Test Bank For Essentials of Human Communication, 10th Edition by Joseph A. DeVito Chapter 1-14

Test Bank For Essentials of Human Communication, 10th edition Joseph A. DeVito Chapter 1-14

Chapter 1: The Essentials of Human Communication Multiple Choice Questions 1. Which statement is true of communication? a) The more you communicate, the better communicator you will be. b) Good communicators are born, not made. c) Fear of speaking in public must be eliminated before you can be successful. d) Communication involves both verbal and nonverbal messages.

Answer: d Learning Objective: 1.1 Identify the forms, benefits, and myths of human communication.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Jasmine is having a conversation with her mother. This is an example of __________ communication. a) interpersonal b) small group c) public d) health Answer: a Learning Objective: 1.1 Identify the forms, benefits, and myths of human communication.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know

3. Movies, magazines, radio, and television are examples of __________ communication. a) mass b) small group c) public d) marketing Answer: a Learning Objective: 1.1 Identify the forms, benefits, and myths of human communication.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Easy Skill Level: Understand the Concepts 1 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

4. Addressing large audiences either face to face or electronically (such as via Google Hangout or Skype) demonstrates which type of communication? a) interpersonal b) small group c) public d) intrapersonal Answer: c Learning Objective: 1.1 Identify the forms, benefits, and myths of human communication.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Easy Skill Level: Understand the Concepts

5. Meeting a friend for coffee to discuss your blind date exemplifies which type of communication? a) computer-mediated b) small group c) public d) interpersonal Answer: d Learning Objective: 1.1 Identify the forms, benefits, and myths of human communication.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know

6. During a face-to-face meeting with five regional managers who work for a national retail chain, Melkamzer, a store manager, confidently answers a series of questions posed by the five managers. In what type of communication are Melkamzer and the managers engaging? a) small-group communication b) mass communication c) computer-mediated communication d) public speaking Answer: a Learning Objective: 1.1 Identify the forms, benefits, and myths of human communication.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know

7. __________ communication is the general term used to describe communication from one source to many receivers, some of which may be scattered throughout the world.

2 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) Mass b) Intrapersonal c) Public d) Computer-mediated Answer: a Learning Objective: 1.1 Identify the forms, benefits, and myths of human communication.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts

8. Which statement about communication is a myth that experts have contradicted with research and theory? a) The more you communicate, the better your communication skills will be. b) Once you start communicating effectively, you will always be effective. c) Communication skills are learned. d) Knowing your audience is helpful to be effective.

Answer: a Learning Objective: 1.1 Identify the forms, benefits, and myths of human communication.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

9. In the __________ model of communication, the speaker speaks and the listener listens. a) paradigm b) linear c) anomaly d) metamessage Answer: b Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Understand the Concepts 10. The __________ context of communication refers to a message’s position within a sequence of events. a) physical b) psychological c) temporal d) semantic 3 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

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

11. What do we call a message about another message? a) phatic communication b) metamessage c) feedback d) back-channeling Answer: b Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Easy Skill Level: Remember the Facts

12. Why is the transactional view a more satisfying theory of the communication process than the linear view? a) It is simpler. b) It better represents how communication happens. c) It demonstrates the most recent theory of the communication process. d) It explains everything about media communication.

Answer: b Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

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

13. Which action most closely resembles the linear model of communication? a) an arrow hitting or missing a target b) a student writing an e-mail c) a ringleader conducting a circus d) a child solving a puzzle Answer: b Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, 4 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Analyze It

14. When Henri wants to share information with Chantal but not with others in the room, he stops speaking English and speaks French, which Chantal understands. Which scenario best describes Henri's attempts to keep his comments to Chantal private? a) He decodes his message in a way he thinks only Chantal will understand. b) He changes the cultural context of the message in a way he thinks only Chantal will understand. c) He changes the temporal context of the message in a way he thinks only Chantal will understand. d) He encodes his message in a way he thinks only Chantal will understand.

Answer: d Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Difficult Skill Level: Apply What You Know

15. Sunglasses may be regarded as __________ communication noise. a) physical b) physiological c) psychological d) semantic Answer: a Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

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

16. Daydreaming is an example of what type of noise? a) physical b) physiological c) psychological d) semantic Answer: c Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, 5 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

messages, context, channel, noise, and effects; and define each of these elements.

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

17. A surgeon who uses medical jargon without further explaining it to her patient is likely producing __________ noise. a) physical b) physiological c) psychological d) semantic Answer: d Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

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

18. Before giving her presentation to the board, Sandra circulates through the room making small talk about the weather and last night’s ballgame. Sandra is engaging in __________. a) phatic communication b) metamessaging c) feedback d) back-channeling Answer: a Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Apply What You Know

19. The information on the cover of a magazine that entices a reader to buy it is an example of __________. a) feedback b) phatic communication c) semantic noise d) feedforward Answer: d Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

6 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Understand the Concepts 20. The statement ―I may be wrong about this, but. . . .‖ best illustrates the element of communication known as __________. a) feedforward b) punctuation c) displacement d) immediacy Answer: a Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Apply What You Know

21. When someone sends a message in response to your initial message, such as laughing at your joke, he or she is sending __________. a) feedback b) feedforward c) a metamessage d) paramessages Answer: a Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Understand the Concepts 22. ―Do you understand what I’ve just asked you to do?‖ is an example of a(n) __________. a) paradigm b) paraverbal message c) anomaly d) metamessage Answer: d Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate 7 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

23. Phatic communication is also referred to as __________. a) message overload b) mass communication c) small talk d) neutral communication Answer: c Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Easy Skill Level: Remember the Facts

24. The temporal dimension of context is __________. a) the sequence of the message b) a message’s position within a sequence of events c) the tangible environment in which the communication takes place d) the vehicle through which messages pass Answer: b Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

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

25. Which statement accurately describes the four types of communication contexts? a) Each one influences and is influenced by the others. b) They have little bearing on how messages are conveyed. c) They represent the physical environment in which communication takes place. d) They function the same as the content dimension of communication.

Answer: a Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Understand the Concepts 26. Before going to a reception at the university president’s house, Abby reminds her date, 8 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Homer, not to act as though he is at a fraternity party. Abby wants Homer to be aware of the __________ context. a) physical b) cultural c) social-psychological d) temporal Answer: c Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Apply What You Know

27. The vehicle through which we send messages is referred to as the __________. a) channel b) sender c) receiver d) metamessage Answer: a Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Easy Skill Level: Remember the Facts

28. Biases or prejudices of senders or receivers are examples of what kind of noise? a) physical b) psychological c) semantic d) channel Answer: b Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Understand the Concepts 29. During a department meeting, while Antonio’s boss discussed new software, Antonio daydreamed about his upcoming vacation. It is likely that the boss’s message is distorted by what type of noise?

9 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) physical b) psychological c) semantic d) physiological Answer: b Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Apply What You Know

30. Christina and DeAnna talked quietly before the band started to play. Now, the two are shouting and still can’t completely hear what the other is saying. We can assume that once the band began to play, the signal-to-noise ratio in this scenario __________. a) went from high signal/low noise to low signal/high noise b) went from low signal/high noise to high signal/low noise c) went from low signal/low noise to high signal/high noise d) didn’t change and had nothing to do with the communication problems they experienced Answer: a Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Difficult Skill Level: Apply What You Know 31. Bobby: ―I got a new bat!‖ Jan: ―That’s great. I can’t wait to see you swing it at the game next Saturday.‖ Bobby: ―Not that kind of bat! His name is Del, and he’s my new pet.‖ This exchange between Bobby and Jan best illustrates which principle of communication? a) Communication is ambiguous. b) Communication is a package of signals. c) Communication is punctuated. d) Communication is purposeful.

Answer: a Learning Objective: 1.3 Paraphrase the major principles of human communication.

Topic: Principles of Communication Difficulty Level: Moderate Skill Level: Apply What You Know

32. Unlike women, men tend to use more __________ messages, talking more about things external to the relationship.

10 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) compartmentalization b) ambiguous c) content d) sequencing Answer: c Learning Objective: 1.3 Paraphrase the major principles of human communication.

Topic: Principles of Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 33. ―You cannot not communicate‖ expresses which principle of communication? a) Communication is inevitable. b) Communication is irreversible. c) Communication is purposeful. d) Communication involves content and relationship dimensions.

Answer: a Learning Objective: 1.3 Paraphrase the major principles of human communication.

Topic: Principles of Communication Difficulty Level: Easy Skill Level: Understand the Concepts

34. Dong-Sun and Christie had an argument during which Dong-Sun said hurtful words to Christie. After the argument, Dong-Sun apologized for what he said. His later behavior to Christie reflects which principle of communication? a) Communication is a package of signals. b) Communication is punctuated. c) Communication is transactional. d) Communication is irreversible and unrepeatable.

Answer: d Learning Objective: 1.3 Paraphrase the major principles of human communication.

Topic: Principles of Communication Difficulty Level: Moderate Skill Level: Apply What You Know 35. Once you click ―send‖ on your e-mail, you cannot uncommunicate the message, which suggests that all communication is __________. a) inevitable b) irreversible c) unrepeatable d) sequenced 11 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: b Learning Objective: 1.3 Paraphrase the major principles of human communication.

Topic: Principles of Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

36. Mario is deeply committed to the beliefs of his Puerto Rican American culture; he follows cultural customs and embraces artifacts. This commitment represents Mario’s __________. a) ethnocentrism b) stereotype c) ethnic identity d) social-psychological context Answer: c Learning Objective: 1.4 Explain the role of culture in human communication, the seven ways in which cultures differ from one another, and define ethnic identity and ethnocentrism.

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

37. Ethnic identity refers to __________. a) one’s commitment to the beliefs and philosophy of one’s own culture b) the tendency to judge other cultures based on one’s own culture c) the ability to take the perspectives of people of other cultures d) adapting to the communicative style of people from other cultures Answer: a Learning Objective: 1.4 Explain the role of culture in human communication, the seven ways in which cultures differ from one another, and define ethnic identity and ethnocentrism.

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

38. Individualistic cultures emphasize self-reliance, __________, and __________. a) independence; independent achievement b) independence; group achievement c) independence; social bonds d) social bonds; conformity to the larger social group Answer: a Learning Objective: 1.4 Explain the role of culture in human communication, the seven ways in which cultures differ from one another, and define ethnic identity and ethnocentrism.

12 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

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

39. __________ is the tendency to view others and their behaviors through our own cultural filters. a) Ethnocentrism b) Stereotyping c) Ethnic identity d) Social-psychological context Answer: a Learning Objective: 1.4 Explain the role of culture in human communication, the seven ways in which cultures differ from one another, and define ethnic identity and ethnocentrism.

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

40. Communication competence includes __________. a) ineffective code switching b) thinking critically and mindfully c) considering the importance of power in the communication process d) changing one's ethics based on context Answer: b Learning Objective: 1.5 Define communication competence and explain its major qualities.

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

Essay Questions 1. Identify a myth of communication and explain why it is a myth.

Answer: The ideal answer should include:   

Myth: The more we communicate, the better we will communicate. Why it is a myth: Practice does not make perfect. If bad behaviors are practiced, it makes communication less effective.

Myth: When two people are in a close relationship, neither person should have to communicate needs and wants explicitly; the other person should know what these are.

Why it is a myth: People cannot read minds.

Myth: Conflict is an indication that a relationship is in trouble. Why it is a myth: Conflict 13 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

 

can benefit people in a relationship.

Myth: Leaders are born; leaders are not made. Why it is a myth: Leadership skills can be developed.

Myth: Fear of public speaking is bad and must be eliminated if a person is to be successful. Why it is a myth: By managing fear, a speaker can make nervousness work for him or her instead of against him or her.

Learning Objective: 1.1 Identify the forms, benefits, and myths of human communication.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Define phatic communication and describe a time in the last year when you used it.

Answer: The ideal answer should include:  

Phatic communication is small talk.

Descriptions of phatic communication use will vary; students may include an example such as ―I used phatic communication when speaking to my classmate on the first day of class" or "I used it when I spoke to the woman across from me in the dentist's waiting room.‖

Learning Objective: 1.2 Draw a model of communication that includes sources‒receivers, messages, context, channel, noise, and effects; and define each of these elements.

Topic: Communication Models and Concepts Difficulty Level: Moderate Skill Level: Apply What You Know

3. Do we ever stop communicating? Explain your answer.

Answer: The ideal answer should include:   

Communication is inevitable. It is always taking place.

Communication always happens, can’t be reversed, and can’t be repeated.

Even when we are not aware that we are communicating, we are always communicating.

Even when we do not actively respond, our nonresponse is communication.

Learning Objective: 1.3 Paraphrase the major principles of human communication.

Topic: Principles of Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

4. How would you describe the similarities and the differences in the ways you communicate 14 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

face-to-face versus on a phone?

Answer: The ideal answer should include:  

Communication takes place in varied forms: face-to-face, online, orally, in writing, etc.

Answers will vary depending on the relationship(s) and context the student considers.

Learning Objective: 1.3 Paraphrase the major principles of human communication.

Topic: Principles of Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

5. What does this phrase mean: communication and relationships are always, in part, ambiguous?

Offer an example from your own life to support your response.

Answer: The ideal answer should include:   

Ambiguity is the condition in which something can be interpreted in more than one way.

The first type, language ambiguity, is created by words that can be interpreted differently.

The second type of ambiguity is relationship ambiguity.

Student examples will vary.

Learning Objective: 1.3 Paraphrase the major principles of human communication.

Topic: Principles of Communication Difficulty Level: Moderate Skill Level: Apply What You Know

6. Ethnocentrism exists on a continuum. Define ethnocentrism and explain what this statement means.

Answer: The ideal answer should include:  

Ethnocentrism is the inclination to see other people and their behaviors through our own cultural filters, often as distortions of our own behaviors. It is the tendency to view our own culture as superior to others.

Ethnocentrism exists on a continuum. People are not completely ethnocentric or nonethnocentric. The level of ethnocentrism will vary from individual to individual. It will also vary according to the group we are focused on.

Learning Objective: 1.4 Explain the role of culture in human communication, the seven ways in which cultures differ from one another, and define ethnic identity and ethnocentrism.

Topic: Culture and Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 15 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

7. Explain the term choice point and give an example of such a moment from your own life.

Answer: The ideal answer should include:  

A choice point is a moment when we make a decision about our communication. We decide with whom we will communicate, what we will communicate, how we will communicate, etc.

Examples will vary widely. One example might be a student's decision to begin her speech to the class with a film clip rather than the spoken word.

Learning Objective: 1.5 Define communication competence and explain its major qualities.

Topic: Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know

8. Define code switching, and describe a time when you effectively switched codes depending on the communication situation.

Answer: The ideal answer should include:  

Code switching refers to using more than one language in a conversation, often in the same sentence.

Examples of code switching will vary depending on a student's native language, race or ethnicity, age, etc.

Learning Objective: 1.5 Define communication competence and explain its major qualities.

Topic: Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know

9. Fully describe the concept of communication competence, and describe a time when you lacked it.

Answer: The ideal answer should include that the competent communicator:   

Thinks mindfully and critically. A special kind of critical thinking is mindfulness.

Mindfulness is a state of awareness in which you’re conscious of your reasons for thinking or behaving.

Makes reasoned choices. Competence in communication choice-making can be viewed as a series of three steps, 1) identify the available choices, 2) identify the advantages and disadvantages of each choice, 3) effectively communicate the most logical choice.

Is an effective code switcher. Communication competence involves the ability to code 16 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

  

switch when it’s appropriate—when it makes your message clearer and when it’s genuine (rather than an attempt to make yourself one of the group).

Is culturally aware and sensitive. Culture includes all that members of a social group have produced and developed—their language, ways of thinking, art, laws, and religion.

Is ethical. Ethics is concerned with actions, with behaviors; it’s concerned with distinguishing between behaviors that are moral (ethical, good, right) and those that are immoral (unethical, bad, wrong).

Examples related to communication competence will vary depending on a student's experiences; anecdotes could derive from mishaps related to social media, an interview, or a conversation with a parent or guardian.

Learning Objective: 1.5 Define communication competence and explain its major qualities.

Topic: Communication Competence.

Difficulty Level: Difficult Skill Level: Analyze

10. What does it mean to be an ethical communicator? Identify an exchange you had in which you felt the communicator was unethical.

Answer: The ideal answer should include:   

Human communication involves questions of ethics, the study of good and bad, of right and wrong, of moral and immoral.

Ethics is concerned with actions, with behaviors; it’s concerned with distinguishing between behaviors that are moral (ethical, good, right) and those that are immoral (unethical, bad, wrong).

Be sure the students' anecdotes relate to ethics rather than religion, ideology, or political affiliation.

Learning Objective: 1.5 Define communication competence and explain its major qualities.

Topic: Communication Competence Difficulty Level: Difficult Skill Level: Apply What You Know

17 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Chapter 2: Perception of Self and Others Multiple Choice Questions 1. The concept of the looking-glass self suggests we __________. a) develop our self-concept by attending to how others communicate with us b) want to be seen by others as we see ourselves c) mirror the behavior of others to build relationships d) create self-esteem through interactions with strangers Answer: a Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Which statement is especially important in self-concept? a) We learn gender roles, or how a man or woman should act, through cultural teachings. b) Self-concept is the image others have of us. c) We generally do not compare ourselves with others in developing our self-concepts. d) Self-concept is the same as self-esteem.

Answer: a Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

3. __________ provide benchmarks against which you can measure yourself. Your ability, for example, to achieve what your culture defines as success contributes to a positive self-concept; your failure to achieve what your culture values contributes to a negative self-concept. a) Cultural teachings b) Twitter activities c) Self interpretations d) Network spread Answer: a Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate 18 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

4. What does the open self of the Johari window represent? a) information about yourself that you and others know b) those parts of yourself that neither you nor others know c) all the knowledge you have of yourself but keep secret from others d) information about yourself that others know but that you do not know Answer: a Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 5. Mazur’s friends know he is stingy, but Mazur is not aware of it himself. We can assume Mazur’s stinginess is part of his __________ self. a) unknown b) blind c) hidden d) open Answer: b Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know

6. Which statement is true of the blind area of the Johari window? a) Communication generally improves as the blind area becomes smaller. b) All information in the blind area is known by the self and others. c) A large blind area indicates high self-esteem. d) Information in the blind area is buried in a person’s self-conscious.

Answer: a Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

19 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

7. Despite cross-country trips being a part of his job, John has never told anyone about his fear of flying. We can assume this fear is part of John’s __________ self. a) unknown b) blind c) hidden d) open Answer: c Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know

8. Which of the four selves represents all the information, behaviors, attitudes, and feelings about yourself that you, and also others, know? a) unknown b) blind c) hidden d) open Answer: d Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Easy Skill Level: Remember the Facts

9. Information about yourself that is known to others but unknown to you is in the __________ self. a) unknown b) blind c) hidden d) open Answer: b Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Easy Skill Level: Remember the Facts

10. Which action increases self-awareness?

20 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) listening to others b) avoiding talking about yourself to others c) avoiding dialogue with yourself d) decreasing your open self Answer: a Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

11. Self-esteem is defined as __________. a) our view of ourselves b) how aware we are of ourselves and others’ views of us c) a measure of how valuable we think we are d) how large our open self is Answer: c Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 12. Pati has a habit of surrounding herself with negative people. Pati’s choice in friends may __________. a) improve her self-esteem b) be detrimental to her self-esteem c) increase her self-awareness d) help her self-disclose Answer: b Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know

13. What is a way to increase self-esteem? a) Ignore the impostor phenomenon. b) Seek out critical people with whom to engage. c) Interact with negative people with whom you can identify.

21 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) Beware the impostor phenomenon.

Answer: d Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

14. The __________ refers to the tendency to disregard outward signs of success and to consider yourself a fake, a fraud, one who does not really deserve to be considered successful. a) hidden self b) Johari window c) Pygmalion effect d) impostor phenomenon Answer: d Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Easy Skill Level: Remember the Facts

15. Which action exemplifies the concept of securing affirmation? a) taping a note that says ―I am a worthy person‖ to your bathroom mirror and saying those words aloud every morning b) seeking out negative people with whom to interact c) interacting with negative people with whom you can identify d) listening to and focusing on negative criticism Answer: a Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know

16. Which statement best demonstrates the concept of self-disclosure? a) ―Is this outfit the best color for my complexion?‖ b) ―I’ve never told anyone this, but I’m afraid to go to parties alone.‖ c) ―Everybody knows Angela is my sister.‖ d) ―Don’t go over to his house tonight.‖

22 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: b Learning Objective: 2.2 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Moderate Skill Level: Apply What You Know

17. Which statement accurately describes the concept of self-disclosure? a) It is the same in all cultures. b) It can be nonverbal. c) It is risk-free. d) It is an intrapersonal process.

Answer: b Learning Objective: 2.2 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Moderate Skill Level: Understand the Concepts 18. Patrice posted to Facebook a picture of her and her mother at the 2017 Women’s March in Washington D.C. This is an example of __________. a) self-disclosure b) secure affirmation c) the imposter phenomenon d) low self-esteem Answer: a Learning Objective: 2.2 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Moderate Skill Level: Apply What You Know

19. __________ occurs when we are more forthcoming in online communication than in face-toface communication, perhaps because there is a certain degree of anonymity and invisibility online. a) Communication enhancement b) Skewed perception c) The disinhibition effect d) Confession Answer: c 23 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 2.2 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Easy Skill Level: Understand the Concepts

20. When Brice first started working at his new job, he began to disclose highly personal information to others almost immediately, often making his coworkers uncomfortable. Which guideline for self-disclosure was Brice clearly violating? a) Consider the motivation for the self-disclosure. b) Consider the appropriateness of the self-disclosure. c) Consider the disclosures of the other person. d) Consider any possible burdens self-disclosure might entail.

Answer: b Learning Objective: 2.2 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Moderate Skill Level: Apply What You Know

21. The process by which you become aware of objects, events, and people by using your senses is called __________. a) self-awareness b) perception c) infatuation d) proxemics Answer: b Learning Objective: 2.3 Define perception and its stages, and explain how to increase perceptual accuracy.

Topic: Perception Difficulty Level: Moderate Skill Level: Understand the Concepts

22. When you hear a new song played on the radio, which stage of the perception process has occurred? a) stimulation b) interaction c) organization d) interpretation-evaluation Answer: a 24 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 2.3 Define perception and its stages, and explain how to increase perceptual accuracy.

Topic: Perception Difficulty Level: Moderate Skill Level: Apply What You Know

23. Beverly watches only Fox News because its reporters and commentators reinforce her existing beliefs and attitudes. Beverly is engaging in __________. a) selective exposure b) organization by rules c) organization by proximity d) peer pressure Answer: a Learning Objective: 2.3 Define perception and its stages, and explain how to increase perceptual accuracy.

Topic: Perception Difficulty Level: Moderate Skill Level: Apply What You Know

24. While driving across Kentucky, Sun Li notices only billboards that advertise fast food and gas. Sun Li’s perception seems to be stimulated by __________. a) selective exposure b) organization by rules c) the process of recall d) selective attention Answer: d Learning Objective: 2.3 Define perception and its stages, and explain how to increase perceptual accuracy.

Topic: Perception Difficulty Level: Moderate Skill Level: Apply What You Know

25. Several students sitting together in a student lounge with their textbooks and laptops open might be perceived as a study group based on the rule of __________. a) interpretation b) contrast c) proximity d) attribution Answer: c Learning Objective: 2.3 Define perception and its stages, and explain how to increase perceptual 25 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

accuracy.

Topic: Perception Difficulty Level: Moderate Skill Level: Understand the Concepts 26. Jonah has always thought he wasn’t a strong athlete. When he played soccer, he was sure he would not be good at it, and indeed, he was not as he did not practice very hard. This may be a result of a __________. a) self-fulfilling prophecy b) self-serving bias c) primacy–recency effect d) fundamental attribution error Answer: a Learning Objective: 2.4 Explain the nature of impression formation and the major factors that influence it.

Topic: Impression Formation Difficulty Level: Moderate Skill Level: Apply What You Know

27. Artie believes all Asian people are more intelligent than other people. With which perceptual process is Artie engaging? a) stereotyping b) fundamental attribution error c) self-fulfilling prophecy d) recency effect Answer: a Learning Objective: 2.4 Explain the nature of impression formation and the major factors that influence it.

Topic: Impression Formation Difficulty Level: Moderate Skill Level: Apply What You Know 28. When you form impressions by trying to understand others’ behaviors, it is referred to as __________. a) attribution of control b) affirmation c) the primacy effect d) selective attention Answer: a Learning Objective: 2.4 Explain the nature of impression formation and the major factors that 26 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

influence it.

Topic: Impression Formation Difficulty Level: Moderate Skill Level: Understand the Concepts

29. The tendency to single out one or two obvious characteristics of a person and attribute everything that person does to these characteristics is called __________. a) self-serving bias b) overattribution c) fundamental attribution error d) primary error Answer: b Learning Objective: 2.4 Explain the nature of impression formation and the major factors that influence it.

Topic: Impression Formation Difficulty Level: Moderate Skill Level: Understand the Concepts

30. Rosa judges everything Serena does based on the fact that Serena is an only child. Rosa is engaging in which attribution error? a) self-serving bias b) overattribution c) fundamental attribution error d) primary error Answer: b Learning Objective: 2.4 Explain the nature of impression formation and the major factors that influence it.

Topic: Impression Formation Difficulty Level: Moderate Skill Level: Apply What You Know

31. The __________ hypothesis is the belief that good things happen to good people because they are good, and bad things happen to bad people because they are bad. a) primacy-recency b) self-fulfilling c) just world d) fundamental attribution error Answer: c Learning Objective: 2.4 Explain the nature of impression formation and the major factors that influence it.

27 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Impression Formation Difficulty Level: Easy Skill Level: Understand the Concepts

32. The goal of __________ is to further explore the thoughts and feelings of the other person, not to prove that your initial perception is correct. a) perception checking b) clarification c) ghost-thinking d) description/interpretation Answer: a Learning Objective: 2.4 Explain the nature of impression formation and the major factors that influence it.

Topic: Impression Formation Difficulty Level: Easy Skill Level: Understand the Concepts

33. If you hypothetically pose a question or problem to a group of people you admire and then imagine how they would respond to your problem, you are participating in __________. a) perception checking b) clarification c) ghost-thinking d) description/interpretation Answer: c Learning Objective: 2.4 Explain the nature of impression formation and the major factors that influence it.

Topic: Impression Formation Difficulty Level: Moderate Skill Level: Understand the Concepts

34. When you recognize differences between another group of people or community and your own and subsequently learn how to perceive them and situations more accurately, you are __________. a) increasing your cultural sensitivity b) getting the lay of the land c) reducing your uncertainty d) ghost-thinking Answer: a Learning Objective: 2.4 Explain the nature of impression formation and the major factors that influence it.

28 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Impression Formation Difficulty Level: Easy Skill Level: Understand the Concepts

35. __________ refers to the processes you go through to communicate the impression you want other people to have of you. a) Self-esteem b) Articulation c) Impression negotiation d) Impression management Answer: d Learning Objective: 2.5 Explain the strategies of impression management.

Topic: Impression Management Difficulty Level: Easy Skill Level: Remember the Facts

36. Jennifer always demonstrates enthusiasm when communicating and follows the cultural rules for polite, cooperative, respectful conversation. Jennifer is using __________. a) politeness strategies b) gunnysacking c) affinity-seeking strategies d) negative face Answer: c Learning Objective: 2.5 Explain the strategies of impression management.

Topic: Impression Management Difficulty Level: Moderate Skill Level: Apply What You Know 37. Tim asks Dana, ―Would you mind making dinner this week?‖ rather than ―You have to handle dinner; I'm just too stressed at work!‖ By using requests instead of demands, Tim is helping Dana maintain __________. a) positive face b) politeness c) credibility strategies d) negative face Answer: d Learning Objective: 2.5 Explain the strategies of impression management.

Topic: Impression Management Difficulty Level: Moderate Skill Level: Apply What You Know 29 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

38. To help another person maintain __________, you respect the person’s right to be autonomous. For instance, you might request rather than demand that he or she do something. a) positive face b) selective attention c) attribution of control d) negative face Answer: d Learning Objective: 2.5 Explain the strategies of impression management.

Topic: Impression Management Difficulty Level: Moderate Skill Level: Understand the Concepts

39. If you attempt to establish a perception by others of your competence, you are using a __________ strategy. a) competence b) politeness c) credibility d) negative Answer: c Learning Objective: 2.5 Explain the strategies of impression management.

Topic: Impression Management Difficulty Level: Easy Skill Level: Understand the Concepts 40. ―I can’t fix the faucet; I don’t know anything about plumbing‖ is an example of which selfhandicapping strategy? a) self-deprecating b) self-monitoring c) influencing d) image-confirming Answer: a Learning Objective: 2.5 Explain the strategies of impression management.

Topic: Impression Management Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions

30 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

1. What are the four ―panes‖ of the Johari window? Explain each pane.

Answer: The ideal answer should include:     

The four panes are the open self, blind self, unknown self, and hidden self.

The open self represents all the information, behaviors, attitudes, and feelings about yourself that you, and also others, know.

The blind self represents knowledge about you that others have but you do not.

The unknown self represents those parts of yourself that neither you nor others know.

The hidden self represents all the knowledge you have of yourself but keep secret from others.

Learning Objective: 2.1 Define self-concept, self-awareness, and self-esteem and explain the ways in which self-awareness and self-esteem may be increased.

Topic: The Self in Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Social media have provided us with tools to compare ourselves to others, perhaps to estimate our individual worth or make us feel superior. Describe three ways social media enables us to find out how we stand in comparison to others. Where applicable, use personal examples to support your list.

Answer: The ideal answer should include:  

Search engine reports, network spread, online influence, Twitter activities, and/or blog presence.

Students‘ examples will vary depending on how active they are on social media.

Learning Objective: 2.1 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Moderate Skill Level: Apply What You Know

3. Choose one of the four selves as represented in the Johari window, and describe how you represent yourself accordingly.

Answer: The ideal answer should include:  

The open self, the blind self, the unknown self, and/or the hidden self.

Each person‘s Johari window will be different, and each individual‘s window will vary from one time to another and from one communication situation to another.

31 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 2.1 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Difficult Skill Level: Apply What You Know

4. Which of the six suggestions for increasing self-esteem have you attempted? Which worked, and which did not?

Answer: The ideal answer should include: 



Any of the six suggestions for increasing self-esteem previewed in the text: o Attack self-destructive beliefs o Beware the impostor phenomenon o Seek out nourishing others o Work on projects that result in success o Remind yourself of your successes o Secure affirmation Students‘ examples will vary.

Learning Objective: 2.1 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Moderate Skill Level: Apply What You Know

5. What is self-disclosure? Describe a time in the last year when you have engaged in this form of communication.

Answer: The ideal answer should include:  

Self-disclosure is communicating information about yourself to another person.

Students answers will vary.

Learning Objective: 2.2 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Moderate Skill Level: Apply What You Know

6. What are the rewards of self-disclosure? Which have you experienced or witnessed?

Answer: The ideal answer should include: 32 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

 

Self-knowledge, improved coping abilities, communication enhancement, more meaningful relationships, and preventing inaccurate perceptions.

Students answers will vary.

Learning Objective: 2.2 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Moderate Skill Level: Apply What You Know

7. What are the dangers of self-disclosure? Which have you experienced or witnessed?

Answer: The ideal answer should include:  

The dangers are personal, relationship, and professional.

Students‘ examples will vary.

Learning Objective: 2.2 Define self-disclosure, its rewards and dangers, and explain the suggested guidelines for making, responding to, and resisting self-disclosure.

Topic: Self-Disclosure Difficulty Level: Moderate Skill Level: Apply What You Know

8. Define the rule of similarity and give an example.

Answer: The ideal answer should include:  

The rule of similarity states that things that are physically similar (that look alike) are perceived to belong together and to form a unit.

Students‘ examples will vary. An example might be that the principle of similarity would lead you to see people who dress alike as belonging together. For instance, all of the football players at a university wear the same uniform; therefore, they are perceived to belong together and form a unit.

Learning Objective: 2.3 Define perception and its stages, and explain how to increase perceptual accuracy.

Topic: Perception Difficulty Level: Moderate Skill Level: Apply What You Know

9. What is a self-fulfilling prophecy? Give an example of a time when you experienced or witnessed a self-fulfilling prophecy.

33 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: The ideal answer should include:  

A self-fulfilling prophecy is a prediction that comes true because you act on it as if it were true.

Students‘ examples will vary. An example might be that you were so convinced that you were not going to do well in your math class, you were unable to concentrate on your studies and you then failed the class.

Learning Objective: 2.4 Explain the nature of impression formation and the major factors that influence it.

Topic: Impression Formation Difficulty Level: Moderate Skill Level: Apply What You Know

10. Define credibility strategy and give an example.

Answer: The ideal answer should include:  

A credibility strategy is an attempt to establish a perception by others of your competence, character, and charisma.

Students‘ examples will vary. An example might be that you stress what an honest person you are when asking a friend to loan you money.

Learning Objective: 2.5 Explain the strategies of impression management.

Topic: Impression Management Difficulty Level: Moderate Skill Level: Apply What You Know

Chapter 3: Listening in Human Communication Multiple Choice Questions 1. Effective listeners are more likely to __________. a) emerge as group leaders b) have difficulty developing and maintaining relationships c) be poor communicators d) be good managers but poor salespeople Answer: a Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages 34 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Which statement about listening is accurate? a) Hearing and listening are the same. b) Listening is a natural, passive process. c) Listening is the same regardless of the situation. d) Listening can be improved.

Answer: d Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Easy Skill Level: Understand the Concepts

3. Which statement accurately describes listening? a) Hearing and listening are the same. b) Listening is a simple process. c) The process of listening is circular. d) Listening is an optional part of the communication process.

Answer: c Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Easy Skill Level: Understand the Concepts

4. Listening can be described as a series of five steps: receiving, understanding, remembering, evaluating, and __________. a) backchanneling b) hearing c) responding d) speaking Answer: c Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Easy Skill Level: Remember the Facts

35 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

5. Listening is a(n) __________ process because the response of person A stimulates a response from person B, which stimulates a response from person A, and so on. a) linear b) circular c) individual d) nonverbal Answer: b Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Understand the Concepts

6. Which recommendation increases effectiveness in receiving messages? a) Focus your attention exclusively on the speaker’s nonverbal messages. b) Avoid assuming you know what the speaker will say next. c) Focus your attention on what you will say next. d) Focus your attention only on the speaker’s words.

Answer: b Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Understand the Concepts

7. Hearing happens when you get within range of some auditory stimulus, but __________ begins only when the messages the speaker sends are received. a) listening b) feedback c) stereotyping d) enculturation Answer: a Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Easy Skill Level: Remember the Facts 8. __________ occurs when you decode the speaker’s signals and grasp both the thoughts 36 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

expressed and the emotional tone that accompanies them. a) Understanding b) Receiving c) Remembering d) Responding Answer: a Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Understand the Concepts

9. The understanding stage in the listening process involves __________. a) evaluating messages you hear b) grasping thoughts expressed and the emotional tone accompanying them c) anticipating what the speaker will say next d) tuning out the emotional element of the message and focusing only on the content of what is being said Answer: b Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Understand the Concepts

10. At the __________ stage of listening, you note not only what is said (verbally and nonverbally) but also what is omitted. a) receiving b) remembering c) understanding d) evaluating Answer: a Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Easy Skill Level: Remember the Facts

11. Which suggestion facilitates the passage of information from short-term memory to longterm memory?

37 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) Focus your attention on minor details. b) Write down every word the speaker says. c) Organize what you hear in an easy-to-retain form. d) Avoid relating new information to old information.

Answer: c Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Understand the Concepts

12. Memory for speech is not reproductive; you do not simply reproduce in your memory what the speaker said. Rather, memory is __________. a) reconstructive b) short-term c) long-term d) powerless Answer: a Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Understand the Concepts

13. __________ (which is not the same as listening) happens when you get within range of some auditory stimulus. a) Evaluating b) Repeating c) Backchanneling d) Hearing Answer: d Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Easy Skill Level: Remember the Facts 14. __________ refers to a phenomenon in which you ―remember‖ past experiences that never actually occurred. a) Short-term memory 38 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) Long-term memory c) False memory syndrome d) Backchanneling Answer: c Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Understand the Concepts

15. __________ occurs in two phases: (1) replies you make while the speaker is talking and (2) replies you make after the speaker has stopped talking. a) Listening b) Feedback c) Responding d) Enculturation Answer: c Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Easy Skill Level: Remember the Facts

16. At the evaluation stage of the listening process, one should __________. a) evaluate the speaker’s point of view immediately b) listen passively c) not be concerned with opinions d) identify any biases, self-interests, or prejudices that the speaker may have Answer: d Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Understand the Concepts 17. While listening to Elsa talk about her accident, Melvin nods his head and says, ―uh-huh‖ and ―hmmm.‖ Melvin is __________. a) giving backchanneling cues b) paraphrasing c) using display rules 39 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) requesting clarification Answer: a Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Apply What You Know 18. During conversation, responses such as ―I see,‖ ―yes,‖ and ―uh-huh‖ are __________ cues. a) evaluating b) feedback c) backchanneling d) enculturation Answer: c Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Apply What You Know

19. Which physical barrier interferes with listening? a) thinking about the date you had last night b) dislike of the speaker's appearance c) the sound of a fire alarm d) focusing on an upcoming test Answer: c Learning Objective: 3.2 Describe the four major barriers to effective listening and describe how you can improve effectiveness in your own listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Understand the Concepts 20. When you dismiss someone’s argument as invalid based solely on their affectional orientation, it is an example of a __________. a) bias or prejudice b) mental distraction c) lack of appropriate focus d) premature judgement Answer: a 40 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 3.2 Describe the four major barriers to effective listening and describe how you can improve effectiveness in your own listening.

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

21. Matthew is sitting in communications class while the instructor is lecturing, but his mind keeps wandering to his upcoming vacation. Matthew is experiencing which type of listening barrier? a) physical distractions b) mental distractions c) biases d) prejudices Answer: b Learning Objective: 3.2 Describe the four major barriers to effective listening and describe how you can improve effectiveness in your own listening.

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

22. When Walter assumes he knows exactly what his wife is going to say and decides there is no need to listen to her, he is engaging in __________. a) premature judgment b) biased behavior c) argumentation d) nonverbal listening Answer: a Learning Objective: 3.2 Describe the four major barriers to effective listening and describe how you can improve effectiveness in your own listening.

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

23. What type of listening assumes only one gender can be an authority on a particular topic? a) sexist b) ageist c) political d) homophobic Answer: a

41 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 3.2 Describe the four major barriers to effective listening and describe how you can improve effectiveness in your own listening.

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

24. In order to improve your empathic listening, which recommendation is helpful? a) See things from the receiver’s point of view. b) Engage in one-way communication. c) Interrupt the speaker if what you have to say is more important. d) Seek to understand the speaker’s thoughts and feelings.

Answer: d Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

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

25. Which guideline describes effective emotional listening? a) Focus the conversation on yourself. b) Try to solve the other person’s problems. c) Empathize with the other person. d) Interrupt when you have questions.

Answer: c Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Listening Styles Difficulty Level: Moderate Skill Level: Remember the Facts

26. Austin strives to listen politely. What is the best advice that you can give him? a) Give negative feedback to communicate to the speaker that you are bored. b) Exhibit disapproval on all controversial issues. c) Avoid echoing the speaker’s nonverbal communication. d) Avoid interrupting the speaker.

Answer: d Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Listening Styles Difficulty Level: Moderate 42 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

27. Beth Ann wants to be a good critical listener. Which directive should she follow? a) Filter out any undesirable messages. b) Focus only on nonverbal communication. c) Focus only on verbal communication. d) Keep an open mind.

Answer: d Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

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

28. Sharia is listening logically and dispassionately to the salesperson who is trying to sell her a car. Sharia is engaging in what type of listening? a) offensive b) defensive c) critical d) empathic Answer: c Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

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

29. In __________ listening, you think logically and dispassionately about what is being said, such as the stories your friends tell you or the sales pitch of a car dealer. a) empathic b) inactive c) objective d) critical Answer: d Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

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

43 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

30. Your neighbor is conveying to you sadness over the death of his wife. To communicate understanding, you should practice __________ listening. a) empathic b) inactive c) objective d) critical Answer: a Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

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

31. Which statement accurately reflects the relationship between culture and listening? a) Standards for appropriate feedback are the same across cultures. b) Listening in any culture requires attention to verbal and nonverbal cues. c) Nonverbal cues tend to have the same meaning across cultures. d) Polite listening in all cultures involves cues of agreement.

Answer: b Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Listening Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 32. Which statement is an active listening response to ―This has been the worst day of my life!‖ a) ―This is the worst day of your life, huh?‖ b) ―You think you have had a bad day; let me tell you about mine!‖ c) ―You seem really upset. What made your day so bad?‖ d) ―Awe, sorry . . . but I have a meeting to go to.‖ Answer: c Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

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

33. Which statement is true of active listening? a) It enables you to check your understanding of what the speaker has said.

44 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) It enables you to express an evaluation of what the speaker has said. c) It inhibits the speaker from further exploring his or her feelings and thoughts. d) It discourages the speaker from solving his or her problem.

Answer: a Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

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

34. In the relationship between listening and culture, which statement accurately reflects feedback? a) Positive feedback is always preferable to negative feedback regardless of culture. b) People from high-context cultures (such as Japan and Korea) generally appreciate honest, open feedback. c) Perceptions of appropriate feedback vary from culture to culture. d) Eye contact is a universal symbol of good listening.

Answer: c Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

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

35. Culture influences listening in a variety of ways. According to your textbook, contributing to listening difficulties are cultural differences in language and speech, nonverbal behaviors, and __________. a) empathy b) premature judgment c) feedback d) mental distractions Answer: c Learning Objective: 3.4 Explain the major cultural and gender differences found in listening.

Topic: Listening Differences: Culture and Gender Difficulty Level: Easy Skill Level: Remember the Facts

36. What are display rules? a) cultural rules that govern which nonverbal behaviors are appropriate and inappropriate in a public setting 45 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) cultural rules that govern when to offer feedback and when not to offer feedback c) social rules that emerge as people listen actively to others d) social rules that govern how people should express empathy in private settings Answer: a Learning Objective: 3.4 Explain the major cultural and gender differences found in listening.

Topic: Listening Differences: Culture and Gender Difficulty Level: Easy Skill Level: Remember the Facts

37. Which statement accurately reflects the relationship between listening and gender according to linguistic scholar Deborah Tannen? a) Women are apt to give more listening cues than men. b) Women typically make less eye contact than men while listening. c) Women tend to assume a more confrontational posture than men when listening. d) Women listen less to men than men listen to women.

Answer: a Learning Objective: 3.4 Explain the major cultural and gender differences found in listening.

Topic: Listening Differences: Culture and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 38. It is appropriate to use the ―OK‖ sign (forming a circle with your thumb and forefinger) in the United States but not in Tunisia. This difference exemplifies __________ between cultures. a) masculine orientation b) display rules c) feminine orientation d) backchanneling Answer: b Learning Objective: 3.4 Explain the major cultural and gender differences found in listening.

Topic: Listening Differences: Culture and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts

39. According to scholar Deborah Tannen, generally speaking, who is more likely to ask supportive questions, offer constructive criticism, and make direct eye contact during the listening process? a) women b) men c) public speakers d) collectivist cultures 46 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 3.4 Explain the major cultural and gender differences found in listening.

Topic: Listening Differences: Culture and Gender Difficulty Level: Easy Skill Level: Remember the Facts

40. When examining gender and listening behaviors, the text concludes that __________. a) gender differences are innate b) gender differences are changing drastically c) gender differences do not exist d) gender differences are indiscernible Answer: b Learning Objective: 3.4 Explain the major cultural and gender differences found in listening.

Topic: Listening Differences: Culture and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts

Essay Questions 1. What are the five stages of listening?

Answer: The ideal answer should include: 

The five stages of listening are receiving, understanding, remembering, evaluating, and responding.

Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Easy Skill Level: Remember the Facts 2. Choose one of the five stages of listening. Describe the stage you’ve selected and offer suggestions to make it effective in practice. Finally, offer a personal example showing how you’ve experienced this stage of listening.

Answer: The ideal answer should include:  

The five stages of listening are receiving, understanding, remembering, evaluating, and responding.

Student examples will vary.

47 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Apply What You Know

3. What does it mean to listen ethically and how can you be sure to do this yourself?

Answer: The ideal answer should include: 



Most often, discussions of ethics in communication focus on the speaker. But listeners also have ethical obligations. These obligations, as you might have guessed, will vary with the relationship between you and the other person. Generally, as the intimacy of a relationship increases, so do your obligations to serve as a supportive and honest listener.

The textbook offers four ―time-honored principles‖: give the speaker an honest hearing; empathize with the speaker; reflect honestly on the speaker’s message; give the speaker honest feedback.

Learning Objective: 3.1 Define listening and its five stages and describe the ways you can increase listening accuracy at each of these stages.

Topic: Listening Stages Difficulty Level: Moderate Skill Level: Understand the Concepts

4. What are the four major barriers to effective listening?

Answer: The ideal answer should include: 

The major barriers are physical and mental distractions, biases and prejudices, lack of appropriate focus, and premature judgment.

Learning Objective: 3.2 Describe the four major barriers to effective listening and describe how you can improve effectiveness in your own listening.

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

5. Name at least three suggestions for listening more effectively in the classroom.

Answer: The ideal answer should include: 

Prepare yourself to listen.

48 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

    

Avoid distractions.

Pay special attention to the introduction.

Take notes in an outline form.

Assume relevance.

Listen for understanding.

Learning Objective: 3.2 Describe the four major barriers to effective listening and describe how you can improve effectiveness in your own listening.

Topic: Listening Barriers Difficulty Level: Easy Skill Level: Remember the Facts 6. What is multitasking? Do you agree with the textbook’s authors that it does not work in terms of the listening process? Why or why not?

Answer: The ideal answer should include:  

 

Multitasking (for example, trying to watch TV and listen to someone at the same time) with the aim of being supportive doesn‘t work.

As both a listener and a speaker, try to remove whatever physical barriers can be removed; for those that you can‘t remove, adjust your listening and speaking to lessen the effects as much as possible. As a listener, focus on the speaker; you can attend to the room and the other people later.

Mental distractions also get in the way of focused listening; again, you can attend to these thoughts later.

Student arguments will vary. Be sure students provide evidence to support their claims.

Learning Objective: 3.2 Describe the four major barriers to effective listening and describe how you can improve effectiveness in your own listening.

Topic: Listening Barriers Difficulty Level: Difficult Skill Level: Analyze It

7. As a listener, what should you do after hearing a sexist or culturally insensitive remark with which you disagree? Why? Provide an anecdote to support your response.

Answer: The ideal answer should include:  

A common listener reaction is to draw conclusions or judgments on incomplete evidence.

Sometimes, listeners will stop listening after hearing, for example, an attitude they disagree with or some sexist or culturally insensitive remark.

Instead, this is a situation that calls for especially concentrated listening so that you don‘t rush to judgment. Wait for the evidence or argument; avoid making judgments before you gather all the information. Listen first, judge second.

49 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



Student anecdotes will vary.

Learning Objective: 3.2 Describe the four major barriers to effective listening and describe how you can improve effectiveness in your own listening.

Topic: Listening Barriers Difficulty Level: Difficult Skill Level: Apply What You Know

8. What is empathic listening? When have you attempted to participate in this listening style?

Were you successful at it? Why or why not?

Answer: The ideal answer should include:   

If you’re going to understand what a person means and what a person is feeling, you need to listen with some degree of empathy.

To empathize with others is to see the world as they see it and to feel what they feel; empathic listening will also help you enhance your relationships.

Student examples will vary.

Learning Objective: 3.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Listening Styles Difficulty Level: Difficult Skill Level: Analyze It

9. Explain how men and women arguably listen differently. Do you agree or disagree with this assessment? Why? Answer: The ideal answer should include:   

Men and women give different types of listening cues. A woman is more likely to give lots of listening cues. A man is more likely to listen quietly, without giving lots of listening cues.

Women make more eye contact when listening than do men, who are more apt to look around and often away from the speaker.

Student assessments will vary.

Learning Objective: 3.4 Explain the major cultural and gender differences found in listening and their influence on listening.

Topic: Listening Differences: Culture and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts

50 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

10. Provide two examples of how culture impacts nonverbal communication.

Answer: The ideal answer should include: 



Students’ examples will vary but should indicate their understanding that people from different cultures have different display rules. For example, collectivist cultures often consider direct eye contact overly forward, impolite, or inappropriate, while individualist cultures often consider direct eye contact a sign of honesty and forthrightness.

Different cultures have different meanings for the same gesture. For example, the thumb and forefinger forming a circle means ―OK‖ in most of the United States, but it means ―money‖ in Japan, ―zero‖ in some Mediterranean countries, and ―I‘ll kill you‖ in Tunisia.

Learning Objective: 3.4 Explain the major cultural and gender differences found in listening and their influence on listening.

Topic: Listening Differences: Culture and Gender Difficulty Level: Moderate Skill Level: Apply What You Know

Chapter 4: Verbal Messages

Multiple Choice Questions 1. One principle of verbal messages is that message meanings are in __________. a) abstract objects b) orientation c) disconfirmation d) people Answer: d Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Verbal messages carry two types of meaning: __________ and __________. a) migrants; settlers b) connotative; denotative c) verbal; nonverbal d) snarl; purr Answer: b Learning Objective: 4.1 Paraphrase the principles of verbal messages.

51 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Principles of Verbal Messages Difficulty Level: Easy Skill Level: Remember the Facts

3. The denotative meaning of a word is __________. a) subjective b) found in a dictionary c) the word’s emotional meaning d) different for different people Answer: b Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Easy Skill Level: Remember the Facts

4. The statement Andrea is an idiot contains __________. a) a snarl word b) a purr word c) metacommunication d) disconfirmation Answer: a Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know

5. Which option is the highest in abstraction? a) chairs b) stool c) things to sit on d) the wing chair in Sandra’s living room Answer: c Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know

6. Which option is the lowest in abstraction? a) cats 52 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) my orange tabby, Murray c) animals d) carnivores Answer: b Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know

7. Which message is most likely to be polite? a) indirect statement b) criticism c) direct statement d) negative facial expression Answer: a Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Understand the Concepts 8. Which statement is an indirect response to the question ―What’s for dinner, honey‖? a) ―I’m not cooking tonight. I ordered Chinese takeout.‖ b) ―Why do you always ask me that as soon as I get home from work?‖ c) ―Tony said the new Mexican place down the street is great, and they deliver.‖ d) ―I think you should prepare the meal this evening.‖ Answer: c Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know

9. Lauren believes people should "tell it like it is" when communicating with others because it saves time and energy. Lauren's guiding principle in verbal communication is __________. a) directness b) face-saving c) peaceful relations d) indirectness Answer: a Learning Objective: 4.1 Paraphrase the principles of verbal messages.

53 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know 10. Instead of saying, ―I’m bored with this conversation,‖ you say, ―It’s getting late and I have to get up early tomorrow.‖ This message, which allows you to express a desire without offending someone, is a(n) __________ message. a) onymous b) anonymous c) direct d) indirect Answer: c Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know 11. Alfred wants to ensure he is communicating politely via e-mail. Which strategy should he use? a) Write in all capital letters. b) Compose a lengthy e-mail. c) Generate unsolicited e-mails whenever possible. d) Avoid offensive language.

Answer: d Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know

12. __________ refers to a willingness to stand up for your rights but with respect for the rights of others. a) Assertiveness b) Aggressiveness c) Onymous communication d) Abstraction Answer: a Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Easy Skill Level: Remember the Facts

54 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

13. The local newspaper allows readers to comment on stories in its online edition. Readers do not have to give their names, and many of the comments are extreme. This is an example of __________ messages. a) onymous b) anonymous c) denotative d) connotative Answer: b Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know 14. When Ainsley tells Jeffrey, ―I am going to study hard for that history test,‖ and Jeffrey replies, ―I know you will. You have a real drive to do well in school. I admire you,‖ Jeffrey is engaging in __________. a) confirmation b) disconfirmation c) allness d) denotative communication Answer: a Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know 15. When Jeanne tells Dave, ―I’m so excited! I got an A on my chemistry midterm,‖ and Dave replies, ―I’m hungry. Let’s get some lunch,‖ Dave is engaging in __________. a) confirmation b) disconfirmation c) rejection d) indiscrimination Answer: b Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know

55 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

16. Which statement demonstrates nonsexist language? a) The average student is worried about his grades. b) The competent student knows her limitations. c) The first-year students may require extra attention. d) The unprepared student jeopardizes his chance for a good grade.

Answer: c Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know 17. Marion says, ―Jon is a gay athlete.‖ This is an example of what? a) denotative meaning b) polite communication c) heterosexist speech d) ambiguity Answer: c Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know

18. When creating the company newsletter, Janice features anniversaries of those who share her race, but she omits the anniversaries of employees of a different race. Janet’s behavior can be described as __________. a) sexist b) racist c) heterosexist d) ageist Answer: b Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know 19. When Lily interviewed Meisha for a job, she told her, ―Meisha, you have been out of college 56 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

for a long time, so I don’t think you would be comfortable with our young clients.‖ Lily’s statement could be considered __________. a) ageist b) heterosexist c) racist d) confirming Answer: a Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know

20. Which directive avoids ageism? a) Assume older people are not interested in the world around them. b) Talk louder and slower to older people, regardless of whether they are hard of hearing. c) Refresh older people’s memories when you see them. d) Do not assume older people are technologically illiterate.

Answer: d Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know

21. Policeman and congressman are examples of __________ language. a) ageist b) heterosexist c) racist d) sexist Answer: d Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know

22. Descriptors like gay professor and lesbian coach illustrate the linguistic prejudice of __________. a) heterosexism 57 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) allness c) institutional ageism d) sexism Answer: a Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know

23. When Donald, an openly gay man, meets Mehmet, Mehmet automatically assumes Don must also know Rick, Mehmet’s gay residence-hall director. Mehmet’s tendency to assume Don and Rick would know each other can be described as __________. a) sexist b) polarization c) assertiveness d) heterosexist Answer: d Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know

24. Mandatory retirement laws and age restrictions in certain occupations can be referred to as __________. a) heterosexism b) allness c) institutional ageism d) sexism Answer: c Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Understand the Concepts

25. When you talk down to people who are older, you are engaging in __________. a) heterosexism b) allness 58 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

c) ageism d) sexism Answer: c Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Understand the Concepts

26. Using terms preferred by members of different cultures to talk to and about them requires using appropriate __________. a) cultural identifiers b) polite communication c) heterosexist speech d) ambiguity Answer: a Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Understand the Concepts

27. Intensional orientation refers to the tendency to __________. a) view people, objects, and events in terms of how they are labeled rather than in terms of how they actually exist b) respond to things as they are rather than as they are labeled or talked about c) see the middle ground as well as extremes d) group unlike things together and to assume that because they have the same label, they are all alike Answer: a Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Remember the Facts

28. If you avoid immediately labeling people, objects, and events and instead focus on how you see them, you are engaging in __________. a) intensional orientation b) extensional orientation 59 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

c) allness d) indiscrimination Answer: b Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Understand the Concepts 29. Adding ―et cetera‖ to their messages helps speakers to avoid __________. a) allness b) fact-inference confusion c) extensional orientation d) indiscrimination Answer: a Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Understand the Concepts

30. Which statement is factual? a) ―Shawn is angry.‖ b) ―Megan harbors resentment.‖ c) ―Barb is driving a black jeep.‖ d) ―Maddy is carrying a grudge.‖ Answer: c Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Apply What You Know

31. When we focus on classes of individuals or objects and fail to see each one as unique, we have the misevaluation of __________. a) static evaluation b) indiscrimination c) fact-inference confusion d) polarization

60 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: b Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Remember the Facts 32. "I don’t want another jock in our study group. One is plenty." This statement exemplifies __________. a) static evaluation b) indiscrimination c) fact-inference confusion d) polarization Answer: b Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Remember the Facts

33. __________ is often referred to as the ―either/or‖ fallacy. a) Polarization b) Denotation c) Static evaluation d) Allness Answer: a Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Remember the Facts

34. A useful antidote to indiscrimination is the extensional device called __________, a spoken or mental subscript that identifies everyone in a group as an individual even though all members of the group may be covered by the same label. a) the index b) symbolic language c) abstraction d) disconfirmation Answer: a 61 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Remember the Facts

35. Egan engages in __________ when he retains a judgment of a close friend, despite the inevitable changes in the friend. a) static evaluation b) symbolic language c) abstraction d) confirmation Answer: a Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Apply What You Know

36. Evaluations of yourself and others need to keep pace with the rapidly changing real world.

One of the best ways to guard against static evaluation is to use a temporal device called __________. a) the date b) polarization c) the index d) intensional orientation Answer: a Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Understand the Concepts

37. Jaime often categorizes situations in extremes: black and white, good and bad, brilliant and stupid, rich and poor. Jaime is using __________ to describe situations. a) static evaluation b) symbolic language c) polarization d) confirmation Answer: c 62 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Understand the Concepts

38. Why should you avoid static evaluation? a) Language tends to be static, but people and events are forever changing. b) You can never know all or say all about anything. c) Language symbolizes reality and is not the reality itself. d) Everything is unique Answer: a Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Understand the Concepts

39. When you view and talk about only extremes and ignore the middle, you are participating in __________. a) a date subscript b) polarization c) disconfirmation d) intensional orientation Answer: b Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

Topic: Using Verbal Messages Effectively Difficulty Level: Easy Skill Level: Understand the Concepts

40. When you fail to recognize and keep pace with the inevitable changes occurring in things and people, you are __________. a) engaging in static evaluation b) using symbolic language c) relying on extremes d) showing disconfirmation Answer: a Learning Objective: 4.3 Explain the ways in which language can distort thinking and the suggestions for communicating more logically.

63 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Using Verbal Messages Effectively Difficulty Level: Moderate Skill Level: Understand the Concepts

Essay Questions 1. Explain the statement, ―Message meanings are in people.‖ Answer: The ideal answer should include: 

To discover the meaning a person is trying to communicate, it is necessary to consider the person and the context as well as the words. Words have different meanings to different people. For example, the word ―ice‖ may mean something very different to someone ordering a beverage in Florida than it does to someone driving on snow-covered roads in Vermont.

Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Explain how messages are both denotative and connotative, and offer an example of each.

Answer: The ideal answer should include:   

Messages are denotative (i.e., objective and generally easily agreed on, the meaning you would find in a dictionary) and connotative (i.e., subjective and generally highly individual in meaning).

Take as an example the word migrants (often used to designate Mexicans coming into the United States to better their economic condition) with the word settlers (meaning Europeans who came to the United States for the same reason).

Student examples will vary.

Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know

3. What is a snarl word? Give an example of a time when you used a snarl word or observed a snarl word being used.

Answer: The ideal answer should include:

64 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

 

Snarl words are highly negative words. They do not describe objective realities, but rather express the speaker‘s feelings about people or events.

Students‘ examples will vary. A typical example may include something like, ―Joey is an idiot.‖

Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know

4. Large cultural differences exist in the way lying is defined as well as treated; some cultures consider lying to be more important than others. Think back to your childhood. How was lying treated in your family?

Answer: Answers will differ among students.  The text identifies some common behaviors of liars as: o Liars hold back. They speak more slowly (perhaps to monitor what they‘re saying), take longer to respond to questions (again, perhaps monitoring their messages), and generally give less information and elaboration. o Liars make less sense. Liars‘ messages contain more discrepancies, more inconsistencies. o Liars give a more negative impression. Generally, liars are seen as less willing to be cooperative, smile less than truth-tellers, and are more defensive. o Liars are tense. The tension may be revealed by their higher pitched voices and their excessive body movements.

Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Difficult Skill Level: Analyze It

5. Identify the four behaviors associated with lying.

Answer: The ideal answer should include:    

Liars hold back. They speak more slowly, take longer to respond to questions, and generally give less information and elaboration.

Liars make less sense. Their messages contain more discrepancies and inconsistencies.

Liars give a more negative impression. They are less cooperative, smile less than truthtellers, and are more defensive.

Liars are tense. Their tension may be revealed by their higher pitched voices and excessive body movements.

Learning Objective: 4.1 Paraphrase the principles of verbal messages.

65 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Understand the Concepts

6. There are considerable gender differences in politeness. First, what does this mean? Second, offer two to three examples of when you've seen this dynamic at work.

Answer: The ideal answer should include:   

Women are more polite and more indirect in giving orders than are men.

Men are more likely to be indirect when they express weakness, reveal a problem, or admit an error.

Examples will differ among students.

Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know

7. What is netiquette? Describe an instance in which you did NOT follow netiquette and the results of that action.

Answer: The ideal answer should include:   

The rules of netiquette provide guidance in communicating online, and they concern everyone using computer-mediated communication.

These rules are helpful for making Internet communication more pleasant and easier and also for achieving greater personal efficiency.

Examples will differ among students.

Learning Objective: 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty Level: Difficult Skill Level: Apply What You Know

8. Describe the difference between confirming and disconfirming communication behaviors.

Answer: The ideal answer should include:  

Confirmation acknowledges the presence of another person; disconfirmation ignores the other‘s presence.

Confirmation uses nonverbal contact, such as maintaining direct eye contact, touching and acknowledgment of the other person; there is no nonverbal contact with 66 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

   

disconfirmation.

Confirmation uses dialogue; disconfirmation uses monologue.

Confirmation demonstrates understanding of what the other person says and means; disconfirmation jumps to interpret or evaluate the other‘s message.

In confirmation, the other person is encouraged to express his or her thoughts and feelings by showing interest and asking questions; disconfirmation discourages these types of communication.

Confirmation uses direct responses; disconfirmation avoids response.

Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Difficult Skill Level: Understand the Concepts

9. Explain why words like mankind and congressmen are considered sexist. Give examples of how these words can be made nonsexist.

Answer: The ideal answer should include:  

Although these are generic terms, they are considered sexist because of the use of ―man‖ in each term. This language presumes that males are the norm.

A word such as mankind can be changed to a gender-neutral term such as ―human beings,‖ ―humanity,‖ or ―people.‖ A word such as congressmen can be made nonsexist by changing the term to representative or congressperson.

Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty Level: Moderate Skill Level: Apply What You Know

10. What is ageism? Describe a movie or television series that relies on ageism for comedic or dramatic purposes.

Answer: The ideal answer should include:  

Although used mainly to refer to prejudice against older people, the term ageism can be used against people of other age groups also, for example, teenagers are irresponsible.

Student examples of movies or television series will vary.

Learning Objective: 4.2 Define and distinguish between disconfirmation and confirmation and provide examples of appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation 67 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Difficulty Level: Difficult Skill Level: Apply What You Know

Chapter 5: Nonverbal Messages Multiple Choice Questions 1. Which benefit results from using effective nonverbal communication? a) It decreases your ability to understand people. b) It decreases your own perceived attractiveness. c) It challenges your ability to make an effective self-presentation. d) It increases your psychosocial well-being.

Answer: d Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

Topic: Principles of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Nonverbal communication may be used to __________, to add nuances of meaning not communicated by your verbal message. a) regulate b) illustrate c) complement d) accent Answer: c Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

Topic: Principles of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts

3. During her speech to persuade her classmates to get involved in campus politics, Hannah pounds the podium to draw her audience’s attention to an important point. Hannah has used nonverbal communication to __________ verbal communication. a) regulate b) illustrate c) complement d) accent 68 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

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

4. When we are listening to someone speak, we are not passive; rather, we nod our heads, purse our lips, lean forward, and so on. All these nonverbal behaviors are used to __________. a) repeat verbal messages b) accent verbal messages c) control the flow of verbal messages d) help the speaker adapt to the interaction Answer: c Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

Topic: Principles of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

5. Marvin holds up two fingers while telling Harold he will be back in two minutes. Marvin has used nonverbal communication to __________ verbal communication. a) regulate b) repeat c) complement d) contradict Answer: b Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

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

6. The CEO nodded his head when asked if he believed the company held a strong market position. This demonstrates the use of nonverbal communication as a(n) __________ for verbal communication. a) repeat b) complement c) accent d) substitute 69 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

Topic: Principles of Nonverbal Communication Difficulty Level: Easy Skill Level: Apply What You Know

7. While verbally expressing confidence in the team's decision, Sandra's face appeared confused and perplexed. Sandra's nonverbal cues reflect a __________ of her verbal communication. a) substitute b) contradiction c) complement d) reinforcement Answer: b Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

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

8. Ming does not want José to know she is disappointed with the golf clubs he gave her for her birthday, so she smiles broadly and excitedly jumps up and down. Ming's use of nonverbal communication is an example of which principle of nonverbal communication? a) Nonverbal communication helps manage impressions. b) Nonverbal messages structure conversation. c) Nonverbal messages do not communicate without verbal messages. d) Nonverbal communication is not impacted by verbal communication.

Answer: a Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

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

9. To confirm the level of your relationship, you may use a(n) __________; for example, you might hold hands to see if this is responded to positively by the other person. a) tie sign b) oculesic c) emoticon d) turn-taking cue 70 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

Topic: Principles of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts

10. In the classroom, the instructor frequently nodded or pointed to acknowledge a student that wanted to speak. The purpose of this nonverbal communication was to __________. a) establish relationship status b) manage the students' impressions of the instructor c) influence the students' opinions d) structure the conversation Answer: d Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

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

11. During stressful situations, Quinton plays with his glasses to calm his nerves and focus his attention. Quinton's nonverbal action is an example of an __________. a) emblem b) adaptor c) affect display d) illustrator Answer: b Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

12. Any type of gesture that directly translates into a word or phrase is called a(n) __________. a) emblem b) regulator c) adaptor d) illustrator Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

71 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Channels of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts 13. Hamish has a habit of being a ―close talker,‖ which makes Brenda uncomfortable. She has started crossing her arms in front of her to keep Hamish at a more comfortable distance. Brenda's action is an example of a(n) __________-adaptor. a) self b) object c) alter d) affect Answer: c Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

14. Generally, people use facial management techniques to __________. a) enable them to express feelings while achieving desired effects b) show how they really feel about others c) establish territorial boundaries d) distance themselves from others Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

15. The facial feedback hypothesis posits that __________. a) if you give positive facial cues to others, they will reciprocate b) negative facial cues have little effect on the feedback people receive c) facial expressions influence levels of physiological arousal d) facial expressions are the most influential form of nonverbal communication Answer: c Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts

72 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

16. When you avoid eye contact or avert your glance to help others maintain privacy, it is known as __________. a) the facial feedback hypothesis b) eye avoidance c) civil inattention d) spatial communication Answer: c Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

17. When you come into a lecture hall early, place your books and jacket on a seat, and then go out to talk with friends, you have engaged in behavior best described as __________. a) dominance b) transactional c) relational d) territorial Answer: d Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

18. Which proxemic distance would be appropriate for a pharmaceutical sales representative when meeting with a doctor to introduce a new drug? a) social b) public c) intimate d) personal Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

19. At a(n) __________ distance, which measures from 12 to 25 feet or more, you are protected and could take defensive action if threatened. a) intimate b) personal 73 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

c) social d) public Answer: d Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts

20. At a(n) __________ distance, which ranges from 18 inches to 4 feet, you are in an imaginary ―bubble‖ that keeps you protected and untouched by others. a) intimate b) personal c) social d) public Answer: b Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts

21. In the office, sliding panels are available to separate sections of larger rooms to lend privacy to distinct meeting spaces. These panels represent __________. a) boundary markers b) earmarkers c) haptic markers d) central markers Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

22. If you leave your jacket on the back of a chair in the library while you search the stacks, you have placed a(n) __________ marker. a) temporal b) central c) boundary d) ear Answer: b 74 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

23. Territories you can call your own, such as your car or your breakroom locker, are referred to as __________. a) public b) secondary c) intimate d) primary Answer: d Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

24. Zach has placed a nameplate on his desk with his name and title. This is an example of a(n) __________. a) central marker b) boundary marker c) earmarker d) lineal marker Answer: c Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

25. Artifactual communication would include __________. a) jewelry b) winking c) gestures d) pupil dilation Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

75 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

26. By including a comfortable guest chair, candy dish and cheery artwork in her office, Josie is using __________ communication to make visitors feel welcome. a) cultural b) proxemic c) spatial d) artifactual Answer: d Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

27. Katia only wears one kind of perfume, Forever. When Katia's friends smell Forever, they instantly think of her. In this case, the smell of Forever functions as a(n) __________ message. a) identification b) attraction c) ritualistic d) control Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Moderate Skill Level: Apply What You Know 28. Kat’s realtor suggested that she bake cookies in the oven before the open house so that the house would smell ―homey‖ to prospective buyers. The realtor’s suggestion is an example of using smell communication to send a(n) __________ message. a) attraction b) territorial c) proxemic d) identification Answer: d Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

29. The most primitive form of nonverbal communication is __________. a) touch 76 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) artifactual c) eye d) gesture Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts

30. Shaking hands, hugging, or kissing upon greeting someone is an example of __________ touch communication. a) controlling b) ritualistic c) task-related d) emotional Answer: b Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

31. A positive correlation exists between touch avoidance and __________. a) communication apprehension b) territorial communication c) temporal confusion e) proxemic distance Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts

32. Paralanguage may be defined as the __________. a) nonverbal dimension of gesture b) vocal and verbal dimension of speech c) vocal but nonverbal dimension of speech d) movements of the small muscles of the face Answer: c Learning Objective: 5.2 Describe the channels of nonverbal communication.

77 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Channels of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts 33. The ―spiral of silence‖ theory suggests that you are more likely to voice __________ than __________. a) agreement; disagreement b) disagreement; agreement c) assertiveness; aggression d) conspiracy; agreement Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts

34. Attendees to the meeting arrived from 10 to 20 minutes late and were slow to focus in on the topic at hand. The attendees' __________ communication led the facilitator to believe the team did not find the topic important. a) temporal b) spatial c) cultural d) facial Answer: a Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

35. People in monochronic cultures __________. a) do not pay much attention to color b) compartmentalize time c) value silence d) schedule multiple things at the same time Answer: b Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

78 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

36. Which suggestion should you follow when making decisions about another person’s nonverbal communication? a) Draw immediate conclusions about nonverbal behaviors. b) Understand that messages come through only one channel of communication. c) Accept that your first judgment is most likely correct. d) Interpret your judgments and conclusions against a cultural context.

Answer: d Learning Objective: 5.3 Paraphrase the guidelines for improving your skills in decoding and encoding nonverbal messages.

Topic: Competence in Nonverbal Communication Difficulty Level: Moderate Skill Level: Apply What You Know

37. During a meeting, Jaleel noticed that James kept looking away and fidgeting while sharing his ideas for solving an issue. How should Jaleel process this nonverbal communication? a) Ignore James's communication behavior and focus only on what is said about the issue. b) Consider other aspects of James's communication behavior and various reasons for it. c) Dismiss James's inputs as he is exhibiting signs of discomfort with the ideas. d) Reflect on Jaleel's personal triggers for such behavior and use that to assess James's motivations.

Answer: b Learning Objective: 5.3 Paraphrase the guidelines for improving your skills in decoding and encoding nonverbal messages.

Topic: Competence in Nonverbal Communication Difficulty Level: Moderate Skill Level: Apply What You Know

38. Developing hypotheses and testing them as a way to determine what is going on during nonverbal communication reflect __________ skills. a) encoding b) empathy c) decoding d) interpretation Answer: c Learning Objective: 5.3 Paraphrase the guidelines for improving your skills in decoding and encoding nonverbal messages.

Topic: Competence in Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

79 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

39. Mahendra has worked with José for many years and knows him to be very calm under pressure. What decoding skill would help Mahendra decide how to respond when José appears extremely agitated during a meeting? a) Measure behavior against a baseline. b) Interpret judgments against a cultural context. c) Keep one's nonverbal messages consistent with verbal messages. d) Maintain eye contact when speaking.

Answer: a Learning Objective: 5.3 Paraphrase the guidelines for improving your skills in decoding and encoding nonverbal messages.

Topic: Competence in Nonverbal Communication Difficulty Level: Moderate Skill Level: Apply What You Know

40. When communicating in the office, Lorenzo is careful to keep his verbal and nonverbal messages consistent and maintain eye contact during conversations. Lorenzo is demonstrating good ________ skills. a) encryption b) temporal c) encoding d) decoding Answer: c Learning Objective: 5.3 Paraphrase the guidelines for improving your skills in decoding and encoding nonverbal messages.

Topic: Competence in Nonverbal Communication Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions 1. Identify the six major ways in which nonverbal messages interact with verbal messages.

Answer: The ideal answer should include: 

The six major ways in which nonverbal and verbal messages interact are to: accent, complement, contradict, control, repeat, and substitute for each other.

Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

Topic: Principles of Nonverbal Communication Difficulty Level: Easy 80 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Remember the Facts

2. Define and differentiate contradictory and complementary nonverbal communication. Give an example of nonverbal communication for each case.

Answer: The ideal answer should include: 



Contradictory nonverbal communication occurs when nonverbal communication and verbal communication send two opposing messages. Complementary nonverbal communication occurs when nonverbal communication adds nuances of meaning not communicated by your verbal communication.

Students’ examples will vary. An example may include crossing your fingers when lying for contradictory or smiling when telling a joke for complementary.

Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

Topic: Principles of Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know

3. You are interviewing for a position in the professional sector. Discuss and describe how you could use nonverbal communication to assist you in securing the job.

Answer: The ideal answer should include: 



Nonverbal communication can help in multiple ways including: managing impressions, forming relationships, structuring conversation, influencing and deceiving, or expressing emotions. Students should consider these areas when answering, with forming relationships least applicable in an interview setting.

Students’ specific actions will vary. Examples might include dressing professionally to give a good impression, focused eye contact to reinforce interest in the position, using turn-taking cues to structure the conversation, or using facial expressions to show understanding or excitement for the position.

Learning Objective: 5.1 Explain the major principles that describe how nonverbal communication works.

Topic: Principles of Nonverbal Communication Difficulty Level: Difficult Skill Level: Analyze It

4. Identify the four spatial distances used to communicate different messages and give an example of each.

81 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: The ideal answer should include:  

The four spatial distances are intimate distance, personal distance, social distance, and public distance.

Students’ examples will vary. Examples may include: o Intimate distance is from touching to 18 inches and is experienced when comforting a friend. o Personal distance is between 18 inches and 4 feet and is the distance that we typically use when talking to friends. o Social distance is between 4 and 12 feet and would be used in an impersonal business meeting, such as a job interview. o Public distance is between 12 and 25 feet and is often used when people want to protect their space, as when riding on public transportation.

Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

5. Discuss and describe how smell, or olfactory communication, is important in many situations and has become big business.

Answer: The ideal answer should include: 





Because humans possess so many scent glands, it has been argued that it only remains for us to discover how we use scent to communicate a wide variety of messages. Two particularly important messages that smell communicates are attraction messages and identification messages.

Attraction messages: People use perfumes, colognes, aftershave lotions, powders, and the like in an effort to enhance attractiveness. You also use scents to make yourself feel better. When you smell pleasant, you feel better about yourself; when you smell unpleasant, you feel less good about yourself—and probably shower and perhaps put on cologne or other scented product.

Identification messages: Smell can be used to create an image or an identity for a product.

Advertisers and manufacturers spend millions of dollars each year creating scents for cleaning products and toothpastes, for example, which have nothing to do with the products‘ cleaning power; instead, they function solely to create an image for the products. There is also evidence that we can identify specific significant others by smell.

Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Moderate Skill Level: Analyze It

82 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

6. Discuss and give examples of the cultural influence on the use of time. Include a discussion of formal and informal time, monochronism and polychronism, and the social clock.

Answer: The ideal answer should include:  

 



Cultural influences on the use of time include formal and informal time; monochronism and polychronism; and the social clock.

In the United States and in most of the world, time is divided formally. This includes seconds, minutes, hours, days, weeks, months, and years. Some cultures, however, may use seasons or phases of the moon to demarcate their most important time periods.

Informal time divisions are more general and more ambiguous; they involve such informal time terms as ―forever,‖ ―immediately,‖ ―soon,‖ etc.

Monochronic people or cultures schedule one thing at a time. In these cultures, time is compartmentalized and there is a time for everything. Polychronic people or cultures, on the other hand, schedule multiple things at the same time.

Your culture maintains a social clock—a time schedule for the right time to do various important things, such as finishing college, buying your own home, or having a child.

The social clock tells you if you are keeping pace with your peers, are ahead of them, or are falling behind.

Student examples may vary.

Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

7. Explain artifactual communication and describe how it might manifest in an academic environment and an office environment.

Answer: The ideal answer should include:  

Artifactual communication relates to messages conveyed through objects or arrangements made by human hands. It falls into categories including: color communication, clothing and body adornment, space decoration, and smell communication.

Students' examples may vary. o For example, in an academic environment, groups of students might identify with each other due to similar manners of dress or body adornment. o In an office environment, someone might decorate their office with bright colors to create a lively vibe or walls might be painted neutral colors and kept unadorned to convey simplicity and order.

Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Moderate Skill Level: Apply What You Know 83 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

8. Describe territoriality and define the three different types. Provide an example for each.

Answer: The ideal answer should include: 



Territoriality refers to a possessive reaction to an area or a particular object. The 3 types of territories are: primary, secondary, and public. Primary refers to areas you call your own. Secondary are areas you occupy or associate with but that do not belong to you.

Public refers to areas open to all, even if they are owned by someone.

Students' examples may vary. o For example, a bedroom is primary, a neighborhood is secondary, and a restaurant is public.

Learning Objective: 5.2 Describe the channels of nonverbal communication.

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

9. Explain the concept of mindfulness as it relates to nonverbal communication. How can you apply this concept to improve communication?

Answer: The ideal answer should include:  

The most general skill that applies to both sending and receiving messages is to become mindful of nonverbal messages.

Observing the nonverbal messages of others as well as being aware of your own can help you develop effective, and avoid ineffective, behaviors.

Learning Objective: 5.2 Describe the channels of nonverbal communication.

Topic: Channels of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

10. Describe four suggestions you could give a colleague related to effectively decoding nonverbal messages during a conversation.

Answer: The ideal answer should include:    

One of the most important skills is to resist leaping to conclusions. Develop and test hypotheses.

Seek alternative explanations.

Consider that you may be incorrect Be open to multiple communication channels 84 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

  

Measure against a baseline Interpret your judgments against a cultural context Consider the multitude of factors that can influence the way a person behaves nonverbally.

Learning Objective: 5.3 Paraphrase the guidelines for improving your skills in decoding and encoding nonverbal messages.

Topic: Competence in Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know

Chapter 6: Interpersonal Communication and Conversation Multiple Choice Questions 1. Interpersonal communication refers to __________. a) communication between two people who have a relationship b) communication that is not contingent on a relationship between the people interacting c) communication requiring at least three people to participate in communicating d) communication with the self.

Answer: a Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

2. The more impersonal the interaction between people, the more likely they will __________. a) respond to each other as unique individuals b) respond to each other according to societal rules c) establish conversation rules unique to the interaction d) begin self-disclosing quickly

Answer: b Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

3. The rules of society will most likely govern the interaction when __________. a) a parent is asking a child about a homework assignment b) a friend is asking for a ride to the grocery store

85 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

c) strangers are conversing while in line for movie tickets d) coworkers are talking over drinks after a hectic workday

Answer: c Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

4. Katie and Tyrone are best friends and often meet at the student center to walk to class together. What is likely to happen in the first stage of their conversation? a) They may greet each other verbally, but there is no need for a nonverbal greeting. b) They may greet each other nonverbally, but there is no need for a verbal greeting. c) They will probably greet each other both verbally and nonverbally. d) They will not engage in the first stage of the conversation process because they already know each other.

Answer: c Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

5. In the __________ stage of a conversation, participants generally signal that the purpose for the conversation has been achieved. a) closing b) feedforward c) business d) feedback

Answer: d Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Easy Skill Level: Remember the Facts

6. Statements such as, “We need to discuss our weekend plans” and “Did you hear about the new professor” are most appropriately made in which stage of conversation? a) feedforward

b) business c) opening 86 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) feedback Answer: a Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

7. After saying hello and indicating there was an important decision to be made, James described options and shared his thoughts on the best course of action. James's description of options and his preference represents the __________ stage of conversation.

a) feedforward b) business c) opening d) feedback Answer: b Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

8. After discussing various vacation destinations, Julia and Jerome agreed on a trip to Aruba. In the __________ stage of the conversation, Julia indicated she would make the arrangements today.

a) closing b) business c) opening d) feedforward Answer: a Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

9. The __________ stage of conversation can be nonverbal and still effective.

a) closing b) business c) opening d) feedback

87 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: c

Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

10. After listening to a friend talk at length, Desiree realized she had no idea what to believe as the friend made contradictory statements throughout the conversation. Desiree's friend violated the __________ principle during this conversation.

a) relation b) relevance c) quality d) quantity Answer: c Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

11. Carrie always acknowledges the merit of others' ideas during a conversation and quickly moves on when receiving positive feedback for her contributions. Which maxim of the principle of politeness is Carrie demonstrating?

a) tact b) agreement c) generosity d) sympathy Answer: c Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know 12. To facilitate a polite conversation, one should respect the right of others to do as they wish by upholding the maxim of __________. a) tact b) modesty c) generosity d) autonomy

88 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

13. The maxim of __________ refers to the expression of understanding, empathy, and supportiveness for the other person. a) tact b) approbation c) generosity d) sympathy Answer: d Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Easy Skill Level: Remember the Facts

14. Statements such as "You look fairly good for your age" or "That wasn't a bad first effort" violate the maxim of __________ related to the principle of politeness in conversation. a) agreement b) approbation c) modesty d) sympathy Answer: b Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

15. Arturo and Demetria are engaged in a conversation about global warming. After speaking at length, Arturo says, “You agree this is important, right?” Arturo has used a __________ cue.

a) turn-maintaining b) turn-yielding c) speaker prompt d) turn-requesting Answer: b 89 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

16. After listening to Paul talk on and on about how hard his public speaking class is, Portia finds an opening in the conversation and says, “I have a suggestion for you." Portia is using a __________ cue.

a) turn-maintaining b) turn-yielding c) speaker prompt d) turn-requesting Answer: d Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

17. Rogelio is not prepared for the discussion in psychology class. Whenever the instructor asks a question, Rogelio looks down and avoids eye contact. Rogelio is displaying __________ cues. a) turn-maintaining

b) turn-yielding c) turn-denying d) turn-requesting Answer: c Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

18. To communicate various types of information back to the speaker without assuming the role of speaker, you would use __________ cues. a) turn-maintaining

b) turn-yielding c) turn-denying d) back-channeling Answer: d Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

90 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Principles of Conversation Difficulty Level: Easy Skill Level: Remember the Facts

19. As a conversational turn-taking technique, interruptions are used to __________.

a) reinforce the role of listener b) attempt to take over the role of speaker c) provide feedback to the speaker d) acknowledge receipt of a message Answer: b Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

20. After explaining her thoughts on an issue, Lucia asked team members what they thought. Lucia's question demonstrates a __________ cue.

a) turn-maintaining b) turn-yielding c) speaker prompt d) turn-requesting Answer: b Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

21. Turn-requesting is one type of __________ cue.

a) listener b) speaker c) back-channeling d) conversational politeness Answer: a Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Easy Skill Level: Remember the Facts 91 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

22. While Juan was speaking, Marcus responded with "of course", "perhaps", and "totally." These utterances would be considered __________ cues.

a) turn-requesting b) interruption c) turn-requesting d) back-channeling Answer: d Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

23. While speaking, Angela often utters "um" or breaks eye contact as she is gathering her next thought.

Angela's use of these cues indicates a desire to __________ in the conversation.

a) demonstrate comprehension b) yield her turn c) maintain the role of speaker d) take over control Answer: c Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

24. The concept of __________ communication embodies the presence of respect and concern for one another during a conversation.

a) dialogic b) quality c) monologic d) meta Answer: a Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

25. When considering the use of monologic or dialogic communication, __________.

92 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) monologic is more respectful of individual choice b) dialogic is more focused on achieving mutual understanding c) monologic is more appropriate in stressful situations d) dialogic tends to be more negative

Answer: b Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

26. Ethan wants to convince Eden that his idea for long-term savings is the best choice. How could Ethan best foster dialogic communication? a) State his reasons and encourage Eden to ask questions or suggest alternatives. b) Remind Eden of poor financial decisions she has made in the past. c) Summarize his credentials regarding financial planning so Eden realizes he is most equipped to make the decision. d) Take control of the conversation to state fully all the pros of his choices while Eden just listens.

Answer: a

Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

27.You can create a sense of oneness and increase communication effectiveness by using __________ messages.

a) autonomous b) monologic c) immediacy d) turn-yielding Answer: c Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

28. During a conversation, Mario was complimentary, shared his views openly, and appeared fully engaged in what the other person was saying. Mario was using __________ behaviors during this interaction.

93 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) autonomous b) monologic c) turn-taking d) immediacy Answer: d Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

29. The joining of the speaker and the listener to create a sense of togetherness is referred to as __________.

a) monologue b) immediacy c) turn-taking d) disclosure Answer: b

Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Easy Skill Level: Remember the Facts

30. An appropriate topic for small talk should __________. a) address timely controversy b) arouse deep emotions c) uncover differences in point of view d) stress similarities rather than differences

Answer: d Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Moderate Skill Level: Understand the Concepts

31. When entering the department meeting, Carlos made eye contact and smiled while approaching a new professor. He then shared his name and class responsibilities. Carlos is making __________. a) an introduction b) small talk c) monologic communication 94 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) a qualified compliment

Answer: a Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Easy Skill Level: Apply What You Know

32. After running late to pick up her friend for a movie, Sophia demonstrated __________ in her apology by saying "I'm sorry we missed some of the movie previews. I know you enjoy those." a) assurances b) empathy c) specificity d) wrongdoing

Answer: b Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Easy Skill Level: Apply What You Know

33. When making introductions, the text stresses __________. a) keeping things high level and general b) keeping things impersonal to avoid awkwardness c) treating every person the way you like to be treated d) taking cultural considerations into account

Answer: d Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Moderate Skill Level: Understand the Concepts

34. When paying someone a compliment, it is best to __________. a) be extremely positive and expressive b) keep things impersonal to avoid awkwardness c) be specific and true to your personal feelings d) also include constructive feedback

Answer: c Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, 95 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Moderate Skill Level: Understand the Concepts

35. Lilleth is __________ when she expresses her regret for forgetting to send her friend Emily a birthday greeting. a) apologizing b) making small talk c) using a back-channeling cue d) demonstrating approbation

Answer: a Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Moderate Skill Level: Apply What You Know

36. To make an effective apology, one should __________. a) downplay the negative effects of the behavior to soften the impact b) give examples of others doing the same behavior or worse c) provide multiple and detailed reasons for why it was unavoidable d) assure the other party that the situation will not happen again

Answer: d Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Moderate Skill Level: Understand the Concepts

37. When Alaina says to her best friend, “Your new hair style is very flattering!" she is __________. a) praising b) complimenting c) apologizing d) asserting

Answer: b Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Moderate Skill Level: Apply What You Know 96 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

38. In response to a compliment on thoroughness of his presentation, Manuel says "It was fairly straightforward. There is a lot of research available." Manuel's response is an example of __________. a) minimizing b) retracting c) apologizing d) accepting

Answer: a Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Moderate Skill Level: Apply What You Know

39. Jules complimented Manny on his short story by saying "Your characters really drew me in. Sue was especially interesting but probably could have been developed even further." This represents a __________ compliment. a) minimized b) retracted c) qualified d) accepted Answer: c

Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Moderate Skill Level: Apply What You Know

40. A(n) __________ is a message of praise, flattery, or congratulations. a) introduction b) compliment c) apology d) monologue Answer: b

Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Easy Skill Level: Remember the Facts

97 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Essay Questions 1. Define interpersonal communication and provide an example.

Answer: The ideal answer should include:  

Interpersonal communication is communication that occurs between two people who have a relationship and who are thus influenced by each other‘s communication messages.

Students‘ examples will vary, but may include a conversation with a friend, a job interview, or a meeting.

Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

2. Describe the concept of an interpersonal continuum and its relationship to societal roles. From your perspective, what examples would you consider at the end points and center of the continuum? Include details to justify your response.

Answer: The ideal answer should include:  

Interpersonal communication can range from highly impersonal to extremely personal.

Individuals are likely to respond to each other more according to societal roles at the impersonal end.

Students' examples will vary as the continuum is personal but should demonstrate a range of interpersonal interactions.

Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Difficult Skill Level: Apply What You Know

3. Identify the five steps in an interpersonal communication process. Describe a sample conversation, providing a definition and example of communication through each step of the process.

Answer: The ideal answer should include: 

The 5 steps of an interpersonal communication process are: 1) opening, 2) feedforward, 3) business, 4) feedback, and 5) closing.

98 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



Students' examples will vary but definitions should indicate: o 1) opening is usually a greeting, o 2) feedforward provides a general idea of the conversation purpose, o 3) business is the substance of the conversation, o 4) feedback provides reflection and signals business is completed, and o 5) closing is the goodbye that signals how satisfied someone is with the conversation.

Learning Objective: 6.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: Interpersonal Communication and Conversation Difficulty Level: Difficult Skill Level: Apply What You Know

4. Describe the four maxims associated with the principle of cooperation in interpersonal communication.

Answer: The ideal answer should include:    

The quantity principle requires you be only as informative as necessary to communicate the intended meaning.

The quality principle states you should only say what you know or believe to be true and not state any falsehoods.

The relation principle asks you focus on what is relevant to the conversation.

The manner principle requires you be clear, brief, and organize your thoughts.

Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

5. Define the maxims of tact, approbation, and modesty as related to the principle of polite conversation and provide a sample statement demonstrating each maxim.

Answer: The ideal answer should include:   

The maxim of tact maintains the other person's autonomy, so statements should acknowledge the other person's choice. For example, "I know you‘re busy" or "I realize this is difficult."

The maxim of approbation refers to praising or complimenting the person. For example "Your art is so expressive" or "I really enjoyed your performance."

The maxim of modesty minimizes praise or compliments and might acknowledge the other person. For example, "Thank you, but it was a team effort" or "It was a challenge 99 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

but your inputs were invaluable."

Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

6. Differentiate the two major types of cues used by speakers. How do these cues impact communication?

Answer: The ideal answer should include:    

The two types of cues used by speakers are turn-maintaining and turn-yielding.

You use turn-maintaining cues to communicate your wish to maintain the role of speaker.

You use turn-yielding cues to tell the listener you are finished and would like to exchange the role of speaker for that of listener.

These cues ensure efficiency but also increase likeability during communication.

Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

7. What is a back-channeling cue? Provide an example describing a specific situation.

Answer: The ideal answer should include:  

Back-channeling cues communicate various types of information back to the speaker without assuming the role of speaker.

Students' examples will vary, but could include utterances such as "uh-huh" or nonverbal cues such a head nodding or a puzzled look.

Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Apply What You Know

8. Explain the difference between dialogic and monologic communication.

Answer: The ideal answer should include: 100 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

 

In dialogic communication, each communicator is both speaker and listener. There is genuine two-way interaction between participants and the tone is positive with concern shown for the relationship.

In monologic communication, one person speaks while the other listens. There is no real interaction between participants and the conversation can be more critical and judgmental.

Learning Objective: 6.2 Explain the principles of cooperation, politeness, turn-taking, dialogue, and immediacy in conversation.

Topic: Principles of Conversation Difficulty Level: Moderate Skill Level: Understand the Concepts

9. Identify the six guidelines for effective small talk.

Answer: The ideal answer should include three of the following:      

Be positive.

Be sensitive to leave taking cues.

Stress similarities rather than differences.

Avoid monologuing.

Answer questions with enough elaboration to give the other person information to use to interact with you.

Remember that you will be associated with the topics you frequently select to talk about.

Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Easy Skill Level: Remember the Facts

10. You offered to drive a group of friends to a concert but due to your lateness the group missed part of the opening act. Craft an apology that you could deliver that demonstrates at least three of the recommendations for effective apologies.

Answer: The ideal answer should include:      

Admit wrongdoing Be apologetic Be specific Empathize Give assurance it won't happen again Avoid excuses 101 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



Choose the appropriate channel

Learning Objective: 6.3 Paraphrase the suggestions for making small talk, making introductions, apologizing, and complimenting.

Topic: Everyday Conversations Difficulty Level: Difficult Skill Level: Apply What You Know

Chapter 7: Interpersonal Relationships Multiple Choice Questions 1. Upon entering her assigned breakout room for the workshop, Clare noticed one other woman about her age and introduced herself. This illustrates the __________ stage of relationship development. a) contact b) involvement c) intimacy d) dissolution Answer: a Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Easy Skill Level: Apply What You Know

2. On their second date, Corrine and Marty talked in detail about their pasts, likes and dislikes, and common ideas for the future. Their interactions are indicative of which stage of relationship development? a) contact b) involvement c) intimacy d) deterioration Answer: b Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

3. At a dinner with friends, Paulo and James announce that they have decided to get married.

102 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

This announcement indicates a(n) __________. a) act of interpersonal commitment b) interactional contact c) act of social bonding d) perceptual contact Answer: c Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 4. ―You are my soul mate‖ and ―You complete me‖ are statements that would most likely be said at which stage of relationship development? a) contact b) involvement c) intimacy d) deterioration Answer: c Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

5. The __________ stage of a relationship involves interactional and perceptual processes. a) repair b) involvement c) intimacy d) contact Answer: d Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

6. During the __________ stage of a developing relationship, your text messaging and Facebook interactions may intensify. a) contact 103 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) involvement c) intimacy d) deterioration Answer: b Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

7. After living with Ethan for two years, Ardis moves out and lets his calls go to voicemail. She also changes her online status to "single." Ardis's actions indicate that she __________. a) is in the repair stage of her relationship with Ethan b) is not processing the interpersonal separation effectively c) has entered the social separation phase of the breakup d) is in the contact stage of the relationship Answer: c Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

8. While in the deterioration stage of a relationship, two friends are likely to __________. a) share more intimate secrets to try to feel closer b) limit contact with each other c) focus on bigger issues rather than smaller annoyances d) spend more time together out of habit Answer: b Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

9. The deterioration stage of relationships usually begins with __________ and progresses to interpersonal deterioration. a) intrapersonal dissatisfaction b) interpersonal commitment c) interpersonal separation 104 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) intrapersonal repair Answer: a Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

10. The __________ stage of relationship development is usually divided into two phases: interpersonal commitment and social bonding. a) contact b) involvement c) intimacy d) deterioration Answer: c Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

11. Once a relationship reaches the deterioration stage, some partners may pause and try to repair the relationship, while others may progress without stopping to __________. a) intimacy b) dissolution c) contact d) involvement Answer: b Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

12. A(n) __________ relationship is a relationship between two people who see it as their most important interpersonal relationship. a) agapic b) separates c) traditional d) primary 105 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

13. Shonda and Sheri consider themselves friends. As coworkers, they often go to lunch but don't support each other much outside of the office. Shonda and Sheri have a friendship of __________. a) association b) reciprocity c) receptivity d) loyalty Answer: a Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

14. Eileen, a member of a school fundraising committee, considers the committee chair a friend.

Eileen loves supporting the school and readily takes direction from the chair who appreciates Eileen’s role in meeting the committee's goals. This friendship is based on __________. a) association b) reciprocity c) attraction d) receptivity Answer: d Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

15. People who see love as practical and traditional would be classified as __________ lovers. a) agape b) storge c) pragma d) ludic 106 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

16. Love that is offered unconditionally, without any concern for personal reward or reciprocation, is known as __________. a) agapic b) pragmatic c) manic d) ludic Answer: a Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

17. The lover who seeks a companionable relationship with someone with whom they can share activities and interests is practicing __________ love. a) eros b) storge c) pragma d) agape Answer: b Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

18. Since meeting just two weeks ago, Julie and Colton have spent every waking meeting together or on the phone. When Julie didn't respond to a recent text, Colton became agitated and jealous. Their developing relationship exhibits __________ love. a) pragmatic b) agapic c) ludic d) manic 107 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

19. Darnell is enjoying his new relationship with Darice. Darnell finds her intriguing and is having fun doing a variety of new activities with Darice. Their developing relationship exhibits __________ love. a) pragmatic b) eros c) ludic d) manic Answer: c Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

20. Billy and Sue spend most of their time together and frequently put the other's preferences ahead of their own. They would be identified as a(n) __________ couple. a) convenience b) independent c) traditional d) singular Answer: c Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

21. Couples who are separates view their relationship as __________. a) a matter of convenience more so than the result of mutual love b) interdependent and needing them to sacrifice individual needs c) a blending of two persons into a cohesive couple d) a singular priority that inspires them to spend significant time together

108 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

22. Miranda interacts cordially, but infrequently, with her siblings. She's somewhat aware of their professions and personal interests but does not care to become involved with the details of their lives. Miranda's family type appears to be __________. a) independent b) protective c) pluralistic d) laissez-faire Answer: d Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

23. The degree to which family members can speak their minds is referred to as __________. a) conversation-orientation b) conformity-orientation c) family type d) consensus-orientation Answer: a Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

24. During Sunday dinners, Drew's family members get into lively debates that rarely end in agreement but do not result in any hurt feelings or lingering animosity. Drew is part of a __________ family. a) pluralistic b) consensual c) a blending of two persons into a cohesive couple d) protective

109 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

25. Kay, a new employee, frequently has coffee with Elliot, who has been with the company for many years. Elliot helps Kay understand the company's history and gives advice on how to succeed in the culture. This illustrates a __________. a) networking relationship b) mentoring relationship c) workplace romance d) friendship of association Answer: b Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

26. A special type of abuse associated with the sending of threatening messages or posting negative comments or lies is known as __________. a) blogging b) tweeting c) cyberbullying d) networking Answer: c Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

27. Relationships between a Tweeter and follower, blogger and reader, or LinkedIn contacts that have never met in person are referred to as __________ relationships. a) antisocial b) mentoring c) online-only d) cyberbullying

110 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

28. Aaron posts to an online site daily, presenting discussion topics related to his area of expertise and responding to reader comments from previous postings. Aaron is participating in __________. a) blogging b) tweeting c) cyberbullying d) networking Answer: a Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

29. Hiro and Nalini met at a local gym and developed a relationship based on frequent interaction during workout sessions and a shared interest in adventurous social outings. This relationship demonstrates the __________ theory. a) relationship rules b) attraction c) social penetration d) equity Answer: b Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

30. Relationship rules theory helps people to __________. a) maintain relationships in which each partner benefits equally b) find common ground in establishing relationships c) identify successful versus destructive relationship behavior d) determine when they should terminate a relationship Answer: c 111 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

31. Kyra and Leann live across the hall from each other and developed a friendship as a result of regularly crossing paths and engaging in small talk. This relationship developed as a result of __________. a) reinforcement b) educational status c) proximity d) reciprocity of liking Answer: c Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

32. Which theory claims that you develop and maintain relationships in which the ratio of rewards relative to your costs is approximately equal to your partner’s? a) equity b) intimate c) attraction d) relationship rules Answer: a Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

33. Maeve and Jerome have a marriage that benefits them both. Jerome is able to focus considerable time on his work which he loves while Maeve enjoys focusing on the home and kids. A relationship that maximizes the rewards for each party is consistent with __________ theory. a) equity b) rules c) social exchange d) attraction Answer: c Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

112 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 34. ―Birds of a feather flock together‖ and ―opposites attract‖ both characterize one aspect of the __________ theory of interpersonal relationships. a) equity b) social exchange c) attraction d) rules Answer: c Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

35. When visiting home over the holidays, Deandre knows not to comment on her sister's lifestyle or mention her mother's estranged brother. Deandre is maintaining __________. a) relationship equity b) social exchange principles c) friendship rules d) family rules Answer: d Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

36. Kendra is becoming increasingly frustrated with her husband since they became parents.

Although both Kendra and her husband work full-time, Kendra feels she is expected to do the majority of the child-raising tasks. Her dissatisfaction with the relationship can be explained by __________ theory. a) equity b) social exchange c) attraction d) rules Answer: a Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate 113 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

37. Jorge decided the material and emotional costs of a long-distance relationship were not worth it and chose to end his relationship with Dahlia. His decision can best be explained by __________ theory. a) attraction b) rules c) equity d) social exchange Answer: d Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

38. Meena found herself interested in getting to know a fellow classmate who was often looking her way and was quick to smile when she made eye contact. Her interest reflects the principle of __________. a) equity b) reciprocity of liking c) similarity d) socioeconomic and educational status Answer: b Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

39. According to the principle of __________, if you could construct your mate, it is likely that your mate would look, act, and think very much like you. a) similarity b) proximity c) reciprocity d) social exchange Answer: a Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

114 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

40. The principle of __________ might best explain why a top corporate executive may not be attracted to a mechanic. a) proximity b) physical attractiveness c) socioeconomic and educational status d) reciprocity of liking Answer: c Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

Essay Questions 1. Identify at least three advantages of interpersonal relationships and give examples from your own life of each one.

Answer: The ideal answer should include:     

Interpersonal relationships reduce loneliness.

Interpersonal relationships help us learn about ourselves.

Interpersonal relationships contribute significantly to physical and emotional health.

Interpersonal relationships maximize pleasure and minimize pain.

Interpersonal relationships are an excellent source of stimulation.

Learning Objective: 7.1 Explain the advantages and disadvantages of interpersonal relationships.

Topic: Advantages and Disadvantages of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

2. What happens during the intimacy stage of relationship development? Describe the two common phases within this stage Answer: The ideal answer should include:  

The intimacy stage usually divides itself into the interpersonal commitment phase (where two people commit to each other in a private way) and the social bonding phase (where the commitment is made public).

During the intimacy stage, you commit yourself still further to the other person and establish a relationship in which this individual becomes your best or closest friend, lover, or companion. Because intimacy is essentially an emotional/communication connection, it can occur in face-to-face and in online relationships equally.

115 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts

3. After being involved in a long-term relationship, you have become increasingly dissatisfied with everyday interactions and are questioning your future as a couple. Using the relationship stages, describe how this relationship has likely progressed, where it appears to be now, and explain two possible paths forward for this relationship.

Answer: The ideal answer should include:   

This relationship has moved through the contact, involvement, and intimacy stages and now appears to be in the deterioration stage.

One path forward would be to pause deterioration and seek repair. Through intrapersonal and interpersonal repair, the relationship may find a path to continue. If repair fails, the relationship would enter the dissolution stage.

Another path forward would be to skip repair and go straight to dissolution.

Learning Objective: 7.2 Explain the stages of interpersonal relationships and the messages that occur at each stage.

Topic: Stages of Interpersonal Relationships Difficulty Level: Difficult Skill Level: Apply What You Know

4. Describe the concept of friendship of receptivity and give an example.

Answer: The ideal answer should include:  

A friendship of receptivity is one in which there is an imbalance in giving and receiving; one person is the primary giver and the other the primary receiver. This is a positive imbalance, however, because each person gains something from the relationship.

Students‘ examples will vary, but may include such things as a teacher/student relationship or a doctor/patient relationship.

Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

116 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

5. Identify at least three love styles and give an example of how two people might interact for each style. Be descriptive and creative in your response.

Answer: The ideal answer should include:  

Love styles include: eros, ludus, storge, pragma, mania, and agape.

Students' examples will vary. For example, ludus love would be characterized by two people not taking things to seriously and just having fun.

Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Difficult Skill Level: Apply What You Know

6. Describe the two dimensions used to characterize families and the resulting four types of families.

Answer: The ideal answer should include: 



The two dimensions are conformity-orientation and conversation-orientation.

Conformity-orientation refers to the degree to which family members express similar or dissimilar attitudes, values, and beliefs. Conversation-orientation refers to the degree to which family members can speak their mind.

The resulting family types are: consensual (high conversation, high conformity), protective (high conformity, low conversation), pluralistic (low conformity, high conversation), and laissez-faire (low conformity, low conversation).

Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

7. At a holiday gathering, a specific and controversial social issue is raised. Compare and contrast the likely behaviors and communications that would occur among a consensual family versus a pluralistic family regarding the issue.

Answer: The ideal answer should include:  

Both consensual and pluralistic families are high in conversation so in both scenarios one would expect a lot of dialog and open communication. Family members would be comfortable expressing differing views.

The consensual family values conformity more so there would be more effort to arrive at 117 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



a consensus or find a basis of agreement on the issue. This family type would try to avoid conflict and maintain a more harmonious gathering.

The pluralistic family would be supportive of differing views but more open to "agreeing disagreeing" or approaching conflict over the issue head-on. Conversation might be more heated, but they are supportive of one another.

Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Difficult Skill Level: Apply What You Know

8. What is networking? Give an example of an occasion when you might use networking.

Answer: The ideal answer should include: 



Networking can be viewed as a process of using other people to help you solve your problems, or at least offer insights that relate to problems or decisions you need to make.

The most popular image that probably comes to mind is networking for a possible job, but networking is much broader and can provide you with access to a wealth of specialized information.

Students' examples will vary, but may include job search assistance or insights on how to start a small business.

Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

9. What are the advantages of online mentoring?

Answer: The ideal answer should include:   

One great advantage of e-mentoring is the flexibility it allows for communication. E-mail messages, for example, can be sent and received at times that are convenient for the individuals involved.

The individuals involved in a mentoring relationship may be separated geographically.

Online mentoring makes it possible to have mentor-protégé relationships with people in foreign countries and in widely differing cultures.

Persons with disabilities who cannot easily travel can still enjoy and profit from ementoring relationships.

Learning Objective: 7.3 Define friendship, love, family, workplace, and online-only 118 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

relationships.

Topic: Types of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts

10. Define the theory of attraction and give examples for three of the major contributing factors.

Answer: The ideal answer should include:   

Attraction theory holds that people form relationships on the basis of attraction. People are no doubt drawn, or attracted, to some people and not attracted to others.

The major factors include: physical attractiveness or personality, similarity, socioeconomic and educational status, proximity, reinforcement, and reciprocity of liking.

Students' example will vary, such as workplace romance related to proximity or a benefactor relationship where reinforcement exists in the form of gifts.

Learning Objective: 7.4 Explain the theories of attraction, rules, social exchange, and equity.

Topic: Theories of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know

Chapter 8: Managing Interpersonal Conflict Multiple Choice Questions 1. Conflict may be defined as interpersonal when the __________. a) disagreement is between or among interdependent people b) goals of the individuals involved are compatible c) positions of the individuals involved are not related d) disagreement affects both parties equally Answer: a Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Easy Skill Level: Remember the Facts

2. Bernie and Loretta are arguing over whether they should send their son to a public or private school. This argument is most clearly a __________ conflict. a) relationship 119 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) content c) consequential d) social allergen Answer: b Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

3. The CEO and CTO of a company are disagreeing about who should decide where to invest in new products. This scenario best exemplifies a __________ conflict. a) relationship b) content c) consequential d) social allergen Answer: a Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

4. Conflicts over events outside the parties involved are best described as __________ conflicts. a) relationship b) content c) consequential d) social allergen Answer: b Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Easy Skill Level: Remember the Facts

5. Lucia finds her friend Amy's habit of always being at least 15 minutes late very rude and frustrating. Amy's tardiness is an example of a(n) __________. a) social allergen b) content conflict c) gunnysacking conflict 120 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) interdependency Answer: a Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

6. Sienna is constantly nagging her brother to quit smoking as she is concerned for his health.

This conflict is the result of __________ issues. a) personal distance b) power c) social d) personal flaws Answer: d Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

7. Dave and Lucy fight often. He doesn't like her to spend too much time with her friends while she finds him overly possessive of her time. The presence of __________ issues is contributing to this conflict. a) power b) intimacy c) social d) personal flaws Answer: a Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

8. What best describes the relationship between the interdependency of two people and the nature of potential conflicts? a) Conflict is more important for people who are less interdependent as they lack a deeper relationship. b) The more interdependent the people, the more important conflicts can become.

121 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

c) Interdependent people do not react to social allergens as a source of conflict. d) Interdependent people encounter primarily content conflict.

Answer: b Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts

9. In __________ cultures, conflicts are more likely to occur when people fail in an expected role or overstep their social status. a) individualistic b) socialist c) collectivist d) matriarchal Answer: c Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Easy Skill Level: Remember the Facts

10. Engaging in a conflict style that involves a willingness to communicate and address the needs of both parties generally results in an "__________" solution. a) I lose, you lose b) I lose, you win c) I win, you lose d) I win, you win Answer: d Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts

11. Kellan really did not want to spend his vacation antiquing but did not want to argue with his wife. By agreeing to her suggestion, Kellan chose a(n) __________ conflict style that may not provide a lasting resolution. a) compromising b) avoiding c) accommodating d) collaborating 122 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

12. Zoey and Zane's relationship remained strong following resolution of a conflict as their final decision had both good and undesirable aspects for each of them. Zoey and Zane used a __________ conflict style. a) collaborating b) compromising c) accommodating d) competing Answer: b Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

13. Brianna and Rosie could not agree on a theme for their combined birthday party and eventually quit trying to talk it out. At some point, it became too late to have a party at all. A(n) __________ conflict style is evident in this scenario. a) compromising b) avoiding c) accommodating d) competing Answer: b Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

14. Negative consequences of conflict may be due to __________. a) unfair fighting methods b) close examination of the reasons for the conflict c) revealing one’s needs within a relationship d) the need to examine issues objectively Answer: a Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

123 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts

15. A coed group of students is put together to work on a challenging class assignment. What gender-related dynamic should the group keep in mind as they encounter conflicts? a) Men tend to withdraw from conflict more than women. b) Women tend to withdraw from conflict more than men. c) Men want to talk about conflict and resolve it more than women. d) Men are more easily offended by language than women.

Answer: a Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

16. When dealing with conflict, Petra generally argues her point until she wins, regardless of others' positions. Which conflict style is Petra exhibiting? a) competing b) avoiding c) compromising d) accommodating Answer: a Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

17. Quinton almost always backs down from any conflict. His friends call him a human doormat because he lets other people walk all over him. Quinton's conflict style can best be described as __________. a) avoiding b) accommodating c) compromising d) collaborating Answer: b Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know 124 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

18. Two friends cannot decide where to eat. One suggests Italian while the other has a taste for Mexican. After arguing for a while, they agree on trying a new Asian-inspired bistro that just opened. This scenario illustrates which conflict style? a) competing b) accommodating c) compromising d) collaborating Answer: c Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

19. Abhay is uncomfortable with conflict and would rather change the subject than worry about his or another person's opinions on sensitive topics. Abhay's behavior best illustrates which conflict style? a) avoiding b) accommodating c) compromising d) collaborating Answer: a Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

20. Arturo refused to listen to his colleague's resolution for a problem and went on and on about his own solution and what each of them needed to do to make it happen. Arturo is demonstrating __________ as a form of conflict avoidance. a) nonnegotiation b) demand-withdrawal c) beltlining d) active fighting Answer: a Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know 125 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

21. Fighting actively involves __________. a) physical force b) owning your thoughts and feelings c) beltlining d) bringing up old issues and problems Answer: b Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Easy Skill Level: Remember the Facts 22. To rephrase the statement ―You never call me‖ into a more descriptive and less judgmental Imessage, you could say a) ―I have other friends that call me regularly.‖ b) ―I would think you could call me more often.‖ c) ―I think our relationship would be better if you could call me more often.‖ d) ―I sure would enjoy hearing from you more often.‖ Answer: d Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know

23. When you use strategy to try and get around other people or situations, especially when you conceal your true purposes, you are using __________. a) spontaneity b) manipulation c) neutrality d) evaluation Answer: b Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Easy Skill Level: Remember the Facts

126 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

24. When Astrid and Tony argue over financial decisions, Astrid often reminds Tony that he did not go to college, which she knows is a sensitive topic for him. Astrid's behavior is best described as __________. a) minimization b) gunnysacking c) beltlining d) assertive Answer: c Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know

25. A person who stores up grievances against another person and unloads them when an argument arises is engaging in the unproductive conflict strategy known as __________. a) avoidance b) gunnysacking c) beltlining d) blaming Answer: b Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Easy Skill Level: Remember the Facts

26. Verbal aggressiveness is __________. a) a constructive conflict management strategy b) synonymous with argumentativeness c) a conflict management strategy that may include inflicting psychological pain d) an empowering conflict management strategy Answer: c Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Easy Skill Level: Remember the Facts

27. During a discussion about a controversial issue, Diego listened carefully to opposing views, 127 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

but calmly and objectively responded with rationale for his view and did not back down. Diego is demonstrating __________. a) argumentativeness b) nonnegotiation c) verbal aggressiveness d) a rejection strategy Answer: a Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know

28. To facilitate constructive conflict management through argumentativeness, one should __________. a) treat disagreements subjectively b) express interest in the other person’s position c) center arguments on personalities d) stress your greater competencies as compared to the other person Answer: b Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Understand the Concepts

29. When you present a __________ demeanor to another person in response to a conflict, you are likely to create defensiveness and damage intimacy of the relationship. a) superior b) neutral c) steamrolling d) spontaneous Answer: b Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Easy Skill Level: Remember the Facts 30. Li's attitude is, ―Let’s flush out the various options together and try to identify the best 128 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

solution.‖ This is an example of __________. a) provisionalism b) closed-mindedness c) gunnysacking d) certainty Answer: a Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know

31. Making a family decision without consulting your spouse because you believe you know best is an example of a destructive conflict strategy based on __________. a) evaluation b) provisionalism c) face-enhancing d) control Answer: d Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know

32. During an argument about limiting her driving privileges, Yolanda cried inconsolably and yelled that her mother was "ruining her life" and that she "felt sick to her stomach." Yolanda is derailing resolution of the conflict through the use of __________. a) face-attacking b) silencers c) control d) provisionalism Answer: b Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know

33. Rather than avoiding conflict, __________ is recommended and more constructive.

129 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) steamrolling b) beltlining c) active fighting d) neutrality Answer: c Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Understand the Concepts

34. During an argument, Leroy's girlfriend said he was "incredibly self-centered" and doesn't "deserve to be loved." Leroy's girlfriend demonstrated a(n) __________ strategy in this conflict. a) avoidance b) argumentative c) I-message d) face-attacking Answer: d Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know 35. Conflict strategies that support and confirm a person’s positive self-concept are known as __________. a) spontaneous b) neutral c) win-win d) face-enhancing Answer: d Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Easy Skill Level: Remember the Facts

36. The distinction between evaluation and description can be seen in the differences between you-messages and __________ messages. a) face-attacking 130 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) Ic) steamrolling d) provisional Answer: b Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Easy Skill Level: Remember the Facts

37. People who enter into conflict with the attitude that they know it all are engaging in the defensive strategy of __________. a) provisionalism b) neutrality c) certainty d) spontaneity Answer: c Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Easy Skill Level: Remember the Facts

38. The type of avoidance strategy in which you refuse to discuss the conflict or listen to the other person’s argument is referred to as __________. a) steamrolling b) verbal aggressiveness c) certainty d) nonnegotiation Answer: d Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Easy Skill Level: Remember the Facts

39. The concept of __________ indicates that a constructive conflict strategy is to address only the issue at hand and direct all your energy toward the person directly involved with you in the conflict. a) you-messages 131 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) present focus c) face-attacking d) gunnysacking Answer: b Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Understand the Concepts

40. Every time Brandon asks to borrow the car, his father resists and reminds Brandon of the time he returned home late with a scratch on the door. Brandon's father is demonstrating the unconstructive conflict strategy of __________. a) gunnysacking b) neutrality c) manipulation d) face-attacking Answer: a Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions 1. Identify the three characteristics that exist in any interpersonal conflict.

Answer: The ideal answer should include:   

The individuals in conflict are interdependent. They are connected in some significant way. What one person does has impact or effect on the other person.

The individuals are mutually aware that their goals are incompatible. If one person‘s goal is achieved, then the other person‘s goal cannot be achieved.

The individuals perceive each other as interfering with attainment of their own goals.

Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Easy Skill Level: Remember the Facts

132 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

2. Differentiate between the content and relationship dimensions of interpersonal conflict. Give an example of each.

Answer: The ideal answer should include:   

Content conflicts focus on issues or things, such as budget details, vacation plans, or features for a car purchase.

Relationship conflicts focus on who has the power or right to make final decisions, such as choosing a vacation destination, finalizing a budget, or deciding which car to buy.

Student examples will vary.

Learning Objective: 8.1 Define interpersonal conflict, identify the major conflict issues, and explain the myths about interpersonal conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty Level: Moderate Skill Level: Apply What You Know

3. Explain how conflict can have positive aspects.

Answer: The ideal answer should include:   

The major value of interpersonal conflict is that it forces you to examine a problem and work toward a potential solution.

Through conflict and its resolution, you can stop resentment from increasing and let your needs be known.

Confronting a conflict indicates commitment and a desire to preserve the relationship.

Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts

4. Discuss how culture influences people with respect to conflict.

Answer: The ideal answer should include: 



Culture influences the issues people fight about. Collectivist cultures view conflict more as it relates to violations of larger group norms or values, such as in failing in your role or overstepping social status. In individualistic cultures, conflicts are more likely when people violate expected norms—for example, not defending a position in the face of disagreement.

Culture also affects what approaches to conflict are considered appropriate and inappropriate. Cultures teach individuals about conflict and its management by endorsing 133 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

certain strategies and negatively evaluating others, sometimes based on situation or gender.

Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Difficult Skill Level: Understand the Concepts

5. What are the five conflict resolution strategies? Which strategy generally is considered the best, and why?

Answer: The ideal answer should include:  

The conflict resolution strategies are competing, avoiding, compromising, accommodating, and collaborating.

Collaboration is considered the best strategy because it creates a win–win situation. With collaboration, you show concern for your needs and the needs of others.

Learning Objective: 8.2 Explain the three principles of conflict and give examples of each.

Topic: Principles of Interpersonal Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts

6. Differentiate between verbal aggressiveness and argumentativeness. Why can it be advantageous to understand this distinction?

Answer: The ideal answer should include:    

Verbal aggressiveness is a method of winning an argument by inflicting psychological pain, by attacking the other person's self-concept.

Argumentativeness differs greatly as it is a constructive approach that refers to one's willingness to argue for a point of view and speak one's mind on significant issues.

Understanding the difference can help you understand reasons why things go wrong at times and how you might use conflict to improve rather than damage relationships.

Argumentativeness can be useful quality to cultivate, can help enhance relationships between subordinates and supervisors in the workplace, and argumentative individuals are often seen as having greater credibility.

Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Difficult Skill Level: Understand the Concepts

134 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

7. You personally rushed out of work to meet a friend for dinner. As is quite often the case, your friend arrived over 15 minutes late. Explain the difference between a you-message and I-message and provide an example of each that you might use to address this friend. Which message would be more constructive and why?

Answer: The ideal answer should include:   

A you-message directs an evaluation or judgment toward the other person. For example, "You always arrive late."

In contrast, the related I-message would be more descriptive. For example, "It would be helpful to me if I could time my arrival more closely with yours."

You-messages are less constructive as they can create resentment or defensiveness. An Imessage is more supportive and therefore constructive.

Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Difficult Skill Level: Apply What You Know

8. Define gunnysacking and describe a conflict scenario that illustrates the concept. What would you advise a person using this strategy to do to achieve a more constructive tone?

Answer: The ideal answer should include:   

Gunnysacking is the process of storing up grievances and then unloading them when an argument arises. Guunysacking does not help resolve conflict and resentment and hostility can escalate.

Students' example will vary.

Rather than gunnysacking, a more constructive approach is to focus on the here and now (rather than old issues from the past) and focus conflict only on the person with whom you're fighting (rather than others associated with that person).

Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Moderate Skill Level: Apply What You Know

9. Define argumentativeness. Then, create a scenario that applies at least three strategies that demonstrate argumentativeness during a conflict.

Answer: The ideal answer should include: 135 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.





Argumentativeness, a quality to be cultivated rather than avoided, refers to your willingness to argue for a point of view, your tendency to speak your mind on significant issues. It‘s the mode of dealing with disagreements that is the preferable alternative to verbal aggressiveness. Argumentativeness is constructive in a variety of communication situations and leads to relationship satisfaction.

Strategies: o Treat disagreements as objectively as possible. o Center your arguments on issues rather than personalities. o Reaffirm the other person‘s sense of competence. o Allow the other person to state her or his position fully. o Stress equality. o Express interest in the other person‘s position, attitude, and point of view. o Avoid getting overemotional. o Allow people to save face.

Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Difficult Skill Level: Apply What You Know

10. Idris has indicated to you that he often uses force to resolve conflicts. Advise Idris on communication strategies that he can use to resolve conflicts better.

Answer: The ideal answer should include:    

Idris should consider the value of talking and listening. He should be willing to explain what he thinks the problem is about and listen to what the other person says about the problem.

Idris should talk about what he wants and listen to what the other person wants.

Idris should talk over possible solutions and listen to the proposed solutions of the other person.

Idris should talk about the conflict in a logical sequence, from understanding the nature and causes of the conflict through putting a solution into operation.

Learning Objective: 8.3 Describe and distinguish between effective and ineffective strategies of conflict management.

Topic: Strategies of Conflict Management Difficulty Level: Difficult Skill Level: Apply What You Know

Chapter 9: Small Group Communication

136 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Multiple Choice Questions 1. Which scenario provides the best example of a small group? a) Commuters wait for a train at a train station. b) People wait for children to get off a school bus. c) Friends run into each other at a bar. d) A university committee attempts to build community on campus.

Answer: d Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Moderate Skill Level: Apply What You Know

2. How are teams unique from small groups? a) Teams do not have specific purposes. b) Teams are constructed for a specific task. c) Teams are always larger than small groups. d) Team members have undefined roles.

Answer: b Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Moderate Skill Level: Remember the Facts

3. Laurens is a member of a small group in which his actions impact the behaviors of the other group members. Likewise, the behaviors of the other group members impact Laurens. Which characteristic of small groups does this best illustrate? a) Members all share a common purpose. b) Members are all interdependent. c) Members are connected by organizing rules or structure. d) Members feel they are part of a larger whole.

Answer: b Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Moderate Skill Level: Apply What You Know

137 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

4. Aleah’s team has been assigned to develop and execute a marketing campaign for a new product. Since communication among teams tends to be content focused, which comment would Aleah most likely make? a) ―Pietro, you are so bright. Everyone really appreciates your contributions.‖ b) ―Dinah, I can tell you have been working hard to brainstorm ideas. You are so valuable.‖ c) ―Marcos, your idea is in alignment with our market research.‖ d) ―Kimberly, we all love your energy. You add levity to our group.‖ Answer: c Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Moderate Skill Level: Apply What You Know

5. Small groups and teams use a wide variety of channels. When interactions take place online, the groups are called __________ groups. a) virtual b) nominal c) Delphi d) focus Answer: a Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Easy Skill Level: Remember the Facts

6. Which is perhaps the greatest advantage of using groups? a) Groups are easy to coordinate in terms of meeting times and organization. b) Groups can be used for all types of projects, especially those that are small and specialized. c) Groups bring different perspectives, knowledge, and resources to an issue. d) Groups create an environment in which all members feel comfortable voicing disagreements.

Answer: c Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Easy Skill Level: Remember the Facts

7. Which characteristic of small-group membership is most directly related to group cohesion?

138 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) Members feel they are part of a larger whole. b) Members all share a common purpose. c) Members are all interdependent. d) Members are connected by organizing rules and structure.

Answer: a Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Moderate Skill Level: Remember the Facts

8. The stages of small group interaction are similar to the stages of __________. a) relationship development b) the perceptual process c) the listening process d) a conversation Answer: d Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Remember the Facts 9. The small group format in which the members are ―experts,‖ the discussion is informal, and the audience may freely interject comments or questions is called a __________. a) roundtable b) panel c) symposium d) symposium-forum Answer: b Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Remember the Facts

10. The members of Global Paper Co. arrange themselves in a circular pattern, then share relevant information and attempt to solve a problem without any set pattern of who speaks when.

These members are using the small group format known as the __________. a) roundtable 139 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) panel c) symposium d) symposium-forum Answer: a Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Apply What You Know

11. At a convention of the National Communication Association, one session consists of three speakers who each deliver a prepared presentation, much like a public speech. After the speeches are presented, the audience asks questions of the speakers. This convention session most clearly follows the format known as the __________. a) roundtable b) panel c) symposium d) symposium-forum Answer: d Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Apply What You Know

12. The forum part of a symposium-forum small group refers most clearly to the __________. a) asking and answering of audience questions b) presentation of prepared speeches c) use of experts as members of the group d) interaction of group members without any set pattern as to who speaks when Answer: a Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts

13. It did not take Zakiyah long to realize that everyone at her new company takes longer than the prescribed one hour for lunch. Zakiyah now takes longer than an hour for her lunch break like everyone else. In this instance, ―a longer lunch‖ is an example of a group __________.

140 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) norm b) goal c) rule d) ideal Answer: a Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Apply What You Know

14. The diversity committee at International Coffee Inc. is a long-standing committee with a stable membership. During the first meeting of the year, Shawna, a relatively new member of the group, asks, ―What are the plans for fall orientation?‖ Given that the group has a high-context culture, which is the most likely response to Shawna’s question? a) ―We will have a special meeting at the end of the month to brainstorm ideas. We will appoint a subcommittee to draw up a schedule and deadlines for tasks, and proceed from that schedule.‖ b) ―We will probably do the same thing we did last year.‖ c) ―We will need to consult with the students who will be involved to get their input before we proceed. Then we can work on making a schedule and setting deadlines.‖ d) ―That is the next thing on our agenda. Let’s get busy deciding on a schedule, activities, and deadlines.‖ Answer: b Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Difficult Skill Level: Apply What You Know

15. What statement is accurate about group communication within low-context cultures? a) Members spend a lot of time getting to know one another before any interaction. b) Members have significant shared knowledge and so interactions can be ambiguous. c) Members share information through explicitly stated verbal messages. d) Members tolerate vague language used to explain crucial details.

Answer: c Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts

141 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

16. Tabitha is serving as an expert on the topic of holistic medicine in a small group whose members are seated in front of an audience, participating informally in a discussion that has no set pattern of who speaks when. Tabitha is part of a __________. a) panel b) symposium c) roundtable d) symposium-forum Answer: a Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Apply What You Know

17. In a __________, each member delivers a prepared presentation much like a public speech. a) roundtable b) panel c) symposium d) brainstorming session Answer: c Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Remember the Facts

18. At the __________ stage of small group interaction, the group may reflect on what it has done and perhaps on what remains to be done. Some groups may even evaluate their performance at this stage. a) feedforward b) feedback c) business d) closing Answer: b Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Remember the Facts

142 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

19. Brenda reads the agenda at her neighborhood association meeting to preview the information and tasks that the group will discuss. Which stage of a small group meeting does this exemplify? a) feedforward b) opening c) feedback d) business Answer: a Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Apply What You Know

20. During which portion of a small group meeting do members discuss the tasks at hand, including problem solving, the sharing of information, and goals? a) feedforward b) business c) feedback d) closing Answer: b Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Easy Skill Level: Remember the Facts

21. What is a characteristic of brainstorming? a) It allows for the generation of a limited number of ideas. b) It calls for the evaluation of each idea as it is presented. c) It encourages creativity. d) It limits group participation.

Answer: c Learning Objective: 9.3 Define brainstorming and focus groups and describe how each operates.

Topic: Brainstorming and Focus Groups Difficulty Level: Moderate Skill Level: Remember the Facts

22. What is the main goal of brainstorming in terms of ideas generated? a) Come up with the highest-quality ideas possible.

143 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) Avoid freewheeling in favor of practicality. c) Come up with the largest quantity of ideas possible. d) Make each idea entirely unique from the others.

Answer: c Learning Objective: 9.3 Define brainstorming and focus groups and describe how each operates.

Topic: Brainstorming and Focus Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

23. Which method would a marketing executive most likely use in order to determine how a target audience might react to a new ad campaign or product? a) brainstorming b) conducting focus groups c) analyzing gossip d) forming work teams Answer: b Learning Objective: 9.3 Define brainstorming and focus groups and describe how each operates.

Topic: Brainstorming and Focus Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

24. When a group engages in a brainstorming session, members should __________. a) be informed beforehand about the issue to be discussed b) limit ideas to no more than two per person c) criticize each idea as it is presented d) avoid combining ideas Answer: a Learning Objective: 9.3 Define brainstorming and focus groups and describe how each operates.

Topic: Brainstorming and Focus Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

25. A __________ group is a small group that is assembled and subjected to a kind of in-depth interview, often for market research. a) gossip b) nominal c) brainstorming d) focus Answer: d 144 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 9.3 Define brainstorming and focus groups and describe how each operates.

Topic: Brainstorming and Focus Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

26. Genevieve is participating in a brainstorming session with coworkers. Which is the most appropriate response Genevieve can make to proposed ideas during the brainstorming period? a) ―That’s a creative idea, but it seems too complex to consider.‖ b) ―What you mentioned would work well in conjunction with my idea!‖ c) ―We tried that last quarter, and it did not work out well.‖ d) ―We are coming up with too many ideas...let’s slow down!‖ Answer: b Learning Objective: 9.3 Define brainstorming and focus groups and describe how each operates.

Topic: Brainstorming and Focus Groups Difficulty Level: Moderate Skill Level: Apply What You Know

27. Which phrase best describes an idea classified as freewheeling? a) The idea is logistically sound. b) The idea is in alignment with the company culture. c) The idea is as wild as possible. d) The idea is decided by the group leader without consulting members.

Answer: c Learning Objective: 9.3 Define brainstorming and focus groups and describe how each operates.

Topic: Brainstorming and Focus Groups Difficulty Level: Easy Skill Level: Understand the Concepts

28. What is generally true of the members in a focus group? a) They are experts in the field. b) They represent the general population. c) They are always diverse. d) They are also members of the hosting organization itself.

Answer: b Learning Objective: 9.3 Define brainstorming and focus groups and describe how each operates.

Topic: Brainstorming and Focus Groups Difficulty Level: Easy Skill Level: Understand the Concepts

145 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

29. In small group decision making, __________ means reaching agreement. The agreement does not have to be unanimous; rather, it is something that the group members can live with. a) focus b) authority c) consensus d) majority rule Answer: c Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Remember the Facts

30. According to the text, the best way to define a problem is by using a(n) __________. a) open-ended question b) statement c) rhetorical question d) compound statement Answer: a Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Remember the Facts 31. Dewey’s problem-solving process starts with which step? a) Establish criteria for evaluating solutions. b) Identify possible solutions. c) Define and analyze the problem. d) Evaluate solutions.

Answer: c Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Easy Skill Level: Remember the Facts

32. In the __________ decision-making method, group members voice their feelings and opinions, but the final decision is made by the boss or leader. a) authority 146 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) consensus c) majority rule d) unanimous Answer: a Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Easy Skill Level: Remember the Facts 33. The __________ identifies six steps and owes its formulation to philosopher John Dewey’s insights into how people think. a) brainstorming technique b) nominal group technique c) Delphi method d) problem-solving sequence Answer: d Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Easy Skill Level: Remember the Facts

34. Teresa is leading a group of digital marketers to try to fix the problem of low website traffic.

Teresa proclaimed that in order for an idea to be successful, it should result in a 10 percent increase in website visits without increasing the budget. Which step of Dewey’s problem-solving sequence does this illustrate? a) Define and analyze the problem. b) Establish criteria for evaluating solutions. c) Identify possible solutions. d) Select the best solutions.

Answer: b Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Apply What You Know

35. During which step of the problem-solving sequence can the authority, majority rule, and consensus methods be applied? a) Define and analyze the problem.

147 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) Establish criteria for evaluating solutions. c) Identify possible solutions. d) Select the best solutions.

Answer: d Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Easy Skill Level: Remember the Facts

36. It took the biology faculty at the university two hours to decide whom they would hire for a new position. The decision was not made final until all the members of the faculty agreed that they could live with the decision made. The faculty used the __________ method of decision making. a) authority b) majority rule c) consensus d) solution-oriented Answer: c Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Apply What You Know

37. The foreign language department at a state university decided to add Arabic classes to the course offerings. After the faculty agreed to add the classes, they submitted their decision to the vice president. The vice president then vetoed the faculty’s plan to add the classes to the college catalog. The method of decision making used by the vice president is decision by __________. a) consensus b) authority c) majority rule d) unanimity Answer: b Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Apply What You Know

148 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

38. Which approach to problem solving entails using a group of ―experts‖ who, rather than interacting amongst themselves, repeatedly responds to questionnaires until a fair degree of agreement is achieved? a) Delphi method b) solution-oriented method c) nominal group technique d) quality circles Answer: a Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Apply What You Know

39. DaVonne is leading a group at Worldwide Energy tasked with solving problems related to productivity. DaVonne notices that a handful of group members seems to be reluctant to share their opinions. Which approach to problem solving would be best for DaVonne to use in this situation? a) Delphi method b) quality circles c) nominal group technique d) consensus Answer: c Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Apply What You Know

40. The CEO of Xerox Infinite has determined that a problem-solving group needs to be formed in order to address recent Internet connection and computer issues. According to the quality circle approach, members from the __________ should comprise the problem-solving group. a) HR department b) technology department c) marketing department d) finance department Answer: b Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate 149 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

Essay Questions 1. Identify the five components included in the definition of a small group.

Answer: The ideal answer should include these elements:     

A collection of individuals Are connected to one another by some common purpose Are interdependent Have some degree of organization among them See themselves as a group

Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Easy Skill Level: Remember the Facts

2. What is the difference between a team and a small group?

Answer: The ideal answer should include:   

A small group is (1) a collection of individuals who (2) are connected to one another by some common purpose, (3) are interdependent, (4) have some degree of organization among them, and (5) see themselves as a group.

A team is a particular kind of small group. As such, it possesses all of the characteristics of the small group, as well as some additional qualities.

Drawing on a number of small group researchers in communication and organizational theory, a team can be defined as a small group (1) constructed for a specific task, (2) whose members have clearly defined roles, (3) are committed to achieving the same goal, and (4) which is content focused.

Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Moderate Skill Level: Understand the Concepts

3. Discuss some advantages and disadvantages of working in a small group.

Answer: The ideal answer should include: 150 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Advantages:  A group brings different perspectives, resources, and knowledge to an issue. In this regard, groups are perfect learning environments; we teach others and we learn from others.  In a problem-solving group, members will feel they are a part of the solution. In business situations, worker commitment to, say, a new company policy is often crucial in determining whether the solution works or not.

Disadvantages:  Group work can be time-consuming when even phone or Skype conferences are often difficult to arrange. It is not always easy to find the right time for multiple people to interact.  Members may feel pressure to agree with the majority or with the supervisor or senior member of the group and not to voice any disagreements or alternatives.  It is easy for perspective overload to occur; sometimes too many choices work against effective decisions.

Learning Objective: 9.1 Define small group and team and identify their advantages and disadvantages.

Topic: Small Groups and Teams Difficulty Level: Moderate Skill Level: Understand the Concepts

4. The roundtable, panel, symposium, and symposium-forum are four popular small group formats. Describe each format in terms of physical arrangement and communication behavior.

Answer: The ideal answer should include: 







In the roundtable, group members arrange themselves physically (usually in chairs) in a circular or semicircular pattern. They share information or solve a problem without any set pattern of who speaks when. Group interaction is informal, and members contribute as they see fit. A leader or moderator may be present; he or she may, for example, try to keep the discussion on the topic or encourage more reticent members to speak up.

In the panel, group members are ―experts‖ but participate informally and without any set pattern of who speaks when, as in a roundtable. The difference is that they are sitting, often side-by-side, in front of an audience, whose members may interject comments or ask questions.

In the symposium, each member delivers a prepared presentation much like a public speech. All speeches address different aspects of a single topic. A symposium leader introduces the speakers, provides transitions from one speaker to another, and may provide periodic summaries.

The symposium-forum consists of two parts: a symposium with prepared speeches (as explained above) and a forum, a period of questions from the audience and responses by the speakers. The leader introduces the speakers and moderates the question-and-answer 151 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

session.

Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts

5. Explain the differences between high-context and low-context cultures in terms of group communication.

Answer: The ideal answer should include: 

  

In a high-context culture, much of the information conveyed is communicated by the context, or in the person, rather than explicitly coded in verbal messages. In such cultures, individuals have a great deal of information in common, and this shared knowledge does not have to be made explicit.

Members of high-context cultures spend a lot of time getting to know each other before engaging in any small group interaction.

In a low-context culture, most information is communicated through explicitly stated verbal messages. In such cultures, people do not assume that they share certain information and so must make all crucial details explicit.

Members of low-context cultures spend less time getting to know each other before engaging in any small group interaction.

Learning Objective: 9.2 Explain the stages of small group communication, small group formats, and small group culture.

Topic: Small Group Stages, Formats, and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts

6. Identify the two phases of brainstorming. Briefly discuss its advantages for small groups who must generate ideas. What rules should you keep in mind during group brainstorming?

Answer: The ideal answer should include:  



The first phase is the brainstorming session itself, and the second phase is the evaluation period.

Organizations have come to embrace brainstorming, because it lessens group members‘ inhibitions and encourages all participants to exercise their creativity. It also fosters cooperative teamwork; members soon learn that their own ideas and creativity are sparked by the contributions of others. The technique builds member pride and ownership in the final solution (or product or service), because all members contribute to it.

Rule 1: No evaluations are permitted at this stage. All ideas should be recorded for the 152 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

  

group to see. Prohibiting verbal and nonverbal evaluation encourages group members to participate freely.

Rule 2: Quantity of ideas is the goal. The more ideas generated, the more likely it is that a useful solution will be found.

Rule 3: Combinations and extensions of ideas are encouraged. The value of a particular idea may be that it stimulates another idea.

Rule 4: Freewheeling is desirable. A wild idea can be tempered easily, but it‘s not so easy to elaborate on a simple or conservative idea.

Learning Objective: 9.3 Define brainstorming and focus groups and describe how each operates.

Topic: Brainstorming and Focus Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

7. What are the four steps of the nominal group technique? When is it advantageous to use this technique in group discussions?

Answer: The ideal answer should include:     

Step 1: The problem is presented to the group members, who each write down their ideas independently.

Step 2: Each idea is recorded without any discussion or debate.

Step 3: Each recorded idea is discussed so that it is clear to all members.

Step 4: Members then vote to prioritize the ideas, which are then listed in order; those ideas ranking the highest are put into operation.

The nominal group technique is especially helpful when some members may be reluctant to voice their opinions in a regular problem-solving group or when the issue is controversial or sensitive.

Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

8. As CEO, you must lead a problem-solving group addressing the issue of low sales. Using the six steps of John Dewey’s problem-solving sequence as a guide, identify the process you will use to resolve this problem. Include examples that demonstrate your understanding of the problemsolving sequence.

Answer: Student examples will vary, but the ideal answer should reference the following steps: 

Step 1: Define and analyze the problem. o The problem that needs to be address is low sales.

153 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

  

 

Step 2: Establish criteria for evaluating solutions. o Successful solutions should increase sales by 10 percent while not increasing the budget by more than 20 percent.

Step 3: Identify possible solutions. o Possible solutions include hiring a digital marketing strategist, running more television ads, and revamping the current website.

Step 4: Evaluate solutions. o Hiring a digital marketing strategist would greatly increase sales but would also exceed the budget. Revamping the current website would not cost too much money but would not yield higher sales. Running additional television ads would increase sales by at least 10 percent while remaining within a 20 percent increase of the budget.

Step 5: Select the best solution. o The solution that fits the criteria outlined in step 2 is running more television ads.

Step 6: Test selected solutions. o After the television ads have run for a month, we need to calculate increases in sales and the budget to ensure that they still fit the criteria.

Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Difficult Skill Level: Analyze It

9. Describe three decision-making methods used by groups.

Answer: The ideal answer should include:   

Authority: group members voice their feelings and opinions, but the leader or boss makes the final decision.

Majority Rule: the group agrees to abide by the majority decision and may vote on various issues as the group searches to solve its problem.

Consensus: in small group decision making, consensus means reaching agreement. The agreement does not have to be unanimous; it is, rather, something that the group members can live with; they agree that they can do whatever the group‘s solution requires.

Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

10. Differentiate between the Delphi method and quality circles. What is a benefit of using each approach?

154 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: The ideal answer should include: 



 

In the Delphi method, a group of ―experts‖ is established, but there is no interaction among them; instead, they communicate by repeatedly responding to questionnaires.

From these responses another list is produced and distributed to all members. The process may be repeated any number of times, but usually three rounds are sufficient for achieving a fair degree of agreement.

Benefits: The Delphi method is especially useful when you want to involve people who are geographically distant from one another, when you want all members to become part of the solution and to uphold it, or when you want to minimize the effects of dominant members or even of peer pressure.

A quality circle is a group of workers whose task it is to investigate and make recommendations for improving the quality of some organizational function. The members are drawn from the workers whose area is being studied.

Benefits: People who work on similar tasks will be best able to improve their departments or jobs by pooling their insights and working through the problems they share.

Learning Objective: 9.4 Describe the problem-solving sequence, decision-making methods, and the workplace nominal group, Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter 10: Members and Leaders in Small Group Communication Multiple Choice Questions 1. The information seeker, elaborator, and procedural technician are best defined as __________ roles. a) group task b) group building and maintenance c) individual d) special interest Answer: a Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Easy Skill Level: Remember the Facts

2. During a departmental meeting, Dalilah questions Hal's suggestion concerning how to decrease turnover by saying, ―That’s an innovative approach to the problem, Hal, but I’m not sure how it would work for this specific work group.‖ By making this comment, Dalilah is 155 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

performing which member role? a) follower b) dominator c) evaluator-critic d) compromiser Answer: c Learning Objective: 10.1 Describe three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know 3. During a departmental meeting, Xenia listens to everyone’s ideas and when it seems like everyone is on the same page, she adds, ―This all sounds great to me. I’ll go along with it.‖ By making this remark, Xenia appears to occupy which group role? a) compromiser b) recorder c) information giver d) follower Answer: d Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

4. The aggressor, blocker, self-confessor, and dominator are best defined as __________ roles. a) group task b) group building and maintenance c) leadership d) individual Answer: d Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Easy Skill Level: Remember the Facts

5. The encourager, compromiser, and standard setter are best defined as __________ roles. a) group task 156 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) group building and maintenance c) individual d) task delegating Answer: b Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Easy Skill Level: Remember the Facts

6. During weekly sales meetings, Angel makes a point to congratulate other members of the group for their accomplishments that week and makes positive comments about others’ ideas to increase sales. One of the roles Angel plays at these meetings is __________. a) encourager b) dominator c) evaluator-critic d) compromiser Answer: a Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know 7. During the meeting, Andrew interrupted his coworker and announced, ―The idea that I came up with last quarter was brilliant and worked well. We need to use it again.‖ Andrew’s actions best classify him as a(n) __________. a) follower b) recognition seeker or self-confessor c) evaluator-critic d) aggressor Answer: b Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

8. Antonio is quick to shoot down the ideas that other group members share. He disagrees with all suggestions, regardless of their merit. Antonio’s negativity has prevented the group from 157 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

making progress toward its goal. Which member role is Antonio assuming? a) follower b) recognition seeker c) evaluator-critic d) blocker Answer: d Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

9. In a department meeting, Youssef shares some research on new software he thinks the company should purchase. Clarissa agrees with Youssef, and goes on to share her experience with the software and offer more insight into why the software would be the best option. In this scenario, Clarissa’s behavior best exemplifies a(n) __________. a) encourager b) recognition seeker c) evaluator-critic d) elaborator Answer: d Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

10. In an online chat room dedicated to discussing classic automobiles, Enrique keeps trying to change the subject to new trends in the industry like hybrid cars and self-driving vehicles.

Enrique’s communication indicates little understanding of which guideline for member participation in groups? a) Beware of groupthink. b) Be group oriented. c) Ensure understanding. d) Be critically open-minded.

Answer: b Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know 158 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

11. The theory that some people exert less effort when working in groups than when working alone is called __________. a) group orientation b) social loafing c) groupthink d) social bonding Answer: b Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Easy Skill Level: Remember the Facts

12. Which statement best describes the consequence of groupthink? a) Groupthink encourages group members to actively participate in discussion. b) Groupthink often shuts out realistic and logical analysis of a problem. c) Groupthink can lead to realistic analysis of a problem. d) Groupthink can bring out the best in group members.

Answer: b Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Easy Skill Level: Understand the Concepts 13. Portal International’s marketing department is dysfunctional and unproductive. Since members always believe that their own campaign ideas are strongest, meetings often degenerate into debates rather than collaboration sessions. Which guideline for member participation in groups does this scenario violate? a) Be critically open-minded. b) Beware of social loafing. c) Center conflict on issues. d) Ensure understanding.

Answer: a Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know 159 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

14. During meetings, Austin regularly makes comments like ―Those were great ideas; we’re on a roll‖, and ―Let’s keep the ideas coming!‖ Which role is Austin assuming by making these comments? a) gatekeeper-expediter b) dominator c) standard setter d) compromiser Answer: a Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

15. Which statement would a person acting as a standard setter make? a) ―Michelle, that’s an excellent idea!‖ b) ―This idea has potential, but we need to talk with other departments first.‖ c) ―We need to come up with ideas that will increase our sales by 10 percent.‖ d) ―If everyone is in agreement, that’s fine by me!‖ Answer: c Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know 16. When Antoine disagrees with others’ ideas, he often responds with statements about the person’s personality like, ―You are such an impractical person.‖ This leads to further conflict within the group. Which guideline for small group communication should Antoine consider if he wants to improve? a) Be group oriented. b) Center conflict on issues. c) Beware of social loafing. d) Ensure understanding.

Answer: b Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate 160 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

17. Which statement about leadership is a myth? a) Leadership skills can be learned. b) Everybody has the potential to be a leader. c) Leaders are all charismatic. d) An effective leader is influential and empowering.

Answer: c Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 18. Which individual is most likely to emerge as a group’s leader? a) Robert, who is a selective listener and actively participates. b) Christine, who is an excellent listener but is quiet. c) Darby, who dominates most of the group conversations. d) Kalen, who participates often and employs active listening.

Answer: d Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

19. The __________ style of the situational approach to leadership is characterized by giving little direction and little support. a) telling b) selling c) participating d) delegating Answer: d Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Easy Skill Level: Remember the Facts

161 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

20. Serafina is in charge of leading a new team of firefighters who recently joined the department. In this situation, Serafina is best advised to use the __________ leadership style of the situational approach. a) telling b) laissez-faire c) participating d) delegating Answer: a Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

21. Faisal is in charge of leading a group of seasoned volunteers at a local charity. The volunteers know what needs to be done, but they seem to have lost their motivation. In this situation, Faisal is best advised to use which leadership style of the situational approach? a) telling b) selling c) participating d) delegating Answer: c Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

22. Tulio manages a pizza parlor. He rarely takes initiative and always lets his employees do what they want. Tulio’s leadership style is best described as __________. a) laissez-faire b) transformational c) authoritarian d) telling Answer: a Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

162 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

23. Julio tells everyone in his work group exactly what to do and how to do it. Since Julio makes all of the decisions without consulting others, his leadership style could best described as __________. a) laissez-faire b) democratic c) authoritarian d) transformational Answer: c Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

24. Jonathan leads a group composed of intelligent and skilled employees. While each individual is strong, the group members do not feel close and generally dislike one another. Which leadership skill must Jonathan improve? a) Build group cohesiveness. b) Maintain effective interaction. c) Guide members through the agreed-on agenda. d) Empower group members.

Answer: a Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

25. What is a common characteristic of mentoring? a) Mentoring rarely occurs between a supervisor and subordinate. b) The mentoring relationship provides a supportive and trusting learning environment. c) Mentoring is far more beneficial to the mentee than the mentor. d) Mentoring can only take place in business relationships.

Answer: b Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Easy Skill Level: Remember the Facts

163 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

26. Which theoretical approach examines the characteristics and skills that distinguish leaders from non-leaders? a) functional approach b) situational approach c) traits approach d) transformational approach Answer: c Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

27. Setting group goals, giving group members direction, and summarizing the group’s progress are examples of leadership duties outlined in which theoretical approach to leadership? a) functional approach b) situational approach c) traits approach d) transformational approach Answer: a Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Easy Skill Level: Remember the Facts

28. Eugenio is a construction worker who leads teams of volunteers to build homes for lowincome families. Eugenio is charismatic and empowers group members to accomplish the task at hand. Which theoretical approach to leadership does Eugenio’s behavior illustrate? a) functional approach b) situational approach c) traits approach d) transformational approach Answer: d Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

164 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

29. Janessa is an HR professional leading a team of interns. She seamlessly shifts her emphasis between ensuring that the group accomplishes tasks and ensuring that each intern feels satisfied.

Which theoretical approach to leadership does Janessa’s ability best illustrate? a) functional approach b) situational approach c) traits approach d) transformational approach Answer: b Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know

30. What is a method that leaders can use to empower group members? a) Promote groupthink. b) Interrupt discussions to stay on task. c) React supportively. d) Take an authoritative approach.

Answer: c Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Easy Skill Level: Remember the Facts

31. Marcellus is a consultant who helps prepare businesses for intercultural negotiations. In addition to telling his clients how to behave during negotiations, Marcellus also tells them why they should adopt his suggestions. He gets them to ―buy into‖ the task at hand. Which leadership style of the situation approach does this best illustrate? a) telling b) selling c) participating d) delegating Answer: b Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know 165 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

32. Which group behavior would be most likely found in a culture with an individualistic orientation? a) sharing responsibility for accomplishments and failures b) collaborating during meetings c) assigning blame and reprimanding members publicly d) conforming to group norms Answer: c Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts

33. What belief would a person living in a high-power distance culture most likely possess? a) I can build relationships with people from outside of my cultural class. b) I feel comfortable voicing my opinion when I disagree with my boss. c) I can correct my teacher when they have made a mistake. d) I think authority is important and should be respected.

Answer: d Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts

34. A culture that views the use of titles like Doctor, Professor, and Chef as important to designate authority can best be described as a(n) __________ culture. a) individualist b) high-power distance c) collectivist d) low-power distance Answer: b Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Moderate 166 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

35. Sandra always generates the most effective solutions to problems during group meetings.

When Sandra’s ideas pay off, her manager congratulates and rewards the group as a whole.

Based on this information, in which type of culture does Sandra’s group most likely operate? a) individualist culture b) high-power distance culture c) collectivist culture d) low-power distance culture Answer: c Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Moderate Skill Level: Apply What You Know

36. Which most clearly describes an employee from a low-power distance culture? a) Emily, who regularly meets with her boss to discuss disagreements. b) Raj, who only associates with coworkers who possess the same level of authority. c) Denise, who keeps her opinions to herself and only takes notes during meetings. d) Christian, who is grateful that his manager makes all of the decisions.

Answer: a Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Moderate Skill Level: Apply What You Know

37. What culture tends toward a collectivist orientation? a) United States b) Canada c) Australia d) China Answer: d Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture 167 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Difficulty Level: Easy Skill Level: Remember the Facts

38. A culture that places high value in benevolence, tradition, and conformity could best be described as a(n) __________ culture. a) high-power distance b) collectivist c) individualist d) low-power distance Answer: b Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Easy Skill Level: Remember the Facts

39. Barry works as an editor at a large publishing firm. When the group misses a deadline, Barry is always sure to declare, ―I finished editing the text that was assigned to me, so I’m not the one to blame!‖ Barry’s behavior best indicates that he belongs to a(n)__________ culture. a) high-power distance b) collectivist c) individualist d) low-power distance Answer: c Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Moderate Skill Level: Apply What You Know

40. In the United States, the general and expected leadership style for a group leader is __________. a) authoritarian b) democratic c) laissez-faire d) functional Answer: b Learning Objective: 10.3 Explain the role of culture in small group communication and define 168 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Easy Skill Level: Remember the Facts

Essay Questions 1. Identify and briefly describe at least three of the group task roles discussed in the text.

Answer: The ideal answer should include:     

Information/opinion seeker or giver: asks for facts or opinions from others, seeks clarification of issues being discussed, and presents factors or opinions to group members.

Initiator-contributor: presents new ideas or new perspectives on old ideas, suggests new goals, or proposes new procedures or organizational strategies.

Elaborator: gives examples and tries to work out possible solutions, trying to build on what others have said.

Evaluator-critic: evaluates the group‘s decisions, questions the logic or practicality of the suggestions, and provides the group with both positive and negative feedback.

Procedural technician or recorder: takes care of various mechanical duties, such as distributing group materials and arranging the seating; writing down the group‘s activities, suggestions, and decisions; and/or serving as the group‘s memory.

Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

2. You are performing the role of gatekeeper-expediter in a group meeting. Explain the duties of this role and give examples of statements you may make while performing this role.

Answer: The ideal answer should include:  

The gatekeeper-expediter keeps the channels of communication open by reinforcing the efforts of others.

Examples of statements will vary but may include comments such as ―Those were really good ideas; we‘re on a roll.‖ or ―Keep the ideas coming!‖

Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication 169 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Apply What You Know

3. Identify and briefly describe five individual roles that hinder group achievement. How do these roles impede the group process?

Answer: The ideal answer should include:      

Aggressor: expresses negative evaluation of members and attacks the group.

Recognition seekers and self-confessors: try to focus attention on themselves, boast about their accomplishments rather than the task at hand, and express their own feelings rather than focus on the group.

Blocker: provides negative feedback, is disagreeable, and opposes other members or suggestions regardless of their merit.

Special interest pleader: disregards the goals of the group and pleads the case of some special group.

Dominator: tries to run the group or members by pulling rank, flattering members, or acting the role of the boss.

These individual roles hinder the group from achieving its goals and are individually oriented rather than group orienteered. These roles make the group less effective in terms of both productivity and the personal satisfaction of members.

Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

4. Define groupthink and explain the impact it has on group decision making. Describe approaches leaders can take to combat groupthink.

Answer: The ideal answer should include:   

Groupthink occurs when agreement among members becomes so important that it shuts out realistic and logical analysis of a problem and possible alternatives.

In groupthink, members are extremely selective about the information they consider.

They tend to ignore facts and opinions contrary to the group‘s position, and they readily and uncritically accept those that support the group‘s position.

Leaders can combat groupthink in the following ways: o When too-simple solutions are offered, try to illustrate for group members how the complexity of the problem is not going to yield to the solutions offered. o Encourage group members to voice disagreement, to play devil‘s advocate, and to test the adequacy of a solution. Specifically ask people if they disagree with suggestions.

170 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

o Reward group members who voice disagreement or doubt.

Learning Objective: 10.1 Describe the three major types of group members and identify the important membership skills.

Topic: Members in Small Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

5. Explain the differences among authoritarian, democratic, and laissez-faire leaders. Provide an example of each type of leader: this may be a character from fiction or history, or a modern-day leader.

Answer: The ideal answer should include:   

The authoritarian leader makes decisions without consulting or securing agreement from the other members.

The democratic leader provides direction but allows the group to develop and progress the way its members wish.

The laissez-faire leader takes no initiative in directing or suggesting alternative courses of action.

Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Difficult Skill Level: Apply What You Know

6. Discuss the situational approach to leadership, including the four specific styles of leadership the theory identifies. Give an example of a group you have participated in where the leader demonstrated one of these styles.

Answer: The ideal answer should include: 



The situational approach holds that the effective leader shifts his or her emphasis between task accomplishment (i.e., identifying and focusing on the specific problem that the group must solve) and member satisfaction (i.e., providing for the psychological and interpersonal needs of the group members).

The theory identifies four specific leadership styles: o Telling style: The leader provides high levels of task guidance and tells the group members what to do, when and where to do it, and how to do it. o Selling style: The leader gives the group high levels of both task guidance and relationship support. o Participating style: The leader gives the group high levels of relationship support but little in the way of task direction.

171 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



o Delegating style: The leader gives little task direction and little emotional support.

Student examples will vary: o ―One time, I volunteered with a group at a food pantry. The group was led by an individual who used the selling style. He motivated the group by giving inspirational ―pep talks‖ and showed us exactly how to complete the tasks.‖

Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know 7. You're asked to lead a group of four college interns tasked with redesigning the company’s website. The interns are highly-skilled designers with a lot to offer, but they don’t seem interested in the project. You really need them to contribute, because the ultimate goal is to increase the number of college-aged visitors to the site. How might you empower the interns to participate?

Answer: Student answers will vary, but should draw upon the guidelines outlined below: 

  

 

Raise members‘ self-esteem. o I would compliment each group member on the skills they possess and the ideas they contribute. I would make it clear to them that their contributions are valuable.

Share skills and decision-making power and authority. o Perhaps I could relinquish more control to the interns so that they would feel more responsible and empowered.

Be constructively critical. o During discussion, I would be willing to offer my own perspective and react honestly to suggestions from each intern.

Listen willingly and eagerly. o I would communicate my understanding of interns‘ ideas by nodding and using other nonverbal cues. I would ask for clarification when I did not understand an idea.

Avoid interrupting to change the topic or to shift the focus to something else. o I would show the interns that I value what they have to say by not interrupting them with my own thoughts.

React supportively. o I would be sure to let the interns know that I appreciate what they have to share.

Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Difficult Skill Level: Analyze It 172 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

8. List three common myths about leadership and briefly refute each.

Answer: The ideal answer should include: 

 

Myth: The skills of leadership are rare. o All of us have the potential to be leaders. There are millions of people throughout the world who serve leadership functions in government, business, education, and countless other fields.

Myth: Leaders are born. o Major leadership skills can be learned by just about anyone, and we can all improve our leadership abilities. Genetic endowment is not necessary.

Myth: Leaders are all charismatic. o Only some leaders are charismatic. One survey of leaders found that leaders were of all heights, varied in articulateness, and dressed both well and poorly.

Learning Objective: 10.2 Define leadership, the theories of leadership, and identify the important leadership skills.

Topic: Leaders in Small Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

9. Explain the difference in the ways high-power-distance cultures and low-power-distance cultures view power.

Answer: The ideal answer should include:  

In high-power-distance cultures, people are taught to have great respect for authority; people in these cultures see authority as desirable and beneficial and generally do not welcome challenges to authority.

In low-power-distance cultures, there is a certain distrust of authority; it is seen as a kind of necessary evil that should be limited as much as possible.

Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts

10. What are the different values that individualist and collectivist cultures possess? How do these values impact group behavior and communication?

173 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: The ideal answer should include:   

Individualist cultures value power, achievement, hedonism, and stimulation. In these cultures, an individual‘s goals are given precedence over the group‘s goals.

Collectivist cultures value benevolence, tradition, and conformity. In these cultures, the group‘s goals are given precedence over individuals‘ goals.

Behavioral differences in terms of individualism versus collectivism can be seen in how errors and achievements are addressed. In individualist cultures, a group member who makes an error or achievement is likely to be publicly reprimanded or congratulated. In collectivist cultures, the group is unlikely to single out a particular member for an error or an achievement. The blame or credit is shared equally amongst members.

Learning Objective: 10.3 Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

Topic: Membership, Leadership, and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter 11: Public Speaking Preparation (Steps 1–6) Multiple Choice Questions 1. Public speaking is defined as __________. a) communication in which a speaker addresses a relatively small group of people b) any act of interpersonal communication that occurs in public c) a public act of communication in which the speaker is paid d) communication in which a speaker addresses a relatively large audience Answer: d Learning Objective: 11.1 Explain the nature of public speaking and communication apprehension, and identify suggestions for managing apprehension in public speaking and for overcoming procrastination.

Topic: The Nature of Public Speaking Difficulty Level: Easy Skill Level: Remember the Facts

2. Which statement concerning communication apprehension is true? a) Gaining experience helps to reduce communication apprehension. b) Public speaking is the rarest of communication apprehensions. c) The less you prepare, the less apprehension you will experience. d) Setting unrealistic expectations eases communication apprehension.

Answer: a

174 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 11.1 Explain the nature of public speaking and communication apprehension, and identify suggestions for managing apprehension in public speaking and for overcoming procrastination.

Topic: The Nature of Public Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

3. What is a suggested way to manage public speaking anxiety? a) Focus on your performance, not on your listeners. b) Project confidence by standing tall and maintaining eye contact. c) View public speaking as a performance, not a conversation. d) Use chemicals as tension relievers.

Answer: b Learning Objective: 11.1 Explain the nature of public speaking and communication apprehension, and identify suggestions for managing apprehension in public speaking and for overcoming procrastination.

Topic: The Nature of Public Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

4. Stefano is anxious about presenting his research at a conference next week. A friend suggests to him that he should hold a superhero pose for a minute before the presentation to help boost his confidence. Which method of reducing communication apprehension does this exemplify? a) Be realistic. b) Gain experience. c) Try power priming. d) Prepare and practice thoroughly.

Answer: c Learning Objective: 11.1 Explain the nature of public speaking and communication apprehension, and identify suggestions for managing apprehension in public speaking and for overcoming procrastination.

Topic: The Nature of Public Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

5. In which situation does the public speaker have the least amount of access to immediate feedback? a) A priest gives a sermon to the congregation in a church. b) A student-body president gives a speech to students in the gymnasium. c) A health educator speaks to patients at a hospital. d) A politician looks at a camera while speaking and the speech is broadcast to constituents.

175 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective: 11.1 Explain the nature of public speaking and communication apprehension, and identify suggestions for managing apprehension in public speaking and for overcoming procrastination.

Topic: The Nature of Public Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

6. People experience communication apprehension in all types of situations, but it is most common in __________. a) public speaking b) written communication c) electronically-mediated communication d) nonverbal communication Answer: a Learning Objective: 11.1 Explain the nature of public speaking and communication apprehension, and identify suggestions for managing apprehension in public speaking and for overcoming procrastination.

Topic: The Nature of Public Speaking Difficulty Level: Easy Skill Level: Remember the Facts

7. Listeners can best help speakers who appear to be apprehensive by __________. a) avoiding eye contact b) asking constructive questions c) challenging the speaker’s claims d) making a joke during the speech to lighten the mood Answer: b Learning Objective: 11.1 Explain the nature of public speaking and communication apprehension, and identify suggestions for managing apprehension in public speaking and for overcoming procrastination.

Topic: The Nature of Public Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

8. What is a recommendation for selecting an appropriate topic? a) Avoid topics on which you and your audience may disagree. b) Choose topics related to religion, politics, and child-rearing to pique audience interest. c) Find out what topics may be taboo when speaking to a culturally diverse audience and avoid them.

176 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) Select a topic you know little about so you can learn something new along with your audience.

Answer: c Learning Objective: 11.2 Describe how public speaking topics, purposes, and theses can be selected and limited.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty Level: Moderate Skill Level: Understand the Concepts

9. Jessica has decided to speak on automobiles for her 6- to 8-minute informative classroom speech. In helping Jessica make her topic manageable, what would be the best advice to give her? a) Speak quickly to share as much information as possible. b) Try to cover the topic broadly and mention as much as you can in the time you have. c) Limit the topic to something more specific than ―automobiles.‖ d) Ask the instructor to allow additional time since the topic is so broad.

Answer: c Learning Objective: 11.2 Describe how public speaking topics, purposes, and theses can be selected and limited.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty Level: Moderate Skill Level: Apply What You Know

10. Antonio plans to give a speech recounting the major struggles of the civil rights movement of the southern city in which he lives. The general purpose for Antonio’s speech would be to __________. a) inform his audience about the civil rights movement b) persuade his audience that the civil rights movement was important c) persuade d) inform Answer: d Learning Objective: 11.2 Describe how public speaking topics, purposes, and theses can be selected and limited.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty Level: Moderate Skill Level: Apply What You Know

11. Marques plans to give a speech to convince his audience to vote in the upcoming campus elections. What is the general purpose of Marques’s speech? a) to inform b) to inform his audience of the upcoming elections 177 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

c) to persuade d) to persuade his audience to vote in the upcoming elections Answer: c Learning Objective: 11.2 Describe how public speaking topics, purposes, and theses can be selected and limited.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty Level: Moderate Skill Level: Apply What You Know

12. Corinne plans to give a speech on how change a tire. What is the specific purpose of Corrine’s speech? a) to inform b) to teach the audience how to change a tire c) to persuade d) to persuade the audience to purchase a spare tire Answer: b Learning Objective: 11.2 Describe how public speaking topics, purposes, and theses can be selected and limited.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty Level: Moderate Skill Level: Apply What You Know

13. Which method of limiting a speech topic involves asking oneself a series of questions about the general subject? a) topoi b) subdivision by time c) subdivision by types d) drafting a tree diagram Answer: a Learning Objective: 11.2 Describe how public speaking topics, purposes, and theses can be selected and limited.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty Level: Moderate Skill Level: Understand the Concepts

14. Which statement accurately describes the focus of theses and purposes? a) Both the thesis and purpose focus on the message. b) The thesis focuses on the message; the purpose focuses on the audience. c) The thesis focuses on the audience; the purpose focuses on the message. d) Both the thesis and purpose focus on the audience.

178 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: b Learning Objective: 11.2 Describe how public speaking topics, purposes, and theses can be selected and limited.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty Level: Moderate Skill Level: Understand the Concepts

15. Analyzing the sociology of your audience includes considering __________. a) their willingness to listen b) their age, gender, and religion c) their knowledge of the topic d) their attitude toward the topic Answer: b Learning Objective: 11.3 Explain the sociological and psychological characteristics of an audience and describe what you can do to prepare for online audiences.

Topic: Step 2: Analyze Your Audience Difficulty Level: Moderate Skill Level: Understand the Concepts

16. If you have determined that the audience may not be willing to listen to your ideas, you are well advised to __________. a) include as many strong issues as you can b) show the audience you understand their perspective c) treat them with indifference d) use as many statistics as possible Answer: b Learning Objective: 11.3 Explain the sociological and psychological characteristics of an audience and describe what you can do to prepare for online audiences.

Topic: Step 2: Analyze Your Audience Difficulty Level: Moderate Skill Level: Understand the Concepts

17. In considering how knowledgeable your audience is about your topic, you should __________. a) not confuse lack of knowledge with lack of intelligence b) only present information that the audience already knows about c) downplay your expertise so as not to intimidate them d) avoid acknowledging their level of knowledge during the speech Answer: a 179 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 11.3 Explain the sociological and psychological characteristics of an audience and describe what you can do to prepare for online audiences.

Topic: Step 2: Analyze Your Audience Difficulty Level: Moderate Skill Level: Understand the Concepts

18. Karyn forgot to silence her cell phone while speaking with out-of-state employees via an online platform. When her phone rang, Karyn silenced it, apologized, and continued speaking.

Which guideline for speaking to an online audience does this best illustrate? a) Communicate with others online as you would face-to-face. b) Stay cool in the face of distractions. c) Periodically ―check-in‖ with your audience. d) Provide feedback whenever you can.

Answer: b Learning Objective: 11.3 Explain the sociological and psychological characteristics of an audience and describe what you can do to prepare for online audiences.

Topic: Step 2: Analyze Your Audience Difficulty Level: Moderate Skill Level: Apply What You Know

19. Oscar conducted an audience analysis to prepare for a speech in his sociology class about income inequality. Of the data he has collected, which is an example of audience psychology? a) The class is composed of 12 women and 7 men. b) Most of the class identifies as liberal. c) All of the students possess a high school diploma. d) The class is relatively knowledgeable about income inequality.

Answer: d Learning Objective: 11.3 Explain the sociological and psychological characteristics of an audience and describe what you can do to prepare for online audiences.

Topic: Step 2: Analyze Your Audience Difficulty Level: Moderate Skill Level: Apply What You Know 20. Darnell is preparing a speech to persuade everyone to adopt the Paleolithic diet. Darnell’s only supporting research is an article called, ―Why Men Should Try Paleo.‖ In which research evaluation criteria does Darnell’s research fall short? a) qualifications of the authors b) sufficiency of the information c) fairness of the authors d) accuracy of the information

180 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: b Learning Objective: 11.3 Explain the sociological and psychological characteristics of an audience and describe what you can do to prepare for online audiences.

Topic: Step 2: Analyze Your Audience Difficulty Level: Moderate Skill Level: Apply What You Know

21. When evaluating research, it is important to ensure that the information is presented objectively and that the author is unbiased. In other words, we must evaluate all material for __________. a) sufficiency b) fairness c) accuracy d) currency Answer: b Learning Objective: 11.3 Explain the sociological and psychological characteristics of an audience and describe what you can do to prepare for online audiences.

Topic: Step 2: Analyze Your Audience Difficulty Level: Moderate Skill Level: Apply What You Know

22. In researching a topic for a speech, the best way to begin your search is generally by __________. a) examining what you already know b) Googling the topic c) finding a very specific research article on the topic d) buying a book that might prove useful Answer: a Learning Objective: 11.4 Identify the basic principles for researching your speech topic, the criteria for evaluating research, and the suggestions for integrating and citing research.

Topic: Step 3: Research Your Topic Difficulty Level: Moderate Skill Level: Understand the Concepts

23. Which resource can be used to obtain the most reliable and valid research available? a) news sources b) biographical material c) academic research articles d) documentaries Answer: c 181 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 11.4 Identify the basic principles for researching your speech topic, the criteria for evaluating research, and the suggestions for integrating and citing research.

Topic: Step 3: Research Your Topic Difficulty Level: Easy Skill Level: Remember the Facts

24. When citing references in an oral presentation, you should __________. a) err on the side of citing too much information about a source than too little b) preface citations by saying, ―I have a quote here‖ c) not mention the actual author but be sure to mention the publication date d) not mention citations in the actual speech but rather only in a detailed reference list Answer: a Learning Objective: 11.4 Identify the basic principles for researching your speech topic, the criteria for evaluating research, and the suggestions for integrating and citing research.

Topic: Step 3: Research Your Topic Difficulty Level: Moderate Skill Level: Understand the Concepts

25. Tristan is researching for a speech about farm equipment and found an informative article about different types of tractors. Even though the information in the article is valid, Tristan decided not to use it for her speech because it was written by a dentist. On which component of research evaluation did Tristan primarily base her opinion? a) currency of the information b) fairness of the author c) qualifications of the author d) accuracy of the information Answer: c Learning Objective: 11.4 Identify the basic principles for researching your speech topic, the criteria for evaluating research, and the suggestions for integrating and citing research.

Topic: Step 3: Research Your Topic Difficulty Level: Moderate Skill Level: Apply What You Know

26. When doing preliminary research for a topic online, the website Wikipedia __________. a) should not be used under any circumstances b) can be used for preliminary information, but must be checked c) can provide a wealth of fact-checked information d) is more reliable than using a library database Answer: b

182 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 11.4 Identify the basic principles for researching your speech topic, the criteria for evaluating research, and the suggestions for integrating and citing research.

Topic: Step 3: Research Your Topic Difficulty Level: Moderate Skill Level: Understand the Concepts

27. How does a story about the changes in technology her grandmother has experienced in the last 50 years fit into Maria’s speech on new technology? a) It is the thesis statement. b) It is the general purpose. c) It is the specific purpose. d) It is supporting material.

Answer: d Learning Objective: 11.5 Identify the types of supporting materials in informative and persuasive speeches.

Topic: Step 4: Collect Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

28. What is the primary function of supporting materials in an informative speech? a) amplifying the concepts discussed b) proving claims made c) entertaining the listeners d) building the speaker’s reputation Answer: a Learning Objective: 11.5 Identify the types of supporting materials in informative and persuasive speeches.

Topic: Step 4: Collect Supporting Materials Difficulty Level: Moderate Skill Level: Understand the Concepts 29. Marcos is attempting to persuade an audience to adopt a vegan diet. Which of Marcos’s statements is an example of motivational support? a) ―Doctors say that the consumption of meat causes inflammation.‖ b) ―A vegan diet is the most sustainable for our planet.‖ c) ―I personally adhere to a strict vegan diet.‖ d) ―You will become so much happier if you switch to a vegan diet.‖ Answer: d Learning Objective: 11.5 Identify the types of supporting materials in informative and persuasive speeches.

183 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Step 4: Collect Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

30. While speaking to an audience about different treatment methods used in physical therapy, Ezekiel said, ―I have been a practicing physical therapist for 20 years and have treated many different injuries and conditions.‖ This is an example of __________. a) motivational support b) an appeal to credibility c) logical support d) informative support Answer: b Learning Objective: 11.5 Identify the types of supporting materials in informative and persuasive speeches.

Topic: Step 4: Collect Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

31. Which is an example of a presentation aid? a) a personal story b) a definition c) a testimony from an expert d) a chart Answer: d Learning Objective: 11.5 Identify the types of supporting materials in informative and persuasive speeches.

Topic: Step 4: Collect Supporting Materials Difficulty Level: Easy Skill Level: Remember the Facts

32. Effie is preparing a speech on the value of a college education and has developed the thesis ―a college education will help you secure a better job.‖ Of the possible main points listed, which is least supportive of Effie’s thesis and should be deleted? a) ―College graduates are able to appreciate the arts more fully.‖ b) ―College graduates earn higher salaries.‖ c) ―College graduates are hired more frequently.‖ d) ―College graduates have greater job mobility.‖ Answer: a Learning Objective: 11.6 Describe how main points may be generated from your thesis.

Topic: Step 5: Develop Your Main Points 184 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Apply What You Know 33. Which supporting detail for the main point ―social media functions‖ is written in parallel grammatical structure? a) ―Entertainment is a function.‖ b) ―Making friends and establishing relationships are major functions.‖ c) ―The social media function is to inform.‖ d) ―Social media entertains.‖ Answer: d Learning Objective: 11.6 Describe how main points may be generated from your thesis.

Topic: Step 5: Develop Your Main Points Difficulty Level: Moderate Skill Level: Understand the Concepts

34. The best organizational pattern to explain the structural design of a hospital would be __________. a) spatial b) comparison-and-contrast c) problem-solution d) temporal Answer: a Learning Objective: 11.7 Describe the major patterns of speech organization.

Topic: Step 6: Organize Your Speech Materials Difficulty Level: Moderate Skill Level: Apply What You Know

35. When speaking about the various majors available at her university, Janelle divided her presentation by colleges: Engineering, Arts and Sciences, and Education. Janelle’s organizational pattern is __________. a) spatial b) topical c) problem-solution d) temporal Answer: b Learning Objective: 11.7 Describe the major patterns of speech organization.

Topic: Step 6: Organize Your Speech Materials Difficulty Level: Moderate Skill Level: Apply What You Know

185 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

36. The __________ pattern is often useful in informative speeches in which you want to analyze two different theories, proposals, departments, or products in terms of their similarities and differences. a) comparison-and-contrast b) spatial c) temporal d) topical Answer: a Learning Objective: 11.7 Describe the major patterns of speech organization.

Topic: Step 6: Organize Your Speech Materials Difficulty Level: Easy Skill Level: Remember the Facts

37. The __________ pattern is sometimes called the advantages–disadvantages pattern. a) temporal b) spatial c) cause–effect d) pro-and-con Answer: d Learning Objective: 11.7 Describe the major patterns of speech organization.

Topic: Step 6: Organize Your Speech Materials Difficulty Level: Easy Skill Level: Remember the Facts

38. The __________ pattern of organization is useful in informative speeches in which you want to discuss how something is constructed and what it does. a) spatial b) structure-function c) problem-solution d) temporal Answer: b Learning Objective: 11.7 Describe the major patterns of speech organization.

Topic: Step 6: Organize Your Speech Materials Difficulty Level: Moderate Skill Level: Remember the Facts

39. Dwayne is delivering a speech in which he attempts to refute common misconceptions about outer space. Dwayne lists each misconception as a main point, then uses supporting materials to refute the false claims. Which organization pattern is Dwayne using?

186 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) structure-function b) problem-solution c) fiction-fact d) comparison-and-contrast Answer: c Learning Objective: 11.7 Describe the major patterns of speech organization.

Topic: Step 6: Organize Your Speech Materials Difficulty Level: Moderate Skill Level: Apply What You Know

40. Alessandra is giving a speech on childhood development. Since her goal is to inform the audience of the stages of development in which children acquire different abilities, the __________ of organization would be most effective. a) spatial pattern b) temporal pattern c) problem-solution pattern d) cause-effect pattern Answer: b Learning Objective: 11.7 Describe the major patterns of speech organization.

Topic: Step 6: Organize Your Speech Materials Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions 1. Lance is extremely nervous about delivering his speech. What advice can you offer him?

Answer: Students’ answers may vary but should include a few examples of the following:           

Gain experience.

Think positively.

Be realistic.

See public speaking as a conversation.

Try power priming.

Focus on the listeners.

Stress similarities between the speaker and the listeners.

Project confidence.

Prepare and practice the speech.

Move around and breathe deeply.

Avoid using chemicals to relieve tension.

187 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 11.1 Explain the nature of public speaking and communication apprehension, and identify suggestions for managing apprehension in public speaking and for overcoming procrastination.

Topic: The Nature of Public Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

2. Explain what it means to limit a topic and why limiting topics is important for making a speech. Then, come up with a sample topic that is broad and limit it using the subdivision method.

Answer: The ideal answer should include:     

Narrowing the scope of a broad topic is called limiting the topic.

It is important to limit topics to fit the time constraints of the speaking situation. A narrow topic allows the speaker to cover the information more in depth and helps the speaker focus the collection of research materials.

One method to limit a broad topic is by using subdivision. The broad topic can be broken down into subtopics, and those subtopics can be broken down into additional subtopics.

The topic can be subdivided in terms of time, space, types, and people.

For example, the broad topic of ―television shows‖ can be narrowed down to several genres like comedies, dramas, talk shows, game shows, sports and so on. If needed, each genre can be broken down into specific television programs.

Student examples will vary.

Learning Objective: 11.2 Describe how public speaking topics, purposes, and theses can be selected and limited.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty Level: Moderate Skill Level: Apply What You Know

3. Define and distinguish between informative speeches and persuasive speeches and provide an example of a topic for each. Then, formulate a general and specific purpose for each topic.

Answer: The ideal answer should include:    

There are two general purposes (major aims or objectives) of speeches: to inform or to persuade.

An informational speech creates understanding; it clarifies, enlightens, corrects misunderstandings, demonstrates how something works, explains how something is structured, etc.

A persuasive speech influences attitudes or behaviors. It may strengthen existing attitudes, change the audience‘s beliefs, or move the audience to take action.

Student examples may vary: 188 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

o ―How to do laundry‖; General purpose: to inform; Specific purpose: to inform the audience of the steps involved in washing clothes. o ―Work with students with disabilities‖; General purpose: to persuade; Specific purpose: to persuade the audience to contribute time to working with students with disabilities.

Learning Objective: 11.2 Describe how public speaking topics, purposes, and theses can be selected and limited.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty Level: Moderate Skill Level: Apply What You Know

4. Identify the three main questions to consider when analyzing the psychology of your audience.

How might answering these questions impact the way you deliver the speech?

Answer: The ideal answer should include: 





How willing is your audience? o If the audience is eager to listen, it is easier to relate the information to them. o If the audience is listening unwillingly, the you should secure their attention as early as possible, relate the topic and supporting materials directly to the audience‘s needs and wants, and involve the audience directly.

How knowledgeable is your audience? o If the audience knows little about the topic, it is important not to speak down to them, and not to confuse a lack of knowledge with a lack of intelligence. o If the audience knows a lot about the topic, it is important to acknowledge the audience‘s knowledge and explain to them that you will share more information than they already know. It is also important to emphasize your own competence and expertise.

How favorable is your audience? o If the audience has an unfavorable attitude toward the topic or toward you, you should emphasize commonalities; build the speech from areas of agreement, through areas of slight disagreement, and up to the major differences; strive for small gains; and ask for a fair hearing.

Learning Objective: 11.3 Explain the sociological and psychological characteristics of an audience and describe what you can do to prepare for online audiences.

Topic: Step 2: Analyze Your Audience Difficulty Level: Difficult Skill Level: Understand the Concepts

5. You are in charge of preparing for and conducting a video conference at work. What guidelines will help you prepare for the meeting and adapt to an online audience?

189 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: The ideal answer should include:       

Prepare for the meeting by giving clear instructions to the audience members on how to access the call.

Find a quiet space from which to present.

Check the equipment before the meeting to ensure that it is working.

During the meeting, present to the online audience as you would face-to-face. Speak clearly without using filler language. When looking at the video camera, pretend that it‘s an audience member looking back at you.

Stay cool in the face of distractions. It is possible for there to be a lot of background noise since the audience is accessing the conference from different locations.

Periodically ―check-in‖ with the audience. It is important to engage and interact with the audience as much as possible. You can use a chat or polling tool to help maintain interaction.

As with face-to-face speaking, it is important to present to the audience rather than read directly from your notes or slides.

Learning Objective: 11.3 Explain the sociological and psychological characteristics of an audience and describe what you can do to prepare for online audiences.

Topic: Step 2: Analyze Your Audience Difficulty Level: Moderate Skill Level: Apply What You Know

6. Identify and explain the six criteria used to evaluate research. Briefly explain how to ensure that each of the criteria are met when researching.

Answer: The ideal answer should include:   

 

Qualifications: Does the author have the necessary credentials? When researching, perform an Internet search to check out the writer‘s expertise and credentials.

Currency: When was the information published, and when were the sources that are cited in the article written? To ensure currency, check important figures in an almanac or a frequently updated source, like FedStats.

Fairness: Does the author present the information fairly and objectively, or is there a bias favoring one position? To ensure fairness, go to the home page of the website on which the material is published and find out if it is sponsored by any organization. Also, review a range of research on the subject to see how multiple experts view the issue.

Sufficiency: Is the information presented sufficient enough to establish the claim or conclusion? To ensure sufficiency, compare the information provided in the source to the conclusion you are trying to make.

Accuracy: Is the information presented accurate? It is not always easy to determine if research is accurate, but it will become easier as you do more research. Compare the article in question to other research and check for consistency.

Learning Objective: 11.4 Identify the basic principles for researching your speech topic, the 190 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

criteria for evaluating research, and the suggestions for integrating and citing research.

Topic: Step 3: Research Your Topic Difficulty Level: Moderate Skill Level: Understand the Concepts

7. Explain the difference between logical support, motivational support, and credibility appeals.

Provide an example for each.

Answer: The ideal answer should include:    

Logical support: includes reasoning from specific instances and from general principles, from causes and effects, and from signs. An example would be citing specific research.

Motivational support: includes appeals to audience‘s emotions and to their desires for status, financial gain, or increased self-esteem. An example would be proclaiming ―doesn‘t it make you frustrated when you see people littering?‖ Credibility appeals: involve establishing your own personal reputation or credibility, especially your competence, moral character, and charisma. An example would be a speaker at a hairstyling convention citing how long he or she has been a stylist.

Student examples will vary.

Learning Objective: 11.5 Identify the types of supporting materials in informative and persuasive speeches.

Topic: Step 4: Collect Supporting Materials Difficulty Level: Difficult Skill Level: Apply What You Know 8. Andrew’s speech has too many main points to fully discuss. What two methods can he use to narrow down his list of points? Briefly explain each.

Answer: The ideal answer should include:  

Eliminate or combine points. Points that are inconsistent with the overall purpose or thesis of the speech should be eliminated. Additionally, if four points center around the same subject, they can be combined to create a single main point with supporting details.

Select the points that are most relevant. Main points should not only be relevant in terms of the topic, they should also be relevant in terms of what the audience would be interested in listening to. Choose to include main points that the audience will view as most important.

Learning Objective: 11.6 Describe how main points may be generated from your thesis.

Topic: Step 5: Develop Your Main Points Difficulty Level: Moderate Skill Level: Apply What You Know

191 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

9. Explain why it is important to choose an organizational pattern for speech materials. How can you determine which pattern is most appropriate to use?

Answer: The ideal answer should include:    

It is important to organize the speech so that the audience will understand and remember what the speaker says.

There are a variety of organizational patterns to choose from, and different organizational patterns will work best for different speeches.

When choosing the pattern to use, consider which one will make it the easiest for the audience to understand the information.

Certain topics lend themselves to using a particular pattern. For example, speeches about historical events lend themselves to the temporal pattern, and speeches about finding a way to fix a problem lend themselves to the problem-solution pattern.

Learning Objective: 11.7 Describe the major patterns of speech organization.

Topic: Step 6: Organize Your Speech Materials Difficulty Level: Moderate Skill Level: Understand the Concepts

10. Select three of the major patterns of speech organization and identify which types of topics lend themselves to this particular pattern.

Answer: Students’ answers will vary depending on the patterns they choose:            

Time pattern: for topics that lend themselves to past, present, and future divisions or temporal relationship.

Spatial pattern: for topics that can be discussed in terms of space—top to bottom, right to left, east to west.

Topical pattern: for topics that have relatively equal divisions.

Problem-solution pattern: for topics that identify a problem and propose solutions.

Cause-effect/Effect-cause pattern: for topics that explain a causal relationship.

Structure function pattern: for topics that can be divided into what it is (structure) and what it does (function).

Comparison-and-contrast pattern: for topics that identify similarities and differences.

Pro-and-con pattern: for topics that explain advantages and disadvantages.

Claim-and-proof pattern: for topics that make an assertion or claim and then offer evidence in support of the claim (proof).

Multiple-definition pattern: for topics that explain the varied meanings.

Who? What? Why? Where? When? pattern: for topics that explain or report about an event or happening.

Fiction-fact pattern: for topics that can clarify misconceptions (the fictions) and offer a more logical explanation (the facts) 192 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 11.7 Describe the major patterns of speech organization.

Topic: Step 6: Organize Your Speech Materials Difficulty Level: Difficult Skill Level: Understand the Concepts

Chapter 12: Public Speaking Preparation and Delivery (Steps 7–10)

Multiple Choice Questions 1. Compared to written language, spoken language generally __________. a) consists of shorter, more familiar words b) includes more qualifiers, such as ―perhaps‖ c) tends to be less self-referential d) uses more acronyms Answer: a Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Suggestions for achieving __________ in speaking style include being economical, using specific terms and numbers, and using short, familiar terms. a) vividness b) clarity c) appropriateness d) forcefulness Answer: b Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

3. A question aimed at making a statement or producing some type of desired effect is referred to as __________. a) hyperbole b) a rhetorical question c) a metaphor d) a simile 193 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: b Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Easy Skill Level: Remember the Facts

4. Which guideline should the speaker follow to help the audience understand the specifics of the message and to grasp the big picture? a) Use high-level abstraction to put pictures in your listeners’ minds. b) Consistently use low-level abstraction to make your main points clear. c) Vary the levels of abstraction. d) Use high-level abstraction more than low-level abstraction.

Answer: c Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

5. Active verbs, imagery, and figures of speech are helpful for achieving __________. a) clarity b) appropriateness c) vividness d) power Answer: c Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Easy Skill Level: Remember the Facts

6. Camila is giving a speech on bird watching. One of her points is about the equipment birdwatchers need. What would be the best way for Camila to state this point using an active verb? a) To have an enjoyable bird watching experience, choose the right equipment. b) Bird watching is fun with the right equipment. c) The right equipment is vitally important to bird watching. d) You will be a better birdwatcher if you have the right equipment.

194 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

7. During her speech on vacationing on the Greek island of Hydra, Anne asks her audience to imagine a place where the sounds of the sea and the wind are not interrupted by honking horns and screeching tires; a place where the only traffic sounds are the soft whirr of bicycle tires on the pavement. Anne is using __________ to give her audience a sense of the place. a) idioms b) hyperbole c) figures of speech d) imagery Answer: d Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

8. Which would be the best statement to use in a speech on volunteerism to create immediacy with an audience? a) ―Those who volunteer receive as much as they give.‖ b) ―I shall be speaking on the joys of volunteerism.‖ c) ―You will benefit from volunteering.‖ d) ―Volunteering offers something for everyone.‖ Answer: c Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts 9. In the introduction of his speech, Quinton says, ―I really don’t know much about this subject, and I don’t know how interested you might be in it, but. . . .‖ Quinton’s use of language suggests __________. a) powerlessness through the use of disqualifiers b) an appropriate level of formality c) an attempt to create immediacy with the audience 195 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) improper sentence construction Answer: a Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

10. In constructing sentences for an oral presentation, it is best to favor __________. a) long over short sentences b) indirect over direct sentences c) positive over negative sentences d) passive over active sentences Answer: c Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts 11. Expression such as ―kick the bucket,‖ and ―doesn’t have a leg to stand on‖ are examples of __________. a) idioms b) hyperboles c) imagery d) intensifiers Answer: a Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

12. In a speech, the conclusion serves as the __________. a) summary and orientation b) summary and closing c) closing and feedback d) closing and orientation Answer: b 196 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate Skill Level: Understand the Concepts

13. An acceptable way to close a presentation is to __________. a) bring in new information for the audience to ponder b) say, ―that’s it!‖ c) pose a challenge to the audience d) ask the audience for immediate feedback Answer: c Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate Skill Level: Understand the Concepts

14. Effective ways to gain attention for a speech include __________. a) telling a dramatic or humorous story b) apologizing for your lack of experience to set the audience at ease c) immediately offering your thesis statement d) making prefacing remarks before you begin the speech Answer: a Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate Skill Level: Understand the Concepts

15. What is one of the main goals of an introduction? a) Gain the audience’s attention. b) Preemptively offer an apology for lack of research. c) End the speech with a bang. d) Motivate the audience to action.

Answer: a Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate 197 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 16. Devyn was the Maid of Honor for her best friend’s wedding. At the reception dinner, Devyn began her speech by saying ―We are gathered here today to celebrate the marriage of Jeanine and Antonio.‖ Which strategy for gaining the audience’s attention did Devyn use? a) Ask a question. b) Refer to the specific context. c) Use an illustration. d) Pose a challenge.

Answer: b Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate Skill Level: Apply What You Know

17. Transitions in public speaking __________. a) are only needed if your points are very different from one another b) help the audience see connections among your points c) are useful as final statements d) rarely add clarity to well-constructed presentations Answer: b Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate Skill Level: Understand the Concepts

18. The outline you use when you give your presentation should __________. a) be the same outline you used to prepare your speech b) contain no extraneous notes to yourself about delivery c) be brief, preferably just key words d) be a script of every word you wish to say Answer: c Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate Skill Level: Understand the Concepts

198 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

19. Which transitional phrase can be used to signal a qualification or exception?‖ a) ―If you want further evidence, look at…‖ b) ―On the other hand…‖ c) ―In conclusion…‖ d) ―Next, let’s discuss…‖ Answer: b Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate Skill Level: Understand the Concepts

20. Which type of outline guides you to fill in information in certain places, much like in a PowerPoint outline? a) template outline b) preparation outline c) bullet point outline d) delivery outline Answer: a Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate Skill Level: Understand the Concepts

21. What is a suggestion for rehearsing a speech? a) Rehearse only once so as not to be overprepared. b) Rehearse in front of a mirror to better understand how you will look to your audience. c) Interrupt rehearsals to make notes or changes. d) Avoid using visual aids during the rehearsal.

Answer: b Learning Objective: 12.3 Explain the methods of delivery and rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

22. Johanna did not anticipate winning the student service award, so she did not prepare a speech. When her name was called, she quickly had to think of a few words to say that would be appropriate for the occasion. Johanna’s delivery method is best described as __________.

199 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) manuscript b) impromptu c) extemporaneous d) memorized Answer: b Learning Objective: 12.3 Explain the methods of delivery and rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

23. As vice president of sales and marketing for Enterprise Global, Kala is required to give quarterly presentations to the board of directors. For these presentations, Kala prepares thoroughly and speaks from a brief outline. Kala’s delivery method is best described as __________. a) manuscript b) impromptu c) extemporaneous d) memorized Answer: c Learning Objective: 12.3 Explain the methods of delivery and rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

24. What is an advantage of delivering a speech using the manuscript method? a) It allows the speaker to make the most eye contact. b) Speakers can better adapt to audience feedback. c) It gives the speech a more natural delivery. d) The speaker can ensure exact timing and wording.

Answer: d Learning Objective: 12.3 Explain the methods of delivery and rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

25. Which method of speech delivery is recommended for most situations? a) extemporaneous b) manuscript c) impromptu d) memorized 200 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 12.3 Explain the methods of delivery and rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

26. After watching a documentary in class, the professor asked Andrew to share his thoughts with the class. Andrew immediately began to speak about what he had learned using the __________. a) extemporaneous method b) manuscript method c) impromptu method d) memorized method Answer: c Learning Objective: 12.3 Explain the methods of delivery and rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts 27. During his speech on foreign policy, Bobby keeps dropping the ―g’s‖ from gerunds: ―I’m hopin’ the findin’s I’m presentin’ are convincin’.‖ Which articulation problem is Bobby demonstrating? a) omission b) substitution c) addition d) accent Answer: a Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

28. Generally, speakers who maintain eye contact appear __________. a) less trustworthy than those who do not b) less concerned than those who do not c) more trustworthy than those who do not d) more distant than those who do not Answer: c Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

201 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Step 10: Deliver Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

29. Paralanguage can be best defined as __________. a) the specific words used to communicate a message b) the vocal but nonverbal aspects of speech c) the speaker’s body language d) errors of formality used in speech Answer: b Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

30. What term is used to refer to the relative loudness or softness of the voice? a) rate b) articulation c) pronunciation d) volume Answer: d Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Easy Skill Level: Remember the Facts

31. While giving a speech about gun violence, Teague intentionally added silence after making an important point to allow the audience to think about its significance. Which aspect of delivery does Teague’s use of silence best illustrate? a) filled pause b) volume c) unfilled pause d) rate Answer: c Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

202 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

32. Which student demonstrates effective speech delivery in terms of gestures or posture? a) Ana Maria, who wraps her hair around her index finger while making a transition. b) Trevor, who leans backward slightly while addressing the audience. c) Clara, who stands straight and gestures spontaneously during the speech. d) Billy, who removes his hands from his pockets while delivering each main point.

Answer: c Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

33. Which element of delivery can best be used to emphasize a transition or to signal an important piece of information? a) movement b) facial expression c) articulation d) eye contact Answer: a Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

34. How should a speaker use notes while delivering a speech? a) Hide them behind the podium and secretly glance at them. b) Use them with ―open subtlety‖ c) Hold notecards and gesture with them in hand. d) Project the delivery outline onto a screen for all to follow along with.

Answer: b Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

35. Which question should be considered when evaluating the subject, purpose, and thesis of a speech? a) Is the topic narrow enough to be covered in some depth? b) Has the speaker adapted to the willingness, favorableness, and knowledge of the audience? c) Is the major proposition adequately and appropriately supported? d) Is the language clear, vivid, appropriate, personal, and powerful?

203 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 12.5 Describe the guidelines for expressing and receiving speech criticism.

Topic: Critically Evaluating Speeches Difficulty Level: Moderate Skill Level: Understand the Concepts

36. Liza wants to provide quality constructive criticism when she evaluates speeches. What is the best advice that you can offer her? a) Be vague. b) Provide as much criticism as possible. c) Assume you know why the speaker is doing something. d) Start by saying something positive.

Answer: d Learning Objective: 12.5 Describe the guidelines for expressing and receiving speech criticism.

Topic: Critically Evaluating Speeches Difficulty Level: Moderate Skill Level: Apply What You Know 37. Which expression of criticism is most effective in terms of focusing on the speaker’s behavior? a) ―I would have liked to see greater variety in your delivery.‖ b) ―You were clearly not interested in your topic.‖ c) ―You have a boring voice.‖ d) ―Choose a more interesting topic next time.‖ Answer: a Learning Objective: 12.5 Describe the guidelines for expressing and receiving speech criticism.

Topic: Critically Evaluating Speeches Difficulty Level: Moderate Skill Level: Apply What You Know 38. After listening to his classmate speak, Cohutta said ―I found seven things wrong with your speech. First, you…‖ What suggestion for expressing criticism does Cohutta’s statement most clearly violate? a) Be specific. b) Limit criticism. c) Be constructive. d) Focus criticism on behavior.

Answer: b Learning Objective: 12.5 Describe the guidelines for expressing and receiving speech criticism.

204 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Critically Evaluating Speeches Difficulty Level: Moderate Skill Level: Apply What You Know

39. Which expression of criticism is most constructive? a) ―Your introduction did not gain my attention.‖ b) ―In the future, I would recommend using more vocal variety.‖ c) ―The conclusion really fell flat.‖ d) ―I had no idea what you were talking about the entire time.‖ Answer: b Learning Objective: 12.5 Describe the guidelines for expressing and receiving speech criticism.

Topic: Critically Evaluating Speeches Difficulty Level: Moderate Skill Level: Apply What You Know

40. When listening to criticism, it is important for the speaker to __________. a) listen with an open mind b) defend his or her own actions c) view the criticism as subjectively as possible d) not question the critique under any circumstances Answer: a Learning Objective: 12.5 Describe the guidelines for expressing and receiving speech criticism.

Topic: Critically Evaluating Speeches Difficulty Level: Moderate Skill Level: Understand the Concepts

Essay Questions 1. Select and briefly describe three guidelines for achieving clarity in speaking. As part of your description, provide an example for each guideline you select.

Answer: Students’ answers will vary but should include three of the following guidelines: 

 

Be economical: o It is important not to waste words. The phrase ―we first began the discussion…‖ includes wasted words because ‗first‘ and ‗began‘ are redundant. The word ―first‖ should be omitted.

Use specific terms and numbers: o It is important to create a clear and detailed picture for the listener. Don‘t just say ―dog‖ when you want listeners to picture a St. Bernard.

Use short, familiar terms: 205 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.







o Instead of saying ―innocuous,‖ say ―harmless‖ to ensure that all listeners understand.

Carefully assess idioms: o An idiom is an expression unique to a specific language whose meaning cannot be deduced from the words used (e.g., ―kick the bucket‖). Be sure the audience will know the meaning of such expressions.

Use acronyms sparingly: o Widely used acronyms (e.g., NATO, UN, ASAP) are appropriate to use because most listeners will know what they stand for. When in doubt, spell out acronyms the first time you use them.

Vary the levels of abstraction: o Combining high abstraction (i.e., the very general) and low abstraction (i.e., the very concrete) seem to work best. Too many generalizations will be vague and difficult to understand, while too many specifics will leave the audience wondering what the big picture is. An example would be including some general information about hospitals, then specific information about the duties of various staff members.

Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

2. Identify the characteristics of a powerful speaking style. Describe two specific behaviors that can weaken the style of a speech.

Answer: The ideal answer should include:  

A powerful speaking style is one that is certain, definite, and persuasive.

One step toward achieving a powerful style is to eliminate powerless forms you may use now, including: o Hesitations make you sound unprepared and uncertain: ―I, er, want to say that, ah, this one is, er, the best, you know?‖ o Too many intensifiers make your speech monotonous and don‘t allow you to stress what you do want to emphasize: ―Really, this was the greatest; it was truly awesome, phenomenal.‖ o Disqualifiers signal a lack of competence and a feeling of uncertainty: ―I didn‘t read the entire article, but ...‖ ―I didn‘t actually see the accident, but ...‖ o Self-critical statements signal a lack of confidence and may make public your own inadequacies: ―I‘m not very good at this,‖ ―This is my first public speech.‖ o Slang and vulgar language signal low social class and hence little power: ―No problem!‖ ―@*+#?$!!‖

Learning Objective: 12.1 Define clarity, vividness, appropriateness, personal style, power, and 206 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

appropriate sentence structure in wording a speech.

Topic: Step 7: Word Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts 3. One goal of a speech’s conclusion is to give the audience a clear and definite end. How can a good speaker accomplish this goal?

Answer: The ideal answer should include:    

Summarize with a quotation.

Pose a challenge or question.

Thank the audience.

Motivate the audience to do something.

Learning Objective: 12.2 Explain the functions of the introduction, conclusion, and transitions, and the nature of preparation and delivery outlines.

Topic: Step 8: Construct Your Conclusion, Introduction, Transitions, and Outlines Difficulty Level: Moderate Skill Level: Understand the Concepts

4. Define and differentiate between manuscript and extemporaneous methods of delivery. In which situations are these methods best used? What is an advantage and disadvantage of using each?

Answer: The ideal answer should include: 



Manuscript method o When you give a manuscript speech, you write out the speech and read it. o This is the safest method to use when exact timing and wording are required. o Advantages: with a manuscript speech, you can control the style, content, organization, and all other elements. o Disadvantages: the speech doesn‘t sound natural, it limits eye contact, and there is little opportunity to adjust the speech on the basis of audience feedback.

Extemporaneous method o An extemporaneous speech involves preparing for the speech thoroughly and having an idea of what you want to say, but not being committed to exact timing and wording. o This method is recommended for most speaking situations. Good classroom speakers and teachers deliver extemporaneously. o Advantages: it allows for greater flexibility and for the speaker to adapt to audience feedback. o Disadvantage: the speaker may stumble and grope for words.

207 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 12.3 Explain the methods of delivery and rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

5. Trini is delivering a speech at a research conference next month. Trini is quite nervous, and she comes to you for advice on how to effectively rehearse the speech. Give Trini some suggestions for using her rehearsal time most effectively.

Answer: The ideal answer should include:  Rehearse the entire speech rather than in parts.  Time the length of the speech and make adjustments on the basis of the timing.  Consider the conditions under which you will be speaking. Rehearse the speech under conditions as close as possible to those under which you‘ll deliver it.  Watch yourself speak. Practice your delivery in front of a mirror or record yourself.  Run through the entire speech. Don‘t interrupt the rehearsal to make notes or changes.

Do so in between rehearsals.  Rehearse the speech more than once. Rehearse as long as your rehearsals continue to result in improvements.

Learning Objective: 12.3 Explain the methods of delivery and rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

6. Differentiate between articulation and pronunciation. Provide an example of an error that you regularly make (or hear others regularly make) for each.

Answer: Students’ examples may vary:  Articulation results from physiological movements of the speech organs as they modify and interrupt the air stream from the lungs. Different movements of the tongue, lips, teeth, palate, and vocal cords produce different sounds. o ―I often omit sounds at the end of words: ‗studyin‘ vs. ‗studying.‘ and ‗runnin‘ vs. ‗running.‘‖  Pronunciation is the production of syllables or words according to some accepted standard, such as that of a dictionary. o ―I hear people add emphasis to the word comparable incorrectly, they say ‗compárable‘ instead of ‗cómparable.‘‖ Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Moderate Skill Level: Apply What You Know

208 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

7. Describe the difference between filled and unfilled pauses. Provide examples of effective ways to use unfilled pauses in a speech.

Answer: The ideal answer should include: 



Filled pauses are gaps in speech that you fill with vocalizations such as er, um, and ah.

Even expressions such as well and you know are filled pauses when used to fill up a sentence. They detract from the strength of the message and make the speaker appear hesitant, unprepared, and unsure.

Unfilled pauses, silences interjected into the stream of speech, can be especially effective if used correctly. Unfilled pauses can be used at certain points in a speech to enhance the message: o The speaker can pause at transitional points to help listeners separate the main points being discussed. o The speaker can pause at the end of an important assertion to allow the audience to think about its significance. o The speaker can pause before an important idea to let the audience know that what comes next is especially significant.

Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Moderate Skill Level: Understand the Concepts

8. There are four major aspects of body action. Identify two aspects, and explain why each is important. Discuss how speakers can effectively incorporate each aspect into their delivery.

Answer: The ideal answer should include: 





Eye contact o Eye contact is the most important aspect of bodily communication. If you do not maintain enough eye contact, you appear unconcerned, distant, and untrustworthy.

You also need to make eye contact to pick up on feedback from the audience. o Speakers must maintain eye contact with the entire audience by equally looking at audience members from all parts of the room.

Facial expression o Appropriate facial expressions help you express your concern for the public speaking interaction and help you communicate your comfort and control. o Nervousness and anxiety can prevent positive expressions from being communicated. The speaker must try to relax to make facial expressions natural.

Time and practice will help.

Gestures and posture o Spontaneous and natural gestures will help the speaker communicate the message. o Speakers must feel relaxed and comfortable with themselves and with the 209 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



audience in order to generate natural body action. They should avoid appearing stiff, putting hands in pockets, leaning on desks or chalkboards, and engaging in self-manipulation.

Movement o Movement can be used to emphasize transitions and introduce important assertions. o Speakers should walk more slowly to help convey an air of control.

Learning Objective: 12.4 Explain the principles of effective voice and bodily action.

Topic: Step 10: Deliver Your Speech Difficulty Level: Difficult Skill Level: Understand the Concepts

9. Explain what makes criticism constructive. Illustrate this concept by providing an example of an unconstructive expression of criticism, then adapting the expression to make it more constructive.

Answer: The ideal answer should include:  

When expressing criticism to a speaker, it is important to give them insight that you feel will help them in future speaking situations (constructive criticism).

Students‘ examples will vary: o For example, merely saying ―Your introduction did not gain my attention‖ is not constructive. It does not tell the speaker what they could do in the future to gain your attention. o The expression can be tweaked to make it more constructive: ―The example you gave later in the speech about the computer crash was very interesting and would have more effectively gained my attention in the introduction.‖ This expression tells the speaker exactly what they could do in the future by offering them a specific suggestion.

Learning Objective: 12.5 Describe the guidelines for expressing and receiving speech criticism.

Topic: Critically Evaluating Speeches Difficulty Level: Moderate Skill Level: Apply What You Know

10. In your speech class, your friend Hayden gave a speech that was strong but lacked support.

When a classmate respectfully offered criticism, Hayden clearly became angry and said ―Well, obviously you weren’t listening. I referenced 12 sources!‖ What suggestions would you offer to help Hayden improve in listening to criticism?

Answer: The ideal answer should include: 

Listen with an open mind. It is not easy to listen to criticism, so it may be easy to block it 210 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

 

out. But, if you block out criticism, you‘ll likely lose out on some useful suggestions.

Encourage listeners to share their criticisms, and don‘t take them too personally.

Accept the critic‘s viewpoint. Do not argue with the listener. It did not help for you to point out that you referenced 12 sources. Think about why the evidence was not convincing enough for the classmate.

Seek clarification. If you don‘t understand a critique, ask the student to clarify it. Also, it‘s ok to ask for specific suggestions for improvement.

Learning Objective: 12.5 Describe the guidelines for expressing and receiving speech criticism.

Topic: Critically Evaluating Speeches Difficulty Level: Difficult Skill Level: Analyze It

Chapter 13: The Informative Speech Multiple Choice Questions 1. When you communicate information in a speech, you tell your listeners something they __________. a) have forgotten b) already know c) did not know before d) agree with Answer: c Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Easy Skill Level: Remember the Facts

2. When deciding on the amount of information to present in an informative speech, a speaker should __________. a) cover as much information as possible within the time limit so the audience does not get bored b) strive for depth of information rather than breadth c) develop at least five main points to ensure the audience will be interested in at least one point d) use amplification sparingly to ensure enough time to cover main points Answer: b Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Remember the Facts

3. How should a speaker determine the level of complexity of the information presented?

211 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) Information should always be simplified as much as possible. b) Complex presentations are preferable to simple presentations to ensure audience interest. c) Information should be delivered in a complex way to boost credibility. d) The speaker should consider multiple factors, such as the context and audience’s knowledge.

Answer: d Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

4. Which statement is a guideline for creating an effective informative speech? a) A speaker should share as much information as possible in the allotted time. b) It is preferable for a speaker to add lots of complex information to appear more knowledgeable. c) A speaker should relate new information to what listeners already know. d) Speakers who have an expertise need not worry about making the topic relevant.

Answer: c Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

5. To help the audience remember information, a speaker should __________. a) use guide phrases b) give them a lot of material at once c) make the material as complex as possible d) vary the pattern of organization as much as possible Answer: a Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Remember the Facts

6. __________ will remind the audience of what you have said and how it relates to what is to follow. a) Internal summary transitions b) Filled pauses c) Guide phrases d) Spatial patterns of organization

212 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Remember the Facts

7. In which list are the items presented in order from the highest to the lowest level of abstraction? a) town, city, state, country b) city, country, state, town c) state, country, town, city d) country, state, city, town Answer: d Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

8. Wynona is preparing an informative speech on fiscal responsibility. She plans to structure the speech in a such a way that is interesting and useful for her listeners. Which guideline for informative speaking is Wynona considering? a) Limit the information. b) Focus on your audience. c) Adjust the level of complexity. d) Relate new information to old.

Answer: b Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

9. Officer Russel gave a speech on how to properly respond to emergency phone calls. During the speech, Russel repeated or restated important points, used guide phrases, and used internal summary transitions. In doing so, Russel followed which guideline for informative speaking? a) Vary the levels of abstraction. b) Focus on your audience. c) Make the information easy to remember. d) Focus on your audience.

Answer: c Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

213 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

10. Katryn is an exchange student from Ukraine who is speaking to her class about a traditional Ukrainian dish called borscht. Katryn knows that everybody in her audience knows what soup is, so to help the class understand the taste of borscht, Katryn tells them to think of it like a soup with cabbage and beets in it. Which of the guidelines for informative speaking does this best exemplify? a) Relate new information to old. b) Limit the information. c) Vary the levels of abstraction. d) Adjust the level of complexity.

Answer: a Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

11. What topic would be most appropriate for a speech of description? a) the meaning of Christianity b) the life of Harrison Ford c) how to ask for a raise d) why you should donate money to the Salvation Army Answer: b Learning Objective: 13.2 Define and give examples of speeches of description, speeches of definition, and speeches of demonstration.

Topic: Three Types of Informative Speeches Difficulty Level: Moderate Skill Level: Understand the Concepts

12. Which topic would be most appropriate for a speech of definition? a) the meaning of new-age rap music b) the geographical layout of Yosemite National Park c) how to make salsa d) the parts of a computer Answer: a Learning Objective: 13.2 Define and give examples of speeches of description, speeches of definition, and speeches of demonstration.

Topic: Three Types of Informative Speeches 214 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts

13. What topic would be most appropriate for a speech of demonstration? a) the concept of rhetoric b) how to give mouth-to-mouth resuscitation c) the causes of World War I d) the layers of the skin Answer: b Learning Objective: 13.2 Define and give examples of speeches of description, speeches of definition, and speeches of demonstration.

Topic: Three Types of Informative Speeches Difficulty Level: Moderate Skill Level: Understand the Concepts

14. Which type of informative speech shows the audience how something is done or how to operate something? a) definition b) temporal c) description d) demonstration Answer: d Learning Objective: 13.2 Define and give examples of speeches of description, speeches of definition, and speeches of demonstration.

Topic: Three Types of Informative Speeches Difficulty Level: Moderate Skill Level: Understand the Concepts 15. Felicity is delivering a speech called, ―What is toxic masculinity?‖ This type of informative speech would best be classified as __________. a) definition b) special occasion c) description d) demonstration Answer: a Learning Objective: 13.2 Define and give examples of speeches of description, speeches of definition, and speeches of demonstration.

Topic: Three Types of Informative Speeches Difficulty Level: Moderate Skill Level: Apply What You Know 215 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

16. Carl is speaking about the sequence of events during the Battle of the Bulge. What pattern of organization would be most appropriate for this speech? a) spatial b) problem-solution c) temporal d) multiple definitions Answer: c Learning Objective: 13.2 Define and give examples of speeches of description, speeches of definition, and speeches of demonstration.

Topic: Three Types of Informative Speeches Difficulty Level: Moderate Skill Level: Apply What You Know 17. In which type of informative speech would the transitional phrases ―the first step…‖ and ―the second step…‖ most likely be used? a) speech of definition b) speech of demonstration c) speech of description d) special occasion speech Answer: b Learning Objective: 13.2 Define and give examples of speeches of description, speeches of definition, and speeches of demonstration.

Topic: Three Types of Informative Speeches Difficulty Level: Moderate Skill Level: Understand the Concepts

18. What guidelines should be followed when using numerical data as support? a) Use numbers in moderation. b) Avoid rounding numbers. c) Avoid comparisons and analogies. d) Use numbers that have been published for a long period of time.

Answer: a Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Understand the Concepts

216 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

19. Which statement best describes the difference between examples and narratives? a) Narratives are considerably longer than examples. b) Narratives are fictional; examples are factual. c) Examples are more appropriate support for informative speeches than narratives are. d) Examples and narratives are interchangeable in informative speeches.

Answer: a Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Understand the Concepts 20. In his speech on the need to expand the local animal shelter, Stanley quotes the center’s director as stating, ―If we do not secure funding to expand the shelter, we will be unable to take in the additional amount of animals that need shelter.‖ Stanley is using which type of supporting material? a) an example b) testimony c) numerical data d) a definition Answer: b Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

21. Which statement illustrates the best use of testimony for a speech on civic engagement? a) ―Benjamin Barber, a leading civil society scholar, suggests most Americans perceive themselves more as consumers than citizens.‖ b) ―My roommate said he thought he would be more engaged in politics if he didn’t work so much.‖ c) ―James Cameron, director of many blockbuster movies, thinks Americans are more engaged than most people think.‖ d) ―I heard somewhere that people on the East Coast, like around Washington, D.C., are really interested in politics.‖ Answer: a Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Moderate 217 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

22. __________ essentially are explanations of terms and concepts that may not be familiar to your listeners but may be useful as a form of support in many types of speeches. a) Definitions b) Testimonies c) Narratives d) Quotations Answer: a Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Easy Skill Level: Remember the Facts

23. __________ are the exact words of an expert or of an interesting or notable person, and are used to add spice and wit as well as authority to speeches. a) Definitions b) Testimonies c) Narratives d) Quotations Answer: d Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Easy Skill Level: Remember the Facts

24. __________ describe how you would construct an object. a) Operational definitions b) Etymological definitions c) Semantics d) Definitions by negation Answer: a Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Easy Skill Level: Remember the Facts

218 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

25. As Howard explained the numerical data from research on economic inflation, he displayed a line graph to better illustrate the data. Which guideline for using numerical data as support does this best exemplify? a) Stress reliability. b) Stress currency. c) Reinforce your numerical data. d) Make the numbers easy to remember.

Answer: c Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

26. Raiha is speaking to her class about ethical behavior and includes a definition by Aristotle, a Greek philosopher who helped develop the term ―ethics.‖ This is an example of _________. a) defining by etymology b) defining by authority c) defining by negation d) defining by operations Answer: b Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know 27. Dr. Martin Luther King Jr. continuously using the phrase ―I have a dream…‖ exemplifies the use of __________. a) statement of facts or a series of facts b) comparison and contrast c) quotation d) repetition and restatement Answer: d Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

219 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

28. Teresa is speaking to a group of freshmen about the various opportunities offered on campus.

She specifically lists different music ensembles, sports teams, and service organizations in which students can get involved. Which type of support did Teresa use? a) example b) definition c) numerical data d) testimony Answer: a Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

29. Which guideline should be followed to ensure effective use of presentation aids? a) Know your presentation aids intimately. b) Make sure that your presentation aids can be seen by up to 30 percent of the audience. c) Talk to your presentation aids rather than the audience. d) Do not rehearse your speech with your presentation aids to avoid ruining the spontaneity.

Answer: a Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts

30. Generally, the best presentation aid to use is __________. a) a model b) the object itself c) a diagram d) a graph Answer: b Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts

31. What is a suggested guideline for using presentation aids? a) Check the equipment before your speech. b) When using presentation aids, look at them rather than at your audience.

220 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

c) Keep the aids visible to the audience even after you have finished using them. d) Avoid practicing the speech with the visual aids.

Answer: a Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts

32. If you want to encourage your audience to take notes, the best medium for your presentation aid is likely __________. a) a chartboard b) a flip chart c) slides d) handouts Answer: d Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts

33. __________ are best used to illustrate geographic locations. a) Maps b) Graphs c) Objects d) Models Answer: a Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Easy Skill Level: Remember the Facts

34. __________ are useful for illustrating differences over time, how a whole is divided into parts, and different amounts or sizes. a) Maps b) Graphs c) Objects d) Models Answer: b Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

221 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Topic: Presentation Aids Difficulty Level: Easy Skill Level: Remember the Facts

35. __________ of the actual object are useful if you want to explain complex structures such as the human hearing or vocal mechanisms. a) Maps b) Graphs c) Objects d) Models Answer: d Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts

36. Which type of presentation aid is a visual representation of information, often with numbers and words, and is becoming more popular due to increased sophistication of computer programs? a) map b) graph c) infographic d) model Answer: c Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Easy Skill Level: Remember the Facts

37. Which presentation aid would be most effective to use in a speech comparing the sound of accents from different regions of the United States? a) map b) audio material c) photograph d) table Answer: b Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts

222 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

38. PowerPoint, Prezi, and Google Slides are all examples of __________. a) presentation software b) audio materials c) infographics d) diagrams Answer: a Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts

39. In terms of design, an effective presentation slide should __________. a) use vibrant colors b) include in-depth content c) appear brief and simple d) use a variety of typefaces Answer: c Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts

40. Sara plans to bring her presentation slides on a thumb drive and to have paper copies available just in case the computer does not work during her presentation. Which guideline for using presentational aids does this exemplify? a) Know your aids intimately. b) Anticipate technical problems. c) Stress relevance. d) Anticipate questions.

Answer: b Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions 1. Explain the importance of adjusting the level of complexity when presenting an informational speech. What are some factors that may influence the level of complexity used?

223 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: The ideal answer should include: 



It is very important to adjust the complexity of information presented in an informative speech. If you simplify a topic too much, you risk boring or, even worse, insulting your audience. If your talk is too complex, you risk confusing your audience and failing to communicate your message.

The level of complexity of the information you communicate should depend on a wide variety of factors: o The level of knowledge your audience has o The time you have available o The purpose you hope to achieve o The topic on which you are speaking

Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

2. Describe what it means to vary the levels of abstraction used in an informative speech. Why is this important? Provide a list of three words or concepts to demonstrate your understanding (the first word should be highest in abstraction, the next word should be moderate in abstraction, the last word should be low in abstraction).

Answer: The ideal answer should include:   



Words or concepts with high levels of abstraction are very general.

Words or concepts with low levels of abstraction are very specific.

It is important to use varying levels of abstraction, because using too many generalizations without specifics or too many specifics without generalizations has proven to be less effective. Audiences are more engaged in and better understand speeches that use varied levels of abstraction.

Example of abstraction from highest to lowest: transportation, automobile, SUV.

Learning Objective: 13.1 Paraphrase the guidelines for informative speaking.

Topic: Guidelines for Informative Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

3. What is a speech of demonstration? Give an example of a possible topic for a speech of demonstration.

Answer: The ideal answer should include:

224 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



Speeches of demonstration show the audience how to do something or how something operates.

Students‘ examples will vary, but may include examples such as how to drive defensively or how to negotiate a higher salary.



Learning Objective: 13.2 Define and give examples of speeches of description, speeches of definition, and speeches of demonstration.

Topic: Three Types of Informative Speeches Difficulty Level: Moderate Skill Level: Apply What You Know

4. Describe a speech of description, then provide a list of topics that could be used for a speech of this type.

Answer: The ideal answer should include:  

In a speech of description, you are concerned with explaining an object, person, event, or process.

Students‘ examples will vary, but may include examples such as the structure of the brain, the hierarchy of a corporation, how to create a blog, how to purchase stocks online, or the events leading to the Arab Spring.

Learning Objective: 13.2 Define and give examples of speeches of description, speeches of definition, and speeches of demonstration.

Topic: Three Types of Informative Speeches Difficulty Level: Moderate Skill Level: Apply What You Know

5. Compare examples, illustrations, and narratives. Provide a description (or example) of each to demonstrate your understanding.

Answer: The ideal answer should include:   



Examples illustrations, and narratives are specific instances that help you explain your ideas. They can be factual or imaginary, and they are often memorable for the audience.

An example is a relatively brief specific instance. o Pat is on the varsity team and has a 4.0 GPA An illustration is a longer and more detailed example. o Pat has always been an athlete but at the same time has always maintained an outstanding academic record. She attends basketball practice three evenings every week and still finds time to complete all of her homework.

A narrative is longer still and presented in the form of an anecdote or a brief story. o One time, Pat was overwhelmed with her sport and academic commitments. She sought help from an advisor to help improve her ability to juggle both 225 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



commitments. By the end of the year, she had mastered her prioritization skills and was able to complete all of her sport and academic responsibilities. She helped the team win the state championship and was able to earn straight As in all of her classes.

Student examples will vary.

Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Difficult Skill Level: Analyze It

6. Katsumi is planning to use numerical data in her speech. Offer her some suggestions for presenting the information.

Answer: The ideal answer should include:       

Make the numbers easy to remember.

Clarify your meaning for using numbers.

Connect numbers to something familiar.

Reinforce your numerical data.

Use numbers in moderation.

Stress reliability.

Stress currency.

Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

7. Briefly describe testimony. Create a list of three hypothetical topics, then determine a good source to provide testimony for each topic.

Answer: The ideal answer should include:  

A testimony is a form of supporting material consisting of experts‘ opinions or of witnesses‘ accounts. It supports your ideas by adding a note of authority. It is important to use the testimony of an individual who is credible or knowledgeable about the topic.

Students‘ examples will vary but may include examples similar to the following: o ―The proper diet‖ might include testimonial from a nutritionist. o ―The nature of bipolar disorder‖ might include testimonial from a psychiatrist. o ―The inhumane conditions of prison‖ might include testimonial from a former employee or inmate at a prison.

226 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Difficult Skill Level: Apply What You Know

8. Explain definition as it is used in public speaking. Provide an example for three different kinds of definitions you might use in a speech as supporting material.

Answer: The ideal answer should include:  

   

A definition is an explanation of a term or concept that may not be familiar to the listeners.

Define by etymology or linguistic development: for example, in defining communication you might note that it comes from the Latin word communis, meaning ‗common‘; in ‗communicating‘ you seek to establish a commonness, a sameness, a similarity with another individual.

Define by authority: for example, you might define ―inflation‖ by citing the definition of a noted economist.

Define by negation: for example, you might say that ―a teacher isn‘t someone who teaches you what to learn but rather who teaches you how to learn.‖ Other definitions are to define by the actual object or by a picture or model of it, and to define by operations.

Student examples will vary.

Learning Objective: 13.3 Define examples, illustrations, narratives, testimony, numerical data, and definitions as supporting materials in informative speeches.

Topic: Supporting Materials Difficulty Level: Difficult Skill Level: Apply What You Know

9. Helena is frustrated by the requirement of incorporating three presentational aids into her speech. She doesn’t see the point of using the aids and wishes that she could simply deliver the speech verbally. What can you tell Helena to convince her of the value of using presentational aids?

Answer: The ideal answer should include:    

They help you gain attention and maintain interest of the audience.

They add clarity to the message.

They reinforce your message.

They contribute to your credibility and confidence.

227 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

 

They help you reduce your own apprehension.

They offer evidence to support your message.

Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Apply What You Know

10. Identify and describe five different types of presentation aids.

Answer: The ideal answer should include:            

Answers will vary but may include any of the following: The object itself is often times the best presentational aid to use if you can bring it to your speech.

Models are replicas of the actual object and are useful for a variety of purposes. They are best used when you want to explain complex structures (e.g., in the human body).

Diagrams, simplified drawings often in outline form, are frequently useful for explaining complex structures.

Graphs, diagrams showing relationships, are useful for clarifying how a whole is divided into parts.

Tables are useful when you want to summarize or compare data or ideas. They help to identify key points in one of your propositions or in your entire speech, in the order you cover them.

Infographics are visual representations of information, often with numbers and words.

They are especially helpful because they effectively combine the verbal and the nonverbal and convey a message clearly and concisely.

Maps are useful when you want to illustrate the locations of geographic features such as cities, lakes, rivers, or mountain ranges. They can also be used to illustrate things like population densities, immigration patterns, world literacy rates etc.

People can be used as aids to demonstrate a dance move or to point out the different muscles of the body. Also, people help to secure and maintain the attention of the audience.

Audio materials can be used in situations where the point is best made through sound. For example, a speech on accents, differences in male and female voices, or music trends would be best supported using audio aids.

Videos add variety to the presentation and help to maintain audience attention.

Presentation software, like PowerPoint, Prezi, or Google Slides can also be used, depending on the speaker‘s technological sophistication.

Learning Objective: 13.4 Describe the varied types of presentation aids, their uses and abuses.

Topic: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts 228 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Chapter 14: The Persuasive Speech Multiple Choice Questions 1. In terms of public speaking, persuasion is understood as the process of __________. a) influencing another person’s attitudes, beliefs, values, and/or behaviors b) changing people’s minds c) getting an audience to believe exactly what you believe d) convincing people to do something they have never done before Answer: a Learning Objective: 14.1 Explain the goals of persuasive speaking.

Topic: Goals of Persuasion Difficulty Level: Moderate Skill Level: Understand the Concepts 2. Lyle’s speech aims at getting his audience to vote in the upcoming election. Which goal of persuasive speeches best fits Lyle’s topic? a) strengthen attitudes, beliefs, or values b) weaken attitudes, beliefs, or values c) change attitudes, beliefs, or values d) motivate the audience to take action Answer: d Learning Objective: 14.1 Explain the goals of persuasive speaking.

Topic: Goals of Persuasion Difficulty Level: Moderate Skill Level: Apply What You Know

3. Mirachelle is a pastor at a church. While delivering a sermon earlier this morning, many members of her congregation nodded their heads in agreement. Which goal of persuasion does this best illustrate? a) strengthen attitudes, beliefs, or values b) weaken attitudes, beliefs, or values c) change attitudes, beliefs, or values d) motivate the audience to take action Answer: a Learning Objective: 14.1 Explain the goals of persuasive speaking.

Topic: Goals of Persuasion Difficulty Level: Moderate Skill Level: Apply What You Know

229 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

4. Officer Arturo is delivering a speech to the residents of his community. Most members of the community view police officers as untrustworthy. Arturo hopes to convince his audience to instead view police officers as helpful. Which goal of persuasion does this best illustrate? a) strengthen attitudes, beliefs, or values b) weaken attitudes, beliefs, or values c) change attitudes, beliefs, or values d) motivate the audience to take action Answer: c Learning Objective: 14.1 Explain the goals of persuasive speaking.

Topic: Goals of Persuasion Difficulty Level: Moderate Skill Level: Apply What You Know

5. Dominique is speaking to a group of politicians that believes climate change is a hoax.

Although Dominique knows the politicians will not abandon their current views, she hopes her speech will at least cause them to consider the dangers of climate change. Which goal of persuasion does this best illustrate? a) strengthen attitudes, beliefs, or values b) weaken attitudes, beliefs, or values c) change attitudes, beliefs, or values d) motivate the audience to take action Answer: b Learning Objective: 14.1 Explain the goals of persuasive speaking.

Topic: Goals of Persuasion Difficulty Level: Moderate Skill Level: Apply What You Know

6. The principle of selective exposure suggests that listeners actively seek out information that __________. a) supports their existing opinions, beliefs, values, decisions, and behaviors b) expresses views held by the majority c) negates their preconceived notions of others d) challenges their existing views Answer: a Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

230 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

7. Which is a guideline for persuasive speaking? a) Focus on yourself. b) Ignore the culture of the audience. c) Anticipate selective exposure. d) Choose topics that are in strong opposition to the audience’s beliefs.

Answer: c Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

8. What is the best strategy a speaker can use to persuade the audience? a) Ask for small changes in beliefs, attitudes, values, or behavior. b) Focus on making assertions rather than presenting evidence. c) Ask for large changes in beliefs, attitudes, values, or behavior. d) Speak about ideas the audience may disagree with at the beginning of the speech.

Answer: a Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

9. When addressing an audience from a collectivist culture, it is best to stress __________. a) family, loyalty, and national pride b) immediate gratification c) independence d) uniqueness Answer: a Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

10. Andrea is delivering a speech to an audience from a culture with high uncertainty avoidance.

What is the best advice that you can offer her? a) Present information from experts. b) Appeal to the new and different. c) Be ambiguous. d) Focus on delayed gratification.

231 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

11. Anabelle. is using a motivated sequence to persuade his audience. What will his first step be? a) Establish a need for change. b) Advance a proposal to satisfy a need for change. c) Gain attention. d) Visualize what things would be like with a change.

Answer: c Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

12. Since Yasmin is speaking to an audience who disagrees with her thesis, she plans to provide evidence first before delivering the thesis. This way, the audience is less likely to tune her out.

Which guideline for persuasive speaking does this demonstrate? a) Focus on your audience. b) Provide social proof. c) Ask for reasonable amounts of change. d) Anticipate selective exposure.

Answer: d Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

13. Which statement is an example of social proof? a) ―The Earth’s climate is changing.‖ b) ―Many people use their cell phones in public.‖ c) ―Rap is the most influential genre of music.‖ d) ―Studies show that it is important not to wash your hair every day.‖ Answer: b Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate 232 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

14. Neleh is speaking to an audience from a culture with a long-term orientation to time. What is the best advice that you can offer her? a) Appeal to the new and different. b) Emphasize instant gratification. c) Be ambiguous. d) Focus on delayed rewards.

Answer: d Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Apply What You Know 15. The salesman said, ―With a new computer, you can access valuable information with one simple click.‖ Which step of the motivated sequence does this illustrate? a) attention b) need c) satisfaction d) action Answer: c Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Apply What You Know 16. The _________ step of the motivated sequence intensifies the audience’s feelings or beliefs by helping them image what things would be like if their needs were satisfied. a) visualization b) need c) satisfaction d) action Answer: a Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Easy Skill Level: Remember the Facts

17. A politician is giving a speech to a group of teachers. To help build a connection with the 233 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

group, the politician shares that his mother worked as a teacher for 50 years. Which guideline for persuasive speaking did the politician adhere to? a) Provide social proof. b) Focus on your audience. c) Anticipate selective exposure. d) Follow a motivated sequence.

Answer: b Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Apply What You Know

18. Stefano told his audience to go to a website in order to register to vote in the next election.

Which step of the motivated sequence does this exemplify? a) attention b) need c) action d) satisfaction Answer: c Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Apply What You Know 19. If Jessie’s thesis for her persuasive speech is ―Capital punishment deters crime,‖ we can assume she is addressing a question of __________. a) fact b) value c) policy d) proposition Answer: a Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Moderate Skill Level: Apply What You Know 20. If the thesis for Leticia’s persuasive speech is ―Capital punishment is inhumane,‖ we can assume she is addressing a question of __________. a) fact 234 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

b) value c) policy d) proposition Answer: b Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Moderate Skill Level: Apply What You Know 21. If the thesis for Jonah’s persuasive speech is ―Capital punishment should be eliminated,‖ we can assume he is addressing a question of __________. a) fact b) value c) policy d) proposition Answer: c Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Moderate Skill Level: Apply What You Know

22. Persuasive speeches that urge an audience to do something about an issue address questions of __________. a) fact b) value c) policy d) proposition Answer: c Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Easy Skill Level: Remember the Facts

23. What thesis statement represents a question of value? a) ―Bullfighting is inhumane.‖ b) ―The company sells sustainable products.‖ c) ―The United States is an individualistic culture.‖ 235 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) ―Facebook’s privacy settings should be changed.‖ Answer: a Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Moderate Skill Level: Understand the Concepts

24. Which thesis would be used for a persuasive speech addressing a question of policy? a) ―The death penalty is unjustifiable.‖ b) ―College athletics minimize the importance of academics.‖ c) ―Medial marijuana should be legalized.‖ d) ―Television violence leads to violent behavior in viewers.‖ Answer: c Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Moderate Skill Level: Understand the Concepts

25. A persuasive speech that concerns what people consider moral or immoral addresses a question of _________. a) fact b) value c) policy d) proposition Answer: b Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Easy Skill Level: Remember the Facts

26. Questions of fact that persuasive speeches deal with are different from normal questions of fact in that they __________. a) are more easily answered b) tend to have an answer that people generally agree upon c) usually are more mundane d) tend to be about more controversial issues

236 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Moderate Skill Level: Understand the Concepts

27. A persuasive speech is concerned with what is true and what is not true addresses a question of __________. a) fact b) value c) policy d) proposition Answer: a Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Easy Skill Level: Remember the Facts

28. Using logical appeals in persuasive speaking __________. a) is tricky because most people do not think logically b) is likely to keep listeners persuaded over time as long as the evidence provided is reliable c) is never as effective as arguing from emotional appeals d) is only useful if the audience is well-educated and predisposed to accept your position Answer: b Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Understand the Concepts

29. In his persuasive speech on eliminating the general education requirements at State U., Darnell argues, ―I’ve already taken two of the required 15 courses, and believe me they were a waste of time.‖ Darnell’s use of reasoning from specific instances to a generalization is __________. a) valid because he is using his own experience b) invalid because he did not state which classes he took c) valid because it is something his audience can relate to d) invalid because he is overgeneralizing the basis of too few observations

237 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know 30. In his speech advocating a smoking ban on campus, Pietro stated, ―Last month I distributed over 500 surveys to students asking if they favored a campus-wide smoking ban, and 395 indicated that they did. It is clear that the student body at State U. favors a smoking ban.‖ Pietro has used reasoning from __________. a) analogy b) causes and effects c) sign d) specific instances Answer: d Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

31. If you argue that smoking in public places should be banned because cancer can result from breathing second-hand smoke, which type of argument are you using? a) analogy b) causes and effects c) sign d) specific instances Answer: b Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

32. In her persuasive speech aimed at convincing her audience that global warming is a serious problem, Selena presents information on changing weather patterns, ice cap depletions, and changes in arctic flow. Selena’s use of reasoning is an example of reasoning from __________. a) analogy b) causes and effects c) sign 238 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

d) specific instances Answer: c Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

33. In her speech announcing her candidacy for president of the Student Government Association, Fatma states, ―We need to build a better sense of community on campus by making the student center a place where students want to come to meet friends, share meals, and just talk. I have a plan to make that happen.‖ Fatma is using an emotional appeal to her audience’s __________ needs. a) physiological b) safety c) belonging and love d) self-actualization Answer: c Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know 34. In his speech addressing the residents of her town, Police Chief Orozco said, ―Crime is a problem in our city. We need a better system of locking up the career criminals so that our children can be protected.‖ Chief Orozco has used an emotional appeal to her audience’s __________ needs. a) physiological b) safety c) belonging and love d) self-actualization Answer: b Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

35. Credibility refers most closely to what we call __________.

239 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a) empathic ability b) effectiveness c) persuasiveness d) believability Answer: d Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Easy Skill Level: Remember the Facts

36. In her commencement speech, Professor Berkland urged graduates to pursue their dreams and to be the best they can be. Professor Berkland has made a motivational appeal based primarily on the need for _________. a) belonging b) safety c) self-actualization d) self-esteem Answer: c Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

37. To demonstrate character in a speech, stress __________. a) your fairness b) your concern for today’s values c) your knowledge of the subject matter d) how different you are from your audience Answer: a Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Understand the Concepts

38. To demonstrate charisma in a speech, __________. a) demonstrate your fairness b) show your concern for today’s values 240 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

c) be enthusiastic d) show how different you are from your audience Answer: c Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Understand the Concepts

39. The candidates were launching attacks at one another left and right during the debate. One candidate even said, ―My opponent is a bigot who has no moral compass.‖ Which fallacious strategy does this statement exemplify?‖ a) personal interest attack b) character attack c) name-calling d) glittering generality Answer: c Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

40. Trini does not have enough evidence for her persuasive speech on the importance of adopting animals. She plans to show many pictures of cute dogs and cats to draw attention away from her lack of preparation. Which fallacious appeal to emotions does this represent? a) emotions as proof b) appeals to pity c) emotional appeals as diversion d) ad hominem argument Answer: c Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions 1. What are three ways a speaker can move the audience along a persuasive continuum? Provide 241 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

a detailed example for each.

Answer: The ideal answer should include the following concepts and an appropriate example for each. 

  

Strengthen or weaken attitudes, beliefs, or values. o An example would be a priest delivering a sermon to a congregation full of devout believers. The priest seeks to strengthen the faith that his listeners already possess.

Change attitudes, beliefs, or values. o An example would be a teacher speaking to group of apathetic students in an attempt to convince them that getting good grades in school is important.

Motivate the audience to take action. o An example would be a person speaking to a group of college-aged students and urging them to vote in an upcoming election.

Student examples will vary.

Learning Objective: 14.1 Explain the goals of persuasive speaking.

Topic: Goals of Persuasion Difficulty Level: Difficult Skill Level: Apply What You Know

2. Define social proof and distinguish between positive social proof and negative social proof. To demonstrate your understanding, develop an example of both types for a speech persuading people to turn off their cell phones during class.

Answer: The ideal answer should include the following concepts, and an appropriate example for each.:  





You provide social proof when you give your listeners examples of other people doing or not doing what you want them to do.

Negative social proof shows the listeners examples of people doing something you don‘t want them to, or not doing the behavior you want them to do. o ―So many people leave on their cell phones during class, which annoy others.‖ o And, they may reason, if everyone is doing it, why shouldn‘t I? Positive social proof shows listeners examples of people doing the behavior that you also want them to do, or not doing the behavior that you also don‘t want them to do. o ―So many people are turning of their cell phones and acting with consideration for others.‖ Student examples will vary.

Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Goals of Persuasion Difficulty Level: Difficult 242 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

3. What are the five steps in the motivated sequence of persuasion? Using the steps of the sequence as a guide, outline a persuasive speech to convince listeners to vote. Include a brief sentence or two for each step of the sequence.

Answer: The ideal answer should include the following concepts, and an appropriate example for each.: 





The motivated sequence is an organizational pattern in which you do five things: (1) gain attention, (2) establish a need for a change, (3) advance a proposal to satisfy the need, (4) visualize for the audience what things would be like were they to do what you suggest, and (5) move them to action.

Sample speech outlines will vary, but should include information for each of the five steps in the sequence. o Attention: ―Do you want to hear about how you can take action….?‖ o Need: ―Not everybody is as politically involved as they should be. I conducted a survey, and only 20% of the people in this room voted during the last election.‖ o Satisfaction: ―By voting, you‘ll be able to voice your opinion and enact change.‖ o Visualization: ―If you don‘t vote, the candidate you oppose could be elected. You have to do what you can to prevent that from happening.‖ o Action: ―Take out your phones, visit this website, and fill out a quick form to register.‖ Student examples will vary.

Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Difficult Skill Level: Apply What You Know

4. What is selective exposure? Why is it important for a speaker to anticipate selective exposure?

What can a speaker do to lessen its effects?

Answer: The ideal answer should include: 

 

The principle of selective exposure states that (1) listeners actively seek out information that supports their existing opinions, beliefs, values, decisions, and behaviors; and (2) listeners actively avoid information that contradicts their existing opinions, beliefs, attitudes, values, decisions, and behaviors.

If an audience disagrees with what a speaker is talking about, they are more likely to tune the speaker out.

When a speaker knows that the audience is likely to disagree with their main point or thesis, they can organize the speech in a way that lessens the probability of selective exposure.

243 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



Rather than stating the thesis near the beginning of the speech, the speaker can first present evidence and arguments. The audience might be more likely to listen.

Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Moderate Skill Level: Understand the Concepts

5. Why it is necessary to adapt a persuasive speech to your audience's culture? Provide an example of how you could adapt your speech for one of the following audiences: collectivist, high-power-distance, uncertainty avoidant, long-term orientation Answer: The ideal answer should include:  

It is important to consider cultural distinctions in persuasion. Appeals you would use to influence one cultural group might not work as well in persuading another cultural group.

Students‘ examples of adaptations will vary: o If addressing members of a collectivist culture, emphasize the importance of family, loyalty, and national identity and pride. o If addressing members of a high-power-distance culture, reference the work or words of important and prominent people. o If addressing members of an uncertainty avoidant culture, use many reputable sources as support. o If addressing members of a culture with a long-term orientation to time, emphasize the value of delayed rewards.

Learning Objective: 14.2 Paraphrase the guidelines for persuasive speaking.

Topic: Guidelines for Persuasive Speaking Difficulty Level: Difficult Skill Level: Analyze It

6. How do the persuasive goals differ in speeches about questions of fact, value, and policy?

Provide a sample thesis statement for each type which demonstrates its persuasive goal.

Answer: Students’ examples will vary:   

Questions of fact aim to persuade listeners that something is true or false. o ―The company has a proven history of discrimination.‖ Questions of value aim to persuade listeners of the value of something, that something is good, moral, or just. o ―Bullfighting is inhumane.‖ Questions of policy aim to persuade listeners that a certain policy is the one to adopt or not adopt.

244 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

o ―Smoking in municipal parks should be banned.‖ Learning Objective: 14.3 Define and distinguish among persuasive speeches on questions of fact, value, and policy.

Topic: Three Types of Persuasive Speeches Difficulty Level: Moderate Skill Level: Apply What You Know

7. Identify and explain three fallacies of argument in logical appeals.

Answer: The ideal answer should include:   

Appealing to authority as proof often takes the form of passing someone off as an authority when the person actually has little authority, expertise, or knowledge in the subject under discussion.

Appealing to numbers as truth, known as the bandwagon fallacy, argues that truth is determined by an idea‘s popularity.

Sliding down the slippery slope involves the assumption that one event (i.e., the one the person is arguing against) will lead to another event that everyone agrees would be undesirable.

Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Understand the Concepts 8. What are the five levels of Maslow’s hierarchy of needs? Create an example of an emotional appeal that can be used to address each need.

Answer: The ideal answer should include the following concepts, and an appropriate example for each.:    

Physiological needs o ―If you elect me to be the leader, I will ensure that everybody has access to clean drinking water.‖ Safety needs o ―We must come together as a neighborhood and keep an eye out for suspicious behavior to keep our kids safe.‖ Belonging and love needs o ―Everybody should come visit the student recreation center in order to meet new friends.‖ Self-esteem needs o ―If you all commit to being physically active every day, I know that you will feel 245 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.

 

better about yourselves and be more confident.‖ Self-actualization needs o ―I urge you all to strive for self-fulfillment and to be the best human beings you can possibly be.‖ Student examples will vary.

Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Difficult Skill Level: Apply What You Know

9. There are three common fallacies of emotional appeals. Identify one, then draft a scenario that illustrates the fallacy you chose.

Answer: The ideal answer should include: 







Emotions as proof. o Andrew attended a speech in which the speaker‘s delivery was impassioned and convincing. Andrew isn‘t sure about the evidence the speaker presented, but it doesn‘t matter to him. The speaker‘s energy was convincing enough.

Emotional appeals as diversion. o Selita was unprepared for her speech in class, so in lieu of evidence and support, she showed the class entertaining videos in hopes of distracting them. The class did not seem to notice that she lacked in preparation.

Appeals to pity. o In an attempt to persuade people to volunteer at his company, Donovan said, ―I really need your help; I tried to do the work, but I‘ve been having terrible depression and can‘t concentrate.‖ Student examples will vary.

Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Difficult Skill Level: Apply What You Know

10. What is credibility? Identify the three main qualities that establish credibility. How can speakers demonstrate these qualities?

Answer: The ideal answer should include: 

Credibility is the degree to which your audience regards you as a believable spokesperson.

246 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.



The three qualities of credibility and how to demonstrate it are: o Competence: To demonstrate your competence, show your listeners that you are knowledgeable and thoroughly familiar with your topic. One way to demonstrate your competence is simply to tell listeners about it. Let the audience know of any special experience or training that qualifies you to speak on your topic. Another way is to cite a variety of research sources. o Character: An audience will judge your credibility in terms of what they perceive is your character—whether they see you as someone who is honest and whom they can trust. One way to establish your moral character is to stress fairness. o Charisma: Another quality that establishes credibility is charisma, a combination of your personality and dynamism as seen by the audience. An audience will perceive you as credible if they like you and see you as friendly and pleasant rather than aloof and reserved.

Learning Objective: 14.4 Explain the types of and the fallacies of logical, emotional, and credibility appeals.

Topic: Supporting Materials Difficulty Level: Moderate Skill Level: Understand the Concepts

247 Copyright © 2020, 2017, 2014 Pearson Education, Inc. All rights reserved.