. While Kyle is listening to his friend Pete talk about his recent mountain biking adventure, he becomes distracted by a new text message on his phone. Kyle’s shift in attention has interrupted the process of his friend’s message.

A. sending B. modeling C. encoding D. decoding Ans: D Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Application Answer Location: Linear Model of Communication Difficulty Level: Medium 3. Which of the following is the means by which a message is conveyed from one person to another?

A. context B. sender C. channel D. semantic noise Ans: C Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Knowledge Answer Location: Linear Model of Communication Difficulty Level: Easy

4. When he’s at home, Benjamin continuously monitors his favorite social media platform on his smartphone. When he attends classes on his college campus, Benjamin changes his behavior and puts his phone away. He is adapting to the .

A. channel B. sender C. noise D. context Ans: D Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Application Answer Location: Linear Model of Communication Difficulty Level: Medium 5. Which of the following is a form of physical noise?

A. anxiety or worry B. the whir of a ceiling fan C. the main points of a professor’s lecture D. mental fatigue Ans: B Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Comprehension Answer Location: Linear Model of Communication Difficulty Level: Medium 6. Miles skipped breakfast this morning. Now he is hungry and having trouble listening to his professor giving instructions for a major class project. Miles is experiencing noise.

A. physical B. psychological C. physiological D. semantic Ans: C Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Application Answer Location: Linear Model of Communication Difficulty Level: Medium 7. The first day at a new job, Caitlin’s supervisor gives her instructions about a task using a word she has never heard before. Caitlin is confused about what to do because her supervisor’s message includes noise.

A. physical B. psychological C. physiological D. semantic Ans: D Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Application Answer Location: Linear Model of Communication Difficulty Level: Medium 8. Unlike physical noise, semantic noise .

A. is part of the message which needs to be decoded B. only happens on rare occasions C. only happens in English-speaking countries D. is determined solely by the sender Ans: A Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Analysis Answer Location: Linear Model of Communication Difficulty Level: Hard 9. On the way to attend class, Juan notices an unfamiliar rattling sound in his car’s engine. Once in class, Juan spends his time worrying whether he will be able to drive home and finds it difficult to listen. Juan is experiencing noise.

A. physical B. psychological C. physiological D. semantic Ans: B Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Application Answer Location: Linear Model of Communication Difficulty Level: Medium 10. noise is often present in the words that bullies choose to demean and intimidate other people.

A. Physical B. Psychological C. Physiological D. Semantic Ans: D Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Comprehension Answer Location: Linear Model of Communication Difficulty Level: Medium 11. One-way messaging is also called A. transactional B. unidirectional C. omnidirectional D. interactive Ans: B

.

Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Knowledge Answer Location: Transactional Model of Communication Difficulty Level: Easy 12. One of the main differences between the linear model and the transactional model of communication is .

A. the linear model includes only senders while the transactional model includes both senders and receivers B. the linear model focuses primarily on noise while the transactional model primarily focuses on feedback C. linear model messages travel from sender to receiver while transactional model messages go back and forth simultaneously D. linear model feedback is verbal while transactional model feedback is both verbal and nonverbal Ans: C Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Analysis Answer Location: Transactional Model of Communication Difficulty Level: Hard 13. Josh and Erin are both fine art majors who sit next to each other in their Drawing I class. When Josh asks Erin if she is free after class to go to the cafeteria for lunch, Erin nods and smiles. Erin is .

A. sending Josh feedback B. responding to feedback Josh is sending C. creating semantic noise D. creating physical noise Ans: A Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Application Answer Location: Transactional Model of Communication Difficulty Level: Hard 14. Gestures, facial expressions, tone of voice and eye contact are considered nonverbal because they .

A. can convey authentic feelings B. can convey contradictory meanings C. do not require encoding to convey meaning D. do not use language to convey meaning Ans: D Learning Objective: 1-3: Define nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Defining Nonverbal Communication Difficulty Level: Easy

15. Which of the following is an example of unintentional nonverbal communication?

A. covering your mouth when you cough in pubic B. laughing at a friend’s joke so they will feel appreciated C. yawning when you’re bored with a conversation D. shaking hands when you first meet someone Ans: C Learning Objective: 1-3: Define nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Defining Nonverbal Communication Difficulty Level: Medium 16. Which of the following is an example of intentional nonverbal communication?

A. squinting when the sun is in your eyes B. giving a thumbs up signal to a friend’s choice C. using “ums” and “likes” in a conversation D. losing your voice when you have laryngitis Ans: B Learning Objective: 1-3: Define nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Defining Nonverbal Communication Difficulty Level: Medium 17. Why do communication scholars say that nonverbal communication has “primacy?”

A. Nonverbal messages need to have verbal messages to be complete.

B. Nonverbal messages are the first ones we pay attention to.

C. Verbal messages require more education to understand than nonverbal messages.

D. Nonverbal messages contain more important information than verbal messages.

Ans: B Learning Objective: 1-1: Explain types of nonverbal primacy.

Cognitive Domain: Comprehension Answer Location: Nonverbal Communication Primacy Difficulty Level: Medium 18. The theory that our prehistoric ancestors communicated first using nonverbal gestures is referred to as primacy.

A. phylogenetic B. ontogenetic C. interactional D. transactional Ans: A Learning Objective: 1-1: Explain types of nonverbal primacy.

Cognitive Domain: Knowledge Answer Location: Nonverbal Communication Primacy Difficulty Level: Easy 19. Which of the following is an example of ontogenetic primacy?

A. Young adults holding hands in the early stages of a romantic relationship.

B. A baby waking up in the middle of the night and crying for his parents’ attention.

C. A police officer at a detour gesturing with his arms to redirect traffic.

D. A school-age child holding their stomach while complaining of not feeling well.

Ans: B Learning Objective: 1-1: Explain types of nonverbal primacy.

Cognitive Domain: Application Answer Location: Nonverbal Communication Primacy Difficulty Level: Medium 20. When Ali meets Jamie at a friend’s party, he immediately notices that she is about the same height and has similar facial features as his old girlfriend. That relationship did not end well. For the rest of the night Ali avoids Jamie, demonstrating the impact of primacy.

A. phylogenetic B. ontogenetic C. interactional D. transactional Ans: C Learning Objective: 1-1: Explain types of nonverbal primacy.

Cognitive Domain: Application Answer Location: Nonverbal Communication Primacy Difficulty Level: Medium 21. In contrast to phylogenetic and ontogenetic primacy, understanding the role of interactional primacy in everyday communication requires .

A. knowledge of human evolution B. awareness of our first impressions C. recalling preverbal childhood memory D. the ability to encode messages Ans: B Learning Objective: 1-1: Explain types of nonverbal primacy.

Cognitive Domain: Analysis Answer Location: Nonverbal Communication Primacy Difficulty Level: Hard 22. Jacques hasn’t seen his childhood friend Bill for several years. When they run into each other at a sporting event, Jacques notices Bill has buzz cut his hair and wonders if he has joined the military. Which sense is Jacques using to receive this nonverbal message?

A. hearing B. touching C. seeing D. smelling Ans: C Learning Objective: 1-4: Understand the impact of channel on messaging.

Cognitive Domain: Application Answer Location: Nonverbal Communication Channels Difficulty Level: Medium 23. Lily is in the habit of giving her best friend Jenna a hug whenever they meet. Today, when Lily reaches out to Jenna, Jenna stiffens up and pulls slightly away. Lily notices and wonders if Jenna is upset with her. Which sense is Lily using to receive this nonverbal message?

A. hearing B. touching C. seeing D. smelling Ans: B Learning Objective: 1-4: Understand the impact of channel on messaging.

Cognitive Domain: Application Answer Location: Nonverbal Communication Channels Difficulty Level: Medium 24. Whenever Cynthia sends a text message she likes to sign off with one of her favorite emoticons. Although Cynthia might not be aware of it, her typed message includes .

A. physical noise B. unnecessary drama C. nonverbal communication D. ontogenetic primacy Ans: C Learning Objective: 1-4: Understand the impact of channel on messaging.

Cognitive Domain: Application Answer Location: Nonverbal Communication Channels Difficulty Level: Medium 25. What does “channel reliance” refer to?

A. the breadth of your digital bandwidth B. the tendency to return to the same social media platform C. the tendency to focus on nonverbal messages instead of verbal messages D. the tendency to rely on specific channels for specific types of messages Ans: D Learning Objective: 1-4: Understand the impact of channel on messaging.

Cognitive Domain: Knowledge Answer Location: Channel Reliance Difficulty Level: Easy

True/False 1. The linear model of communication focuses on the one-way transmission of a verbal or nonverbal message to another person or persons.

Ans: T Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Knowledge Answer Location: Linear Model of Communication Difficulty Level: Easy 2. In the linear model of communication, the sender converts his or her thoughts into a specific message that he or she hopes an audience will understand through a process called “decoding.”

Ans: F Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Comprehension Answer Location: Linear Model of Communication Difficulty Level: Medium 3. The linear model of communication only allows for the message to be sent along one channel.

Ans: F Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Knowledge Answer Location: Linear Model of Communication Difficulty Level: Easy 4. Context refers to the communication setting where the message takes place, including the physical location, the time, and the social situation.

Ans: T Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Knowledge Answer Location: Linear Model of Communication Difficulty Level: Easy 5. Psychological noise refers to a receiver’s physical state, such as hunger or sleepiness, which might interrupt his or her ability to decode a message.

Ans: F Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Knowledge Answer Location: Linear Model of Communication Difficulty Level: Easy 6. Barriers to communication due to specific words or pronunciations are known as “semantic noise.”

Ans: T Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Knowledge Answer Location: Linear Model of Communication Difficulty Level: Easy

7. In the transactional model of communication, feedback occurs only through nonverbal responses that someone gives in reaction to a message they have received.

Ans: F Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Comprehension Answer Location: Transactional Model of Communication Difficulty Level: Medium 8. Unidirectional messaging refers to messages and feedback sent and received simultaneously throughout most communication interactions.

Ans: F Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Knowledge Answer Location: Transactional Model of Communication Difficulty Level: Easy 9. Because nonverbal communication can be both intentional and unintentional, what we don’t say nonverbally doesn’t matter.

Ans: F Learning Objective: 1-3: Define nonverbal communication.

Cognitive Domain: Comprehension Answer Location: Defining Nonverbal Communication Difficulty Level: Medium 10. Sign languages, such as American Sign Language (ASL), are considered verbal communication because each sign has a direct verbal meaning attached to the sign, one that is codified and made formal.

Ans: T Learning Objective: 1-3: Define nonverbal communication.

Cognitive Domain: Knowledge Answer Location: Why Isn’t ASL Considered Nonverbal?

Difficulty Level: Easy 11. The idea that nonverbal communication came before spoken, verbal language over the course of our species’ evolution is known as “phylogenetic primacy.”

Ans: T Learning Objective: 1-1: Explain types of nonverbal primacy.

Cognitive Domain: Knowledge Answer Location: Nonverbal Communication Primacy Difficulty Level: Easy 12. The idea that nonverbal communication comes before any other form of communication in each individual experience is known as interactional primacy.

Ans: F Learning Objective: 1-1: Explain types of nonverbal primacy.

Cognitive Domain: Knowledge Answer Location: Nonverbal Communication Primacy Difficulty Level: Easy 13. Mediated communication channels include phone conversations, text messages, emails, television, film, and radio, as well as digital face-to-face communication on Skype or FaceTime.

Ans: T Learning Objective: 1-4: Understand the impact of channel on messaging.

Cognitive Domain: Knowledge Answer Location: Nonverbal Communication Channels Difficulty Level: Easy 14. Because they’re written in type, messages sent in the form of text messages, emails, emoticons, and emojis are not considered to be part of nonverbal communication.

Ans: F Learning Objective: 1-4: Understand the impact of channel on messaging.

Cognitive Domain: Comprehension Answer Location: Nonverbal Communication Channels Difficulty Level: Medium 15. Channel reliance refers to the reliability of any digital signal or platform.

Ans: F Learning Objective: 1-4: Understand the impact of channel on messaging.

Cognitive Domain: Knowledge Answer Location: Nonverbal Communication Channels Difficulty Level: Easy

Essay 1. Recall a recent conversation you had with a friend or family member. Designate yourself as the “sender” and write a summary of your conversation, identifying and explaining each of the following elements of Shannon and Weaver’s linear model of communication: sender, encoding, message, receiver, decoding, and channel.

Ans: Summary of conversations will vary but need to include sender, encoding, receiver, decoding, and channel. For example a student might say, I (sender) sent my mother (receiver) a message about what I wanted her to pick up at the grocery store.

First I thought about what I needed and then I shared my list: yogurt, bread, and bananas. I encoded my thoughts and shared my message. Then, my mother wrote down what I said. She decoded my message. The channels we used were hearing and visual.

Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Application Answer Location: Linear Model of Communication

Difficulty Level: Hard 2. Imagine a hypothetical conversation you might have with a friend or family member in an informal context, such while eating dinner at home. Then, imagine having the same conversation in a formal context, such as at a restaurant with other tables nearby. How might the change in context affect the other elements of the conversation, including various forms of noise? Cite specific changes as they relate to the elements of Shannon and Weaver’s linear model of communication.

Ans: Varies. The hypothetical example should reflect an understanding of how changes in context influence how a sender encodes a message. Answers should also reflect an understanding of how physical context can impact noise, especially physical, psychological, and physiological noise. For example, dining at home is informal, so we might let our guard down and share personal stories or get into interpersonal arguments. At home, the physical noise can be controlled, so it would probably not get in the way of receivers hearing and decoding the message. And physiological noise, such as room temperature and waiting to be served, is also likely to be less of a factor for both the sender and the receivers. But at home there may be more psychological noise caused by family dynamics and interpersonal conflict. In a restaurant, we’re apt to monitor the messages we send because we’re in a more formal public setting. We usually don’t share stories we don’t want other people to hear and tend to avoid public displays of conflict. For this reason, psychological noise tends to be reduced. In addition, in a restaurant physical and physiological noise tend to be increased because we have little or no control of physical background noise as well as environmental elements such as temperature and hunger that contribute to physiological noise.

Learning Objective: 1-2: Compare models of communication.

Cognitive Domain: Analysis Answer Location: Linear Model of Communication Difficulty Level: Hard 3. Give an example of a time when you sent an intentional nonverbal message, including a description of who you sent the message to, how you sent the message and how you knew that your message was successfully received by the other person.

Ans: Varies and should include specific nonverbal gestures, facial expressions, and other forms of nonverbal symbols. Answers should also reflect understanding of how the receiver encodes nonverbal messages as well as how they convey feedback. For example, the student might say, when my friend was arriving at the airport, I had to stand outside of the arrival area but I could see her when she approached the exit and I began waving my right hand to get her attention and say “Hello.” I had a big smile on my face, so she knew nothing was wrong and that I was just happy to see her arrive safely.

She returned my wave by raising her hand to her mouth and blowing me a kiss. Her nonverbal message was feedback that let me know that she received my nonverbal correctly.

Learning Objective: 1-3: Define nonverbal communication.

Cognitive Domain: Application Answer Location: Defining Nonverbal Communication Difficulty Level: Hard

4. How might you apply what you’ve learned about the impact of interactional primacy to help you prepare and perform at a job interview? Give three examples and be specific.

Ans: Answers should reflect an understanding of nonverbal expression and impression management and might include what they wear, handshaking, posture, facial expression, and so on. For example, a student might say interactional primacy means that the first impression the interviewer will have about me will come from the nonverbal messages I send. To be sure that I make the best first impression, I will dress professionally. I will also greet the interviewer with an authentic smile and, if they reach out to shake my hand, I will respond with confidence and firmly accept their handshake.

I will sit with good posture and avoid nervous habits, like fidgeting in my seat or playing with my hair. I will also make strong eye contact.

Learning Objective: 1-1: Explain types of nonverbal primacy.

Cognitive Domain: Application Answer Location: Nonverbal Communication Primacy Difficulty Level: Hard 5. When you need to deliver an important message through a mediated channel of communication, such as a phone call, text messages, or FaceTime, which channel do you prefer? Explain why you chose this mediated channel, including a description of the elements of nonverbal communication expressed through that channel and how those nonverbal elements affect how you encode and send your message.

Ans: Answers should reflect variety of nonverbal communication elements including voice, facial expressions and other visual cues, and proxies for nonverbal communication such as emoticons. Answers should also include a cogent rationale for the student’s mediated channel preference. For example, the student might say, I frequently use text messages for my most important messages because I find it reduces my communication anxiety. I find it’s easier to gather my thoughts and encode my message when the person I’m sending the message to isn’t physically in the room waiting for me to say something. I like that I can send according to how I feel, using acronyms, phrases, and emoticons. For me, whole text is like nonverbal communication because I like how the letters, words, and emoticons look on the page--together they send a whole message that has more feelings than just my saying it out loud.

Learning Objective: 1-4: Understand the impact of channel on messaging.

Cognitive Domain: Analysis Answer Location: Nonverbal Communication Channels Difficulty Level: Hard

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Chapter 2: Nonverbal Communication Features Test Bank Multiple Choice 1. The receiver-based perspective of communication suggests

.

A. senders should only think about the receiver whenever they send a nonverbal message B. the role of the sender in a communication is less important than the role of the receiver C. even unintended behaviors can be perceived to have some communicative value D. only intentional behaviors should be perceived as having communicative value Ans: C Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Comprehension Answer Location: Nonverbal Messaging Is Ubiquitous Difficulty Level: Medium

2. Nonverbal messaging is “ubiquitous” which means it is

.

A. unique B. everywhere C. isolated D. individualistic Ans: B Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Knowledge Answer Location: Nonverbal Messaging Is Ubiquitous Difficulty Level: Easy

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

3. On most days after class, Zoe and Maya walk together to the cafeteria for a snack and to review the class assignment. Today, Zoe heads toward the cafeteria as usual, but Maya heads in the opposite direction. When Zoe realizes that Maya isn’t walking beside her, she stops short, turns toward her friend and yells, “Where are you going?”

Maya stops, turns toward her friend, points at her watch, and yells, “I’m late for an appointment with my advisor!” In their messaging, Zoe and Maya both demonstrate the principle that nonverbal messages .

A. often occur alongside verbal messages B. are more difficult to decode when they are conveyed with verbal messages C. convey more meaning than verbal messages D. convey less meaning verbal messages Ans: A Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Application Answer Location: Nonverbal Messaging Functions in Many Ways Difficulty Level: Medium

4. Why is the relationship between nonverbal messaging and culture significant?

A. There is a wide range of possible interpretations of facial expressions across cultures, demonstrating each culture’s uniqueness.

B. There is a wide range of possible interpretations of gestures across cultures, demonstrating each culture’s uniqueness.

C. In every culture people use more verbal messages than nonverbal messages, suggesting the importance of different languages.

D. In every culture people use a variety of nonverbal behaviors to send messages, suggesting the universality of nonverbal messaging.

Ans: D Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Analysis Answer Location: Nonverbal Messaging Is Widely Used Difficulty Level: Hard

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

5. When Milo offered to help Jamal study for their chemistry final exam, Jamal was grateful because he did poorly on his midterm whereas Milo breezed through. However, at the end of their first study session Milo reached out and gave Jamal an extended hug and Jamal wondered whether Milo wanted something more from their friendship. Milo’s hug caused Jamal to reassess their friendship because nonverbal messaging .

A. usually reflects hidden intentions B. impacts meaning-making C. is ubiquitous D. is interactive Ans: B Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Application Answer Location: Nonverbal Messaging Impacts Meaning-Making Difficulty Level: Hard

6. When a receiver is attempting to interpret nonverbal behaviors to decode a sender’s message, what effect do those nonverbal behaviors have on the sender’s meaning?

A. They can either clarify or confuse the meaning.

B. They can obscure the meaning.

C. They have no effect when delivered through multiple channels.

D. They have no effect when delivered by the sender through only one channel.

Ans: A Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Comprehension Answer Location: Nonverbal Messaging Impacts Meaning-Making Difficulty Level: Medium

7. Chloe had been hinting to her mother for months that she wanted a new iPhone for her birthday. On the big day, she opened her present only to find a red leather purse.

Chloe’s facial expression dropped immediately, reflecting her disappointment, but she

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

forced a smile and said, “I love it.” However, her mother, influenced by convinced.

, was not

A. receiver-based perspective B. cultural bias C. interactional primacy D. multiple channels Ans: C Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Application Answer Location: Nonverbal Messaging Has Primacy Difficulty Level: Medium

8. Which of the following statements accurately reflects the application of the principle “nonverbal message is ambiguous” to everyday communication situations?

A. Senders do not have to be concerned about the meaning of their nonverbal behaviors.

B. Senders can use nonverbal behaviors to get a message across without being held accountable for verbal content.

C. Receivers can encode verbal content with the support of nonverbal behaviors.

D. Receivers are accountable to decide what nonverbal messages mean.

Ans: B Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Comprehension Answer Location: Nonverbal Messaging Is Ambiguous Difficulty Level: Medium

9. Sarcasm works effectively because the sender’s nonverbal messages sender’s verbal messages.

A. take longer to deliver than B. require more skill to deliver than

the

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C. intentionally reinforce D. intentionally negate Ans: D Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Comprehension Answer Location: Nonverbal Messaging Is Accepted Difficulty Level: Medium

10. When nonverbal communication is in direct contradiction to verbal messages in the same interaction the .

A. receiver tends to believe the messaging implied by the nonverbal message B. receiver tends to disregard both the nonverbal and verbal message C. sender is deliberately being deceptive D. sender lacks skill in encoding messages Ans: A Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Comprehension Answer Location: Nonverbal Messaging Is Accepted Difficulty Level: Medium

11. Analog and digital are two terms used to clarify the distinction between nonverbal and verbal behaviors. What is the primary distinction between the two?

A. Analog expresses a direct link, while the digital expression is arbitrary B. Analog is associated with verbal communication, while digital is associated with nonverbal communication.

C. Analog is an outmoded type of communicating while digital is contemporary D. Analog is most often used for things we’re familiar with, while digital is most often used for things that are new.

Ans: A

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

Learning Objective: 2-2: Distinguish between digital and analog messages.

Cognitive Domain: Analysis Answer Location: Digital vs. Analog Representations Difficulty Level: Hard

12. In Jesse’s text message to her friend Olivia, she writes “Day off tomorrow. Can you join me at yoga?” At the end of the message, she adds an emoji of a figure in a meditation pose. The verbal part of Jesse’s message is and the emoji sign off is .

A. digital; analog B. analog; digital C. digital; digital D. analog; analog Ans: A Learning Objective: 2-2: Distinguish between digital and analog messages.

Cognitive Domain: Application Answer Location: Digital vs. Analog Representations Difficulty Level: Medium

13. When Germaine was playing a game of pickup basketball in his neighborhood park, he gave a thumbs-up gesture to a new teammate who made a 3-point shot. Much to his surprise, the teammate’s response was a nasty look. Unbeknownst to Germaine, his teammate is visiting from Greece where the gesture means, “Up yours!” In this case, Germaine’s nonverbal message was .

A. digital, not analog B. analog, not digital C. a mixture of digital and analog D. neither digital nor analog Ans: A Learning Objective: 2-2: Distinguish between digital and analog messages.

Cognitive Domain: Application

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

Answer Location: Digital vs. Analog Representations Difficulty Level: Medium

14. When you’re thinking of the right words to say or making sure that your facial expression matches your emotion, you’re exhibiting behavior.

A. decoding B. encoding C. nonverbal D. interaction Ans: B Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Knowledge Answer Location: Message Processing Difficulty Level: Easy

15. When Kyle’s English professor handed his essay, he saw lots of red writing and a big D across the top. Without thinking, Kyle blurted out, “That s_cks!” When he thought about it later, Kyle wished that he’d spent more time his message.

A. deciphering B. elevating C. decoding D. encoding Ans: D Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Application Answer Location: Message Processing Difficulty Level: Medium

16. In which of the following scenarios was Denise engaged in decoding?

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A. When she tried to think of the right words to use to tell her doctor how she’d been feeling.

B. When Denise showed her doctor a rash that had recently appeared on her abdomen.

C. When she tried to understand the technical term her doctor used to describe her condition.

D. When Denise experienced psychological noise due to her fear of medical professionals.

Ans: C Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Application Answer Location: Message Processing Difficulty Level: Medium

17. Manual started taking yoga classes because his girlfriend kept asking him to go with her. He enjoys it but finds many of the poses a challenge. No matter how attentively he watches the instructor, he is not able to what he is supposed to do.

A. encode B. decode C. describe D. intuit Ans: B Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Application Answer Location: Message Processing Difficulty Level: Medium

18. During the attention stage of human processing, it’s important to A. screen out uninteresting parts of the message B. pay more attention to nonverbal messages than to verbal messages C. pay attention to psychological and physiological noise

.

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D. listen and observe while engaging with another person Ans: D Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Comprehension Answer Location: The Attention Stage Difficulty Level: Easy

19. Penelope and Matthew have been caring for their elderly grandmother, who is suffering from Alzheimer’s disease. Penelope feels it’s time for their grandmother to move in a care facility. Matthew feels strongly that they can find a way to continue to care for her at home. They stay up all night listening to each other’s point of view and feelings. Happily, by morning they reach a compromise solution as a result of their comprehension.

A. empathic B. dialogic C. nonverbal D. analytic Ans: B Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Application Answer Location: The Comprehension Stage Difficulty Level: Medium

20. Jorge had a good job that he enjoyed, so he could never understand why his father was adamant that he continue going to college. Then at the dinner table one night his father shared how he had been passed over for a promotion because he was still 30 credits short of completing his degree. When Jorge saw the disappointment in his father’s face and felt his pain, he gained new insights as a result of comprehension.

A. empathic B. dialogic C. nonverbal

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D. analytic Ans: A Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Application Answer Location: The Comprehension Stage Difficulty Level: Medium

21. Sunita wanted to purchase a used car that was within her budget. At the dealership, the salesperson tried to convince her to take out a loan and purchase a new car. Sunita listened carefully, asked good questions, and detected verbal and nonverbal signs of deception. As a result of comprehension, Sunita stuck with her original plan and decided to go to another dealership.

A. empathic B. dialogic C. nonverbal D. analytic Ans: D Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Application Answer Location: The Comprehension Stage Difficulty Level: Medium

22. The stage of message processing focuses on not only information about the content of the interaction, but also information about the context in which the interaction occurred and the relational information implied by the manner of interaction.

A. attention B. comprehension C. memory D. relational Ans: C

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Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Knowledge Answer Location: The Memory Stage Difficulty Level: Easy

23. After they had an argument, Nathan kept seeing the image of his girlfriend covering her face with her hands and quietly crying going around and around in his mind. He retained this image as a result of the stage of message processing.

A. memory B. attention B. comprehension D. emotional Ans: A Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Application Answer Location: The Memory Stage Difficulty Level: Medium

24. Social intelligence enables adults to

.

A. score higher on intelligence tests B. display fewer learning disabilities C. perceive a wide variety of subtle nonverbal behaviors to identify character traits D. adapt their nonverbal behaviors to effectively deceive others Ans: C Learning Objective: 2-4: Explain how nonverbal communication is innate.

Cognitive Domain: Comprehension Answer Location: Nonverbal Communication--Our Innate Ability Difficulty Level: Medium

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25. Self-disclosure is the process of

.

A. co-constructing meaning with another person B. decoding verbal and nonverbal messages C. interpreting analogic messages D. revealing personal information through verbal conversation Ans: D Learning Objective: 2-4: Explain how nonverbal communication is innate.

Cognitive Domain: Knowledge Answer Location: Nonverbal Communication--Our Innate Ability Difficulty Level: Easy

True/False 1. Every single interaction between humans contains some nonverbal component.

Ans: T Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Knowledge Answer Location: Nonverbal Messaging Is Ubiquitous Difficulty Level: Easy

2. Nonverbal messages almost always occur alongside verbal messages.

Ans: F Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Knowledge Answer Location: Nonverbal Messaging Functions in Many Ways Difficulty Level: Easy

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3. Across the world, people understand some common nonverbal messages regardless of their background.

Ans: T Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Knowledge Answer Location: Nonverbal Messaging Is Widely Used Difficulty Level: Easy

4. We don’t have to be aware of our nonverbal messaging because we rarely send a nonverbal message other than the one we intended.

Ans: F Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Comprehension Answer Location: Nonverbal Messaging Impacts Meaning-Making Difficulty Level: Medium

5. The ambiguous nature of nonverbal messages increases our accountability for the verbal content that was substituted for the nonverbal message.

Ans: F Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Comprehension Answer Location: Nonverbal Messaging Is Ambiguous Difficulty Level: Medium

6. People tend to trust nonverbal messages over the verbal messages that may accompany them.

Ans: T Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Knowledge Answer Location: Nonverbal Messaging Is Accepted

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Difficulty Level: Easy

7. Nonverbal messaging is the first way we learn to communicate and can be referred to as “interactional primacy.”

Ans: F Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Knowledge Answer Location: Nonverbal Messaging Has Primacy Difficulty Level: Easy

8. Once a sender’s message is decoded, it is sent through a channel to the receiver, who then begins the process of trying to interpret meaning from a communication act or behavior.

Ans: F Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Knowledge Answer Location: Message Processing Difficulty Level: Easy

9. In any given situation, human beings tend to only give attention to a small subset of verbal and nonverbal messages.

Ans: T Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Knowledge Answer Location: The Attention Stage Difficulty Level: Easy

10. The attention stage of message processing involves a listener’s attempt to understand the verbal or nonverbal messages, rather than just hear or see them.

Ans: F

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Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Knowledge Answer Location: The Comprehension Stage Difficulty Level: Easy

11. Dialogic comprehension occurs when both the sender and receiver seek to coconstruct shared meaning and understand each other’s thoughts and feelings.

Ans: T Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Knowledge Answer Location: The Comprehension Stage Difficulty Level: Easy

12. Empathic comprehension is a form of active comprehension in which one party seeks to critique the message in order to determine the truth of the verbal and nonverbal messages.

Ans: F Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Knowledge Answer Location: The Comprehension Stage Difficulty Level: Easy

13. The memory stage of comprehension focuses only on information about the content of the interaction.

Ans: F Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Knowledge Answer Location: The Memory Stage Difficulty Level: Easy

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14. Because nonverbal abilities are innate, scholars have observed that learning difficulties associated with poor nonverbal skills are generally easier to remediate than those associated with verbal skills.

Ans: F Learning Objective: 2-4: Explain how nonverbal communication is innate.

Cognitive Domain: Comprehension Answer Location: Nonverbal Communication--Our Innate Ability Difficulty Level: Medium

15. Individuals who display high levels of social intelligence rely solely on information available through self-disclosure.

Ans: F Learning Objective: 2-4: Explain how nonverbal communication is innate.

Cognitive Domain: Comprehension Answer Location: Nonverbal Communication--Our Innate Ability Difficulty Level: Medium

Essay 1. To explain the principle nonverbal communication is ubiquitous, Jonathan Bowman cites the commonly used saying, “One cannot not communicate.” Using an example from your own experience, illustrate the meaning of this saying.

Ans: While most students will understand the concept that nonverbal communication is everywhere, it can be more challenging the grasp the concept that they are always communicating--even when they are silent or walk away. Correct answers will reflect this personal level of understanding. For example, a student may say, “When I was angry at my older brother because he borrowed my car without asking, I didn’t want to say what as on mind because I knew it would start a fight, so instead I avoided communicating by going into my bedroom and slamming the door loudly. However, even though I thought I wasn’t communicating, slamming the door sent a clear nonverbal message.

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Analysis Answer Location: Nonverbal Messaging Is Ubiquitous Difficulty Level: Hard

2. Identify and compare factors that might determine whether a sender’s nonverbal behaviors positively reinforce the meaning of their message or send a negative or confusing message.

Ans: Varies but should reflect an understanding of how thoughtfully chosen nonverbal behaviors can be used to reinforce a sender’s intended message in positive way as opposed to how poorly chosen nonverbal behaviors can lead to misunderstandings and confusion.

Learning Objective: 2-1: List the main principles of nonverbal messaging.

Cognitive Domain: Analysis Answer Location: Nonverbal Messaging Impacts Meaning-Making Difficulty Level: Hard

3. To receive a message you must first attend to the sender, which requires engaging with them through listening and observing. Describe a situation when you failed to attend to the sender, including any factors that caused you to fail to attend as well as any consequences that occurred from your lack of attending.

Ans: Varies. Students with full comprehension of this concept will likely refer to the factors in the way of attending as “noise,” but that reference is not a requirement for a correct answer in this case. To demonstrate comprehension, students should include some form of distraction and a consequence that includes an inability to decode the sender’s message. For example, my professor was talking about what we needed to include in our research paper, but there was physical noise due to construction just outside the window and I was also distracted by a problem I was having at home so I failed to attend to his message. As a result, I missed a whole section of the assignment and had to rewrite my entire paper.

Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Application

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Answer Location: The Attention Stage Difficulty Level: Hard

4. What are the three main forms of active listening identified by Stewart and Huston and how do they differ?

Ans: Student answers should include dialogic comprehension, empathic comprehension and analytic comprehension. Dialogic comprehension is the process of seeking to coconstruct shared meaning and understand each other’s thoughts and feelings through conversation and dialogue, empathic comprehension suggests “being able to walk a mile in someone else’s shoes,” and analytic comprehension which refers to the ability to analyze and critique the message.

Learning Objective: 2-3: Describe how humans process messages.

Cognitive Domain: Analysis Answer Location: The Comprehension Stage Difficulty Level: Hard

5. What nonverbal perceptual abilities differentiate an individual who possesses a high degree of social intelligence from individuals who do not possess the same degree of social intelligence?

Ans: Answers will reflect Bowman’s assertion that “socially intelligent adults can perceive a wide variety of individual observed characteristics based on subtle nonverbal behaviors, including abstract characteristics like professional success, religious identity, political ideology, sexual orientation, and a variety of other characteristics that may otherwise be available as information only through the process of self-disclosure.”

Learning Objective: 2-4: Explain how nonverbal communication is innate.

Cognitive Domain: Analysis Answer Location: Nonverbal Communication--Our Innate Ability Difficulty Level: Hard

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Chapter 3: Identity and the Nonverbal Codes Test Bank Multiple Choice 1. Which of the following statements best conveys the meaning of the word “gender?”

A. A cultural agreement about which aspects of physical appearance are representations of masculinity, femininity, or both.

B. A culturally defined understanding of which social behaviors are generally believed to be representations of masculinity, femininity, both, or neither.

C. A designation of biological factors such as in genital, chromosomal, and hormonal displays that are representations of maleness and femaleness.

D. Culturally defined norms such as when and how to engage in sexual behaviors.

Ans: B Learning Objective: 3-1: Define the concept of nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Sex and Gender Difficulty Level: Medium 2. Which of the following is an example of androgynous social behaviors?

A. Julia’s favorite color is pink and she always carries her signature pink backpack.

B. Emily spent all of her savings on a frilly, flowery prom dress, but most days she wears jeans and bottom-down shirts from the boy’s department of her local department store.

C. Pete is into self-care and likes to splurge at his neighborhood salon on painted nails and pedicures.

D. Juan is embarrassed when he drives his mother’s minivan to school, so he borrows his father’s truck whenever he can.

Ans: B Learning Objective: 3-1: Define the concept of nonverbal codes.

Cognitive Domain: Application Answer Location: Sex and Gender Difficulty Level: Medium 3. Jeremy and Danielle were colleagues who started their jobs at about the same time, had essentially the same education, and performed their duties equally well. When a management position opened up, Clyde, their supervisor, offered the job to Jeremy.

However, Jeremy declined because he felt his gave him an unfair advantage.

A. employability B. male privilege C. ethnicity D. competency Ans: B

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Learning Objective: 3-1: Define the concept of nonverbal codes.

Cognitive Domain: Application Answer Location: Race Difficulty Level: Medium 4. The region of the country you live in can contribute to your A. undifferentiated B. social C. cultural D. intercultural Ans: C Learning Objective: 3-1: Define the concept of nonverbal codes.

Cognitive Domain: Knowledge Answer Location: Culture Difficulty Level: Easy

identity.

5. At a family gathering, Chloe gathers a plate of food and retreats to a seat in the corner. When Chloe’s sister, Alexa, sees her sister’s behavior, she says out loud to no one in particular, “There she goes again, forever the introvert.” Alexa is commenting on Chloe’s identity.

A. social B. cultural C. personal D. personality-driven Ans: D Learning Objective: 3-1: Define the concept of nonverbal codes.

Cognitive Domain: Application Answer Location: Personality Difficulty Level: Medium 6. A nonverbal code can best be defined as .

A. behaviors that are an expression of personality-driven identity B. a category of communicative behaviors grouped by nonverbal characteristics C. a category of personality characterized by nonverbal behaviors D. behaviors that combine to create a comprehensive expressions of identity Ans: B Learning Objective: 3-1: Define the concept of nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Identity, Relationships, and Nonverbal Codes Difficulty Level: Medium 7. Which of the following is a complete list of nonverbal codes?

A. kinesics, proxemics, haptics, oculesics, vocalics, physical appearance, environmental, olfactics, and chronemics B. cultural, haptics, oculesics, vocalics, personality-driven, ethnic, environmental, olfactics, and chronemics

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B. chronemics, kinesics, behavioral, oculesics, vocalics, physical appearance, extroverts, olfactics, and environmental D. kinesics, proxemics, haptics, accurate messages, verbal messages, physical appearance, environmental, olfactics, and chronemics Ans: A Learning Objective: 3-2: List each of the nonverbal codes.

Cognitive Domain: Knowledge Answer Location: Identity, Relationships, and Nonverbal Codes Difficulty Level: Easy 8. The nonverbal code that most explicitly deals with movements and motion-based behaviors is known as .

A. chronemics B. proxemics C. kinesics D. vocalics Ans: C Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Comprehension Answer Location: Kinesics Difficulty Level: Medium 9. Which of the following examples is an expression of the kinesics code?

A. Jemma shouts “Hello” to her friend from across the room.

B. Bethany reaches out to hug her friend to express empathy.

C. Joseph raises his voice to express his displeasure with the service he’s received at a restaurant.

D. Courtney waves “Hello” to her friend from across the room.

Ans: D Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Application Answer Location: Kinesics Difficulty Level: Medium 10. The nonverbal code that involves communicating through the use of personal space and interpersonal distance is known as .

A. proxemics B. kinesics C. chronemics D. environmental Ans: A Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Knowledge Answer Location: Proxemics Difficulty Level: Easy

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11. When Jaycee and Scarlett are introduced at a workplace holiday party, Scarlett’s first impression is that Jaycee is good looking and well-mannered. She thinks she’d like to get to know him better. During their conversation, Jaycee moves forward, little by little, until Scarlett feels like her space has been “invaded.” Finally, she takes a big step back, deciding she might not want to get to know him after all due to his use of the code.

A. olfactics B. haptics C. proxemics D. physical appearance Ans: C Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Application Answer Location: Proxemics Difficulty Level: Medium 12. Which nonverbal code deals with pats on the back, holding hands, and hugs?

A. haptics B. oculesics C. vocalics D. kinesics Ans: A Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Comprehension Answer Location: Haptics Difficulty Level: Medium 13. Brittany isn’t sure how she feels about her boss, Peter. He seems nice enough, but when he’s giving her instructions he has a habit of placing his hand on her shoulder and holding it there just a little too long. She’s not sure if she should mention that his use of the code is making her uncomfortable.

A. physical appearance B. kinesics C. haptics D. olfactics Ans: C Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Application Answer Location: Haptics Difficulty Level: Medium 14. Which nonverbal code includes staring at a waitperson to get their attention and gazing lovingly at your significant other.

A. vocalics B. chronemics C. olfactics

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D. oculesics Ans: D Learning Objective: 3-3: Explain and give examples of each code Cognitive Domain: Comprehension Answer Location: Oculesics Difficulty Level: Medium 15. Logan always knows immediately when his mother is unhappy with him. She doesn’t have to say a word. She simply has to give him “the look” with her eyes using the code to send her message.

A. olfactics B. oculesics C. haptics D. physical appearance Ans: B Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Application Answer Location: Oculesics Difficulty Level: Medium 16. How does the nonverbal code of vocalics affect how we decode messages?

A. Changes in vocal characteristics give us additional information about a sender’s intent and emotional state.

B. Changes in vocal characteristics have little impact on our understanding of the sender’s verbal message.

C. Since people tend to communicate with habitual vocal characteristics, vocalics doesn’t affect how we decode a sender’s messages.

D. When there are dramatic changes in a sender’s vocal characteristics, noise is created that interferes with decoding the message.

Ans: A Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Analysis Answer Location: Vocalics Difficulty Level: Hard 17. Bethany is worried about delivering her informative speech because when she gets nervous, she tends to talk too fast and her pitch rises. To be sure she does a good job on delivery day, she’s been practicing her speech out loud to gain more control of her code.

A. proxemics B. haptics C. vocalics D. olfactics Ans: C Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Application

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Answer Location: Vocalics Difficulty Level: Medium 18. The nonverbal code that deals with our faces and bodies, our clothing, and the artifacts that we carry with ourselves is .

A. oculesics B. proxemics C. environmental D. physical appearance Ans: D Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Knowledge Answer Location: Physical Appearance Difficulty Level: Easy 19. Justine was a passionate supporter of the first woman mayor in her city. When the mayor was up for reelection, Justine wore her campaign button every day proudly displaying her use of the code.

A. environmental B. physical appearance C. chronemics D. vocalics Ans: B Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Application Answer Location: Physical Appearance Difficulty Level: Medium 20. The nonverbal code that focuses on features of the communication context is the code.

A. environmental B. physical appearance C. olfactics C. chronemics Ans: A Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Knowledge Answer Location: Environment Difficulty Level: Easy 21. Owen and Christopher often study together in their college library. Owen appreciates the quiet of the library and finds it easier to study there than at home.

Christopher tends to forget where he is and will ask his friend questions in a loud voice.

Christopher’s behavior makes Owen uncomfortable, because Owen’s very aware of the code.

A. haptics

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B. kinesics C. environmental D. physical appearance Ans: C Learning Objective: 3-3: Explain and give examples of each code Cognitive Domain: Application Answer Location: Environment Difficulty Level: Medium 22. The nonverbal code focusing on the sense of smell, and the ways that we send messages using scent is the code.

A. proxemics B. chronemics C. oculesics D. olfactics Ans: D Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Knowledge Answer Location: Olfactics Difficulty Level: Easy 23. When Abigail invited her parents to dinner at her new apartment for the first time. she planned the menu carefully with their favorite foods. She also decorated the table with a vase of aromatic roses, just like her mother often did at home. She hoped her parents would appreciate her attention to details, especially how the flowers expressed the code.

A. olfactics B. oculesics C. kinesics D. environmental Ans: A Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Application Answer Location: Olfactics Difficulty Level: Medium 24. The nonverbal code dealing with issues of time is known as A. kinesics B. chronemics C. proxemics D. haptics Ans: B Learning Objective: 3-3: Explain and give examples of each code Cognitive Domain: Knowledge Answer Location: Chronemics Difficulty Level: Easy

.

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25. Mateo wanted to impress his new girlfriend, Sylvie, so he bought them tickets to see her favorite football team play at a nearby stadium. Mateo lost track of time and was running late when he picked up Sylvie. As a result, they missed the kickoff. Sylvie was upset and said, “You always let me down.” Despite his best intentions, Mateo suffered from his lack of attention to the code.

A. chronemics B. oculesics C. environmental D. physical appearance Ans: A Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Application Answer Location: Chronemics Difficulty Level: Medium

True/False 1. Identity is a word that describes the relatively changing set of perceptions or ideas that we hold about ourselves.

Ans: F Learning Objective: 3-1: Define the concept of nonverbal codes.

Cognitive Domain: Knowledge Answer Location: Managing Identities Difficulty Level: Easy 2. Research suggests that as children we develop an understanding about a variety of nonverbal characteristics that help us to act out a gender identity.

Ans: T Learning Objective: 3-1: Define the concept of nonverbal codes.

Cognitive Domain: Knowledge Answer Location: Sex and Gender Difficulty Level: Easy 3. Although they differ in personality traits, introverts and extroverts primarily exhibit the same nonverbal behaviors.

Ans: F Learning Objective: 3-1: Define the concept of nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Personality Difficulty Level: Medium 4. Nonverbal codes are categories of communicative behaviors grouped together by the nonverbal characteristics that they share.

Ans: T

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Learning Objective: 3-1: Define the concept of nonverbal codes Cognitive Domain: Knowledge Answer Location: Identity, Relationships, and Nonverbal Codes Difficulty Level: Easy 5. When Jason observes Jessica pacing around the room as she waits for a return call from her doctor, he perceives that she is anxious using the proxemics code.

Ans: F Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Comprehension Answer Location: Kinesics Difficulty Level: Medium 6. When Yvonne pours out her feelings about an upsetting incident with her boyfriend, her good friend Marianne nods her head in encouragement and occasionally frowns using the vocalics code to support Yvonne.

Ans: F Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Comprehension Answer Location: Kinesics Difficulty Level: Medium 7. Proxemics and haptics are similar in that they both involve nonverbal messaging related to distance; however, proxemics includes all social space beyond touch while haptics is limited to social space that includes touch.

Ans: T Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Analysis Answer Location: Haptics Difficulty Level: Hard 8. Erin has noticed that her classmate Henry often makes eye contact with her when she enters the classroom in a way that feels like a signal of interest in a romantic friendship, but she’s not sure if she’s reading his olfactic code correctly.

Ans: F Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Comprehension Answer Location: Oculesics Difficulty Level: Medium 9. The nonverbal code of physical appearance suggests how we look, what we wear and what we carry may influence how other people treat us.

Ans: T Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Comprehension

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Answer Location: Physical Appearance Difficulty Level: Medium 10. When environmental elements are relatively easier to change, such as rearranging furniture or repainting a wall, these elements have little impact on the communication that takes place within that environment.

Ans: F Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Comprehension Answer Location: Environment Difficulty Level: Medium 11. Unlike most other nonverbal codes, the environmental code is not impacted by cultural norms.

Ans: F Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Analysis Answer Location: Environment Difficulty Level: Hard 12. Oculesics is the nonverbal code focusing on our sense of smell, as well as the ways that we send messages using scent.

Ans: F Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Knowledge Answer Location: Olfactics Difficulty Level: Easy 13. When Abigail smells fresh lavender and is reminded of her grandmother’s kitchen, she’s experiencing the impact of the olfactic code.

Ans: T Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Comprehension Answer Location: Olfactics Difficulty Level: Medium 14. Response latency is the amount of time that it takes to respond to someone.

Ans: T Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Knowledge Answer Location: Chronemics Difficulty Level: Easy 15. Proxemics is the nonverbal code dealing with issues of time.

Ans: F Learning Objective: 3-3: Explain and give examples of each code.

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Cognitive Domain: Knowledge Answer Location: Chronemics Difficulty Level: Easy

Essay 1. Compare how gender distinctions are commonly expressed for differing gender identities through culturally expected nonverbal behaviors.

Ans: Varies but should include nonverbal behavioral expressions of masculinity, femininity, or androgyny, or undifferentiated including clothing choices, mannerism, and personality attributes.

Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Analysis Answer Location: Sex and Gender Difficulty Level: Hard 2. How do the nonverbal behaviors of individuals who identify as introvert or extrovert contribute to defining their personality-driven differences?

Ans: Varies but should include significant nonverbal differences in eye contact and facial expression. Extroverts tend to exhibit direct eye contact, an open body orientation that welcomes others, and engagingly forward smile, as compared to introverts who tend to avoid eye contact and often exhibit an uninviting facial expression.

Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Analysis Answer Location: Personality Difficulty Level: Hard 3. Proxemics is the nonverbal code that involves communicating through the use of personal space and interpersonal distance. Assuming the same environmental and cultural context, how might a conversation held in close-up differ from a conversation held at a greater distance and what might account for those differences?

Ans: Varies but students should demonstrate an understanding that conversations that occur close up will suggest a familiar, and perhaps, intimate relationship, therefore, the conversation will be more relaxed and may have confidential content. Conversations held at a greater distance will suggest an impersonal relationship which would likely lead to conversations that are more formal and that contain low risk content.

Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Analysis Answer Location: Proxemics Difficulty Level: Hard 4. How does the affect of a change in vocalics on the verbal and nonverbal meaning of a message compare to a similar change in kinesics.

Ans: Varies but students should demonstrate an understanding that changes in both vocalics, such as pitch, rate and volume, and kinesics, such as facial expression and

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body movements, might change the words that are emphasized as well as the receiver’s understanding of the sender’s psychological and emotional state.

Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Analysis Answer Location: Vocalics Difficulty Level: Hard 5. What is the relationship between cultural norms about nonverbal behavior and the environmental features of the communication context that the behavior exists within?

Ans: Answers should reflect the student’s understanding that each culture has many sets of norms about how various forms of communication should take place and that those norms as often directly tied to environmental setting where that communication occurs, such as a classroom or library.

Learning Objective: 3-3: Explain and give examples of each code.

Cognitive Domain: Analysis Answer Location: Environment Difficulty Level: Hard

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Chapter 4: Kinesics: Engaging Motion and Gestures Test Bank Multiple Choice 1. A child’s process of learning to mimic facial expressions of others to achieve desired emotional states and outcomes is called .

A. intermodal mirroring B. expressive mirroring C. intermodal matching D. kinesic matching Ans: C Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Comprehension Answer Location: Kinesics Difficulty Level: Medium 2. When someone appears to be looking directly at us with intent they are engaging in behaviors.

A. gaze B. ocular C. memorable D. fixed Ans: A Learning Objective: 4-1: Compare the functional and structural approaches to kinesics Cognitive Domain: Knowledge Answer Location: Communication, Movement, and the Face Difficulty Level: Easy 3. What is an affect display?

A. A facial expression that conceals an internal emotion.

B. A facial expression that reveals an internal emotion.

C. Behaviors that are designed to exaggerate emotions.

D. Behaviors that are designed to minimize emotions.

Ans: B Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Knowledge Answer Location: Affect Displays Difficulty Level: Easy 4. Which of the following is an accurate description of the facial cues associated with fear?

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A. Eyebrows that are raised and drawn together, with parted lips that have depressed corners.

B. Low eyebrows and raised eyelids, with a tight raised upper lip and a depressed lower lip surrounding an open mouth.

C. Raised eyebrows and eyelids, and stretched lips surrounding an open mouth.

D. Raised chin with wrinkled nose, where the upper lip is raised over an open mouth with a tongue sticking out.

Ans: C Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Comprehension Answer Location: Affect Displays Difficulty Level: Medium 5. The emotion of is characterized by a head tilted upward sporting raised eyebrows and eyelids over eyes that are moved down, typically with a jaw that is dropped.

A. disgust B. anger C. happiness D. surprise Ans: D Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Knowledge Answer Location: Affect Displays Difficulty Level: Easy 6. According to the universalist position, the ability to produce and recognize facial expressions .

A. is a product of culture B. is a product of biology C. results in display rules D. varies based on context Ans: B Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Knowledge Answer Location: Neurocultural Theory Difficulty Level: Easy 7. The position that affect displays are a combination of innate biologically based inherited behaviors and culture-specific learned behaviors is known as the .

A. cultural relativist position B. universalist position C. primary theory D. neocultural theory

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Ans: D Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Comprehension Answer Location: Neurocultural Theory Difficulty Level: Medium 8. At a staff meeting when a coworker takes credit and receives praise for a job that he actually did, Paolo feels a surge of anger. But rather than start a fight in public, Paolo displays a blank expression reflecting a affect.

A. flat B. bottom C. cold D. distant Ans: A Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Application Answer Location: Neurocultural Theory Difficulty Level: Medium 9. The application of display rules in the production and expression of emotions supports the because .

A. universalist position; the acquisition of display rules is innate B. primary theory; the acquisition of display rules is learned C. neocultural theory; the acquisition of display rules is innate D. neocultural theory; the acquisition of display rules is learned Ans: D Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Analysis Answer Location: Neurocultural Theory Difficulty Level: Hard 10. Anjali daydreams about spending time outside of class with her classmate Peter.

When she passes Peter in the hallway holding hands with another woman, Anjali’s facial expression instantly displays disappointment, but she catches herself and shares a warm smile instead, demonstrating what Ekman and Friesen call a .

A. macroexpression B. microexpression C. nanoexpression D. nominal expression Ans: B Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Application Answer Location: Ekman and Friesen’s Microexpressions Difficulty Level: Medium

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11. Emotional displays through facial expressions are a form of about an underlying emotional state or opinion.

A. cultural structure B. cultural signaling C. social structure D. social signaling Ans: D Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Comprehension Answer Location: Social Signaling Difficulty Level: Medium 12. The ways in which we use motion with our hands to communicate a message or to aid in the communication of a message are called .

A. illustrators B. regulators C. adaptors D. body orientations Ans: A Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Knowledge Answer Location: Illustrators Difficulty Level: Easy 13. Which of the following is considered an illustrator?

A. twisting and untwirling a paperclip during a boring meeting B. nodding your head as you listen to a cowork share a long story.

C. pointing in a particular direction as you say, “follow me” D. greeting an unwelcome guest stranger with folded arms Ans: C Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Application Answer Location: Illustrators Difficulty Level: Medium 14. Kinesic behaviors that are used to manage the flow of conversation are called .

A. adaptors D. self-adaptors C. self-regulators D. regulators Ans: D Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Knowledge Answer Location: Regulators

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Difficulty Level: Easy 15. When Jason stops abruptly in the middle of delivering a report at a meeting, his supervisor uses a sweeping hand gesture to encourage him to continue. Which of the following kinesic behaviors is Jason’s supervisor displaying?

A. illustrator B. adaptor C. regulator D. body orientation Ans: C Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Application Answer Location: Regulators Difficulty Level: Medium 16. How are illustrators and regulators similar?

A. Both illustrators and regulators require the use of hand gestures.

B. Both illustrators and regulators commonly use head movements.

C. Both illustrators and regulators are frequently used kinesic behaviors.

D. Both illustrators and regulators are only used to accompany verbal messages.

Ans: C Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Analysis Answer Location: Regulators Difficulty Level: Hard 17. Which of the following is one of the types of behavior that allows an individual to release excess energy?

A. self-illustrator B. self-adaptor C. self-regulator D. self-orientation Ans: B Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Knowledge Answer Location: Adaptors Difficulty Level: Easy 18. Which of the following is an example of an object-adaptor?

A. nail-biting B. hair-twirling C. snapping a rubber band D. tapping your fingers Ans: C Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Application

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Answer Location: Adaptors Difficulty Level: Medium 19. How do self-adaptors differ from other adaptors?

A. Self-adaptors are an effective way to discharge excess energy, while other adaptors are not.

B. Self-adaptors are predictable, while other adaptors are random.

C. Self-adaptors are body-based, while other adaptors are object-based.

D. Self-adaptors use one’s own body, while other adaptors rely on another’s body.

Ans: D Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Analysis Answer Location: Adaptor Difficulty Level: Hard 20. The kinesic behavior that involves using our entire body to move our torso toward or away from interactions with others is called .

A. body orientation B. illustration C. adaptation D. regulation Ans: A Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Knowledge Answer Location: Body Orientation Difficulty Level: Easy 21. Lesley and Aaron have been living together for several years, but neither of them is very happy in the relationship. During dinner they often turn away from each to watch the TV, a movement that displays .

A. convenient body orientation B. closed body orientation C. cold body orientation D. complex body orientation Ans: B Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Application Answer Location: Body Orientation Difficulty Level: Medium 22. When Allison picks up her daughter at daycare after a long day at work, her daughter always runs toward her with outstretched arms displaying .

A. other adaptation B. other regulation C. open regulation D. open body orientation

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Ans: D Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Application Answer Location: Body Orientation Difficulty Level: Medium 23. In contrast to adaptors that convey information to regulate conversation flow, body orientation conveys information that indicates .

A. the content of the conversation B. whether one wants to engage in the conversation C. whether the environment is conducive to conversation D. variations in the vocalics of the conversation Ans: B Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Analysis Answer Location: Body Orientation Difficulty Level: Hard 24. When Terrence first sees his friend Kristen, she’s on the other side of a busy street so he waves to get her attention and points to the crosswalk ahead. When she starts to step off the curb as a bus comes by, he raises his hand to signal her to stop. To communicate with Kristen, Terrence has used .

A. illustrators and body orientation B. adaptors and a regulator C. illustrators and a regulator D. regulators and body orientation Ans: C Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Application Answer Location: Regulator Difficulty Level: Hard 25. To encourage her new friend Sunita to share personal information about her life, Zoe sits facing her directly and nods her head often at the same time that she twirls a strand of her long hair around a finger to help maintain focus. Zoe is using which of the following kinesic behaviors?

A. open body orientation, regulator, and self-adaptor B. open body orientation, illustrator, and other adaptor C. regulator, illustrator, and closed body orientation D. regulator, illustrator, and body-adaptor Ans: A Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Application Answer Location: Body Orientation Difficulty Level: Hard

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True/False 1. Our earliest patterns of communication are usually established when we are school age.

Ans: F Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Comprehension Answer Location: Kinesics Difficulty Level: Medium 2. Gaze behaviors involve looking directly at someone with intent.

Ans: T Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Knowledge Answer Location: Communication, Movement, and the Face Difficulty Level: Easy 3. Happiness, sadness, fear, anger, gratitude, and disgust are the six most commonly discussed emotional displays.

Ans: F Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Knowledge Answer Location: Affect Displays Difficulty Level: Easy 4. When your eyebrows are raised and drawn together and your lips are parted with depressed corners you are likely experiencing sadness.

Ans: T Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Comprehension Answer Location: Affect Displays Difficulty Level: Medium 5. When Barry was asked to take on new responsibilities at work, he displayed nonverbal behaviors that included low eyebrows and raised eyelids with a tight raised upper lip and a depressed lower lip surrounding an open mouth. In response to the request, Barry’s affect display suggests he was experiencing happiness.

Ans: F Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Application Answer Location: Affect Displays Difficulty Level: Medium

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6. Surprise is characterized by a head that tilts upward with raised eyebrows and eyelids in contrast to eyes that have moved down, typically with a jaw that is also dropped.

Ans: T Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Knowledge Answer Location: Affect Displays Difficulty Level: Easy 7. The cultural relativist position suggests that the ability to produce and recognize facial expressions is a product of biology.

Ans: F Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Knowledge Answer Location: Neurocultural Theory Difficulty Level: Easy 8. Display rules tell us how we are “supposed” to display emotion within our culture.

Ans: T Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Knowledge Answer Location: Neurocultural Theory Difficulty Level: Easy 9. Neurocultural theory includes the perspectives of both the universalist and the cultural relativist positions.

Ans: T Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Comprehension Answer Location: Neurocultural Theory Difficulty Level: Medium 10. When Monique is triggered to anger, her face immediately flushes and her eyes narrow. Knowing this, she’s learned to dampen the surge of energy she experiences with anger by flashing a smile demonstrating her ability to manage her microexpression.

Ans: T Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Application Answer Location: Ekman and Friesen’s Microexpressions Difficulty Level: Medium 11. At the fabric store, when Claudine uses her hands to communicate how long she would like her ribbon to be, she’s using an adaptor.

Ans: F

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Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Application Answer Location: Illustrator Difficulty Level: Medium 12. During a nonvideo conference call, an even flow of conversation can be difficult to maintain because of the lack of nonverbal regulators.

Ans: T Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Comprehension Answer Location: Regulator Difficulty Level: Medium 13. During a long classroom lecture, when Bryan begins to move one of his knees up and down under his desk in an attempt to remain focused, he’s using a self-adaptor.

Ans: T Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Application Answer Location: Adaptors Difficulty Level: Medium 14. Object adaptors are most often used to release excess energy while other adaptors are primarily used to reduce stress.

Ans: T Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Comprehension Answer Location: Adaptors Difficulty Level: Medium 15. Body orientation is often described as “open” or “closed” depending upon where we aim the center of our torso.

Ans: T Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Knowledge Answer Location: Body Orientation Difficulty Level: Easy

Essay 1. Using an example, explain how the process of intermodal matching aids infants in learning to get their needs met within a family structure.

Ans: Varies but should reflect an understanding of how infants mimic facial expression they observe in other family members and experience associated emotional responses that they learn to link together. An example might be an infant who through repetition learns to smile widely during a game of peekaboo, helping them learn to match smiling

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with a feeling of happiness. At the same time, this mimicry pleases the family member playing with them which in turn strengthens their mutual emotional bond.

Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Application Answer Location: Kinesics Difficulty Level: Hard 2. How does a facial expression exhibiting gaze behavior differ from a facial expression that is not exhibiting gaze behavior?

Ans: Answer should reflect an understanding that the primary difference between gaze and nongaze behavior is the appearance of intent. We become most aware of gaze behavior in situations where someone appears to be looking directly at us with intent.

Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Analysis Answer Location: Communication, Movement, and the Face Difficulty Level: Hard 3. Identify, compare, and contrast the facial expression components of two of the most commonly discussed affect displays.

Ans: Varies but must include a comparison of two of the following six affect displays: happiness, sadness, fear, anger, surprise, and disgust. For example, a student might identify that affect displays of fear include raised eyebrows and eyelids, and stretched lips surrounding an open mouth, while affect displays of anger are characterized by low eyebrows and raised eyelids, with a tight raised upper lip and a depressed lower lip surrounding an open mouth. Fear and anger are similar in that they both have raised eyelids and open mouths, but they differ in the location of eyebrows (raised for fear and low for anger) as well as in the tension in the lips (stretched for fear and with a tightly raised upper lip and depressed lower lip for anger).

Learning Objective: 4-2: Understand the impact of facial expressions on conveying emotion.

Cognitive Domain: Analysis Answer Location: Affect Displays Difficulty Level: Hard 4. Differentiate between the universalist position and the cultural relativist position on the origins of emotional display.

Ans: Answers should reflect an understanding that the universalist position suggests that the origins of emotional display are entirely biological, while the cultural relativist position suggests an interaction between biological expression and learned cultural display rules.

Learning Objective: 4-1: Compare the functional and structural approaches to kinesics.

Cognitive Domain: Analysis Answer Location: Neurocultural Theory Difficulty Level: Hard

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5. Identify three categories of gestures and explain what each category contributes to the communication of a message.

Ans: Varies but should include three of the following four categories: illustrators, adaptors, regulators, and body orientation. Answers for students who choose illustrators should reflect an understanding of how illustrators can stand alone as a nonverbal message or support a verbal message. Answers for students who choose adaptors should reflect an understanding of how adaptors help individuals to manage their energy during a communication. Answers for students who choose regulators should reflect an understanding of how regulators help direct the flow of a communication message. And answers for students who choose body orientation should reflect an understanding of how body orientation influences the degree of connection between participants in a communication.

Learning Objective: 4-3: Describe different categories of kinesic behaviors.

Cognitive Domain: Analysis Answer Location: Communication, Movement, and the Hands and Body Difficulty Level: Hard

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Chapter 5: Proxemics: Engaging Personal Space and Interpersonal Distance Test Bank Multiple Choice 1. Proxemics is the nonverbal code that involves the use of personal space and interpersonal distance. Each person acquires a slightly different understanding of their own personal space based upon their .

A. comfort zone B. own culture C. conflict style D. peripheral vision Ans: B Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Knowledge Answer Location: Proxemics Difficulty Level: Easy 2. The classification of the space ranging from 0–18 in. is known as the zone.

A. intimate B. personal/casual C. social/consultative D. public Ans: A Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Knowledge Answer Location: Intimate Zone Difficulty Level: Easy 3. Which of the following is an example of an intimate zone experience?

A. Harry enjoys playing a competitive game of chess with his dad.

B. Treyvon likes the privacy of his desk at work due to its location in a corner cubby behind partitions.

C. Constance attends a trade show at a large conference hotel in a nearby city. Her guestroom is on the 21st floor, so she experiences many interactions in crowded elevators.

D. On those rare occasions when Gwyneth finds the time to spend an entire day at the beach, she always looks for a space “two blankets” away from other beachgoers.

Ans: C Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Application Answer Location: Intimate Zone

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Difficulty Level: Medium 4. The difference between a comfortable interaction in your intimate zone and an uncomfortable interaction in your intimate zone depends on whether .

A. you know the other person’s name B. the other person’s whole body or only a portion of their body is in the zone C. you are well-rested and in a good state of mind D. you have a close, trusting relationship with the other person Ans: D Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Analysis Answer Location: Intimate Zone Difficulty Level: Medium 5. One of the distinguishing features of the intimate zone is that we have greater each other.

A. interpersonal reaction towards B. kinesthetic awareness of C. individuation from D. occasional contact with Ans: B Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Comprehension Answer Location: Intimate Zone Difficulty Level: Medium 6. The personal/casual zone ranges from .

A. 5–10 in.

B. 18 in. to about 4 ft.

C. 4–ft.

D. 26 in. to about 8 ft.

Ans: B Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Knowledge Answer Location: Personal/Casual Zone Difficulty Level: Easy 7. Which of the following is an example of a personal/casual zone interaction?

A. Instead of sitting at the kitchen table, Jules prefers to sit on the couch beside her roommate Deb while they eat dinner and watch TV. B. Lesley enjoys stopping by her neighborhood café every morning to pick up a latte and chat with the barista.

C. After his dad’s recent death, Charlie never missing the opportunity to give his mom a loving hug.

D. Daniel runs on the same bikeway everyday and never misses the chance to offer a quick wave “hello” to other runners.

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Ans: A Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Application Answer Location: Personal/Casual Zone Difficulty Level: Medium 8. As compared to our intimate zone, our personal/casual zone .

A. is comprised of less available space B. prohibits close interpersonal interactions C. welcomes relatively many more individuals D. is reserved for only our closest relationships Ans: C Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance Cognitive Domain: Analysis Answer Location: Personal/Casual Zone Difficulty Level: Medium 9. The social/consultative zone distance of 4 feet is .

A. determined by the size of the average office desk B. reflects the cultural concept of keeping someone “at arm’s length” C. an arbitrary length determined by the theorist Edward T. Hall D. only applicable in certain public settings Ans: B Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Comprehension Answer Location: Social/Consultative Zone Difficulty Level: Medium 10. Which of the following is an example of a social/consultative zone interaction?

A. Juanita and her boyfriend enjoy spending their Tuesday evenings at dance lessons learning how to Salsa.

B. Recently promoted to a management position, Martin visits an upscale men’s shop to have a tailor measure him for his first custom-made suit.

C. Angela works behind the front desk of her local library, where she enjoys greeting community members and checking out their choice of books.

D. At their favorite restaurant, Bobby and Joan always ask for a booth because they enjoy sitting together side-by-side.

Ans: C Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Application Answer Location: Social/Consultative Zone Difficulty Level: Medium 11. During social/consultative zone interactions we are generally comfortable keeping others “at arm’s length,” in contrast to public zone interactions where we are generally .

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A. comfortable keeping others more than an arm’s length away, which is 4 feet.

B. comfortable maintaining a distance of 4 feet from uniformed public employees C. uncomfortable with unknown others being closer than 8 feet D. uncomfortable with uniformed public employees being closer than 6 feet Ans: C Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Analysis Answer Location: Public Zone Difficulty Level: Medium 12. A proxemic violation can be defined as a/an .

A. situation that challenges our perception of what is acceptable interpersonal distance B. situation that reinforces our perception of what is acceptable interpersonal distance C. deliberate attempt by another to intimidate us through the use of coercive power D. unintentional action by another that causes us to feel attacked and vulnerable Ans: A Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Comprehension Answer Location: PROXEMIC VIOLATIONS Difficulty Level: Medium 13. To prepare for her biochemistry final, Cleo spends hours studying in a quiet corner of the library. When her friend Lawrence sees her sitting alone in deep concentration, he sneaks up behind her and places his hands on her shoulders. Cleo immediately jumps, her face flushes, and her heart starts racing because she is experiencing .

A. psychological attributes B. psychological limitations C. physiological proximity D. physiological arousal Ans: D Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Application Answer Location: Physiological Arousal Difficulty Level: Medium 14. The theory that suggests we form perceptions about people we interact with based on a combination of personal and situational characteristics that arise in each of our interactions with them is called Theory.

A. expectation Volition B. expectancy Violation C. interactive Expectancy D. interactive Violation Ans: B

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Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Comprehension Answer Location: Perceptions and Expectancy Violations Theory Difficulty Level: Medium 15. Jasmine enjoys touch and is comfortable keeping her good friends close. But when Stephan, who she only recently met, runs up to her at a party and throws his arms around her she feels extremely uncomfortable. Stephan has violated Jasmine’s sense of which of the following perceptual factors?

A. Deviation B. Valence C. Threat theory D. Threat threshold Ans: A Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Application Answer Location: Deviation Difficulty Level: Medium 16. According to Expectancy Violation Theory, we form perceptions about another person who has violated our expectations about interpersonal distance based on valence when we consider .

A. the intention of that violator and their ability to make amends B. how often the other person commits the violation C. the ability of that violator to offer us either rewards or punishment D. the context within which the violations takes place Ans: C Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Comprehension Answer Location: Valence Difficulty Level: Medium 17. The third factor of Expectancy Violation Theory involves the “threat threshold” of .

A. the person being violated B. the person committing the violation C. highly sensitive people D. socially responsible people Ans: A Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Knowledge Answer Location: Threat threshold

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Difficulty Level: Easy 18. The term for the motivation to interact with those people who have characteristics in common with ourselves is .

A. sincerity B. agreeable C. homoserine D. homophily Ans: D Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Knowledge Answer Location: Similarity Difficulty Level: Easy 19. One of the reasons that we select to have a relationship with another person because of perceptions of similarity is an attempt to .

A. reduce uncertainty B. increase uncertainty C. avoid certainty D. expose certainty Ans: A Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Knowledge Answer Location: Similarity Difficulty Level: Easy 20. Jenna decides to wear a tailored shirt and skirt the first day of class because she wants to feel like the business professional she is studying to become. When Jenna sees that her classmates are all dressed in jeans and t-shirts, she fears she has made a big mistake. However when Allison arrives in similar attire, scans the room, and makes meaningful eye contact with Jenna, her fear fades away. Jenna knows she has found a new friend in Allison due to their .

A. dress code B. similarity C. proximity D. expectancy Ans: B Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Application Answer Location: Similarity Difficulty Level: Medium 21. We tend to develop relationships with individuals who we perceive to be unusual or unique .

A. when the situation requires that we interact with them B. when the other person possesses higher status that offers us rewards

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C. only after we determine that we have base level of similarity D. only when we determine that they are equally attracted to us Ans: C Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Comprehension Answer Location: Difference Difficulty Level: Medium 22. We perceive individuals to be similar to us if they share character traits with us. By way of contrast, we perceive individuals to be complementary to us if they appear to .

A. be different from us in every way B. be similar to our closest family members C. possess unusual or unique character traits D. possess character traits we wish we had Ans: D Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Analysis Answer Location: Difference Difficulty Level: Medium 23. Which of the following is an example of a relationship that reflects complementarity?

A. Joan and Janet are identical twins who look so much alike that even their own parents often mistakenly refer to one of them with the other’s name.

B. Sunil joined a local environmental club and during his first hiking event he walked for miles alongside Jamie. They quickly became good friends.

C. Emily works full time to help pay for college, which leaves little time or money to pursue her passion for travel. When she meets Jacques, an international student who has traveled throughout Europe, she enjoys listening to his adventures.

D. Daphne grew up in an ideologically progressive home where both of her parents were active in local politics. When her history professor assigns her to complete a project with Larry, who grew up in an ideologically conservative home with a worldview diametrically opposed to her own, she finds every communication challenging.

Ans: C Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Application Answer Location: Difference Difficulty Level: Medium 24. is the term used to describe the situation that emerges when an individual is more likely to be attracted to things that they see frequently relative to those things that are rarely or never seen.

A. Mere exposure effect B. More exposure effect C. Mere exposure impact D. More exposure impact

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Ans: A Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Knowledge Answer Location: Proximity Difficulty Level: Easy 25. In an effort to seem more similar to a desirable person or to make it clear that we are indeed different from another person, we often make changes in our .

A. distance from that person B. association habits C. nonverbal behaviors D. verbal behaviors Ans: C Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Comprehension Answer Location: Proximity Difficulty Level: Medium True/False 1. While the agreed to amount distance considered “good manners” varies by culture, there is a near-universal understanding that exhibiting “good manners” requires some amount of distance.

Ans: T Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Comprehension Answer Location: PROXEMICS Difficulty Level: Medium 2. Communication theorist Edward T. Hall is best known for describing four different classifications of approximate interaction distances.

Ans: T Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Knowledge Answer Location: PROXEMICS Difficulty Level: Easy 3. Ranging from 0 inches to 18 inches, the personal/casual zone is the closest designation of interpersonal distances.

Ans: F Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Knowledge Answer Location: Intimate Zone Difficulty Level: Easy

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4. Rather than being a perfect sphere, the personal/casual zone is often described as an egg-shaped bubble surrounding each person.

Ans: T Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Knowledge Answer Location: Personal/casual Zone Difficulty Level: Easy 5. Because its relatively close proximity requires a degree of trust, people in our social/consultative zone are typically people we feel comfortable with or even people that we know quite well.

Ans: F Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Comprehension Answer Location: Personal/casual Zone Difficulty Level: Medium 6. The public zone ranges anywhere above 6 feet and is where we are most comfortable keeping unknown others with no professional obligations Ans: F Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Knowledge Answer Location: Public Zone Difficulty Level: Easy 7. A proxemic violation is most likely to occur when where we experience a challenge to our notion of acceptable interpersonal distance.

Ans: T Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Knowledge Answer Location: PROXEMIC VIOLATIONS Difficulty Level: Easy 8. In Western cultures, such as Europe and North America, residents tend to prefer relatively larger proxemic distances than those observed in other cultures.

Ans: T Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Comprehension Answer Location: PROXEMIC VIOLATIONS Difficulty Level: Medium 9. At home Samantha has her own bedroom, but when she attends college she has to share a tiny dorm room with her new college roommate. Samantha’s subsequent

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difficulty sleeping and concentrating may be attributed to a fight or flight reaction due to her perception of a proxemic violation.

Ans: T Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Application Answer Location: PROXEMIC VIOLATIONS Difficulty Level: Medium 10. The biological and emotional responses to proxemics violations that one person is experiencing are immediately observable to other people in his or her environment.

Ans: F Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Comprehension Answer Location: PROXEMIC VIOLATIONS Difficulty Level: Medium 11. When a proxemic violation occurs, we make judgments about the other person based on the perceived intensity of the threat, our attitude toward the violator, and our own individual and cultural experiences.

Ans: T Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Comprehension Answer Location: PROXEMIC VIOLATIONS Difficulty Level: Medium 12. Our initial perceptions of similarity with another person are almost always proven to be reliable over time.

Ans: F Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Comprehension Answer Location: Similarity Difficulty Level: Medium 13. Our motivation to be in a relationship with a person who is similar to ourselves is secondary to our motivation to be in relationship with a person who is unusual or unique.

Ans: F Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Comprehension Answer Location: Difference Difficulty Level: Medium

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14. When we desire a relationship with a person who complements us, we are generally seeking traits or behaviors that we perceive they possess and we’re lacking in.

Ans: T Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Comprehension Answer Location: Difference Difficulty Level: Medium 15. When Jesse first met Hank, he “ticked off all of her boxes.” He was smart, fit, and ambitious - and also shared her sense of humor. She quickly moved him from the category of potential friend to potential partner demonstrating impact of matching schemata.

Ans: T Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity Cognitive Domain: Application Answer Location: Proximity Difficulty Level: Medium Essay 1. Identify and describe, using an example that includes nonverbal behaviors, the characteristics of each of Edward T. Hall’s four zones of interaction distance.

Ans: Answers will vary, but should include all four interaction distances: intimate, personal/casual, social/consultative, and public. Examples for the intimate zone should include close proximity and intimacy, such as close friends or a romantic couple.

Examples for the personal/casual zone should reflect an understanding of this range being reserved for those we know well, requiring trust and comfort in those relationships. Examples for the social/consultative zone should include the range of from 4 feet to 8 feet and reflect an understanding of why we feel safer “at arm’s length” and might include interactions at work or places of commerce. And, examples of public zone should include the range of 8 feet and beyond and reflect an understanding of why we’re more comfortable keeping ourselves far away from strangers.

Learning Objective: 5-1: Distinguish among the four zones of interpersonal distance.

Cognitive Domain: Application Answer Location: PROXEMICS Difficulty Level: Medium 2. Compare differences in the perception of proxemic violation between Western and Asian cultures and explain how these differences may result in challenges to crosscultural interpersonal communication.

Ans: Answers will vary and should reflect the student’s understanding that Western cultures prefer relatively larger proxemic distances in interpersonal interactions as compared to those distances in Asian cultures. These differences can pose challenges to cross-cultural interpersonal communication because when a person from an Asian culture maintains the proxemic distance they have learned is appropriate when in relationship with someone from a Western culture, the person from the Western culture

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who is used to a larger proxemic distance is apt to view the Asian person as a “violator” of their intimate or personal/casual space.

Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Analysis Answer Location: PROXEMIC VIOLATIONS Difficulty Level: Hard 3. Drawing on the valence factor of Expectancy Violation Theory, compare the impact on an individual in an interaction with a proxemic violator who offers rewards in contrast to the impact on an individual in an interaction with a proxemic violator who offers punishment.

Ans: Answers will vary and should reflect an understanding that interactions with a proxemic violator who offers rewards will likely be overlooked or even welcome in contrast to interactions with a proxemic violator who offers punishment will likely trigger comparatively more intense arousal reactions and be experienced as more threatening.

Learning Objective: 5-3: Describe the impact of expectancy violations on interpersonal attraction.

Cognitive Domain: Analysis Answer Location: PROXEMIC VIOLATIONS Difficulty Level: Hard 4. What factors differentiate a relationship based on similarity from a relationship based on complementarity?

Ans: Answers will vary but should emphasize the differences in motivation in the two types of attraction. Student answers should demonstrate an understanding that people in relationships based on similarity are generally motivated by a desire to reduce uncertainty about how to act and what to expect, as well as a desire to validate who they are and what their life have been. Student answers should also demonstrate an understanding that people in relationship based on complementarity are generally motivated by the perception that the other person exhibits character traits and behaviors that they don’t have or cannot exhibit or that the other person is particularly gifted in one area that they perceive themselves to be lacking in.

Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Analysis Answer Location: INTERACTIONAL MOTIVATIONS Difficulty Level: Hard 5. Using an example from your personal experience, illustrate impact of the “mere exposure effect” on the development of interpersonal relationships.

Ans: Answers will vary and should reflect an understanding that close proximity and repeated exposure alone is often enough to initiate the development of new interpersonal relationship. For example, students might share the experience of becoming good friends with someone they happened to sit next to over an extended period of time in a high school class, who under other circumstances they would not have sought out as a friend.

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Learning Objective: 5-2: Understand how proximity may lead to perceptions of similarity.

Cognitive Domain: Application Answer Location: Proximity Difficulty Level: Medium

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Chapter 6: Haptics: Engaging Physical Contact and Touch Test Bank Multiple Choice 1. In the Harlow Monkey Experiment, researcher Harry Harlow wanted to understand whether the touch-related experience of relationships was most related to functions of touch rather than to functions of touch.

A. formative; cultural B. instrumental; social C. interpersonal; impersonal D. accidental; deliberate Ans: B Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Knowledge Answer Location: The Harlow Monkey Experiment Difficulty Level: Easy 2. The findings of the Harlow Monkey Experiment contradicted the conventional wisdom of many scientists of the time who argued that perceptions of affection and love were simply a natural response to receiving from a maternal figure.

A. touch B. kisses C. food D. warmth Ans: C Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Comprehension Answer Location: The Harlow Monkey Experiment Difficulty Level: Medium 3. Which of the following are examples of the structural approach to categorizing touch?

A. hug, shove, tickle B. affection, care, and empathy C. light, medium, intense D. fluid, intermittent, choppy Ans: A Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Comprehension Answer Location: Types of Touch

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Difficulty Level: Medium 4. When Thomas was a young boy, his father spent many hours teaching him how to shake hands like a man. He would grab Thomas’ small hand forcefully, squeeze tight, and move it up and down firmly, focusing on aspects of the approach.

A. ritualistic B. positive affect C. functional D. structural Ans: D Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Application Answer Location: Types of Touch Difficulty Level: Medium 6. A functional approach to touch doesn’t look at each specific touch behavior but instead looks at the that emerges from that touch.

A. positive affect B. social outcome C. magnitude of impact D. primary intent Ans: B Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Knowledge Answer Location: Functions of Touch Difficulty Level: Easy 6. After each hockey game, Aaron and his teammates line up as the opposing team skates by shaking hands, engaging in which of the following functions of touch?

A. playful B. realistic C. ritualistic D. control Ans: C Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Application Answer Location: Ritualistic touch Difficulty Level: Medium 7. Kevin had been in a committed relationship with Shelby for several years and was aware of her fear of flying. When he asked her to travel home with him for Christmas, a trip that required a long plane flight, he realized he was asking a lot. As they sat side by

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side on their flight, Kevin reached out and gently held Shelby’s hand to communicate his appreciation and to offer comfort through affect touch.

A. primacy B. preliminary C. primary D. positive Ans: D Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Application Answer Location: Positive Affect Touch Difficulty Level: Medium 8. Which of the following are an example of positive affect touch?

A. nurturance B. novelty C. deterrence D. deference Ans: A Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Comprehension Answer Location: Positive Affect Touch Difficulty Level: Medium 9. In contrast to positive affect touch that is used to express positive emotions toward another, control touch is used to the emotions of another.

A. imitate B. influence C. imagine D. indulge Ans: B Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Analysis Answer Location: Control touch Difficulty Level: Medium 10. Louis became the top salesperson at his car dealership after he had a conversation with an older, more successful salesperson who shared, “When you’re closing in on a sale, always be sure to touch them reassuringly on the shoulder.” When Louis took his advice, he began using this technique of touch.

A. content B. coercive C. control D. calculated

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Ans: C Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Application Answer Location: Control touch Difficulty Level: Medium 11. How does control touch differ from playful touch?

A. Control touch is always intentional, while playful touch is generally unintentional.

B. Control touch seeks to influence emotions, while playful touch seeks to inject humor.

C. Control touch is rarely used, while playful touch is commonly used.

D. Control touch usually accompanies verbal communication, while playful touch is almost always exclusively nonverbal.

Ans: B Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Analysis Answer Location: Playful Touch Difficulty Level: Hard 12. Genevieve always dreads going for her annual mammogram, but this year’s appointment was a breeze thanks to the highly competent touch her technician displayed when positioning her breasts.

A. task-related B. content-based C. intentional D. professional Ans: A Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Application Answer Location: Task-related Touch Difficulty Level: Medium 13. Unlike ritualistic touch which occurs when people touch one another as part of a routine behavior or social script, hybrid touch occurs when people touch one another .

A. as part of shared creative self-expression B. using multiple forms of touch in one interaction C. using one form of touch to send multiple messages D. in the context of an intimate relationship Ans: B Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Analysis Answer Location: Hybrid Touch

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Difficulty Level: Medium 14. How do the touch behaviors of men and women differ?

A. Men are more likely to give and receive touch than most women.

B. Men are more likely avoid the touch of women than women are to avoid the touch of men.

C. Women are more likely to give and receive touch than most men.

D. Both men and women are equally likely to avoid the touch of the opposite sex.

Ans: C Learning Objective: 6-2: Compare different influences of gender on touch.

Cognitive Domain: Analysis Answer Location: Diverse Attitudes Toward Touch Difficulty Level: Medium 15. Each individual develops an understanding of who may touch them where, based on their own as well as their relationship with the other person.

A. personality B. moral code C. sexual identity D. gender identity Ans: D Learning Objective: 6-2: Compare different influences of gender on touch.

Cognitive Domain: Comprehension Answer Location: Diverse Attitudes Toward Touch Difficulty Level: Medium 16. What distinguishes the touch behaviors of older people from those of younger people?

A. Older people desire less touch but receive more touch than younger people.

B. Older people maintain their desire for touch but receive less touch than younger people.

C. Older people require more touch and are, therefore, more likely to receive touch than younger people.

D. Older people lose their ability to process touch, along with the diminishment of other senses, therefore the amount of touch they receive is less important than for younger people.

Ans: B Learning Objective: 6-2: Compare different influences of gender on touch.

Cognitive Domain: Analysis Answer Location: Diverse Attitudes Toward Touch Difficulty Level: Medium 17. Which of the following theories about touch suggests that displaying affectionate behaviors are a way of demonstrating to a potential partner that we would be a good parent?

A. Affection Exchange Theory

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B. Attachment Exchange Theory C. Attachment Theory D. Affection Theory Ans: A Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Knowledge Answer Location: Affection Exchange Theory Difficulty Level: Easy 18. Scholar Kory Floyd’s research has found that individuals generally respond to affectionate touch in specific and measurable ways.

A. defensively B. negatively C. positively D. primally Ans: C Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Knowledge Answer Location: Affection Exchange Theory Difficulty Level: Easy 19. Attachment Theory suggests that our earliest touch experiences as an infant .

A. may foster unrealistic expectations about the quality of touch experiences in our adult relationships B. may lead to an obsession with touch experiences in our adult relationships C. play a nominal role in the develop a sense of self-worth and trust in others in our adult relationships D. help us to develop a sense of self-worth and trust in others in our adult relationships Ans: D Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Comprehension Answer Location: Attachment Theory Difficulty Level: Medium 20. attachments are often characterized by confidence in one’s self and one’s attachment partner.

A. Secure B. Dismissive C. Preoccupied D. Fearful-avoidant Ans: A

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Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Knowledge Answer Location: Attachment Theory Difficulty Level: Easy 21. Colin’s mom was only 16 years old when he was born. She was overwhelmed by the responsibilities of taking care of a baby and when it was time to breastfeed Colin she often retreated to her bed, leaving him alone and crying in his crib. As an adult, Colin distrusted women because he anxiously anticipated the many ways they would disappoint him largely due to his early experience of attachment.

A. secure B. dismissive C. preoccupied D. fearful-avoidant Ans: B Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Application Answer Location: Attachment Theory Difficulty Level: Medium 22. Individuals with which of the following types of attachment are likely to believe “I’m not okay but you’re okay.”

A. secure B. dismissive C. preoccupied D. fearful-avoidant Ans: C Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Comprehension Answer Location: Attachment Theory Difficulty Level: Medium 23. Individuals with which of the following types of attachment are likely to believe “I’m okay but you’re not okay.”

A. secure B. dismissive C. preoccupied D. fearful-avoidant Ans: B Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Comprehension Answer Location: Attachment Theory

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Difficulty Level: Medium 24. Individuals with which of the following types of attachment are likely to believe “I’m not okay and you’re not okay.”

A. secure B. dismissive C. preoccupied D. fearful-avoidant Ans: D Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Comprehension Answer Location: Attachment Theory Difficulty Level: Medium 25. When Lindsay was born, both of her parents were suffering from substance use disorder and were unable to offer her the care and attention she required. The situation quickly deteriorated, local social welfare professionals became aware of her situation, and she was placed in a series of foster care homes. As an adult, Lindsay had difficulty forming healthy relationships with men due in large part to her early experience of attachment.

A. secure B. dismissive C. preoccupied D. fearful-avoidant Ans: D Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Application Answer Location: Attachment Theory Difficulty Level: Medium

True/False 1. While touch is a significant social force among people who a familiar with each other, but positive casual touch rarely improves personal evaluations among strangers.

Ans: F Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Comprehension Answer Location: Early Influences Difficulty Level: Medium

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2. When infant monkeys in the Harlow Monkey Experiment needed comfort or a sense of security, they typically went to the “mother” that offered a pleasant soft fuzzy “body” to cling to.

Ans: T Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Knowledge Answer Location: The Harlow Monkey Experiment Difficulty Level: Easy 3. The functional approach focuses on categorizing touch based on specific acts that are physically distinct from one another exist and remain constant regardless of the intent of the toucher and the perceptions of the person who is being touched.

Ans: F Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Knowledge Answer Location: Types of Touch Difficulty Level: East 4. Positive affect touch occurs when people touch one another as part of a routine behavior or social script, usually related to one’s arrival to or departure from where the other person is located.

Ans: F Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Knowledge Answer Location: Ritualistic touch Difficulty Level: Easy 5. When brides and grooms and their families stand in a receiving line to greet guests and shake hands, they are participating in a form of ritualistic touch.

Ans: T Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Application Answer Location: Ritualistic Touch Difficulty Level: Medium 6. Control touch occurs when people express positive emotions for a partner through touch, including but not limited to togetherness or sexual interest.

Ans: F Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Knowledge Answer Location: Positive Affect Touch

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Difficulty Level: Easy 7. Playful touch can be used as a form of nonverbal sarcasm, to indicate that something we said is not meant to be taken seriously Ans: T Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Comprehension Answer Location: Playful Touch Difficulty Level: Medium 8. Instrumental touch occurs when someone uses touch necessarily as part of accomplishing their job.

Ans: F Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Knowledge Answer Location: Task-Related Touch Difficulty Level: Easy 9. Hybrid touch combines multiple forms of functional touch into one single interaction.

Ans: T Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Knowledge Answer Location: Hybrid Touch Difficulty Level: Easy 10. Across the United States, people are generally likely to express similar degrees of comfort with touch.

Ans: F Learning Objective: 6-2: Compare different influences of gender on touch.

Cognitive Domain: Knowledge Answer Location: Diverse Attitudes Toward Touch Difficulty Level: Easy 11. Heterosexual men tend to avoid using touch with other men except where their masculinity is affirmed in other ways, such as in situations related to competitive sports.

Ans: T Learning Objective: 6-2: Compare different influences of gender on touch.

Cognitive Domain: Knowledge Answer Location: Diverse Attitudes Toward Touch Difficulty Level: Easy 12. Affection Exchange Theory focuses on affection as a social adaptation related to a fundamental desire for relationships.

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Ans: F Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Comprehension Answer Location: Affection Exchange Theory Difficulty Level: Comprehension 13. Attachment Theory argues that our earliest experiences with touch as an infant influences our perceptions of self-worth and our expectations of others’ ability to help us.

Ans: T Learning Objective: 6-3: Explain how early experiences with touch influence later.

Cognitive Domain: Knowledge Answer Location: Attachment Theory Difficulty Level: Easy 14. A securely attached individual is likely to believe “I’m okay and you’re not okay.”

Ans: F Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Knowledge Answer Location: Attachment Theory Difficulty Level: Easy 15. Preoccupied attachments are characterized by a positive sense of self-worth but a lack of confidence in one’s relational partner.

Ans: F Learning Objective: 6-3: Explain how early experiences with touch influence later.

Cognitive Domain: Knowledge Answer Location: Attachment Theory Difficulty Level: Easy

Essay 1. The structural approach and the functional approach are both used to categorize types of touch. What factors differentiate these two approaches?

Ans: Student answers should emphasize differences in the consideration of the intent of the toucher as well as the perceptions of the person who is being touched. The structural approach focuses only one the nature of specific acts that are physically distinct from one another but does not include a way to account for the intent of the toucher and the perceptions of the person who is being touched. In contrast, the functional approach categorizes types of touch by focusing on the intent of the toucher and the perceptions of the person who is being touched.

Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

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Cognitive Domain: Analysis Answer Location: Types of Touch 2. Identify and describe, using an example, the six functions of touch associated with a relational outcome that can be accomplished by engaging in that touch.

Ans: Varies and should include ritualistic touch which occurs when people touch one another as part of a routine behavior or social script such as shaking hands upon greeting, positive affect touch which occurs when people express positive emotions for a partner through touch such as hugging a loved to offer comfort, control touch which occurs whenever touch is used to direct or influence another individual such as placing your hands on someone’s shoulders to show dominance, playful touch which occurs when people use touch to bring some fun or humor into a situation such as gently tickling a friend, task-related touch which occurs when people use touch necessarily as part of accomplishing some other instrumental task such as a dental hygienist cleaning your teeth, and hybrid touch which combines multiple forms of touch into one single interaction such as shaking hands (ritualistic) and hugging (positive affect) when reuniting with relatives.

Learning Objective: 6-1: Describe the functions of interpersonal touch across relationships.

Cognitive Domain: Application Answer Location: Types of Touch Difficulty Level: Medium 3. Compare differences in the perception of touch between men and women and explain how these differences may result in challenges to cross-gender communication.

Ans: Varies but should indicate that women are more likely to avoid the touch of the opposite sex than are men. An explanation of how these differences might result in communication challenges should reflect an understanding of how these differences can lead to misunderstanding of intentions such as how a woman might feel threatened when a man she doesn’t know well touches her when the same touch displayed by a woman she doesn’t know well would likely not give rise to that same feeling of threat.

Learning Objective: 6-2: Compare different influences of gender on touch.

Cognitive Domain: Analysis Answer Location: Diverse Attitudes Toward Touch Difficulty Level: Hard 4. How does the Affection Exchange Theory explain the human drive for affectionate touch?

Ans: Answers should reflect an understanding that Affection Exchange Theory suggests that human beings have evolved affectionate behaviors as a way of demonstrating good parenting characteristics to a potential partner good parent, thus activating the partner’s biological drive to mate with that potential partner.

Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Application Answer Location: Attachment Theory

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Difficulty Level: Medium 5. Identify the differentiating characteristics of adult relationships based on each of the four categories of Attachment Theory.

Ans: Answers should identify secure attachments, which are characterized by confidence in one’s self and one’s attachment partner, dismissive attachments which are characterized by confidence in one’s self but a belief that one’s attachment partner may not be able to meet one’s needs, preoccupied attachments, which are characterized by a lack of self-worth but a confidence in one’s relational partner, and Fearful-avoidant attachments, which are characterized by both a lack of self-worth and a lack of confidence in one’s relational partner.

Learning Objective: 6-3: Explain how early experiences with touch influence later relationships.

Cognitive Domain: Analysis Answer Location: Attachment Theory Difficulty Level: Hard

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Chapter 7: Oculesics: Engaging Gaze and Other Eye Behaviors Test Bank 1. In the first days after birth, infants look toward the people in their lives and use their eyes to .

A. bond with their caregivers B. gain information and develop social preferences C. convey hunger and other discomfort D. track the movements of their caregivers Ans: B Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Oculesics Difficulty Level: Medium 2. is the nonverbal code dealing with the use of one’s eyes to send and receive messages.

A. Proxemics B. Vocalics C. Oculesics D. Kinesics Ans: C Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Knowledge Answer Location: Oculesics Difficulty Level: Easy 3. We receive about of our social information through sight.

A. 40% B. 60% C. 80% D. 95% Ans: C Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Knowledge Answer Location: Oculesics Difficulty Level: Easy 4. Gaze is a looking behavior that occurs when we .

A. scan widely to assess things in our environment B. focus in on one particular objects in our environment C. look directly in another person’s direction D. look beyond another person to take in the context of their environment

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Ans: C Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Knowledge Answer Location: Looking Toward Difficulty Level: Easy 5. Gazing at another person is an easy way for us to quickly obtain and categorize information that activates our understandings.

A. environmental B. personal C. contextual D. cultural Ans: D Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Gaze Difficulty Level: Medium 6. Research has shown that we find a person more attractive if they A. gaze at us before we gaze at them B. are surrounded by other attractive people C. match our preconceived expectations D. engage in culturally appropriate behavior Ans: B Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Knowledge Answer Location: Gaze Difficulty Level: Easy

.

7. The sexual objectification of women’s bodies by men through prolonged staring and evaluation is known as the gaze.

A. male B. feminine C. erotic D. desire Ans: A Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Knowledge Answer Location: Gaze Difficulty Level: Easy 8. Objectification of another person through prolonged staring can be particularly challenging when the person .

A. receiving the stare is inexperienced B. receiving the stare is timid C. staring has more power or higher social position

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D. staring believes their objectification is justified Ans: C Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Gaze Difficulty Level: Medium 9. How does mutual gaze differ from male gaze?

A. Mutual gaze occurs when both parties of either gender in an interaction look toward one another, while male gaze occurs any time a man looks at a woman.

B. Mutual gaze occurs when both parties of either gender in an interaction look toward one another, while male gaze is a one-way look that sexual objectifies a woman’s body.

C. Mutual gaze occurs when a person of one gender looks toward a person of another gender, while male gaze is a one-way look that sexual objectifies a woman’s body.

D. Mutual gaze occurs when a person of one gender stares at another person of the same gender, while male gaze is a one-way look that sexual objectifies a woman’s body Ans: B Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Analysis Answer Location: Mutual Gaze and Eye Contact Difficulty Level: Hard 10. When Jasmine learned she had to attend a fundraising event for a local nonprofit her company sponsored, she had mixed feelings. She was looking forward to dressing up, but she was dreading the thought of making small talk with strangers. However, her negative feelings quickly disappeared when she scanned the room and her eyes met those of an attractive man on the other side of the room in a moment of gaze.

A. manifest B. mutual C. magnetic D. meaningful Ans: B Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Application Answer Location: Gaze Difficulty Level: Medium 11. Which of the following is an accurate definition of eye contact?

A. Eye contact occurs when one person looks attentively at another person and becomes aware that they are staring.

B. Eye contact occurs when person looks into the eyes of another person and the other person quickly looks away.

C. Eye contact occurs when two people lock eyes with one another and both parties are aware that the eye contact is occurring.

D. Eye contact occurs when two people lock eyes with one another and but only one person is aware that the eye contact is occurring.

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Ans: C Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Mutual Gaze and Eye Contact Difficulty Level: Medium 12. Gaze avoidance occurs when someone actively avoids the gaze of another individual and depending upon the person or the situation .

A. is rarely consequential B. can have devastating effects C. generally has positive effects D. is rarely misinterpreted Ans: B Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Mutual Gaze and Eye Contact Difficulty Level: Medium 13. Eye movement is used in a manner similar to which of the other following forms of nonverbal behavior?

A. touch B. distance C. physical appearance D. gesture Ans: D Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Analysis Answer Location: Eye Movement Difficulty Level: Medium 14. As a salesperson in a high-end boutique, part of Beverly’s job is to keep an eye out for customers who may be shoplifting. She’s been tracking the movements of one customer who’s carrying a large handbag and acting suspiciously and when her supervisor enters the room Beverly rolls her eyes in the direction of that customer in an attempt to send a message using .

A. mutual gaze B. kinesics C. eye movement D. pupil dilation Ans: C Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Application Answer Location: Eye Movement Difficulty Level: Medium 15. The widening of the center of one’s eyes is called

.

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A. pupil ligation B. pupil dilation C. eye expansion D. arousal reaction Ans: B Learning Objective: 7-2: Describe the interrelationships between pupil dilation and attraction.

Cognitive Domain: Knowledge Answer Location: Pupil Dilation Difficulty Level: Easy 16. Pupil dilation sends messages of romantic interest.

A. unintentional B. intentional C. intuitive D. intermittent Ans: A Learning Objective: 7-2: Describe the interrelationships between pupil dilation and attraction.

Cognitive Domain: Knowledge Answer Location: Pupil Dilation Difficulty Level: Easy 17. Jaritza was unsure how she felt about Brad and didn’t intend to send him any signals of encouragement. However, Jaritza’s pupils dilated whenever they spent time together. Despite her conscious attempts to remain neutral, Brad found himself more and more attracted to her based on .

A. Jaritza’s ability to unconsciously send mixed messages about her sexual interest B. Jaritza’s ability to consciously dilate her pupils as an indicator of sexual interest C. Brad’s ability to subconsciously perceive dilated pupils as an indicator of sexual interest D. Brad’s inability to consciously perceive dilated pupils as an indicator of sexual interest Ans: C Learning Objective: 7-2: Describe the interrelationships between pupil dilation and attraction.

Cognitive Domain: Application Answer Location: Pupil Dilation Difficulty Level: Medium 18. The four main types of emotional displays that can be sent using oculesics include .

A. attraction, inflection, interest, or tension B. attraction, affection, interest, or threat C. attractiveness, affection, intention, or threat D. attractiveness, affection, intention, or tension Ans: B

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Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Knowledge Answer Location: Oculesics and Emotional Displays Difficulty Level: Easy 19. If people aren’t careful about monitoring their other verbal and nonverbal messages at the same time that they are using prolonged eye contact in an interpersonal encounter, they are likely to experience .

A. misunderstandings B. mutual gaze behavior C. disruptions in their messaging D. negative emotions Ans: A Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Comprehension Answer Location: Oculesics and Emotional Displays Difficulty Level: Medium 20. Researchers have found that couples who lock eyes for a couple minutes are more likely to .

A. describe liking and romantic love for one another B. notice the other person’s physical attractiveness C. express more intense feelings of possession and jealousy D. appreciate the other person’s positive character traits Ans: A Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Comprehension Answer Location: Attraction/Interest Difficulty Level: Medium 21. Eye contact can indicate a general interest in the other person because it shows that you are .

A. a good communicator B. sincere C. telling the truth D. paying attention Ans: D Learning Objective: 7-3: List potential messages that can arise from sustained eye contact Cognitive Domain: Knowledge Answer Location: Affection/Interest Difficulty Level: Easy

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22. Rachel, the executive director of a local nonprofit organization, is well-respected in her community and well-like by the members of her organization’s board of directors.

They especially appreciate how Rachel manages the flow of meetings, prompting each of them to speak in turn using an eye contact technique known as the .

A. leadership gaze B. regulatory C. one-sided gaze D. two-sided gaze Ans: C Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Application Answer Location: Affection/Interest Difficulty Level: Medium 23. The difference between eye contact intended to convey attraction to another person and eye contact intended to convey a general interest is .

A. the nature of the accompanying verbal and nonverbal messages B. the combination of direction, duration, and intensity of that eye contact C. depends on intention of the sender D. depends on the interpretation of the receiver Ans: A Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Analysis Answer Location: Affection/Interest Difficulty Level: Medium 24. Miguel was annoyed when he heard a knock at his door after 9 p.m.. But when he heard his otherwise gentle dog begin to growl, he became concerned. He opened the door a crack. he narrowed eyes and put a snarl on his face as if to say, “I .”

A. don’t know who you are B. wish you would go away C. am uncomfortable with this situation D. am a threat Ans: D Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Application Answer Location: Threat Difficulty Level: Medium 25. If you play with your hair, lick your lips, and smile in someone’s direction while making eye contact, you are .

A. sending mixed signals B. indicating sexual interest

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C. using sensory data to assess your level of interest D. unsettled by the other person’s interest in you Ans: B Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Comprehension Answer Location: Threat Difficulty Level: Medium

True/False 1. The social information we receive through our eyes provides valuable information necessary for survival but offers little guidance about how we should respond socially to the people we encounter in our daily lives.

Ans: F Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Looking Toward Difficulty Level: Medium 2. Gazing at another person is an easy way for us to obtain information about their age, gender, race, and social class so that we can quickly categorize them.

Ans: T Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Looking Toward Difficulty Level: Medium 3. In most cases, you should assume that someone gazing at you is sending a conscious message of attention or interest.

Ans: F Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Gaze Difficulty Level: Medium 4. When we direct our gaze behavior toward one individual our judgments about them are also influenced by the people that surround them.

Ans: T Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Gaze Difficulty Level: Medium

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5. When you stare at an individual for an extended period you can trigger feelings of discomfort in the person being viewed.

Ans: T Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Comprehension Answer Location: Gaze Difficulty Level: Medium 6. Male gaze is the sexual objectification of women’s bodies by men through prolonged staring.

Ans: T Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Knowledge Answer Location: Gaze Difficulty Level: Easy 7. Eye contact happens when two people look at one another, often when one of those people is unaware that the eye contact is occurring.

Ans: F Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Knowledge Answer Location: Mutual Gaze and Eye Contact Difficulty Level: Easy 8. Unlike gaze behavior which is intentionally used as a form of communication, we rarely use eye movements to send a message.

Ans: F Learning Objective: 7-1: Compare the three types of eye behaviors Cognitive Domain: Analysis Answer Location: Eye Movement Difficulty Level: Medium 9. Much like gaze behavior which is intentionally used as a form of communication, pupil dilation is used to send intentional messages of romantic interest.

Ans: F Learning Objective: 7-2: Describe the interrelationships between pupil dilation and attraction.

Cognitive Domain: Analysis Answer Location: Pupil Dilation Difficulty Level: Medium 10. Eye-related behaviors can reflect and express the nature of our emotional experience.

Ans: T Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

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Cognitive Domain: Knowledge Answer Location: Oculesics and Emotional Displays Difficulty Level: Easy 11. Each type of eye behavior used to express emotion is distinct which limits the possibility of potential misunderstandings.

Ans: F Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Comprehension Answer Location: Oculesics and Emotional Displays Difficulty Level: Medium 12. Because eye contact is so frequently used to let someone know that you are interested in them, this type of eye behavior is rarely trusted.

Ans: F Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Comprehension Answer Location: Oculesics and Emotional Displays Difficulty Level: Medium 13. At meetings, effective leaders often use a one-sided gaze, along with other nonverbal cues, directed at the person next in line to talk.

Ans: T Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Knowledge Answer Location: Oculesics and Emotional Displays Difficulty Level: Easy 15. Unlike other nonverbal behaviors which can be used to express an array of emotion, eye contact is reserved for sending messages which contain positive emotional content such as attraction or liking.

Ans: F Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Analysis Answer Location: Oculesics and Emotional Displays Difficulty Level: Medium 15. When we used a broad, open smile accompanied by nonthreatening eye behavior we send the social signal that we are safe to approach.

Ans: T Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

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Cognitive Domain: Comprehension Answer Location: Oculesics and Emotional Displays Difficulty Level: Easy

Essay 1. Identify and describe each of the three of eye behaviors, using an example for each that includes additional verbal and nonverbal expression that supports that eye behavior.

Ans: Student answer must include all three eye behaviors: gaze, when one person looks at another person; eye movement, when the eyes of one person move in a manner that sends a message to another person; and pupil dilation, when the widening of the center of one person’s eyes sends unintentional messages of romantic interest to another. Student examples of each of the three behaviors will vary. The example for gaze might include someone looking across a room, catching someone else’s eyes, waving and saying, “Hi. I’m over here!” The example for eye movement might include someone saying to someone physically close to them, “Don’t look now, but that’s the person I was talking about” while moving their eyes in the direction of a third person.

The example for pupil dilation might include one person saying to another person, “Would you like to join me for dinner?” as their eyes dilate which the receiver of the message then interprets as an expression of sexual interest.

Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Application Answer Location: Oculesics Difficulty Level: Hard 2. Compare the characteristics and use of mutual gaze with the characteristics and use of one-sided gaze.

Ans: Answers should reflect an understanding that mutual gaze, also known as eye contact, involves two individuals who consciously use their eyes to make a meaningful connection and, at times, to also send a message. By way of contrast, one-sided gaze is initiated by one individual towards another with the intention of influencing the behavior of the other person which often includes encouraging that other person to take the floor and speak.

Learning Objective: 7-1: Compare the three types of eye behaviors.

Cognitive Domain: Analysis Answer Location: OCULESICS | Affection/Interest Difficulty Level: Hard 3. Explain the relationship between pupil dilation and oculesics.

Ans: Student answers should reflect an understanding that oculesics is a nonverbal communication code and that eye behaviors are included in the category of oculesics when they are used to send a message. Most message sent through eye behavior are sent intentionally. In the case of pupil dilation, the message sent is one of romantic interest, generally beyond our control to initiate and sent unintentionally.

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Learning Objective: 7-2: Describe the interrelationships between pupil dilation and attraction.

Cognitive Domain: Analysis Answer Location: Pupil Dilation Difficulty Level: Hard 4. Compare the four main types of emotional displays that can be sent using oculesics.

Ans: Student answers should include attraction, affection, interest, or threat and emphasize how the expression of these emotional displays is dependent on the composite expression of multiple verbal and nonverbal messages. For example, eye behaviors that express attraction tend to include prolonged eye contact accompanied by other nonverbal expressions that suggest sexual attraction, such as touch. In contrast, eye behaviors that express affection tend to include less intense eye contact accompanied by other nonverbal expressions that suggest affection such as a warm smile.

Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Analysis Answer Location: Oculesics and Emotional Displays Difficulty Level: Hard 5. Compare a hypothetical situation when eye behavior alone is used to convey a message of threat to that same hypothetical situation when eye behavior is combined with other nonverbal messages that send that same threat message.

Ans: Varies and should reflect an understanding that menacing eye behavior, such as glaring or staring with raised eyebrows, intensifies as a threat message when other nonverbal messages, such as an aggressive stance and arm movements.

Learning Objective: 7-3: List potential messages that can arise from sustained eye contact.

Cognitive Domain: Analysis Answer Location: Oculesics and Emotional Displays Difficulty Level: Hard

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Chapter 8: Vocalics: Engaging the Voice and Other Vocalizations Test Bank Multiple Choice 1. We often make attributions about another person, imagining that their vocal characteristics like rate and loudness are probably the cause of .

A. an underlying physical condition B. improper vocal training C. some underlying personality trait D. cultural differences Ans: C Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Comprehension Answer Location: Vocal Characteristics Difficulty Level: Medium 2. Those characteristics of an individual’s voice that can be intentionally manipulated or altered to influence understanding in another person are known as .

A. vocalics B. vocal properties C. vocalizations D. vocal preparations Ans: B Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Knowledge Answer Location: Vocal Properties Difficulty Level: Easy 3. When he was a young boy, Luca moved with his family from Romania to the United States. While he was excited to be living in the same country where the Disney movies that he knew and loved were made, he was disappointed when he had trouble fitting in at this new school where the other kids made fun of him due to his .

A. accent B. articulation C. emphasis D. pronunciation Ans: A Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Application Answer Location: Vocal Properties Difficulty Level: Medium

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4. The difference between a speaker who display effective articulation and a speaker who displays ineffective articulation is articulate speakers .

A. speak in a relatively loud volume with low pitch, as opposed to inarticulate speakers who speak in a relatively soft volume with high pitch.

B. use words or sounds in a clear manner, where each syllable is distinct and easily understood, as opposed to inarticulate speakers whose words are unclear, indistinct and hard to understand.

C. use appropriate pauses and silence, as opposed to inarticulate speakers who use inappropriate pauses and refrain from using silence.

D. talk at a fast rate and place emphasis on every word, as opposed to inarticulate speakers who talk at a slow rate and vary the emphasis they place words within a sentence.

Ans: B Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Analysis Answer Location: Vocal Properties Difficulty Level: Medium 5. At home, Dahlia relaxes and talks for hours with friends, often sharing detailed and amusing stories featuring her pet rabbits, Peter and Cottontail. However, in class where Dahlia experiences high levels of stress, she has trouble putting words together in a sentence. Her professor often says, “Dahlia, will you repeat that. I can’t understand what you’re saying.” Dahlia clearly has an issue with .

A. volume B. accent C. articulation D. pronunciation Ans: C Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Application Answer Location: Vocal Properties Difficulty Level: Medium 6. Pause is the empty space between words which is .

A. always intentional B. primarily unintentional C. primarily intentional D. either intentional or unintentional Ans: D Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Comprehension Answer Location: Vocal Properties Difficulty Level: Medium

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7. When Peter shared stories with his friends, they enjoyed the way he added drama by saying some words louder and holding them longer than others. However, when he used this same vocal characteristic in his public speaking class, his instructor pointed out that he needed to adapt his use of when delivering a speech.

A. accent B. emphasis C. pronunciation D. pitch Ans: B Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Application Answer Location: Vocal Properties Difficulty Level: Medium 8. What is pitch?

A. the way that a word or words are spoken out loud B. the sound of a voice that gives it either a “high” or “low” quality C. the speed at which people speak D. is the degree of loudness of speech Ans: B Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Knowledge Answer Location: Vocal Properties Difficulty Level: Easy 9. volume describes the degree of loudness of speech as compared to the other sounds in the environment or to the other speakers.

A. Required B. Regional C. Relative D. Reductive Ans: C Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Knowledge Answer Location: Vocal Properties Difficulty Level: Easy 10. At work, Saul had fallen behind on an important assignment that was due the following week. When Saul’s supervisor asked him to report on his progress, Saul answer him in slow, halting speech putting him at risk of receiving from his supervisor A. a negative attribution B. a lack of attention C. extra help D. additional questions Ans: A

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Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Application Answer Location: Vocal Properties Difficulty Level: Medium 11. Those characteristics of the voice that are relatively stable within an individual person, even though those same characteristics may vary widely from person to person are known as .

A. vocal properties B. vocal qualities C. vocalizations D. vocalics Ans: B Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Knowledge Answer Location: Vocal Qualities Difficulty Level: Easy 12. A voice that has an ethereal or airy quality to it has the vocal quality of A. breathiness B. airiness C. raspiness D. resonance Ans: A Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Knowledge Answer Location: Vocal Qualities Difficulty Level: Easy

.

13. Jody, a cheer leader in high school, brought her enthusiasm for sports to college.

No matter what the season, Jody could be counted on to yell louder than anyone else in the stands causing her to have in her vocal quality.

A. resonance B. breathiness C. raspiness D. nasality Ans: C Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Application Answer Location: Vocal Qualities Difficulty Level: Medium 14. Nasality is produced by allowing the voice to nasal cavity.

A. redirect B. resonate

through the airways into the

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C. accentuate D. articulate Ans: B Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Comprehension Answer Location: Vocal Qualities Difficulty Level: Medium 15. Communication that occurs during silence is often .

A. expressed through nonverbal codes B. contrary to prior verbal messages C. difficult to understand D. unimportant or unnecessary Ans: A Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Comprehension Answer Location: The Use of Silence Difficulty Level: Medium 16. Scholar Howard Giles developed a theory about how people pick up the expressions or mannerisms of people around them referred to as CAT which stands for Theory.

A. communication Articulation B. communication Accommodation C. communal Accommodation D. co-creative Analysis Ans: B Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Knowledge Answer Location: Communication Accommodation Theory Difficulty Level: Easy 17. The first principle of CAT states that communication is influenced by .

A. the circumstances of the current context B. relevant aspects of historical context C. both the current and historical context D. both the personal and interpersonal context Ans: C Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Comprehension Answer Location: Principles of CAT Difficulty Level: Medium

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18. The second principle of CAT states that when people communicate they exchange both content and information.

A. relational B. relevant C. reflective D. reinforcing Ans: A Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Knowledge Answer Location: Principles of CAT Difficulty Level: Easy 19. How do content messages differ from relational messages?

A. With colleagues at work, we only use content messages; however when we’re with family and friends, we use relational messages.

B. Content messages are about things that matter to us and relational messages are about things that matter to other people who we’re in relationship with.

C. Content messages are about things, processes, and actions and are used more often and are more important than relational messages which are about feelings, status, and quality of connection in relationships.

D. Both types are important but differ in focus. Content messages are about things, processes, and actions, while relational messages which are about feelings, status, and quality of connection in relationship.

Ans: C Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Analysis Answer Location: Principles of CAT Difficulty Level: Hard 20. The third principle of CAT states that we expect people to in conversational style if there is opportunity to do so.

A. coalesce with us B. connect us C. complement us D. converge with us Ans: D Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Knowledge Answer Location: Principles of CAT Difficulty Level: Easy 21. The fourth principle of CAT states that we use relationships.

and

to manage our

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A. articulate voice; resonant voice B. approach cues; avoidance cues C. verbal messages; nonverbal messages D. current context; historic context Ans: B Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Knowledge Answer Location: Principles of CAT Difficulty Level: Easy 22. People engage in strategies which enhance or highlight the , depending upon their desire to approach or avoid the other in an interaction.

A. similarities between one another B. differences between one another C. similarities or differences between one another D. current context and historical context Ans: C Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Knowledge Answer Location: Strategies of CAT Difficulty Level: Easy 23. Communication occurs when we adapt our interaction style to portray display ourselves as being more similar to someone we want to have more interaction with.

A. convergence B. divergence C. complexity D. simplicity Ans: A Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Knowledge Answer Location: Strategies of CAT Difficulty Level: Easy 24. Nonverbal divergence occurs when one person uses a strategy of accentuating the differences in communication style between themselves and another person because they want to .

A. hurt the other person B. avoid being in a relationship with that person C. assert their own unique attributes D. display their dominance over the other person Ans: B

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Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Comprehension Answer Location: Strategies of CAT Difficulty Level: Medium 25. When both parties in a relationship are happy with the relationship as it is, they may engage in an unchanging pattern of .

A. convergence B. divergence C. maintenance D. mutuality Ans: C Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Knowledge Answer Location: Strategies of CAT Difficulty Level: Medium

True/False 1. The way we use our voices has little impact on how individuals perceive us.

Ans: F Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Knowledge Answer Location: Vocal Properties Difficulty Level: Easy 2. Articulation is often perceived to be an indicator of a good education.

Ans: T Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Knowledge Answer Location: Vocal Properties Difficulty Level: Easy 3. Individuals who display a high level of articulation in one setting rarely have difficulty articulating their speech when placed in high-stress situations.

Ans: F Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Comprehension Answer Location: Vocal Properties Difficulty Level: Medium 4. Pause occurs when a speaker stresses either syllables or whole words in order to make them stand out as important or significant in context of the rest of that utterance.

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Ans: F Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Knowledge Answer Location: Vocal Properties Difficulty Level: Easy 5. A long drawn-out pause becomes silence.

Ans: T Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Knowledge Answer Location: Vocal Properties Difficulty Level: Easy 6. The average woman’s voice typically displays a higher pitch than the average of those of men due to differences in the thickness of their vocal chords.

Ans: T Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Knowledge Answer Location: Vocal Properties Difficulty Level: Easy 7. Relatively lower speech volume causing audiences to make a variety of negative attributions.

Ans: F Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Knowledge Answer Location: Vocal Properties Difficulty Level: Easy 8. The vocal property of resonance is characterized by a deep and reverberating voice, common in television voiceovers.

Ans: T Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Knowledge Answer Location: Vocal Qualities Difficulty Level: Easy 9. Thinness is a vocal quality most often associated with women who also possess higher pitch.

Ans: F Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Knowledge Answer Location: Vocal Qualities Difficulty Level: Easy 10. Silence is the dead space that comes before and after an utterance.

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Ans: F Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Comprehension Answer Location: The Use of Silence Difficulty Level: Medium 11. If one person fails to converge with another person’s communication style, it’s often interpreted by the person not receiving that convergence as a negative relational message.

Ans: T Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Comprehension Answer Location: Principles of CAT Difficulty Level: Medium 12. Recently, Annabelle had been sending nonverbal message of interest toward Jasper, such a making prolonged eye contact and communicating within intimate distance. Jasper was in a happy relationship and wasn’t looking to connect with someone new, but he didn’t want to hurt Annabelle’s feelings. When out of the corner of his eye he saw her approaching, he quickly pulled out his cell phone and began scrolling in a demonstration of approach cues.

Ans: F Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Application Answer Location: Principles of CAT Difficulty Level: Medium 13. People frequently engage in unpredictable communication patterns when they see no reason to change an interpersonal relationship, Ans: F Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Comprehension Answer Location: Strategies of CAT Difficulty Level: Medium 14. Unlike convergence which highlights our similarities with someone we want a closer relationship with, divergence highlights our differences with someone we want a closer relationship with.

Ans: F Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Analysis Answer Location: Divergence

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Difficulty Level: Medium 15. In varying degrees, all relationships actively engage with convergence or divergence behaviors.

Ans: F Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Comprehension Answer Location: Divergence Difficulty Level: Medium

Essay 1. Contrast how the use of the vocal property of emphasis might influence another person’s understanding of a message as compared to the use of the vocal property of pause to influence another person’s understanding of a message?

Ans: Varies. A student response should reflect and understanding that emphasizing portions of message through stressing either syllables or whole words will influence the focus of the recipient, suggesting which parts of the message they should pay attention to. By way of contrast, adding pauses within the message will tend to place emphasis on what was said just prior to or just after the pause, shifting the recipient’s attention in a way that is generally more subtle but equally effective.

Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Analysis Answer Location: Vocal Properties Difficulty Level: Hard 2. Using an example from your personal experience, describe a situation when your perception of another person and their message was influenced by their accent. What were the circumstances and what, if any, were the consequences?

Ans: Varies but should reflect the student’s understanding of how we often associate a person’s accent with filters of social bias, such as someone with a Southern accent being less educated or someone with a foreign accent as being less acculturated.

Consequences might include unintentionally insulting the other person or discounting the other person’s message.

Learning Objective: 8-2: Describe the impact of voice on perceptions of identity.

Cognitive Domain: Application Answer Location: Vocal Properties Difficulty Level: Medium 3. How do the physical vocal characteristics and associated personality attributions of nasality differ from raspiness?

Ans: Varies but should reflect the student’s understanding that nasality is generated by allowing the voice to resonate through the airways into the nasal cavity and is often associated with snobbery or other affectation, but raspiness is generally generated by

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vocal chords that have been damaged in some way, often through overuse or smoking, and is associated with rough or coarse personality.

Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Analysis Answer Location: Vocal Properties Difficulty Level: Hard 4. How does the vocal property of pitch differ from the vocal quality of pitch range and how do these differences further our understanding of the impact of vocalics in everyday conversation?

Ans: Varies but should reflect the student’s understanding of the difference between vocal properties, which are biological and learned tools used to influence the receiver’s perceptions about ourselves and our message and vocal qualities, which are our signature vocal characteristics and habits, which may also influence how others perceive us and our message. While the vocal property of pitch may be largely determined by biology, the vocal quality of pitch range is determined by how wide a range we use and how we choose to use that range, for example, whether we speak with a range variety to emphasize certain parts of our message or in a monotone.

Learning Objective: 8-1: Identify different vocal qualities in audible speech.

Cognitive Domain: Analysis Answer Location: Vocal Characteristics Difficulty Level: Hard 5. What attitudes and behaviors distinguish a relationship expressing convergence from a relationship expressing divergence?

Ans: Varies and should reflect the student’s understanding that convergence is displayed through nonverbal approach cues, such as eye contact and smiling, well as through emphasizing similarities, in relationships where individuals are seeking to increase their contact as opposed to divergence which is displayed through nonverbal avoidance cues, such as looking away from another person and accentuating differences in relationship where individuals are seeking to decrease their contact.

Learning Objective: 8-3: List and characterize factors that influence communication accommodation.

Cognitive Domain: Analysis Answer Location: Strategies of CAT Difficulty Level: Hard

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Chapter 9 Physical Appearance: Engaging Identity and Physical Features Test Bank Multiple Choice 1. Both identity and are words used to describe the relatively unchanging or stable set of perceptions or ideas that we hold about ourselves.

A. self-awareness B. self-esteem C. self-concept D. self-worth Ans: C Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Knowledge Answer Location: Identity and Self-Esteem Difficulty Level: Easy 2. Which of the following is a description of a person’s experience of self-esteem?

A. Jesse is a talented gymnast who has won lots of medals.

B. Charles comes from a large extended family who smother him with praise.

C. Suki sees herself as a scholar and has confidence in her academic ability.

D. Brian golfs every weekend and would like to be a pro someday just like his father.

Ans: C Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Application Answer Location: Identity and Self-Esteem Difficulty Level: Medium 3.

Theory suggests that our identity is comprised of the various group memberships of which we claim to be a part.

A. Social Performance B. Social Identity C. Group Membership D. Group Identity Ans: B Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Knowledge Answer Location: Theories of Identity Difficulty Level: Easy 4. Our self-esteem is often tied to our successful group memberships because group memberships .

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A. provide us with a sense of social inclusion B. prevent us from feeling lonely C. are necessary for economic success D. are easy to obtain and maintain Ans: A Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Comprehension Answer Location: Theories of Identity Difficulty Level: Medium 5. What is the relationship between our group identity and our individual identity?

A. Group identity supersedes our need to develop an individual identify.

B. Group identity recedes in relationship to our dominant need for individual identity.

C. Group identity exists in oppositional tension to our need for individual identity.

D. Group identity can help reduce uncertainty about our individual identity.

Ans: D Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Analysis Answer Location: Theories of Identity Difficulty Level: Hard 6. Being a loyal fan is an important part of Malcolm’s identity. When he chose to wear his favorite Red Sox cap on the first day of class he was revealing a(an) .

A. identity marker B. identity badge C. membership marker D. membership badge Ans: B Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Application Answer Location: Identity Badges Difficulty Level: Medium 7. Nonverbal behaviors we share with other people to represent who we are can also unintentionally give people information to us.

A. contact B. compete with C. supervise D. stereotype Ans: D Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Comprehension Answer Location: Identity Badges Difficulty Level: Medium

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8. What is the relationship between an individual’s nonverbal behaviors and their social status within a group?

A. An individual’s nonverbal behaviors often reflect their formal status within a group but rarely reflect their informal status.

B. An individual’s nonverbal behaviors determine their formal and informal status within a group.

C. An individual’s nonverbal behaviors will both influence and reflect their formal and informal status within a group.

D. An individual’s nonverbal behaviors often reflect their informal status within a group but rarely reflect their formal status.

Ans: C Learning Objective: 9-3: Understand features of in-groups and out-groups.

Cognitive Domain: Analysis Answer Location: In-Groups and Out-Groups Difficulty Level: Hard 9. When assessing if we want to interact with someone, we use visible indicators of group membership to determine whether that person .

A. effectively displays those visible indicators B. is similar to us C. is attracted to us D. sincerely expresses loyalty to the group Ans: B Learning Objective: 9-3: Understand features of in-groups and out-groups.

Cognitive Domain: Comprehension Answer Location: In-Groups and Out-Groups Difficulty Level: Medium 10. The two main categories of physical appearance are features that A. are perceived to be positive and features that are perceived to be negative B. reflect group memberships and features that reflect individuality C. are based on biologically and features selected from one’s environment D. considered ordinary and features that are perceived to be extraordinary Ans: C Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Knowledge Answer Location: Appearance and Identity Difficulty Level: Easy 11. As a child, Emily perceived her plumb, curvaceous mother as unattractive. As a young woman, Emily is obsessed with losing weight and working out in an attempt to change her inherited .

A. somatotype B. genotype C. somatic body D. antibody

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Ans: A Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Application Answer Location: Body Shape Difficulty Level: Medium 12. Which of the following describes endomorphs?

A. Individuals whose body is characterized by more muscle and a medium height, resulting in an athletic-looking v-shaped torso.

B. Individuals whose body is characterized by little muscle or fat and a tall height, resulting in a longer, leaner build.

C. Individuals whose body is characterized by more fatty tissue and a shorter height, resulting in a rounder, plumper, or curvier shape.

D. Individuals whose body is characterized by more muscle, less fat, and a medium height, resulting in a stronger, leaner build.

Ans: C Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Comprehension Answer Location: Body Shape Difficulty Level: Medium 13. Javier was self-conscious about his tall, lanky appearance. No matter how much he worked out, he was never able to build muscle mass like his peers due to his body shape.

A. endomorph B. ectomorph C. mesopmorph D. multimorph Ans: B Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Application Answer Location: Body Shape Difficulty Level: Medium 14. When compared to ectomorphs, mesomorphs .

A. are shorter B. are taller C. have less fat D. are less athletic Ans: A Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Analysis

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Answer Location: Body Shape Difficulty Level: Medium 15. Obsessively believing oneself to have more body fat than one actually has is known as .

A. muscle dyspepsia B. muscle dysmorphia C. body-image dysphoria D. body-image dyspepsia Ans: C Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Knowledge Answer Location: Body Shape Difficulty Level: Easy 16. What distinguishes faces with bi-lateral symmetry?

A. Faces with bi-lateral symmetry have facial features that are in sizes proportional to each other.

B. Faces with bi-lateral symmetry have facial features that vary in size and location on both sides of the face.

C. Faces with bi-lateral symmetry have facial features of that blend across both sides of the face.

D. Faces with bi-lateral symmetry have facial features of the same size and location on both sides of the face.

Ans: D Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Comprehension Answer Location: Facial Attractiveness Difficulty Level: Medium 17. A face with appears to represent even more sex characteristics associated with that gender, such as a man’s face that appears more masculine and a woman’s face appears more feminine.

A. sexual isomorphism B. sexual dimorphism C. gender isomorphism D. gender dimorphism Ans: B Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Knowledge Answer Location: Facial Attractiveness Difficulty Level: Easy

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18. Which of the following are features of our physiognomy?

A. body mass index B. facial shape and eye color C. physical attractiveness D. emotional expressiveness Ans: B Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Comprehension Answer Location: Facial Attractiveness Difficulty Level: Medium 19. The things that we keep with us throughout our daily lives are known as A. accessories B. adornments C. artifacts D. add-ons Ans: C Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Knowledge Answer Location: Artifacts Difficulty Level: Easy

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20. Gina was excited to have an entry level position in a corporation she hoped to grow in. To impress her supervisor, she took on extra assignments and enrolled in the company’s management training program. In addition, Gina spent more money than she should have on an expensive brief case because she understood the impact of .

A. artifacts B. adornments C. investments D. acquisitions Ans: A Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Application Answer Location: Artifacts Difficulty Level: Medium 21. Clothing, jewelry, hats, sunglasses, and other forms of apparel are known as .

A. accessories B. adornments C. artifacts D. add-ons Ans: B Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Knowledge

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Answer Location: Adornments Difficulty Level: Easy 22. Taking some elements of a culture relevant to a particular place and time and using them for humor or profit is known as cultural .

A. determinism B. relevance C. appropriateness D. appropriation Ans: D Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Knowledge Answer Location: Adornments Difficulty Level: Easy 23. Unlike artifacts or adornments, body modifications are .

A. significantly more expensive B. significantly more permanent C. a more radical statement D. culturally insensitive Ans: B Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Analysis Answer Location: Body Modifications Difficulty Level: Medium 24. Tanica’s older sister had multiple body piercings, several on each ear and one in each nostril. When Tanica turned 13 she started getting her own body piercings, just like her big sister, because .

A. the degree of attractiveness of body modifications is related to personal aesthetics B. body modifications are easy to acquire and maintain C. body modifications are a logical extension of physical adornment D. body modifications seemed like the normal thing to do based on her cultural experience Ans: D Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Application Answer Location: Body Modifications Difficulty Level: Medium 25. are visual representations of the connections between two people, often seen in close friendships or romantic relationships.

A. Tie-sign B. Tie-badge C. Joint-adornment D. Shared-artifact

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Ans: A Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Knowledge Answer Location: Tie-Signs and Expressions of Uniqueness Difficulty Level: Easy

True/False 1. Self-esteem is the relatively unchanging or stable set of perceptions or ideas that we hold about ourselves.

Ans: F Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Knowledge Answer Location: Identity and Self-Esteem Difficulty Level: Easy 2. Our self-concept describes the way we feel about our identity.

Ans: F Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Knowledge Answer Location: Identity and Self-Esteem Difficulty Level: Easy 3. Our self-esteem is often tied to our successful group memberships.

Ans: T Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Comprehension Answer Location: Identity and Self-Esteem Difficulty Level: Medium 4. Early humans adapted to flourish in small family units.

Ans: T Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Comprehension Answer Location: Group Membership Difficulty Level: Medium 5. Identity badges include the full range of nonverbal behaviors we display to express ourselves so that others can draw conclusions about us.

Ans: T Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Knowledge Answer Location: Identity Badges Difficulty Level: Easy

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6. Once we are considered a member of a group, nonverbal characteristics related to status no longer matter.

Ans: F Learning Objective: 9-3: Understand features of in-groups and out-groups.

Cognitive Domain: Comprehension Answer Location: In-Groups and Out-Groups Difficulty Level: Medium 7. Nonverbal communication behaviors in social contexts can serve as key indicators of both in-group or out-group membership.

Ans: T Learning Objective: 9-3: Understand features of in-groups and out-groups.

Cognitive Domain: Knowledge Answer Location: In-Groups and Out-Groups Difficulty Level: Easy 8. We are born with biologically based features of physical appearance that do not require our intentional choice. In contrast, when we alter our inherited physical appearance we are required to make an intentional choice.

Ans: F Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Analysis Answer Location: Body Modifications Difficulty Level: Medium 9. Research has demonstrated that people are quite accurate when evaluating their own body types.

Ans: F Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Comprehension Answer Location: Body Shape Difficulty Level: Medium 10. Mesomorphs are individuals whose body is characterized by more muscle than endomorphs or ectomorphs.

Ans: T Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Analysis Answer Location: Body Shape Difficulty Level: Medium 11. Ectomorphs are individuals whose body is characterized by more fat than endomorphs or mesomorphs.

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Ans: F Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Analysis Answer Location: Body Shape Difficulty Level: Medium 12. Body-image dysphoria involves obsessively believing one has less muscle mass than one actually does.

Ans: F Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Knowledge Answer Location: Body Shape Difficulty Level: Easy 13. Facial symmetry is often a marker of both genetic and environmental health.

Ans: T Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features..

Cognitive Domain: Knowledge Answer Location: Facial Attractiveness Difficulty Level: Easy 14. Artifacts send clear messages to others about us through our clothing, jewelry, hats, sunglasses, and other forms of apparel.

Ans: F Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Knowledge Answer Location: Adornments Difficulty Level: Easy 15. Whether or not body modifications are considered normal is often dependent upon a variety of factors, including culture, geographic region, national origin, and social factors such as religiosity.

Ans: T Learning Objective: 9-4: Compare natural features and adornments and artifacts.

Cognitive Domain: Knowledge Answer Location: Body Modifications Difficulty Level: Easy

Essay 1. What is the relationship between self-concept and self-esteem and how does each impact the other?

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Ans: Varies but should reflect an understanding that self-concept is the composite picture of the perceptions we have about who we are, while self-esteem is how we feel about that composite picture. Improving our self-concept by adding new elements to the picture, such as a college degree, can help improve our self-esteem. Conversely, focusing on strengthening our feelings of self-esteem can help us to accept ourselves as we currently perceive ourselves to be so that we can more easily grow and change.

Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Analysis Answer Location: Theories of Identity Difficulty Level: Hard 2. Apply Social Identity Theory to your identity formation, drawing on examples of group membership from your personal experience.

Ans: Varies but should reflect an understanding that this theory suggests that our identity is comprised of the various group memberships of which we claim to be a part.

For example, a student might share how their Italian heritage and large extended family has contributed to their identity as a warm, welcoming person with a strong sense of belonging. In addition, they might share that their membership in a local environmental group has given them a sense of being a leader and political activist.

Learning Objective: 9-1: Describe theories of identity and how identities are performed.

Cognitive Domain: Application Answer Location: Theories of Identity Difficulty Level: Medium 3. In what ways are somatotype, identity, and self-esteem related?

Ans: Answers should reflect the understanding that one’s attitude toward their somatotype will impact how they perceive themselves (identity) as well as how they feel about how they perceive themselves (self-esteem). For example, due to comparisons with cultural norms of beauty, a endomorph might have trouble accurately evaluating how they look and will perceive themselves as being fatter than they are, which will in turn lead them to feel badly about their body which will lead to increasingly low selfesteem.

Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Analysis Answer Location: Body Shape Difficulty Level: Hard 4. In what ways does an individual’s facial features contribute to the perception of their attractiveness?

Ans: Varies and may include bi-lateral symmetry which is how eyes, nostrils, dimples are perceived to be in the same location on both sides of an individual’s face and sexual dimorphism, in which a man’s face appears more masculine and a woman’s face appears more feminine. Answers might also refer to how displaying a happy and positive emotional expression can lead to perceptions of attractiveness.

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Learning Objective: 9-5: Identify distinguishing characteristics of physical appearance features.

Cognitive Domain: Analysis Answer Location: Facial Attractiveness Difficulty Level: Hard 5. Compare and contrast artifacts, adornments and body modifications as they relate to identity expression.

Ans: Varies but should reflect an understanding that artifacts make statements about our identity based on things that we carry and display to others, such as backpacks and keys. Artifacts make less of a statement than adornments and body modifications, in part because they are so easy to change. Adornments include clothing, jewelry, and other forms of apparel and because we wear them over or on our body as an extension of who we are, they tend to make a stronger statement than artifacts. Body modifications are significantly more permanent than clothing or the things that we carry with us. Since they literally become a part of our body and can’t be separate from who we are, they make the strongest identify expression of all three.

Learning Objective: 9-4: Compare natural features and adornments and artifacts Cognitive Domain: Analysis Answer Location: Body Modifications Difficulty Level: Hard

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Chapter 10: Environmental Elements: Engaging Fixed and Semi-Fixed Features Test Bank Multiple Choice 1. A space minimizes the opportunity for people in that environment to engage one another.

A. sociopetal B. sociofugal C. sociometric D. sociocentric Ans: B Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Knowledge Answer Location: Environmental Elements Difficulty Level: Easy 2. A space provides opportunities for casual interactions and encourages people to engage one another.

A. sociopetal B. sociofugal C. sociometric D. sociocentric Ans: A Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Knowledge Answer Location: Environmental Elements Difficulty Level: Easy 3. Genie and her friends meet every Wednesday morning at their favorite coffee shop.

She always gets there early so she can grab the loveseat and cushy chairs set up in a u-shape in the corner by fireplace, because that’s where they can comfortably drink cups of coffee and chat for hours due to the space.

A. sociopetal B. sociofugal C. sociometric D. sociocentric Ans: A Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Application Answer Location: Environmental Elements Difficulty Level: Medium

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4. Fixed-feature elements in a communication environment refer to .

A. construction elements determined by building code requirements B. stylistic elements that are determine by personal taste C. architectural elements that are relatively difficult to change D. architectural elements that are relatively easy to change Ans: C Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Comprehension Answer Location: Fixed-Feature Environmental Elements Difficulty Level: Medium 5. During a recent visit to her primary care physician’s office, Lydia noticed how much she disliked the time she spent in the waiting room. She wasn’t sure whether she should chat with the people sitting across from her, focus on the game show on the TV, or bury her head in a magazine. Lydia disliked her waiting room experience due to her feelings about the .

A. stylistic elements B. fixed-feature elements C. limited space D. use of space Ans: D Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Application Answer Location: Use and Volume of Space Difficulty Level: Medium 6. What is the relationship between the volume of an environment and the communication patterns that occur in that environment?

A. Environments with a big volume of space are reserved for large gatherings with formal communication patterns.

B. The size of the volume of an environment has no impact on the communication patterns that occur in that environment.

C. The volume of space available in an environment, when combined with how that environment is used, will impact communication patterns within that environment.

D. The volume of space in an environment, when combined with that environment’s fixed-features, will impact communication patterns within that environment.

Ans: C Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Analysis Answer Location: Use and Volume of Space Difficulty Level: Hard 7. Felipe was excited to be attending college on a soccer scholarship. A natural athlete and hard worker, throughout high school he had led his team to victory in front of

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adoring crowds. But nothing in his experience prepared Felipe for how small he felt the first time he entered his college’s stadium due to its space.

A. sociofugal B. sociopetal C. design of D. volume of Ans: D Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Application Answer Location: Use and Volume of Space Difficulty Level: Medium 8. The building materials used to construct a space can help to identify a space as either .

A. energy inefficient or environmentally friendly B. typical or unique to the locale C. historic or contemporary D. commercial or residential Ans: B Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Comprehension Answer Location: Materials Difficulty Level: Medium 9. What is the relationship between the building materials used in a space and the feelings and moods that visitors in the space experience?

A. The impact of building materials used in a space will vary depending on the changeable feelings and moods of the visitors to that space.

B. The impact of building materials used in a space will depend on the feelings and moods of the builder who created the space.

C. Building materials used in a space have an insignificant impact on the feelings and moods that visitors in the space experience.

D. Building materials used in a space can be intentionally chosen to influence the feelings and moods that visitors in the space experience.

Ans: D Learning Objective: 10-2: List fixed feature environmental elements that are difficult to change.

Cognitive Domain: Analysis Answer Location: Materials Difficulty Level: Medium 10. Sarah was pursuing a degree in museum studies and had been looking forward to completing her internship to the nearby, recently completed modern art museum, an architectural statement of polished stone and glass walls. On her first visit, Sarah was surprised when she found the museum cold and uninviting due to the impact of .

A. semi-fixed features

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B. building materials C. volume of space D. use of space Ans: B Learning Objective: 10-2: List fixed feature environmental elements that are difficult to change.

Cognitive Domain: Application Answer Location: Materials Difficulty Level: Medium 11. If you were designing a shared space for focused, independent work, you might choose to incorporate a lot of straight angular lines above the height of one’s seated or standing heads because .

A. the people in the space would feel small in comparison to the height of the line B. the people in the space would feel increased motivation due to the height of the line C. a person looking up from their work would be unlikely to naturally make eye contact with another person D. a person looking up from their work would naturally focus on motivational images on the walls of the space Ans: C Learning Objective: 10-2: List fixed feature environmental elements that are difficult to change.

Cognitive Domain: Comprehension Answer Location: Lines and Curves Difficulty Level: Medium 12. perspective can be used to direct one person’s gaze towards one other person for the purpose of imbuing that other person with feelings of power or authority.

A. Linear B. Leading C. Bilateral D. Curvature Ans: A Learning Objective: 10-2: List fixed feature environmental elements that are difficult to change.

Cognitive Domain: Knowledge Answer Location: Lines and Curves Difficulty Level: Easy 13. Juanita missed the warmth of her family and the lively conversations that accompanied their evening meals. When she moved into a house with two of her best friends, Juanita took it upon herself to decorate their dining room with a series of framed batiks that featured colorful, wavy patterns because .

A. colors and curves combine to stimulate people’s appetites and conversation B. colors and curves are complementary architectural design features C. the flow of curves creates interesting lines that evoke positive feelings

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D. the flow of curves encourage people to around, make eye contact, and connect in conversation Ans: D Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Application Answer Location: Lines and Curves Difficulty Level: Medium 14. When compared with fixed-feature elements, semi-fixed-feature elements A. are more difficult to change B. are easier to change C. make a more dramatic statement D. make a less dramatic statement Ans: B Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Analysis Answer Location: Semi-Fixed-Feature Environmental Elements Difficulty Level: Medium

.

15. Isabella grew up in a family that closely adhered to the tenants of their Catholic faith, which was reflected in the iconic figurines and wall art of her childhood home. As young adult, Isabella discovered she felt peaceful when practicing Buddhist meditation, so she created a meditation corner in her apartment. When her parents announced they were coming for a visit, Isabella put her meditation pillow and statue of Buddha in the closet, in an attempt to hide her .

A. fixed-feature elements B. iconic elements C. adornments D. artifacts Ans: D Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Application Answer Location: Artifacts Difficulty Level: Medium 16. Workers typically report that their office space feels cheerful when the natural lighting amount is exceeded by around .

A. 2% B. 5% C. 7% D. 10% Ans: B Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

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Cognitive Domain: Knowledge Answer Location: Light Difficulty Level: Easy 17. Kyle was grateful to have landed his first professional position at a large accounting firm. But, after his first week working in his new office space, a small, dark cubicle with no windows, Kyle was tired and depressed due to the relationship between mood and .

A. fixed features B. fixed light C. natural features D. natural light Ans: D Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Application Answer Location: Light Difficulty Level: Medium 18. The color typically associated with passionate emotions and strong feelings.

A. red B. green C. yellow D. blue Ans: A Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Knowledge Answer Location: Color Difficulty Level: Easy 19. The color is often associated with royalty and wealth.

A. blue B. purple C. brown D. black Ans: B Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Knowledge Answer Location: Color Difficulty Level: Easy 20. In what ways are the colors green and blue similar?

A. Green and blue are both associated with nature.

B. Green and blue are both associated with jealousy.

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C. Green and blue are both associated with logic.

D. Green and blue are both associated with relaxation.

Ans: D Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Analysis Answer Location: Color Difficulty Level: Medium 21. Madeline was so excited when she rented her tiny studio apartment. However, when she moved in she discovered the small space was darker than she remembered, lacked sufficient lighting, and felt dreary. To add more light and to make the place feel cheerier, Madeline decorated in the colors and .

A. blue; yellow B. white; yellow C. green; purple D. yellow; orange Ans: B Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Application Answer Location: Color Difficulty Level: Medium 22. In what ways are the colors black and white similar?

A. Black and white are both associated with fear.

B. Black and white are both associated with relaxation.

C. Both black and white are intense colors.

D. Both black and white can save money on lighting costs.

Ans: C Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Analysis Answer Location: Color Difficulty Level: Medium 23. Barely noticeable background noise that adds energy or slightly perceptible sound to an environment is known as .

A. environmental sound B. architectural sound C. semi-fixed noise D. ambient noise Ans: D Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Knowledge

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Answer Location: Sounds Difficulty Level: Easy 24. What is the relationship between sound in an environment and the communication behaviors that occur in that environment?

A. Sound in an environment has little impact on the communication behaviors that occur in that environment.

B. Sound in an environment can either facilitate or impede effective communication in that environment.

C. Sound in an environment generally facilitates effective communication in that environment.

D. Sound in an environment most often impedes effective communication in that environment.

Ans: B Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Knowledge Answer Location: Sounds Difficulty Level: Easy 25. Which of the following is an accurate statement about the impact of environmental temperature on human behavior in that environment?

A. People generally notice the correctly maintained temperature of a room.

B. Optimal room temperature is the same across cultures.

C. People often experience lethargy and sleepiness in a hot and humid room.

D. People generally enjoy the sensation of being in a room cold enough to elicit a chill.

Ans: C Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Comprehension Answer Location: Temperature Difficulty Level: Medium

True/False 1. Architectural style is the term often used to describe the combination of fixed-feature elements in a physical environment.

Ans: T Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Knowledge Answer Location: Environmental Elements Difficulty Level: Easy

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2. The original intent of a room or area exerts a controlling influence on how people behave while spending time in that space--regardless of whether those people were involved in setting that original intent.

Ans: F Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Comprehension Answer Location: Use and Volume of Space Difficulty Level: Medium 3. The three-dimensional size of a particular space has a limited influence on the communication patterns that emerge within that space.

Ans: F Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Comprehension Answer Location: Use and Volume of Space Difficulty Level: Medium 4. Building materials chosen to create a space can serve as an intentional prompt to visitors about how they should feel in that space.

Ans: T Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Comprehension Answer Location: Materials Difficulty Level: Medium 5. Unlike curved lines in an environment that tend to lead a person’s eyes to move along the curve with it, straight lines in an environment tend to cause a person’s eyes to stop at a fixed point.

Ans: F Learning Objective: 10-2: List fixed feature environmental elements that are difficult to change.

Cognitive Domain: Analysis Answer Location: Lines and Curves Difficulty Level: Medium 6. Artifacts that randomly appear in an environment and, therefore, have not been selected for a specific meaning-making purpose, do not convey meaning to visitors to that environment.

Ans: F Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Comprehension Answer Location: Artifacts Difficulty Level: Medium

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7. Varying the light and color used within a particular space can impact a person’s mood and subsequent communication behaviors.

Ans: T Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Knowledge Answer Location: Visual Continua Difficulty Level: Easy 8. When a workspace is illuminated to about 2% less than daylight, workers will likely seek additional lighting to get their job done.

Ans: T Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Knowledge Answer Location: Light Difficulty Level: Easy 9. In contrast to lower frequency, warm light generated by higher wavelength lighting, higher frequency, cool light is generated by lower wavelength lighting.

Ans: T Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Analysis Answer Location: Light Difficulty Level: Medium 10. Depending upon the particular hue, the color orange is often associated with feelings of stability and security.

Ans: F Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Knowledge Answer Location: Color Difficulty Level: Easy 11. The color brown is associated with being in a state of melancholy.

Ans: T Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Knowledge Answer Location: Color Difficulty Level: Easy 12. A room with walls painted white will appear to be lighter than a similar room with walls painted black.

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Ans: T Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Analysis Answer Location: Color Difficulty Level: Medium 13. The color blue is associated with sadness or end-of-life concepts.

Ans: F Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Knowledge Answer Location: Color Difficulty Level: Easy 14. An environment that is filled with too much noise will be uncomfortable for the people in that environment in a way that impedes conversation, while an environment that is filled with too much quiet will support the people in that environment in a way that facilitates conversation.

Ans: F Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Analysis Answer Location: Sounds Difficulty Level: Medium 15. When people are attending to their temperature-related needs due to an environment that is too hot or too cold, they are often distracted from successful communication messaging.

Ans: T Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Comprehension Answer Location: Temperature Difficulty Level: Medium

Essay 1. Using examples from your experience, describe and differentiate between a sociofugal space and sociopetal space.

Ans: Varies but should reflect the understanding that a sociofugal space will include environmental elements that minimize opportunities for people to engage one another, while a sociopetal space will include environmental elements that provide opportunities for casual interactions and encourage people to engage with one another. A student example of a sociofugal space might include moving down the aisles of a supermarket gazing at products on shelves as opposed to looking and engaging with people, while a

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student example of a sociopetal space might include a ski lodge where people gather around a large fireplace and share stories about their day on the slopes.

Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Application Answer Location: Environmental Elements Difficulty Level: Medium 2. What is the relationship between the uses of a space and the size of its volume?

Ans: Answers should reflect an understanding that the feeling we associate with the volume of a space is directly related to how that space is being used. A space with a large volume can feel “just right” for an event with a large number of people and “overwhelming” for a small group of people. No matter the size of the group, the combined influence of an environment’s use and volume of space can combine to impact both the verbal and nonverbal communication patterns of the people in that environment.

Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Analysis Answer Location: Use and Volume of Space Difficulty Level: Hard 3. Compare and contrast three ways that leading lines can be used to influence communication patterns in a space.

Ans: Answers should include a comparison of these three types of leading lines: the use of curved lines and patterns around the seating and standing areas that encourage eye movement in the direction of eye contact to enhance connection and interaction, the use of straight angular lines above the height of one’s seated or standing heads to divert attention from eye contact, and the use of architectural lines to point toward one person in power or used to make them appear taller, higher, or larger.

Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Analysis Answer Location: Lines and Curves Difficulty Level: Hard 4. How would you use color to decorate a room to invoke a particular set of feelings you wish to experience? Identify the feelings you desire (at least two), choose your colors (at least three) and explain why you’ve chosen those colors.

Ans: Varies but should reflect an understanding of how to practically apply the feelings associated with different colors. For example, a student who wishes to experience less stress and more happiness might choose the colors blue, green, and yellow because both blue and green are associated with relaxation and yellow is associate with cheeriness.

Learning Objective: 10-3: Describe the differences between semi-fixed feature environmental elements.

Cognitive Domain: Application Answer Location: Color Difficulty Level: Medium

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5. What is the impact of environmental noise and communication patterns in a space?

Ans: Answers should reflect an understanding that environmental noise includes any features in the environment, fixed or semi-fixed, that causes discomfort which leads people to pay attention to their discomfort rather than to the social interactions that are occurring around them. Sources of environmental noise include sound that is too loud or too quiet and temperature that is too cold or too hot. When environmental noise is extreme in either direction, people are often distracted from successful communication messaging and effective nonverbal feedback.

Learning Objective: 10-1: Explain the impact of environmental features on messaging.

Cognitive Domain: Analysis Answer Location: Environmental Noise Difficulty Level: Hard

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Chapter 11: Chronemics and Olfactics: Codes of Time and Scent Test Bank Multiple Choice 1. In what way are the nonverbal code dealing with smells and the nonverbal code dealing with time similar?

A. Both of them are consistent across cultures.

B. They are both the result of cultural differences.

C. They both reflect dynamic cultural change.

D. Both of them are expressions of cultural power.

Ans: B Learning Objective: 11-3: Describe the meaningful ways that culture influences the chronemic and olfactic codes.

Cognitive Domain: Analysis Answer Location: Created by Culture Difficulty Level: Medium 2. When nonverbal behaviors and norms are repeated in the same way by many people throughout a culture, those nonverbal behaviors and norms .

A. spread to other cultures B. are associated with certain verbal behaviors C. lose their meaning D. give meaning to a culture Ans: D Learning Objective: 11-3: Describe the meaningful ways that culture influences the chronemic and olfactic codes.

Cognitive Domain: Comprehension Answer Location: Created by Culture Difficulty Level: Medium 3. The nonverbal code chronemics expresses a person’s attitude toward .

A. their culture B. their biology C. time D. digital technology Ans: C Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Chronemics Difficulty Level: Easy

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4. The body’s 24-hr cycle that regulates hormones and other natural functions necessary to survive is known as .

A. circadian rhythm B. epigenetic rhthym C. biological clock D. epigenetic clock Ans: A Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Biological Chronemics Difficulty Level: Easy 5. How does a person’s biological clock differ from their epigentic clock?

A. A person’s biological clock regulates their daily life cycle, whereas their epigentic clock regulates their annual life cycle.

B. A person’s biological clock tracks their expectancy of fertility, whereas their epigentic clock tracks their life expectancy.

C. A person’s biological clock determines their waking cycle, whereas their epigentic clock determines their sleeping cycle.

D. A person’s biological clock measures daily energy output, whereas their epigentic clock measures daily energy conservation.

Ans: B Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Analysis Answer Location: Biological Chronemics Difficulty Level: Hard 6. When Alexandra flew to Australia to begin her semester abroad, she was on a plane for more than 20 hr. She didn’t sleep the day before her trip because she was too excited, she didn’t sleep on the plane because it was too uncomfortable, and she didn’t sleep the day she arrived because she didn’t want to miss a moment. When it was finally time to sleep, Alexandra was wide awake because her was disrupted.

A. biological clock B. epigenetic clock C. circadian rhythm D. epigenetic rhthym Ans: C Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Application Answer Location: Biological Chronemics Difficulty Level: Medium

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7. The term standard time refers to .

A. focusing our attention essentially on one thing at a time B. the passage of moments of time along a continuum C. the ways that we mark that time within a culture D. the scientifically based measurement and precise understanding of how time passes Ans: D Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 8. The way that we mark time within a culture is referred to as time.

A. technical B. formal C. cultural D. chronological Ans: B Learning Objective: 11-1: Compare the communicative impact of different time orientations Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 9. How does our experience of subjective time differ from chronological time?

A. Our experience of subjective time is personal while our experience of chronological time is cultural.

B. Our experience of subjective time is dependent on our feelings about the activity we’re engaging with while our experience of chronological time is dependent on how long that activity takes to complete.

C. Our experience of subjective time is based on our personal relationship to time while our experience of chronological time is based on the passage of moments along a measurable continuum.

D. Our experience of subjective time is based on our personal relationship to time while our experience of chronological time is based on how we choose to use our time during a particular time period.

Ans: C Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Analysis Answer Location: Conceptualizations of Time Difficulty Level: Hard 10. Amrita grew up surrounded by digital technology. At home, she kept track of time by glancing at the digital display on her family’s kitchen appliances or on her own smartphone. At college, Amrita noticed that every classroom had a wall clock, a

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representation of time that she perceived to be old fashioned and confusing to read.

A. formal B. technical C. subjective D. committed Ans: B Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Application Answer Location: Conceptualizations of Time Difficulty Level: Medium 11. People often exhibit a bias toward attending to either the past, present, or future known as .

A. time perspective B. subjective perspective C. temporal conceptualization D. subjective conceptualization Ans: A Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 12. During the cold, dark winter months Christian was a conscientious student who always attended class and completed his coursework on time. But on the first sunny day of spring Christian dropped his studies, forgot about classes, hopped in his car and drove 3 hr to the nearest beach demonstrating a orientation toward time.

A. past B. present C. future D. gratification Ans: B Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Application Answer Location: Conceptualizations of Time Difficulty Level: Medium 13. Which of the following is an example of how a person with a past orientation toward time differs from person with a future orientation toward time?

A. A person with a past orientation will be less likely to procrastinate while a person with a future orientation will be more likely to procrastinate.

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B. A person with a past orientation will be more likely to delay gratification while a person with a future orientation will be more likely to seek immediate gratification.

C. A person with a past orientation will spend a lot of time focusing on remembrances of past experiences while a person with a future orientation will be more focused on the potential rewards associated with future experience.

D. A person with a past orientation will spend a lot of time focusing on sharing stories of personal pain and loss while a person with a future time orientation will be more focused on sharing stories of personal happiness and gain.

Ans: C Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Analysis Answer Location: Conceptualizations of Time Difficulty Level: Hard 14. Mia is always busy juggling her college classes, part time job, and planned community activities which include playing in a women’s volleyball league and volunteering at her local YMCA. Clearly, Mia has plenty of work time and committed nonwork time but little or no .

A. noncommitted time B. committed free time C. prioritized time D. master plan Ans: A Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Application Answer Location: Conceptualizations of Time Difficulty Level: Medium 15. People who focus on the limitations and concerns of the present are .

A. less likely to orient toward to past B. more likely to orient toward the past C. less likely to project a long future D. more likely to project a long future Ans: C Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Comprehension Answer Location: Conceptualizations of Time Difficulty Level: Medium 16. Our perception of that point of time in the future when we no longer exist is known as our .

A. life horizon B. time horizon

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C. time expectation D. expected Ans: B Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 17. Monochronism is the act of .

A. accomplishing one thing well over an extended time frame B. accomplishing many things well in a limited time frame C. focusing our attention on accomplishing many things at once D. focusing our attention on accomplishing one thing at a time Ans: D Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 18. How are monochronism and polychronism similar?

A. Both monochronism or polychronism approaches to time lead to equally successful outcomes.

B. Both monochronism and polychronism approaches to time are influenced by cultural attitudes about how to use time.

C. Both monochronism and polychronism approaches to time determine how we perceive our time horizon.

D. Both monochronism and polychronism approaches to time are applicable to work time and committed nonwork time but not to noncommitted time.

Ans: B Learning Objective: 11-3: Describe the meaningful ways that culture influences the chronemic and olfactic codes.

Cognitive Domain: Analysis Answer Location: Conceptualizations of Time Difficulty Level: Hard 19. What determines whether a person will experience positive emotions when they perceive a particular smell?

A. A person will experience positive emotions when they perceive a particular smell if that smell reaches a certain level of intensity.

B. A person will experience positive emotions when they perceive a particular smell if that smell is sweet.

C. A person will experience positive emotions when they perceive a particular smell if that smell is associated with a positive memory.

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D. A person will experience positive emotions when they perceive a particular smell if that person is familiar with the smell.

Ans: C Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension Answer Location: Olfactics Difficulty Level: Medium 20. The term microsmatic refers to .

A. the micromolecules that induce smell B. the biological process of smell C. having a good sense of smell D. having a poor sense of smell Ans: D Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Knowledge Answer Location: Olfactics Difficulty Level: Easy 21. The nonverbal code of olfactics as unique because it .

A. is comprised of an evaluative continuum B. can be easily defined through the chemistry of smell C. offers guidelines to determine which smells are good and which are bad D. has little influence on communication interactions Ans: A Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension Answer Location: Olfactics Difficulty Level: Medium 22. Businesses, like Disneyland, choose to actively add desirable scent to a space in an attempt to .

A. disguise foul smells B. set a mood and drive behavior C. sell brandname perfume D. stimulate conversation Ans: B Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience Cognitive Domain: Comprehension Answer Location: Active Scents Difficulty Level: Medium

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23. When people are repeatedly immersed in a scent, they become desensitized to that smell through a process known as .

A. olfactic continuum B. evaluative continuum C. smell adaptation D. smell resonance Ans: C Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Knowledge Answer Location: Active Scents Difficulty Level: Easy 24. Body odor communicates information about a person’s .

A. sleep habits B. sense of humor C. level of intelligence D. overall health Ans: D Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension Answer Location: Passive Scents Difficulty Level: Medium 25. When Lisa’s boyfriend Aaron said he was leaving to study abroad for a semester, she became extremely anxious. He reassured her that he would be back before she knew it, but nothing he said calmed her down. At a loss for words, Aaron took off his favorite sweatshirt and wrapped it around her. Lisa pressed her nose into the fabric, smiled, and relaxed due to Aaron’s .

A. active scent B. scent signature C. smell adaptation D. smell resonance Ans: B Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Application Answer Location: Passive Scents Difficulty Level: Medium

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True/False 1. Cultural attitudes toward smell may imbue cultural meaning to certain jobs and tastes that may, in turn, influence perceptions of the culture.

Ans: T Learning Objective: 11-3: Describe the meaningful ways that culture influences the chronemic and olfactic codes.

Cognitive Domain: Knowledge Answer Location: Created by Culture Difficulty Level: Easy 2. Our circadian rhythm is thought to be responsible for as much as 50% of our genetic patterns of gene expression.

Ans: F Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Biological Chronemics Difficulty Level: Easy 3. Our chronological clock is a way that can actually be used to accurately measure one’s physical age based upon the decline of one’s DNA chemistry.

Ans: F Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Biological Chronemics Difficulty Level: Easy 4. There is very little difference between technical time and formal time, including how these types of time are measured and how we feel about them.

Ans: F Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Analysis Answer Location: Conceptualizations of Time Difficulty Level: Medium 5. Our time perspective can influence the things that we care about as we navigate our daily lives.

Ans: T Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Comprehension Answer Location: Conceptualizations of Time Difficulty Level: Medium

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6. A person with a past orientation may be so focused on today’s experience that they don’t plan for or even seem to care much about the future.

Ans: F Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 7. A person with a future orientation may be more willing to delay gratification.

Ans: T Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 8. Noncommitted time is associated with planned activities that aren’t work-related.

Ans: F Learning Objective: 11-1: Compare the communicative impact of different time orientations Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 9. Polychronism is the term used to describe those times when we focus on accomplishing many things at once.

Ans: T Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 10. Research has found that dual-tasking generally results in poorer performance on both tasks.

Ans: T Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge Answer Location: Conceptualizations of Time Difficulty Level: Easy 11. People generally describe smells as either “good” smells or “bad” smells but rarely somewhere in between.

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Ans: F Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension Answer Location: Olfactics Difficulty Level: Medium 12. When compared with other mammals, humans are microsmatic.

Ans: T Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Knowledge Answer Location: Olfactics Difficulty Level: Easy 13. The “smellitzer,” which was created in the early days of Disneyland to pump smells of delicious sweet treats to drive consumer behavior, is rarely used by 21st century businesses.

Ans: F Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension Answer Location: Active Scents Difficulty Level: Medium 14. We give off barely perceptible pheromones that reveal our basic genetic makeup through scent which can influence our sexual attractiveness to others.

Ans: T Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience Cognitive Domain: Comprehension Answer Location: Passive Scents Difficulty Level: Medium 15. Unlike other mammals whose scent signature is only shared across their species, the scent signature of human beings is not species-specific and only exists as unique to each individual.

Ans: F Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension Answer Location: Passive Scents Difficulty Level: Medium

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Essay 1. Explain how biological chronemics impact your everyday life. In your answer, indicate

a specific type of biological chronemic, as well as a relevant example from your personal experience.

Ans: Varies but should reflect an understanding of the specific type of biological chronemic references as it relates to their specific example. For example, a student answer might explain how their circadian rhythm was disrupted causing health issues due to a change in their work schedule to the overnight shift. Another student might reflect on how the imperative of their biological clock has led them to return to college now so that they can launch their professional career prior to childbearing.

Learning Objective: 11-1: Compare the communicative impact of different time orientations Cognitive Domain: Application Answer Location: Chronemics Difficulty Level: Medium 2. What is the relationship between the chrometrics and culture?

Ans: Varies but should reflect the students understanding that culture influences our perceptions and attittudes toward time, such as how Western culture’s admiration of people who are punctual and productive might lead us to exhibit that behavior, as well as how our cultural perceptions and attitudes toward time affect how we feel about our culture, such as feeling pride in American punctuality and productivity.

Learning Objective: 11-1: Compare the communicative impact of different time orientations Cognitive Domain: Analysis Answer Location: Chronemics Difficulty Level: Hard 3. Identify the three types of time orientation and explain the impact of time perspective

in each case.

Ans: Answers should include the time orientations of past, present, and future and should reflect an understanding that a time perspective with a past orientation will involve spending lots of time recalling past events, a time perspective with a present orientation will involve a higher likelihood of risky behavior (Carpe Diem), and a time perspective with a future orientation will involve the ability to delay gratification for future benefit.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Comprehension Answer Location: Chronemics Difficulty Level: Medium 4. What is the relationship between the “evaluative continuum” of scent and personal

subjective experience? Include in your answer examples of scent evaluation based on

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your own experience, using the scent scale of extremely pleasant to neutral to extremely unpleasant.

Ans: Varies but should reflect that one’s personal experience and emotional association with scent will influence their scent evaluations. For example, a student’s answer may include an extremely pleasant scent evalution of sugar cookies based on childhood memories of a friendly, neighborhood bakery, neutral scent evaluation of mint toothpaste, because it has neither a good or bad emotional association, and an extremely unpleasant scent evaluation of old fish based on having become sick after eating fish that was past its time.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Application Answer Location: Olfactics Difficulty Level: Medium 5. Differentiate the purpose and effects of active scent and passive scent.

Ans: Answer should reflect the student’s understanding that active scents refer to scents that are actively used with the purpose of influences other people’s perception and behavior. For example, using perfume to appear more attractive to a potential partner or a business using aroma to draw in customers, bond emotionally, and influence their consumer decisions. Conversely, passive scents refer to scents that lack intentional use and, therefore, are most apt to influence other people’s perceptions and behavior unconsciously. For example, how an individual’s body odor might generate a sour smell during illness or how an aroused person might send sexual signals to another person through the scent of their pheromones.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Analysis Answer Location: Olfactics Difficulty Level: Hard

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Chapter 12: Nonverbal Communication: Moving Forward Test Bank Multiple Choice 1. One of the major differences between verbal and nonverbal messaging is A. verbal messaging offers more complete information than nonverbal messaging B. verbal messaging is more difficult to decode than nonverbal messaging C. nonverbal messaging is often more likely to be trusted than verbal messaging D. nonverbal messaging is less likely to be trusted than verbal messaging Ans: C Learning Objective: 12-1: Revisit models of communication.

Cognitive Domain: Analysis Answer Location: Nonverbal Communication in Review Difficulty Level: Medium

.

2. How are verbal and nonverbal messaging similar?

A. Both nonverbal messages and verbal messages follow the communication patterns of the transactional model of communication.

B. Both nonverbal messages and verbal messages adhere to a precise set of gramatical rules.

C. Both nonverbal messages and verbal messages involve messages sent with conscious intention.

D. Both nonverbal messages and verbal messages are accurately decoded in most interactions.

Ans: A Learning Objective: 12-1: Revisit models of communication.

Cognitive Domain: Analysis Answer Location: Nonverbal Communication in Review Difficulty Level: Medium 3. Depending upon the , some nonverbal codes may have greater potential for successfully sending a message than other codes.

A. culture in which your interaction with another person is occurring B. context in which your interaction with another person is occurring C. the number of codes used in the interaction with another person D. the quality of the codes used in the interaction with another person Ans: B Learning Objective: 12-1: Revisit models of communication.

Cognitive Domain: Comprehension Answer Location: Nonverbal Communication in Review Difficulty Level: Medium

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4. The that nonverbal messages have in each of our own lives, and also in our shared human history, make them more likely to be believed.

A. priority B. role C. dominance D. primacy Ans: D Learning Objective: 12-1: Revisit models of communication.

Cognitive Domain: Comprehension Answer Location: Nonverbal Communication in Review Difficulty Level: Medium 5. When Liam arrived late to the meeting, his boss raised his eyebrows and shook his head using to communicate his displeasure.

A. oculesics B. vocalics C. kinesics D. chronemics Ans: C Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Application Answer Location: Communication Potential of the Codes Difficulty Level: Medium 6. When compared with other codes, kinesics .

A. is the largest in terms of possible cues B. is the smallest in terms of possible cues C. contains the most complex cues D. contributes to the highest levels of misunderstanding Ans: A Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Analysis Answer Location: Communication Potential of the Codes Difficulty Level: Medium 7. Which of the following is an accurate statement about kinesics?

A. Kinesics behaviors are complex making them difficult to learn until later in life.

B. From an early age, young people acquire an understanding of how to use and interpret kinesics.

C. Communicators are limited to using one kinesic behavior at a time to clarify their intended message.

D. Kinesic behaviors are most effective in communicating clear messages when they accompany verbal messages.

Ans: B Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension

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Answer Location: Communication Potential of the Codes Difficulty Level: Medium 8. Amelia’s apartment was located just off-campus and she felt safe walking home after studying late at the library. One night she heard footsteps coming up quickly behind her, so she looked back and saw that a stranger approaching her personal space. Amelia quickened her pace, perceiving a threat due to the violation of the code.

A. oculesics B. proxemics C. vocalics D. environmental Ans: B Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Application Answer Location: Communication Potential of the Codes Difficulty Level: Medium 9. When someone uses haptics to send a message, what is the relationship between that sender’s touch and the receiver’s emotional response?

A. Regardless of the sender’s other nonverbal and verbal behaviors, the receiver of touch is more likely to experience anger than happiness.

B. Regardless of the sender’s other nonverbal and verbal behaviors, the receiver of touch is more likely to experience happiness than anger.

C. Based on their evaluation of the sender’s other nonverbal and verbal behaviors, the receiver is more likely to feel angry than happiness.

D. Based on their evaluation of the sender’s other nonverbal and verbal behaviors, the receiver is likely to feel either angry or happy.

Ans: D Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Analysis Answer Location: Communication Potential of the Codes Difficulty Level: Hard 10. Which of the following is an accurate statement about the nonverbal code oculesics?

A. We tend to be more effective at receving and clearly decoding messages through our eyes than we are at sending clear messages with our eyes.

B. We tend to be ineffective at receving and decoding messages through our eyes, while at the same time more effective sending clear messages through our eyes.

C. The nonverbal code oculesics offers a consistent, reliable set of communication cues.

D. The nonverbal code oculesics is an ureliable way to send a message unless accompanied by a verbal message.

Ans: A Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension

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Answer Location: Communication Potential of the Codes Difficulty Level: Medium 11. When Heather arrived at the party her friend’s apartment was packed with people, the music was blaring, and the conversation was lively. Heather was excited to enjoy the fun until she noticed a guy staring at her from across the room. Was he interested in her? Or was he a creep? Should she go talk to him or should she run away? Heather wasn’t sure what to do because .

A. she needed addtional training to be able to read eye contact more effectively B. she needed additional nonverbal and verbal cues to determine if he’s communicating threat or affection C. he was using eye contact to purposely send an ambiguous message about his intentions D. he was using eye contact to purposely send a direct message about his intentions Ans: B Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Application Answer Location: Communication Potential of the Codes Difficulty Level: Medium 12. At an early age, we learn how to carefully and intentionally craft their own vocal sounds in order to reflect our .

A. committed relationships, interesting content, and emotional variation B. personal meaning, informational context, and emotional variation C. relational meaning, informational content, and emotional tone D. relational apptitude, content verification, and emotional well-being Ans: C Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Knowledge Answer Location: Communication Potential of the Codes Difficulty Level: Easy 13. One of the things Melvin always appreciated about his girlfriend, Justine, was her soft, gentle voice. But when Melvin forgot their 6-month anniversary, Justine increased her volume, raised her pitch, and emphasized words that revealed her intense displeasure, using to express her message.

A. oculesics B. vocalics C. kinesics D. chronemics Ans: B Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Application Answer Location: Communication Potential of the Codes Difficulty Level: Medium

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14. Which of the following reflects one of the ways that the nonverbal code vocalics differs from the nonverbal code physical appearance?

A. The nonverbal code vocalics is rarely used while the nonverbal code physical appearance is often used.

B. The nonverbal code vocalics is used in prescribed ways while the nonverbal code physical appearance is used in unpredictable ways.

C. The nonverbal code vocalics displays a wide range of variation while the nonverbal code physical appearance is often fixed and difficult to change.

D. The nonverbal code vocalics conveys deep meaning while the nonverbal code physical appearance conveys superficial meaning.

Ans: C Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Analysis Answer Location: Communication Potential of the Codes Difficulty Level: Hard 15. The day Izzy turned 18 she treated herself to neck tattoo of climbing roses with thornes, a personal statement of her independence and beauty. At college, Izzy’s tattoo was often a conversation starter, making it easy to make new friends. However, when Izzy decided to pursue a career in nursing, she quickly discovered that her treasured tattoo was a liability as she experienced firsthand the impact of the nonverbal code of .

A. environment B. physical appearance C. chronemics D. oculesics Ans: B Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Application Answer Location: Communication Potential of the Codes Difficulty Level: Medium 16. Unlike kinesic cues that can be effectively used to alter a message partway through an interaction, physical appearance cues .

A. can only be altered at the end of an interaction B. are an ineffective way to alter a message partway through an interaction C. offer limited opportunities to alter a message partway through an interaction D. have an insignifiant influence on messaging during an interaction Ans: C Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 17. The environmental code is much more about shaping the communicative content of the space itself.

a space rather than about

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A. acquiring culturally relevant reactions to B. acquiring personal artifacts in C. accenting the architectural decor of D. accepting the inherent limits within Ans: A Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 18. Elements of the environmental code that may carry culturally agreed-upon meanings that convey information about how to communicate in a space are known as .

A. architectural design B. semi-fixed features C. fixed-features D. artifacts Ans: D Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Knowledge Answer Location: Communication Potential of the Codes Difficulty Level: Easy 19. When a person emits a scent that is generated due to their hormonal state, the associated olfactic message sent is .

A. a reliable indicator of that person’s intention B. consistent over time C. difficult to intentionally manage D. variable depending on other environmental factors Ans: B Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 20. In North America, cultural norms dictate that we should try limit body odors to communicate that we are .

A. happy B. wealthy C. hygenic D. intelligent Ans: C Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

21. Kai was homeschooled in an unstructured, creative environment. A naturally inquisitive student, he excelled and was accepted at the college of his choice. Much to Kai’s surprise, his biggest challenge at college was his resistance to keeping to a set class schedule due to his lack of familiarity with his college’s code.

A. oculesics B. vocalics C. kinesics D. chronemics Ans: D Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Application Answer Location: Communication Potential of the Codes Difficulty Level: Medium 22. What is the relationship between the compelling nonverbal messages conveyed by an attractive or charismatic person and our ability to evaluate that person’s overall message?

A. We tend to listen more attentively and discerningly to person we perceive to be attractive or charismatic.

B. We tend to be distracted by a person we perceive to be attractive or charismatic and listen less attentively and discerningly.

C. We tend to associate honesty and integrity with the messages of a person we perceive to be attractive or charismatic.

D. We tend to associate dishonesty and a lack of integrity with the messages of a person we perceive to be attractive or charismatic.

Ans: B Learning Objective: 12-3: Consider strategies for nonverbal success moving forward.

Cognitive Domain: Analysis Answer Location: Absorbing Popular Media, Moving Forward Difficulty Level: Hard 23. What is the relationship between nonverbal communication and ethical behavior?

A. People who do not understand how to use nonverbal behaviors to influence others have an ethical responsibility to learn more about nonverbal communication.

B. People who do not understand how to use nonverbal behaviors to influence others have an ethical responsibility to avoid using nonverbal communication.

C. People who understand how to use nonverbal behaviors to influence others have a greater ethical responsibility to use that understanding to communicate responsibly.

D. People who do not understand how to use nonverbal behaviors to influence others are not ethically responsibility for impact of their nonverbal communication.

Ans: C Learning Objective: 12-3: Consider strategies for nonverbal success moving forward.

Cognitive Domain: Analysis Answer Location: Examining Ethical Behavior, Moving Forward Difficulty Level: Hard

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

24. Gemma prided herself on her good fashion sense and made sure she looked “just right” everyday. At college when she attended her first English 101 class, Gemma was dismayed to discover that her professor was an older woman who wore an outdated outfit and no makeup. In that moment, Gemma decided that she wasn’t going to learn anything of value in the class, revealing how her attitudes about personal appearance influence her .

A. sociodemographic characteristics B. style preferences C. strategy for success D. cultural assumptions about age Ans: D Learning Objective: 12-3: Consider strategies for nonverbal success moving forward.

Cognitive Domain: Application Answer Location: Examining Ethical Behavior, Moving Forward Difficulty Level: Medium 25. Our perceptions of our are influenced by our assumptions about the meaning of specific nonverbal codes.

A. similarity or difference with another person B. communication competence C. self-assessment D. relationship satisfaction Ans: A Learning Objective: 12-3: Consider strategies for nonverbal success moving forward.

Cognitive Domain: Comprehension Answer Location: Recognizing Diverse Perspectives, Moving Forward Difficulty Level: Medium

True/False 1. Nonverbal communication can be defined as “any communicative characteristic or behavior that intentionally or unintentionally conveys a message through nonverbal cues in conjunction with verbal language.”

Ans: F Learning Objective: 12-1: Revisit models of communication.

Cognitive Domain: Knowledge Answer Location: Nonverbal Communication in Review Difficulty Level: Easy 2. Human beings typically use multiple nonverbal codes simultaneously in each individual interaction.

Ans: T Learning Objective: 12-1: Revisit models of communication.

Cognitive Domain: Knowledge

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

Answer Location: Nonverbal Communication in Review Difficulty Level: Easy 3. Using multiple oculesic behaviors at the same time can help to clarify our intended message.

Ans: F Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 4. The nonverbal code kinesics is comprised of motion-based behaviors.

Ans: T Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Knowledge Answer Location: Communication Potential of the Codes Difficulty Level: Easy 5. When one person experiences a reduction of interpersonal distance unexpectedly initiated by another person, they are likely to be physiologically aroused resulting in a fight-or-flight response.

Ans: T Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 6. The nonverbal code haptics includes all of the ways we communicate with our eyes.

Ans: F Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Knowledge Answer Location: Communication Potential of the Codes Difficulty Level: Easy 7. Our eyes are extremely effective tools for the observation of both proximal and distal nonverbal messages.

Ans: T Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 8. Vocalics, when occurring alongside verbal language, may be the nonverbal code with the greatest ability to create and share meaning within interpersonal encounters.

Ans: T Learning Objective: 12-1: Review nonverbal codes.

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 9. Happily, people are rarely judged on appearance cues over which they have little or no control.

Ans: F Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 10. In North American culture, it is typically quite important to remove or limit many of the scents that remind us of our biology.

Ans: T Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 11. Many scents are ambiguous in their communication potential, because they are often characterized on a subjective, evaluative continuum.

Ans: T Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 12. The environmental code is much more about acquiring culturally relevant reactions to a space rather than about shaping the communicative content of the space itself.

Ans: T Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 13. The nonverbal code chronemics offers highly effective cues for clear communication.

Ans: F Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Comprehension Answer Location: Communication Potential of the Codes Difficulty Level: Medium 14. In communication interactions, the burden of ethical responsibility lies with the person who is manipulatived by the nonverbal messages they receive from the sender.

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

Ans: F Learning Objective: 12-3: Consider strategies for nonverbal success moving forward.

Cognitive Domain: Comprehension.

Answer Location: Examining Ethical Behavior, Moving Forward Difficulty Level: Medium 15. To expand knowledge in the field of social science, scholars test an idea and make an assertion under a variety of conditions, which leads to additional research to test that same idea under slightly different conditions or in unique contexts.

Ans: T Learning Objective: 12-3: Consider strategies for nonverbal success moving forward.

Cognitive Domain: Comprehension Answer Location: Assessing the Self, Moving Forward Difficulty Level: Medium

Essay 1. Differentiate nonverbal and verbal messages. How are they similar? How do they differ?

Ans: Student answers should reflect an understanding that nonverbal messages follow the same transactional model of communication as verbal messaging, involvling the conveying of symbolic messages between a sender and receiver. In addition, they should explain that rather that nonverbal messages are more likely to be believed or trusted than verbal messages, in part because of the primacy that nonverbal messages have in each of our own lives and also in our shared human history.

Learning Objective: 12-1: Revisit models of communication.

Cognitive Domain: Analysis Answer Location: Nonverbal Communication in Review Difficulty Level: Hard 2. Using an example from your own experience, describe a situation when you chose a nonverbal code that was ineffective in sending your intended message. Include the type of nonverbal code you used and explain why you think using it to send your message was ineffective. Finally, name the nonverbal code you think would have been more effective and explain why.

Ans: Varies but should reflect an understanding that the effectiveness of the code you use will depending upon the context in which your interaction with another person is occurring. For example, a student might reflect that they used oculesic behaviors, including rolling their eyes in one direction and raising their eyebrows, in an attempt to alert a friend that their girlfriend was approaching. In this case, the friend was sneaking a cigarette because the girlfriend disapproved. However, the eye rolling was too subtle for the friend to decode and the friend was caught off guard when the girlfriend approached them. A better approach would have been using a combination of oculesics, kinescis and vocalics to indicate that his friend pay attention immediately.

Learning Objective: 12-2: Review nonverbal codes.

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

Cognitive Domain: Application Answer Location: Communication Potential of the Codes Difficulty Level: Medium 3. Differentiate between proxemics and haptics, indicating their similarities and differences.

Ans: Student answers should reflect the understanding that both proxemics and haptics involve the use of close interpersonal distance. However, proxemics maintains some space between the people interacting and while haptics requires that the people interacting touch. They are similar in that both are types of nonverbal codes that can be perceived as either a threat or affection, depending on other behavoiral cues.

Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Analysis Answer Location: Communication Potential of the Codes Difficulty Level: Hard 4. What is the relationship between vocalics and the process of creating and sharing meaning within an interpersonal encounter?

Ans: Student answers should reflect an understanding that how one uses the variety of vocalic cues, such as pitch, volume, rate, and emphasis, in conjunction with simultaneous verbal messages will convey meaning about their attitudes about the relationship and their emotional experience of the relationship. Using a variety of vocalics can also impact the verbal delivery of informational content and how the receiver will decode that informational content.

Learning Objective: 12-2: Review nonverbal codes.

Cognitive Domain: Analysis Answer Location: Communication Potential of the Codes Difficulty Level: Hard 5. Using an example from your own experience, describe a situation when you ignored or discounted the attitudes, values, beliefs, opinions, and actions of someone you perceived to be dissimilar to yourself. Specifically indicate which nonverbal codes influenced you to make that assumption of difference, including indicators of race, gender, religion, sexual orientation, age, ability, or other sociodemographic characteristics of that person. Going forward, to uphold your ethical responsibility how can you avoid ignoring or discounting someone due to perceived dissimilarity?

Ans: Varies but should reflect the student’s understanding that our built-in bias toward others who are similar to us often causes us to distance ourselves from others we perceive to be different from ourselves. And we perceive those differences through our underlying cultural and personal assumptions about a variety of nonverbal codes and cues. For example, a student might share a situation when they called customer service for technical support and were connected to someone in India with a strong accent. The student might report that they have a cultural bias against those vocalics, the foreign sounding voice of the customer service (CS) representative, and therefore, they discounted the advice they received and continued to have their computer problem.

Weeks later when they called again about the same problem and spoke with a CS

Bowman, Nonverbal Communication, 1e SAGE Publishing, 2021

representative with an accent similar to their own, they would given the exact same information that they had received from the CS representative in Indian. At that point, the student realized that their bias based on nonverbal cues had caused them to disrespect another human being and to act against their own best interest which continued their problem unnecessarily. Going forward, when they perceived someone as being dissimilar, they would “check in” to make sure that their assumptions wasn’t causing them to act in a manner that was unethical and unwise.

Learning Objective: 12-3: Consider strategies for nonverbal success moving forward.

Cognitive Domain: Application Answer Location: Examining Ethical Behavior, Moving Forward Difficulty Level: Medium