Test Bank For Human Communication The Basic Course, 14th Edition by Joseph A. DeVito Chapter 1-18

Test Bank For

Human Communication The Basic Course

Fourteenth Edition

Joseph A. DeVito

ISBN 10: 0134409396 ISBN 13: 9780134409399

Chapter 1 Test Bank Multiple Choice 1.1 _____ communication focuses on communication between two people or communication among a small group of people.

A) Intrapersonal B) Interpersonal C) Computer-mediated D) Mass Answer: B Chapter: 01 Module: 1.1 Learning Objective: L.O. 1.1 Define human communication and identify the major forms, benefits, and myths.

Topic: The Nature of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.2. _____ communication includes the use of such technologies as e-mail, blogging, and tweeting.

A) Small group B) Interviewing C) Mass D) Computer-mediated Answer: D Chapter: 01 Module: 1.1 Learning Objective: L.O. 1.1 Define human communication and identify the major forms, benefits, and myths.

Topic: The Nature of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.3. A president speaking to college students at a university is an example of _____ communication.

A) interpersonal B) small group C) intrapersonal D) public Answer: D Chapter: 01 Module: 1.1 Learning Objective: L.O. 1.1 Define human communication and identify the major forms, benefits, and myths. Topic: The Nature of Human Communication Difficulty Level: Moderate

Skill Level: Understand the Concepts 1.4. _____ communication is communication from one source to many receivers who may be scattered throughout the world.

A) Public B) Small group C) Intrapersonal D) Mass Answer: D Chapter: 01 Module: 1.1 Learning Objective: L.O. 1.1: Define human communication and identify the major forms, benefits, and myths.

Topic: The Nature of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.5. One of the benefits of developing strong communication skills is that you can approach new situations more mindfully, and increase your ability to distinguish between valid arguments and those with logical fallacies. This is known as having _____ skills.

A) critical thinking B) keen listening C) public speaking D) interactional communication Answer: A Chapter: 01 Module: 1.1 Learning Objective: L.O. 1.1: Define human communication and identify the major forms, benefits, and myths.

Topic: The Nature of Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 1.6. A conversation with your friend would be different in a quiet library than it would in a crowded restaurant. These differences can be attributed to the changing _____ context.

A) physical B) social-psychological C) temporal D) cultural Answer: A Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts

1.7. Speaking and writing, both acts of producing messages, involve A) encoding.

B) decoding.

C) messaging.

D) channeling.

Answer: A Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.8. According to the communication model in your book, listeners are both A) sources and messengers.

B) receivers and messengers.

C) messengers and encoders.

D) receivers and decoders.

Answer: D Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.9. Messages that refer to other messages are A) feedforward messages.

B) feedback messages.

C) metamessages.

D) responses.

Answer: C Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.10. When listening to a lecture in class, you say, ―I’m sorry, but I don’t understand what you are saying.‖ This is an example of A) feedforward.

B) encoding.

C) noise.

D) a metamessage.

Answer: D Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know 1.11. As a listener, the message you send back to the speaker that is a reaction to what is said is A) feedforward.

B) feedback.

C) a metamessage.

D) metacommunication.

Answer: B Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.12. Smiles, applause, and head nods from the audience inform the speaker the message is being well received, and are examples of A) contexts.

B) feedback.

C) receivers.

D) noise.

Answer: B Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Easy Skill Level: Understand the Concepts 1.13. Vocal, visual, tactile, and written are all types of _____, or media through which the message passes.

A) channels B) messages C) transitions D) principles Answer: A Chapter: 01

Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.14. Drew forgot his glasses and couldn’t see the speaker’s visual aids. This is an example of what type of noise?

A) physical B) physiological C) psychological D) semantic Answer: B Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know 1.15. If communication results in changes in attitudes, values, beliefs, or emotions, it has had _____ effect.

A) an intellectual B) an affective C) a psychomotor D) a cognitive Answer: B Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.16. Which purpose or motive of communication involves enjoying the experience of the moment?

A) to play B) to relate C) to help D) to persuade Answer: A Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

Topic: Principles of Human Communication

Difficulty Level: Easy Skill Level: Remember the Facts 1.17. Dania wanted to convince her audience that they should volunteer in their spare time.

Which purpose or motive of communication involves trying to change the attitudes and behaviors of others?

A) to play B) to relate C) to help D) to influence Answer: D Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

Topic: Principles of Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 1.18. When speaking to a child, you simplify your vocabulary. On the other hand, when speaking to your professor, you use larger words to gain his or her social approval. Which theory explains this process of adjustment?

A) uncertainty reduction theory B) relationship dialectics theory C) communication accommodation theory D) social penetration theory Answer: C Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

Topic: Principles of Human Communication Difficulty Level: Moderate Skill Level: Apply What You Know 1.19. At the start of class, your professor stares at you and says in an intense voice, ―I need to see you immediately after class!‖ The obvious status difference between you and your professor is part of the _____ message.

A) content B) relationship C) competence D) feedback Answer: B Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

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

1.20. Our inclination to divide up communication events into sequences of stimuli and responses illustrates which principle of communication?

A) Communication is ambiguous.

B) Communication is a process of adjustment.

C) Communication is inevitable.

D) Communication is punctuated.

Answer: D Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

Topic: Principles of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.21. While giving a speech, Ahmud monitors the crowd members for their responses. As the crowd responds through facial expressions and vocalizations, they are simultaneously listening to his message. This illustrates which principle of communication?

A) Communication is purposeful.

B) Communication is a package of signals.

C) Communication is ambiguous.

D) Communication is transactional.

Answer: D Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

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

1.22. Frank was determined not to let Dorothy know he was upset, so he avoided looking at her and only spoke in one-word responses, but Dorothy knew immediately something was wrong.

This demonstrates the _________ of the communication process.

A) inevitability B) irreversibility C) unrepeatability D) competency Answer: A Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

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

1.23. We are _____ when we are aware of the reasons for our behaviors and thoughts.

A) mindless B) incompetent C) mindful D) culture specific Answer: C Chapter: 01 Module: 1.4 Learning Objective: L.O. 1.4 Explain the characteristics of the competent communicator.

Topic: The Competent Communicator Difficulty Level: Easy Skill Level: Remember the Facts 1.24. To increase your mindfulness, the text suggests that you __________, such as trying to see your prospective romantic partner in a variety of roles—child, parent, employee, neighbor, friend, financial contributor, and so on.

A) be open to new information and points of view B) create and recreate categories C) beware of relying too much on first impressions D) think before you act Answer: B Chapter: 01 Module: 1.4 Learning Objective: L.O. 1.4 Explain the characteristics of the competent communicator.

Topic: The Competent Communicator Difficulty Level: Moderate Skill Level: Understand the Concepts 1.25. According to a number of studies done from 1929 to 1980, the most often used form of communication was A) speaking.

B) writing.

C) listening.

D) reading.

Answer: C Chapter: 01 Module: 1.4 Learning Objective: L.O. 1.4 Explain the characteristics of the competent communicator.

Topic: The Competent Communicator Difficulty Level: Easy Skill Level: Remember the Facts True/False 1.26. Intrapersonal communication is communication between two people.

Answer: False Chapter: 01

Module: 1.1 Learning Objective: L.O. 1.1: Identify the major forms of human communication, its benefits, and its myths.

Topic: Forms, Benefits, and Myths of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts 1.27. Mass communication includes newspapers and radio.

Answer: True Chapter: 01 Module: 1.1 Learning Objective: L.O. 1.1: Identify the major forms of human communication, its benefits, and its myths.

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

1.28. Speaking and writing are examples of decoding.

Answer: False Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

1.29. We send and receive messages through only one sensory organ at a time.

Answer: False Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

1.30. Feedback tells the speaker what effect he or she is having on the listener(s).

Answer: True Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication

Difficulty Level: Easy Skill Level: Remember the Facts

1.31. The temporal context is the tangible or concrete environment in which communication takes place.

Answer: False Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Easy Skill Level: Remember the Facts

1.32. Communication is ambiguous, meaning each element is independent of the other elements.

Answer: False Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

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

1.33. It is important to pay attention to relationship messages, as ignoring this dimension can lead to problems.

Answer: True Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

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

1.34. Regardless of how you try to negate or reduce the effects of a message, the message itself, once it has been sent and received, cannot be reversed.

Answer: True Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

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

1.35. Being media literate simply means you are aware of the various forms of media that exist.

Answer: False Chapter: 01 Module: 1.4 Learning Objective: L.O. 1.4 Explain the characteristics of the competent communicator.

Topic: The Competent Communicator Difficulty Level: Easy Skill Level: Remember the Facts Essay 1.36. Define the major elements of human communication. Illustrate each element by relaying a scenario in which different people play different roles.

Answer: Students should define the major elements of human communication: context (may include physical, social-psychological, temporal, or cultural contexts), source–receiver (indicates that each person involved in a communication is both a source and a receiver), messages (signals transmitted from source to receiver), channels (the medium through which the message passes), noise (anything that interferes with receiving a message), and effects (cognitive, affective and behavioral). Scenarios will vary but should include all seven elements.

Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Difficult Skill Level: Analyze It 1.37. Explain the differences between feedback and feedforward. Write a short dialogue that includes at least one feedforward and one feedback message and identify these two concepts in the transcript.

Answer: Feedback is messages sent back to the speaker reacting to what is said. Feedforward is information that you as the speaker provide before sending your primary message: it reveals something about the message to come.

Chapter: 01 Module: 1.2 Learning Objective: L.O. 1.2: Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

Topic: Elements of Human Communication Difficulty Level: Difficult Skill Level: Apply What You Know 1.38. Choose three of the five general purposes of human communication. Identify and explain these purposes.

Answer: The purposes students may choose from are to learn: to acquire knowledge of others,

the world, and yourself; to relate: to form relationships with others, to interact with others as individuals; to help: to assist others by listening, offering solutions; to influence: to strengthen or change the attitudes or behaviors of others; to play: to enjoy the experience of the moment Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

Topic: Principles of Human Communication Difficulty Level: Difficult Skill Level: Analyze It 1.39. Discuss why communication is ambiguous, and give a situational example of ambiguity in a communication exchange.

Answer: Communication is ambiguous because messages often have more than one potential meaning. Words can be interpreted in different ways.

Chapter: 01 Module: 1.3 Learning Objective: L.O. 1.3 Paraphrase the principles of human communication.

Topic: Principles of Human Communication Difficulty Level: Difficult Skill Level: Apply What You Know 1.40. Assess your own communication competence using the seven characteristics of the competent communicator discussed in Chapter 1.

Answer: The seven characteristics are: the competent communicator makes reasoned choices, the competent communicator thinks critically and mindfully, the competent communicator is an effective code switcher, the competent communicator is culturally sensitive, the competent communicator is ethical, the competent communicator is an effective listener, and the competent communicator is media literate.

Chapter: 01 Module: 1.4 Learning Objective: L.O. 1.4 Explain the characteristics of the competent communicator.

Topic: The Competent Communicator Difficulty Level: Difficult Skill Level: Analyze It

Chapter 2 Test Bank Multiple Choice 2.1 The term ―culture‖ includes a person’s A) gender.

B) physical traits.

C) genetic makeup.

D) beliefs.

Answer: D Chapter: 02 Module: 2.1 Learning Objective: L.O. 2.1 Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

Topic: The Nature of Culture Difficulty: Easy Skill: Remember the Facts 2.2 _____ refers to the biological characteristics that make us men and women; _____ refers to the socially constructed roles and behaviors that have been deemed appropriate for men and women.

A) Gender; sex B) Physiology; psychology C) Sex; gender D) Anatomy; physiology Answer: C Chapter: 02 Module: 2.1 Learning Objective: L.O. 2.1 Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

Topic: The Nature of Culture Difficulty: Moderate Skill: Understand the Concepts 2.3. The process by which we learn the culture into which we are born is A) enculturation.

B) acculturation.

C) acceleration.

D) socialization.

Answer: A Chapter: 02 Module: 2.1 Learning Objective: L.O. 2.1 Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

Topic: The Nature of Culture Difficulty: Easy Skill: Remember the Facts 2..4. The process by which we learn the rules and norms of a culture different from our native culture is A) enculturation.

B) acculturation.

C) acceleration.

D) socialization.

Answer: B Chapter: 02 Module: 2.1 Learning Objective: L.O. 2.1 Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

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

2.5. According to the ________ perspective on culture, immigrants should leave their native culture behind and adapt the culture of their new country.

A) assimilation B) diversification C) multicultural D) intersectional Answer: A Chapter: 02 Module: 2.1 Learning Objective: L.O. 2.1 Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

Topic: The Nature of Culture Difficulty: Easy Skill: Understand the Concepts 2.6 .The trait of ________ is probably universal across all cultures, although it is expressed differently.

A) politeness B) religion C) happiness D) openness Answer: A Chapter: 02 Module: 2.1 Learning Objective: L.O. 2.1 Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

Topic: The Nature of Culture Difficulty: Moderate Skill: Understand the Concepts 2.7. In the ________ culture, people define themselves according to their group affiliation and are willing to sacrifice to meet group goals. This culture promotes benevolence, tradition, and conformity.

A) collectivist B) individualist C) high-context D) low-context Answer: A Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.8. The ________ culture is one in which most of the information is explicitly stated in the

verbal message.

A) high-context B) low-context C) collectivist D) feminine Answer: B Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.9. Members of a(n) ________ culture often place much emphasis on face-saving behaviors.

A) high-context B) low-context C) individualist D) masculine Answer: A Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2: Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.10. A culture in which power is concentrated in the hands of few is considered to A) have an individual orientation.

B) be a low-power-distance culture.

C) have a collective orientation.

D) be a high-power-distance culture.

Answer: D Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.11. In which cultures are members expected to be modest, polite, and totally respectful to those who have more status than they do?

A) masculine cultures B) low-context cultures C) high-power-distance cultures D) low-power-distance cultures

Answer: C Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Understand the Concepts 2.12. In which type of cultures are we expected to confront a friend, partner, or supervisor assertively?

A) feminine cultures B) high-context cultures C) high-power-distance cultures D) low-power-distance cultures Answer: D Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.13. Which culture highly values modesty, concern for the relationship and the quality of life, and tenderness?

A) masculine culture B) feminine culture C) high-power-distance culture D) individualized culture Answer: B Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.14. A masculine culture values A) material success.

B) relationships.

C) economic equality.

D) sensitivity.

Answer: A Chapter: 02 Module: 2.2

Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.15. Jonathan’s new job suits him much better than his previous one because the employees aren’t pitted against one another for promotions. Management is concerned about Jonathan’s job satisfaction. The organization most closely relates to ________ culture.

A) an individualist B) a high-power-distance C) a feminine D) a masculine Answer: C Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Apply What You Know 2.16. Members of _____ cultures do not feel threatened by unknown situations; uncertainty is a normal part of life.

A) moderate-ambiguity-tolerant B) high-ambiguity-tolerant C) low-ambiguity-tolerant D) high-certainty-tolerant Answer: B Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.17. Members of _____ cultures fear uncertainty and create very clear rules for communication.

A) moderate-ambiguity-tolerant B) high-ambiguity-tolerant C) low-ambiguity-tolerant D) high-uncertainty-tolerant Answer: C Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts Answer: C 2.18. Ben knows he will need to study for seven years before he can practice medicine, but he feels it is worth it. What type of orientation does Ben demonstrate?

A) collective B) individual C) long-term D) short-term Answer: C Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Apply What You Know 2.19. Members of cultures with _____ orientation expect quick results from their efforts, spend their resources for the present, and look more to the present than the future.

A) a collective B) an individual C) a long-term D) a short-term Answer: D Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.20. Members of cultures high in _____ are generally unhappy, cynical, and pessimistic.

A) restraint B) indulgence C) ambiguity D) power distance Answer: A Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts

2.21. Tanya was planning to study abroad for a semester in Spain, so she spent extra time reading about the Spanish culture and the people in order to feel more at ease when she got there. Which guideline for improving intercultural communication is taking place?

A) avoid overattribution B) prepare yourself C) confront your stereotypes D) adjust your communication Answer: B Chapter: 02 Module: 2.3 Learning Objective: L.O. 2.3 Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Moderate Skill: Apply What You Know 2.22. _____ is the tendency to see others and their behaviors through your own cultural filters.

A) Multiculturalism B) Egocentrism C) Ethnocentrism D) Existentialism Answer: C Chapter: 02 Module: 2.3 Learning Objective: L.O. 2.3 Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Easy Skill: Remember the Facts 2.23. All of the following are ways to improve intercultural communication EXCEPT A) be mindful.

B) recognize and reduce ethnocentricism.

C) recognize differences in meaning.

D) avoid developing an ethnic identity.

Answer: D Chapter: 02 Module: 2.3 Learning Objective: L.O. 2.3 Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Moderate Skill: Understand the Concepts 2.24. A person says, ―She thinks that way because she’s a woman.‖ Another says, ―He believes that because he was raised as a Catholic.‖ These are examples of A) prejudice.

B) mindfulness.

C) overattribution.

D) attribution.

Answer: C Chapter: 02 Module: 2.3 Learning Objective: L.O. 2.3 Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Difficult Skill: Apply What You Know 2.25. What is the term for variations in a language, mainly in grammar and semantics?

A) dialect B) accent C) syntax D) articulation Answer: A Chapter: 02 Module: 2.3 Learning Objective: L.O. 2.3 Define intercultural communication and identify the principles for improving intercultural communication Topic: Intercultural Communication Difficulty: Easy Skill: Remember the Facts

True/False 2.26. Cultures teach boys and girls the same attitudes, beliefs, values, and ways of communicating and relating to one another.

Answer: False Chapter: 02 Module: 2.1 Learning Objective: L.O. 2.1 Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

Topic: The Nature of Culture Difficulty: Easy Skill: Remember the Facts 2.27. Politeness and its importance is universal among all cultures.

Answer: False Chapter: 02 Module: 2.1 Learning Objective: L.O. 2.1 Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

Topic: The Nature of Culture

Difficulty: Easy Skill: Remember the Facts 2.28. An emphasis on cultural awareness does NOT imply that you should accept all cultural practices or that all cultural practices are equal.

Answer: True Chapter: 02 Module: 2.1 Learning Objective: L.O. 2.1 Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

Topic: The Nature of Culture Difficulty: Easy Skill: Remember the Facts 2.29. Success in an individualist culture is measured by the extent to which you surpass other members of your group.

Answer: True Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.30. Work relationships are affected by the power distance between groups, but friendship and dating relationships are not.

Answer: False Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.31. Mexico, Nigeria, and Sweden are all examples of cultures that are high in indulgence.

Answer: True Chapter: 02 Module: 2.2 Learning Objective: L.O. 2.2 Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.32. All messages originate from within a specific and unique cultural context, and that context

influences the messages’ content and form.

Answer: True Chapter: 02 Module: 2.3 Learning Objective: L.O. 2.3 Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Easy Skill: Remember the Facts 2.33. Talia is happy to be a member of her ethnic group and feels a strong sense of belonging with it. Talia has a strong ethnic identity.

Answer: True Chapter: 02 Module: 2.3 Learning Objective: L.O. 2.3 Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Moderate Skill: Apply What You Know 2.34. Stereotypes can be both positive and negative.

Answer: True Chapter: 02 Module: 2.3 Learning Objective: L.O. 2.3 Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Easy Skill: Remember the Facts 2.35. To be truly intercultural, you should focus on similarities and ignore differences.

Answer: False Chapter: 02 Module: 2.3 Learning Objective: L.O. 2.3 Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Easy Skill: Remember the Facts Essay 2.36. Compare and contrast the notions of enculturation and acculturation. Relate your explanation to your own experiences.

Answer: Enculturation is how one develops an ethnic identity – a commitment to one’s cultural beliefs and values. Acculturation is how one learns about a different culture.

Chapter: 02 Module: 2.1 Learning Objective 2.1: Explain the nature of and role of culture in human communication and define culture, enculturation, and acculturation.

Topic: The Nature of Culture Difficulty: Difficult Skill: Apply What You Know 2.37. In Chapter 2, seven differences among cultures were presented. Discuss three of those cultural orientations, providing an assessment of your own native culture according to these differences.

Answer: The seven cultures differences are individual and collective orientation, high- and lowcontext cultures, high- and low-power-distance cultures, masculine and feminine cultures, highand low-ambiguity-tolerant cultures, long- and short-term orientation, indulgence and restraint.

Chapter: 02 Module: 2.2 Learning Objective 2.2: Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Difficult Skill: Apply What You Know 2.38. Discuss cultures that are high-power-distance and low-power-distance. How might a typical college classroom differ in high- vs. low-power-distance cultures?

Answer: In high-power-distance cultures there are large differences in power between people; in low-power distance cultures power is more evenly distributed throughout the population.

Chapter: 02 Module: 2.2 Learning Objective 2.2: Identify the seven cultural differences and explain how they affect human communication.

Topic: Cultural Differences Difficulty: Difficult Skill: Analyze It 2.39. Discuss ethnic identity and ethnocentrism. Give an example from your own life in which you were/are ethnocentric.

Answer: Ethnic identity is an identification with and acceptance of your culture’s teachings.

Ethnocentrism is the tendency to see others and their behaviors through your own cultural filters, often as distortions of your own behaviors.

Chapter: 02 Module: 2.3 Learning Objective 2.3: Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Difficult Skill: Analyze It

2.40. Describe at least three strategies to improve your intercultural communication competence. How have or haven’t you used these strategies in your own life?

Answer: There are 7 strategies to choose from: prepare yourself, reduce your ethnocentrism, confront your stereotypes, be mindful, avoid overattribution, recognize differences, and adjust your communication.

Chapter: 02 Module: 2.3 Learning Objective 2.3: Define intercultural communication and identify the principles for improving intercultural communication.

Topic: Intercultural Communication Difficulty: Difficult Skill: Apply What You Know

Chapter 3 Test Bank Multiple Choice 3.1. Which of the following represents the concept of the looking-glass self?

A) You look at the image of yourself that others reveal to you through communication.

B) You are prone to vanity without correction from others.

C) You become egocentric without views from your friends expressed.

D) You are not affected by what others think of you, but rather accept who you are.

Answer: A Chapter: 03 Module: 3.1 Learning Objective: L.O. 3.1 Define self-concept, self-awareness, and self-esteem and identify the strategies for increasing self-awareness and self-esteem.

Topic: Self-Concept, Self-Awareness, and Self-Esteem Difficulty: Easy Skill: Remember the Facts 3.2. The ________ self represents all the information, behaviors, attitudes, feelings, desires, motivations, ideas, and so on that we know about ourselves and that others also know.

A) hidden B) unknown C) blind D) open Answer: D Chapter: 03 Module: 3.1 Learning Objective: L.O. 3.1 Define self-concept, self-awareness, and self-esteem and identify the strategies for increasing self-awareness and self-esteem.

Topic: Self-Concept, Self-Awareness, and Self-Esteem Difficulty: Easy Skill: Remember the Facts

3.3. The ________ self represents information about ourselves that others know but we do not.

A) hidden B) unknown C) blind D) open Answer: C Chapter: 03 Module: 3.1 Learning Objective: L.O. 3.1 Define self-concept, self-awareness, and self-esteem and identify the strategies for increasing self-awareness and self-esteem.

Topic: Self-Concept, Self-Awareness, and Self-Esteem Difficulty: Easy Skill: Remember the Facts 3.4. Self-esteem refers to A) the way you feel about others.

B) the way you feel about the world around you.

C) how valuable you think you are.

D) the way others feel about you.

Answer: C Chapter: 03 Module: 3.1 Learning Objective: L.O. 3.1 Define self-concept, self-awareness, and self-esteem and identify the strategies for increasing self-awareness and self-esteem.

Topic: Self-Concept, Self-Awareness, and Self-Esteem Difficulty: Easy Skill: Remember the Facts 3.5. Communication in which you reveal something about yourself that you normally keep to yourself is called A) gossip.

B) self-disclosure.

C) nurturing talk.

D) successful discourse.

Answer: B Chapter: 03 Module: 3.2 Learning Objective: L.O. 3.2 Define self-disclosure and identify its rewards and dangers and the guidelines for giving, receiving, and resisting self-disclosures.

Topic: Self-Disclosure Difficulty: Easy

Skill: Remember the Facts 3.6. When two people establish an intimate, self-disclosing relationship on a plane, knowing they will never see each other again, the text calls it A) secret confessions.

B) in-flight intimacy.

C) temporary disclosure.

D) disinhibition effect.

Answer: B Chapter: 03 Module: 3.2 Learning Objective: L.O. 3.2 Define self-disclosure and identify its rewards and dangers and the guidelines for giving, receiving, and resisting self-disclosures.

Topic: Self-Disclosure Difficulty: Easy Skill: Remember the Facts 3.7. In March of 1995, Jenny Jones, a talk show host, did a show on disclosing your secret crushes. In the broadcast, Scott Amedure revealed that Jonathon Schmitz was his secret crush. The show resulted in Amedure being shot and Schmitz being charged with murder. This is an extreme example of A) the truth of self-disclosure.

B) prejudice in America.

C) the dangers of self-disclosure.

D) celebrity disclosure.

Answer: C Chapter: 03 Module: 3.2 Learning Objective: L.O. 3.2 Define self-disclosure and identify its rewards and dangers and the guidelines for giving, receiving, and resisting self-disclosures.

Topic: Self-Disclosure Difficulty: Moderate Skill: Apply What You Know 3.8. The text advises each of the following guidelines for responding to self-disclosures EXCEPT A) use effective and active listening skills.

B) support and reinforce the discloser.

C) maintain confidentiality.

D) avoid reciprocal disclosure.

Answer: D Chapter: 03 Module: 3.2

Learning Objective: L.O. 3.2 Define self-disclosure and identify its rewards and dangers and the guidelines for giving, receiving, and resisting self-disclosures.

Topic: Self-Disclosure Difficulty: Moderate Skill: Understand the Concepts 3.9. Which of the following BEST describes perception?

A) becoming aware of objects, events, and people B) a passive process of which you are usually unaware C) a two-step process of managing stimuli D) recognizing stimuli that always comes from the outside world Answer: A Chapter: 03 Module: 3.3 Learning Objective: L.O. 3.3 Define perception and identify its five stages.

Topic: Perception Difficulty: Easy Skill: Remember the Facts 3.10. During which stage of perception does selective perception occur?

A) organization B) interpretation-evaluation C) memory D) stimulation Answer: D Chapter: 03 Module: 3.3 Learning Objective: L.O. 3.3 Define perception and identify its five stages.

Topic: Perception Difficulty: Easy Skill: Remember the Facts 3.11. Which of the following BEST describes schemata?

A) universal guidelines B) rules that guide perception C) mental templates D) comparison and contrast Answer: C Chapter: 03 Module: 3.3 Learning Objective: L.O. 3.3 Define perception and identify its five stages.

Topic: Perception Difficulty: Easy

Skill: Remember the Facts 3.12. Jean often sees Christa and Manuel together on campus, so she assumes they are a couple. Jean is using ________ to organize her perceptions.

A) contrast B) similarity C) proximity D) schemata Answer: C Chapter: 03 Module: 3.3 Learning Objective: L.O. 3.3 Define perception and identify its five stages.

Topic: Perception Difficulty: Moderate Skill: Apply What You Know 3.13. Raphael was convinced that he was going to do badly on his test, so he didn’t bother to study. He failed the test. Raphael demonstrated the concept of A) self-fulfilling prophecy.

B) self-disclosure.

C) impression management.

D) implicit personality theory.

Answer: A Chapter: 03 Module: 3.4 Learning Objective: L.O. 3.4 Define impression formation and its major processes and identify the guidelines for increasing your own accuracy in impression formation.

Topic: Forming Impressions Difficulty: Moderate Skill: Apply What You Know 3.14. If you first met someone at a party and he was drunk, but every other time you saw him he was sober, you might still think of him as a partier because of the ________ effect.

A) personality B) recency C) primacy D) primary Answer: C Chapter: 03 Module: 3.4 Learning Objective: L.O. 3.4 Define impression formation and its major processes and identify the guidelines for increasing your own accuracy in impression formation.

Topic: Forming Impressions Difficulty: Easy Skill: Remember the Facts 3.15. The process by which you try to explain the reasons or motivations for a person’s behavior based on whether the person determined his or her behavior is called A) attribution of control.

B) behavioral fallacy.

C) primacy effect.

D) attribution management.

Answer: A Chapter: 03 Module: 3.4 Learning Objective: L.O. 3.4 Define impression formation and its major processes and identify the guidelines for increasing your own accuracy in impression formation.

Topic: Forming Impressions Difficulty: Easy Skill: Remember the Facts 3.16. Which of these is an example of overattribution?

A) Rhonda failed her test because she didn’t study enough.

B) Jonah loves to compete in marathons so he runs every day.

C) My teacher is late to class every day, so I don’t even try to get there on time D) Fred broke up with my friend. Fred is selfish and inconsiderate.

Answer: D Chapter: 03 Module: 3.4 Learning Objective: L.O. 3.4 Define impression formation and its major processes and identify the guidelines for increasing your own accuracy in impression formation.

Topic: Forming Impressions Difficulty: Moderate Skill: Apply What You Know 3.17. ________ will assist your perceptual accuracy for members of your own culture but may hinder your accuracy for members of other cultures.

A) An ethnocentric bias B) An in-group advantage C) An attribution of control D) A positive face Answer: B Chapter: 03 Module: 3.4 Learning Objective: L.O. 3.4 Define impression formation and its major processes and

identify the guidelines for increasing your own accuracy in impression formation.

Topic: Forming Impressions Difficulty: Easy Skill: Remember the Facts 3.18. If you believe that Janet is generous and trustworthy because you find her physically attractive, you are demonstrating the _____ effect.

A) recency B) halo C) primacy D) consistency Answer: B Chapter: 03 Module: 3.4 Learning Objective: L.O. 3.4 Define impression formation and its major processes and identify the guidelines for increasing your own accuracy in impression formation.

Topic: Forming Impressions Difficulty: Moderate Skill: Apply What You Know 3.19. Impression _____ refers to the processes you go through to communicate the impression you want other people to have of you.

A) formation B) security C) communication D) management Answer: D Chapter: 03 Module: 3.5 Learning Objective: L.O. 3.5 Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Topic: Managing Impressions Difficulty: Easy Skill: Remember the Facts 3.20. ________ strategies, such as appearing dynamic and supportive, are used to increase the chances of being liked.

A) Affinity-seeking B) Politeness C) Self-deprecating D) Self-handicapping Answer: A Chapter: 03

Module: 3.5 Learning Objective: L.O. 3.5 Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Topic: Managing Impressions Difficulty: Easy Skill: Remember the Facts 3.21. Tasha is running for class president. In her speech, she highlighted her previous leadership roles and her philanthropic work. According to the text, what quality was Tasha attempting to establish?

A) charisma B) positive personality C) credibility D) character Answer: C Chapter: 03 Module: 3.5 Learning Objective: L.O. 3.5: Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Topic: Managing Impressions Difficulty: Difficult Skill: Apply What You Know 3.22. When Diana caught a mouse in a trap, she called her neighbor to come throw it away. She told him she was a real wimp when it came to mice and just couldn’t bring herself to touch dead animals. What strategy was Diana using to get her neighbor to come to her aid?

A) self-monitoring B) self-deprecating C) negative face D) influencing Answer: B Chapter: 03 Module: 3.5 Learning Objective: L.O. 3.5: Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Topic: Managing Impressions Difficulty: Difficult Skill: Apply What You Know 3.23. When in a job interview, you take great care to use _____ strategies. You dress professionally, speak articulately, and emphasize your positive qualities.

A) influencing B) self-monitoring

C) self-deprecating D) image confirming Answer: B Chapter: 03 Module: 3.5 Learning Objective: L.O. 3.5: Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Topic: Managing Impressions Difficulty: Moderate Skill: Apply What You Know 3.24. When managers want employees to see them as leaders, they might demonstrate their expertise in the area, or just remind employees that they are the boss. Both of these are considered what kind of strategies?

A) image-confirming B) self-aggrandizing C) controlling D) influencing Answer: D Chapter: 03 Module: 3.5 Learning Objective: L.O. 3.5: Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Topic: Managing Impressions Difficulty: Moderate Skill: Apply What You Know 3.25. What is likely to happen if you try to project an exclusively positive image?

A) People will want to be your friend.

B) You will seem self-absorbed.

C) You will fail to recognize your flaws.

D) You will highlight both positive and your negative aspects of yourself.

Answer: B Chapter: 03 Module: 3.5 Learning Objective: L.O. 3.5: Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Topic: Managing Impressions Difficulty: Difficult Skill: Apply What You Know

True/False

3.26. The hidden self represents all the information, behaviors, attitudes, feelings, desires, motivations, ideas, and so on that you know about yourself and that others also know.

Answer: False Chapter: 03 Module: 3.1 Learning Objective: L.O. 3.1: Define self-concept, self-awareness, and self-esteem and identify the strategies for increasing self-awareness and self-esteem.

Topic: Self-Concept, Self-Awareness, and Self-Esteem Difficulty: Easy Skill: Remember the Facts 3.27. Members of masculine cultures are more likely to confront conflicts directly and to fight out any differences.

Answer: True Chapter: 03 Module: 3.1 Learning Objective: L.O. 3.1: Define self-concept, self-awareness, and self-esteem and identify the strategies for increasing self-awareness and self-esteem.

Topic: Self-Concept, Self-Awareness, and Self-Esteem Difficulty: Moderate Skill: Understand the Concepts 3.28. We disclose more in dyads and small groups than in large groups of people.

Answer: True Chapter: 03 Module: 3.2 Learning Objective: L.O. 3.2: Define self-disclosure and identify its rewards and dangers and the guidelines for giving, receiving, and resisting self-disclosures.

Topic: Self-Disclosure Difficulty: Moderate Skill: Understand the Concepts 3.29. Men generally disclose more than women.

Answer: False Chapter: 03 Module: 3.2 Learning Objective: L.O. 3.2: Define self-disclosure and identify its rewards and dangers and the guidelines for giving, receiving, and resisting self-disclosures.

Topic: Self-Disclosure Difficulty: Moderate

Skill: Understand the Concepts 3.30. The rewards of self-disclosure always outweigh the dangers.

Answer: False Chapter: 03 Module: 3.2 Learning Objective: L.O. 3.2: Define self-disclosure and identify its rewards and dangers and the guidelines for giving, receiving, and resisting self-disclosures.

Topic: Self-Disclosure Difficulty: Easy Skill: Remember the Facts 3.31. The principle of selective exposure states that you are likely to seek out information from multiple sources, whether or not you agree with those sources.

Answer: False Chapter: 03 Module: 3.3 Learning Objective: L.O. 3.3: Define perception and identify its five stages.

Topic: Perception Difficulty: Easy Skill: Remember the Facts 3.32. You are organizing by the principle of contrast when you conclude that some items (people or messages, for example) don’t belong together because they’re too different from each other to be part of the same unit.

Answer: True Chapter: 03 Module: 3.3 Learning Objective: L.O. 3.3: Define perception and identify its five stages.

Topic: Perception Difficulty: Easy Skill: Remember the Facts 3.33. Janine was always helpful when Marcy had trouble with her boyfriend, so Marcy saw Janine as attractive and intelligent. This demonstrates the halo effect.

Answer: True Chapter: 03 Module: 3.4 Learning Objective: L.O. 3.4: Define impression formation and its major processes and identify the guidelines for increasing your own accuracy in impression formation.

Topic: Forming Impressions Difficulty: Difficult

Skill: Apply What You Know 3.34. To reduce uncertainty in communication encounters, you should make assumptions about the individual.

Answer: False Chapter: 03 Module: 3.4 Learning Objective: L.O. 3.4: Define impression formation and its major processes and identify the guidelines for increasing your own accuracy in impression formation.

Topic: Forming Impressions Difficulty: Easy Skill: Remember the Facts

3.35. The desire to remain autonomous and have the right to do as we wish describes a positive face need.

Answer: False Chapter: 03 Module: 3.5 Learning Objective: L.O. 3.5: Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Topic: Managing Impressions Difficulty: Easy Skill: Remember the Facts

Essay 3.36. Discuss the four sources of a person’s self-concept. Give examples of each source.

Answer: The four sources of a person’s self-concept are comparisons with others, others’ images of you, cultural teachings, and self-evaluations. Examples of each source will vary.

Chapter: 03 Module: 3.1 Learning Objective: L.O. 3.1: Define self-concept, self-awareness, and self-esteem and identify the strategies for increasing self-awareness and self-esteem.

Topic: Self-Concept, Self-Awareness, and Self-Esteem Difficulty: Difficult Skill: Analyze It 3.37. Discuss the factors influencing self-disclosure. Illustrate the dangers to self-

disclosure with examples.

Answer: The factors influencing self-disclosure are who you are, your culture, your gender, your listeners, and your topic and channel. Self-disclosure dangers include personal risks, relationship risks, and professional risks. Students should include specific examples, and they will vary.

Chapter: 03 Module: 3.2 Learning Objective: L.O. 3.2: Define self-disclosure and identify its rewards and dangers and the guidelines for giving, receiving, and resisting self-disclosures.

Topic: Self-Disclosure Difficulty: Difficult Skill: Analyze It 3.38. Describe the five stages of perception. Using these stages, explain where errors in perception may occur.

Answer: The five stages of perception are stimulation, organization, interpretationevaluation, memory, and recall. In perception, errors may occur because of over using selective attention and exposure. In organization, shortcuts may mislead you by distorting or forgetting information that is inconsistent. In interpretation-evaluation, you can misjudge someone based on your own preconceived schemas. In memory, what you remember about a person is heavily influenced by your preconceptions about what does or doesn’t belong. In recall, you might fail to recall information that is inconsistent with your schema.

Chapter: 03 Module: 3.3 Learning Objective: L.O. 3.3: Define perception and identify its five stages Topic: Perception Difficulty: Difficult Skill: Analyze It 3.39. Describe the impression formation processes for how we evaluate other people: self-fulfilling prophecy, personality theory, primacy-recency effects, consistency, and attribution of control. Explain how these processes contribute to errors in judgment about others and how you might avoid such perceptions.

Answer: Self-fulfilling prophecy is a prediction that comes true because you act on it as if it were true. Personality theory is the system of rules that tells you which characteristics go with which characteristics. Primacy-recency effects suggest that you are more affected by what comes first or most recently. Consistency is the tendency to maintain balance among perceptions or attitudes. Attribution of control is a process by which you focus on explaining why someone behaved as he or she did on the basis of whether the person had control over his or her behavior.

Chapter: 03 Module: 3.4

Learning Objective: L.O. 3.4: Define impression formation and its major processes and identify the guidelines for increasing your own accuracy in impression formation.

Topic: Forming Impressions Difficulty: Difficult Skill: Apply What You Know 3.40. Seven communication goals were presented in the text. Choose three of those goals, and explain what strategies for impression management are recommended for reaching these goals. Use your experiences to illustrate your response.

Answer: The seven goals to choose from are to be liked, to be believed, to be excused, to secure help, to hide faults, to be followed, and to confirm self-image. Illustrations will vary.

Chapter: 03 Module: 3.5 Learning Objective: L.O. 3.5: Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Topic: Managing Impressions Difficulty: Difficult Skill: Apply What You Know

Chapter 4 Test Bank Multiple Choice 4.1. When you are receiving, understanding, remembering, evaluating, and responding to verbal and/or nonverbal messages, you are A) perceiving.

B) communicating.

C) listening.

D) hearing.

Answer: C Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Easy Skill: Remember the Facts 4.2. Listening can help you change the attitudes and behaviors of others. This relates to which purpose of human communication?

A) learning B) influencing

C) relating D) playing Answer: B Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Moderate Skill: Understand the Concepts 4.3. The process of listening is A) linear.

B) circular.

C) hierarchical.

D) static.

Answer: B Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Easy Skill: Remember the Facts 4.4. Listening begins with _____ messages the speaker sends.

A) responding to B) evaluating C) understanding D) receiving Answer: D Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Easy Skill: Remember the Facts 4.5. Which of the following should you try to do in the receiving stage of listening?

A) Focus on what is said, not on what is not said.

B) As you listen, think about what you will say next.

C) If you don’t understand, stop the speaker and ask for clarification right away.

D) Look for feedback to reveal how the speaker would like his or her message viewed.

Answer: D Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Moderate Skill: Understand the Concepts 4.6. Charles had been listening to the speech for some time when he finally figured out what the speaker meant. This happens in the _______ stage of listening.

A) remembering B) understanding C) hearing D) evaluating Answer: B Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Moderate Skill: Apply What You Know 4.7. Sue told Christy about an accident she had, so when Christy saw Sue a week later, she asked how she was feeling. Which stage of listening is demonstrated in this exchange?

A) remembering B) understanding C) evaluating D) responding Answer: A Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Moderate Skill: Apply What You Know 4.8. Repeating names and key concepts aloud or to yourself can aid in which stage of listening?

A) receiving B) responding C) evaluating D) remembering Answer: D Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Easy Skill: Remember the Facts 4.9. What stage of listening consists of judging the messages in some way?

A) understanding B) hearing C) responding D) evaluating Answer: D Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Easy Skill: Remember the Facts 4.10. Backchanneling cues, such as ―yes‖ and ―uh-huh,‖ occur in which stage of listening?

A) understanding B) hearing C) responding D) evaluating Answer: C Chapter: 04

Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Easy Skill: Remember the Facts 4.11. Dr. Murphy left his podium and closed the door because some students were talking loudly in the hallway. What type of barrier to listening was Dr. Murphy managing?

A) physiological B) bias C) lack of focus D) physical Answer: D Chapter: 04 Module: 4.2 Learning Objective: L.O. 4.2 Describe the five major barriers to effective listening.

Topic: Listening Barriers Difficulty: Moderate Skill: Understanding the Concepts 4.12. We experience _____ when we let our thoughts take away from our ability to listen.

A) physical distractions B) mental distractions C) premature judgment D) biases Answer: B Chapter: 04 Module: 4.2 Learning Objective: L.O. 4.2 Describe the five major barriers to effective listening.

Topic: Listening Barriers Difficulty: Easy Skill: Remember the Facts 4.13. When Sheryl tried to give her opinion about the football game, Carlo shut her down, saying women didn’t know anything about football. Which barrier to listening was taking place?

A) premature judgment B) bias or prejudice C) lack of appropriate focus D) distractions

Answer: B Chapter: 04 Module: 4.2 Learning Objective: L.O. 4.2 Describe the five major barriers to effective listening.

Topic: Listening Barriers Difficulty: Moderate Skill: Apply What You Know 4.14. In order to understand what a person means and feels, you should listen with A) objectivity.

B) empathy.

C) apathy.

D) depth.

Answer: B Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3 Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 4.15. People who do not interrupt the speaker, provide supportive listening cues, and maintain eye contact while listening practice what kind of listening?

A) polite B) empathic C) active D) critical Answer: A Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3 Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 4.16. Listening logically and dispassionately is which type of listening?

A) critical B) active C) polite D) empathic

Answer: A Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3 Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 4.17. One important function of _____ listening is acknowledging and accepting the speaker’s feelings.

A) static B) polite C) active D) critical Answer: C Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3 Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening Difficulty: Moderate Skill: Understand the Concepts 4..18. _____ listening helps you check your understanding of what the speaker said and, more importantly, what he or she meant.

A) Empathic B) Active C) Critical D) Polite Answer: B Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3 Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 4.19 Which type of listening is not merely repeating the speaker’s exact words, but rather putting together into some meaningful whole our understanding of the speaker’s total message?

A) polite B) active

C) critical D) empathic Answer: B Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3 Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 4.20 To improve our capacity for active listening, the author urges all of the following EXCEPT A) paraphrase the speaker’s meaning.

B) express understanding of the speaker’s feelings.

C) ask questions.

D) punctuate from the speaker’s point of view.

Answer: D Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3 Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening Difficulty: Moderate Skill: Understand the Concepts 4.21. When someone learns English as a second language, it is likely that he or she will A) have different meanings for the same terms.

B) learn the nuances of the language easily.

C) speak it as well as a native speaker.

D) substitute English with the native language on occasion to aid in understanding.

Answer: A Chapter: 04 Module: 4.4 Learning Objective: L.O. 4.4 Explain the major cultural and gender differences found in listening.

Topic: Listening, Culture, and Gender Difficulty: Easy Skill: Remember the Facts 4.22. Cultural rules that govern which nonverbal behaviors are appropriate and which are inappropriate in a public setting are called ________ rules.

A) feedback

B) credibility C) display D) strategic Answer: C Chapter: 04 Module: 4.4 Learning Objective: L.O. 4.4 Explain the major cultural and gender differences found in listening.

Topic: Listening, Culture, and Gender Difficulty: Easy Skill: Remember the Facts 4.23. The thumb and forefinger forming a circle means ―OK‖ in the U.S.A., but it means _____ in Japan.

A) ―zero‖ B) ―I’ll kill you‖ C) ―money‖ D) ―love‖ Answer: C Chapter: 04 Module: 4.4 Learning Objective: L.O. 4.4 Explain the major cultural and gender differences found in listening.

Topic: Listening, Culture, and Gender Difficulty: Easy Skill: Remember the Facts 4.24. According to Deborah Tannen, when men and women talk, A) men listen and women lecture.

B) the speaker is positioned as the inferior person.

C) men give fewer listening cues than do women.

D) women are more likely to seek to punch holes in the speaker’s position.

Answer: C Chapter: 04 Module: 4.4 Learning Objective: L.O. 4.4 Explain the major cultural and gender differences found in listening.

Topic: Listening, Culture, and Gender Difficulty: Easy Skill: Remember the Facts 4.25. According to Deborah Tannen, when communicating, men tend to A) seek to build rapport.

B) seek to establish a closer relationship.

C) use more listening cues.

D) use a confrontational posture while listening.

Answer: D Chapter: 04 Module: 4.4 Learning Objective: L.O. 4.4 Explain the major cultural and gender differences found in listening.

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

True/False 4.26. Our memories are reproductions of what we hear.

Answer: False Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Easy Skill: Remember the Facts 4.27. To facilitate the passage of information from short- to long-term memory, you should focus on the minor details.

Answer: False Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Easy Skill: Remember the Facts 4.28. Backchanneling cues let the speaker know that you are attending to the message.

Answer: True Chapter: 04 Module: 4.1

Learning Objective: L.O. 4.1 Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Easy Skill: Remember the Facts 4.29. As a listener, it is important to focus on the speaker and ignore your surroundings.

Answer: True Chapter: 04 Module: 4.2 Learning Objective: L.O. 4.2 Describe the five major barriers to effective listening.

Topic: Listening Barriers Difficulty: Easy Skill: Remember the Facts 4.30. Anticipating how you are going to respond enhances the listening process.

Answer: False Chapter: 04 Module: 4.2 Learning Objective: L.O. 4.2 Describe the five major barriers to effective listening.

Topic: Listening Barriers Difficulty: Easy Skill: Remember the Facts 4.31. In empathic listening, you express an understanding of what the person means.

Answer: False Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3 Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 4.32. Phrases such as, ―That must have been awful!‖ are used in active listening.

Answer: True Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3 Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening

Difficulty: Easy Skill: Remember the Facts 4.33. Speakers from different cultures have essentially the same display rules.

Answer: False Chapter: 04 Module: 4.4 Learning Objective: L.O. 4.4 Explain the major cultural and gender differences found in listening.

Topic: Listening, Culture, and Gender Difficulty: Easy Skill: Remember the Facts 4.34. Deborah Tannen says that men listen less to women than women listen to men.

Answer: True Chapter: 04 Module: 4.4 Learning Objective: L.O. 4.4 Explain the major cultural and gender differences found in listening.

Topic: Listening, Culture, and Gender Difficulty: Easy Skill: Remember the Facts 4.35. In communication, gender differences are far outnumbered by the similarities.

Answer: True Chapter: 04 Module: 4.4 Learning Objective: L.O. 4.4: Explain the major cultural and gender differences found in listening.

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

Essay 4.36. Analyze the role of listening in human communication. Discuss the benefits of listening that are discussed in the text, providing examples from your daily life.

Answer: Listening proves to be a crucial communication component and serves both task and relationship functions. The effective listener is more likely to emerge as group leader, a more effective salesperson, a more attentive and effective health-care worker, and a more effective manager. The benefits of listening are learning, relating, playing,

helping, and influencing. Specific examples will vary.

Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1: Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Difficult Skill: Apply What You Know 4.37. Name the five stages in the listening process, and discuss any two of the stages in detail. Elaborate on ways to improve listening in relation to these stages.

Answer: The five stages in the listening process are receiving, understanding, remembering, evaluating, and responding.

Chapter: 04 Module: 4.1 Learning Objective: L.O. 4.1: Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

Topic: The Importance and Process of Listening Difficulty: Difficult Skill: Apply What You Know 4.38. Name the five barriers to listening. Choose one and explain how to avoid it.

Answer: The five barriers to listening are physical and mental, biases and prejudices, lack of appropriate focus, premature judgement, and hearing impairment.

Chapter: 04 Module: 4.2 Learning Objective: L.O. 4.2: Describe the five major barriers to effective listening.

Topic: Listening Barriers Difficulty: Difficult Skill: Analyze It 4.39. Compare and contrast empathic and critical listening. When have you found each of these listening styles useful and appropriate?

Answer: Empathic listening focuses on understanding what a person means and what a person feels. Critical listening emphasizes logical and dispassionate evaluation with an open mind.

Chapter: 04 Module: 4.3 Learning Objective: L.O. 4.3: Define the four styles of listening and identify appropriate situations for each style.

Topic: Styles of Effective Listening

Difficulty: Difficult Skill: Apply What You Know 4.40. Discuss the four ways in which cultural differences influence listening. Choose one to elaborate on and explain how to avoid the problems in this area.

Answer: The four ways listening differences are affected by culture are language and speech, nonverbal behaviors, feedback, and credibility.

Chapter: 04 Module: 4.4 Learning Objective: L.O. 4.4: Explain the major cultural and gender differences found in listening.

Topic: Listening, Culture, and Gender Difficulty: Difficult Skill: Analyze It Chapter 5 Test Bank Multiple Choice 5.1. In communicating, we use two major signal systems. What are they?

A) denotative and connotative B) verbal and nonverbal C) linguistic and semantic D) figurative and literal Answer: B Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.2. The text describes ________ messages as relying on the rules of grammar.

A) verbal B) nonverbal C) semantic D) connotative Answer: A Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

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

5.3. _____ refers to the emotional meaning that specific speakers and listeners give to a word.

A) Denotation B) Connotation C) Context D) Culture Answer: B Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.4. _____ refers to dictionary meaning of a word.

A) Connotation B) Association C) Denotation D) Objectification Answer: C Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.5. _____ words are highly positive in their connotation.

A) Purr B) Giggle C) Snarl D) Share Answer: A Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.6. ―She’s an idiot‖ and ―He’s a pig‖ are examples of _____ words.

A) purr

B) snarl C) heterosexist D) bias Answer: B Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

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

5.7. To a large extent, _____ determines the meaning of any verbal or nonverbal behavior.

A) energy B) context C) noise D) charisma Answer: B Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.8. In a recent conversation with your friend, you found yourself thinking, ―What is he talking about?‖ Which conversational maxim was your friend violating?

A) quality B) relation C) manner D) politeness Answer: C Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Apply What You Know 5.9. Your professor often goes off on tangents, talking about current events and stories about her weekend instead of discussing the content that is the focus of the day’s lesson. Which conversational maxim does your professor violate?

A) quality B) relation C) manner D) face-saving Answer: B Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Apply What You Know 5.10. Gracie was uncomfortable when her friend praised her athletic skills, so she stressed that she really wasn’t that good and it was a team effort. Gracie was demonstrating the principle of _______, which states that you should minimize your abilities and talents in conversation.

A) cooperation B) understanding C) face-saving D) self-denigration Answer: D Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Apply What You Know 5.11. ―It would be great if you could clean your room,‖ is an example of A) a direct message.

B) an indirect message.

C) insincere speech.

D) circuitous speech.

Answer: B Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Understand the Concepts 5.12. _____ people state their opinions and stand up for their rights, but do not hurt others in the process.

A) Assertive B) Aggressive C) Ambiguous D) Authoritative Answer: A Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.13. Lies told to protect oneself are considered _____ deception.

A) pro-social B) anti-social C) self-enhancement D) selfish Answer: D Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.14. Brad thought Michael was a loser, so he ignored him whenever he encountered him. What communication pattern was Brad exhibiting?

A) confirmation B) abdication C) disconfirmation D) credibility Answer: C Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Moderate Skill: Apply What You Know 5.15. In a _____ communication pattern, you disagree with the person and indicate your unwillingness to accept something the other person says or does.

A) rejection

B) disconfirmation C) confirmation D) discrimination Answer: A Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Easy Skill: Remember the Facts 5.16. _____ is a communication pattern in which you acknowledge the presence of another and indicate your acceptance of this person.

A) Confirmation B) Abdication C) Disconfirmation D) Credibility Answer: A Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Easy Skill: Remember the Facts 5.17. When Ismat interviewed for a sales rep position, she was rejected because her company has a policy against hiring anyone over 60 years of age. This is an example of ________ ageism.

A) stereotype.

B) linguistic C) institutional D) individual Answer: C Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

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

5.18. The use of the generic ―man,‖ ―he,‖ and ―his‖ are examples of A) gender-free language.

B) gender-neutral language.

C) sex-fair language.

D) sexist language.

Answer: D Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Easy Skill: Remember the Facts 5.19. Which of the following terms is generally considered an acceptable cultural identifier?

A) non-white B) Chicano C) Muslim D) squaw Answer: C Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Moderate Skill: Understand the Concepts 5.20. ________ orientation refers to the tendency to view people, objects, and events in the way they are talked about and labeled.

A) A purposeful B) An extensional C) An intensional D) An inferential Answer: C Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Easy

Skill: Remember the Facts 5.21. A(n) ________ statement must be made by the observer after observation and must be limited to what is observed.

A) inferential B) factual C) fact-inference D) personal Answer: B Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Easy Skill: Remember the Facts 5.22. ―My roommate told me this professor is an easy A,‖ is an example of a(n) ________ statement.

A) deferential B) inferential C) factual D) heresay Answer: B Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Moderate Skill: Understand the Concepts 5.23. _____ is the tendency to retain appraisals without change while the reality to which they refer is changing.

A) Static evaluation B) Intensional orientation C) Face-inference confusion D) Indiscrimination Answer: A Chapter: 05 Module: 5.3

Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Easy Skill: Remember the Facts 5.24. _____ refers to the failure to distinguish between similar but different people, objects, or events.

A) Allness B) Polarization C) Indiscrimination D) Stated evaluation Answer: C Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Easy Skill: Remember the Facts 5.25. When trying to decide whether or not he should go to college, Jae-Kwang’s parents questioned, ―Well, do you want to make something of yourself, or do you want to work for minimum wage your whole life?‖ What tendency do Jae-Kwang’s parents exhibit?

A) extensional B) polarization C) allness D) intensional Answer: B Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

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

True/False

5.26. The word ―verbal‖ refers to spoken words only, or orality.

Answer: False Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.27. The maxim of quality holds that communication must be unambiguous.

Answer: False Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.28. When a person lies, it increases the likelihood that the other person will also lie.

Answer: True Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 5.29. ―You have a right to feel hurt; I should not have stood you up, but my mother fell and I had to take her to the hospital.‖ This is an example of the communication pattern rejection.

Answer: False Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Moderate Skill: Understand the Concepts 5.30. Racist language contributes to the development of racist attitudes in those who use or hear the language.

Answer: True Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Easy Skill: Remember the Facts 5.31. Heterosexist language puts down someone because of his or her gender.

Answer: False Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Easy Skill: Remember the Facts 5.32. Discrimination against people with disabilities is referred to as ableism.

Answer: True Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Easy Skill: Remember the Facts 5.33. Mental mistakes, misinterpretations, or reasoning fallacies are called conceptual distortions.

Answer: True Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Easy Skill: Remember the Facts 5.34. When you experience allness, you see a part and conclude what the whole is like.

Answer: True Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Easy Skill: Remember the Facts 5.35. When you assume that you can know everything about anything, you’re in a pattern of behavior called polarization.

Answer: False Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Easy Skill: Remember the Facts

Essay 5.36. Discuss language and meaning. Explain the phrase ―meanings are in people.‖ Include an explanation of denotation and connotation and their application to everyday human interaction.

Answer: What two different people mean by the same phrase can be different, so the meaning of that phrase must come from knowing what the particular speaker means.

Denotation refers to the meaning one finds in the dictionary; connotation refers to the emotional meaning that specific speakers and listeners give to a word.

Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Difficult Skill: Analyze It 5.37. Discuss at least three types of lies, including the purpose of telling such lies. Are some of these lies more or less harmful than others? Why or why not?

Answer: Students should choose from these types of lies: pro-social deception, selfenhancement deception, selfish deception, and antisocial deception.

Chapter: 05 Module: 5.1 Learning Objective: L.O. 5.1 Paraphrase the seven principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Difficult Skill: Analyze It 5.38. Compare and contrast heterosexist and racist language. How are these messages disconfirming? Illustrate instances of such language use in American life.

Answer: Racist language is language that explicitly or implicitly places an ethnic group or race in an inferior position. Heterosexism involves attitudes, behaviors, and language that disparage gay men and lesbians as well as a belief that all sexual behavior that is not heterosexual is unnatural and deserving of criticism and condemnation.

Chapter: 05 Module: 5.2 Learning Objective: L.O. 5.2 Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

Topic: Disconfirmation and Confirmation Difficulty: Moderate Skill: Understand the Concepts 5.39. Explain the differences between intensional and extensional orientations. Provide an example to illustrate your response.

Answer: Intensional orientation is the tendency to view people, objects, and events according to the way they’re talked about—the way they’re labeled. Extensional orientation, on the other hand, is the tendency to look first at the actual people, objects, and events and only afterward at their labels.

Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Difficult Skill: Apply What You Know 5.40. Illustrate the differences between inferential statements and factual statements with examples. Why is it important to be able to distinguish between these two types of statements?

Answer: An inferential statement is a statement you make on the basis not only of what you observe but of what you infer. For a statement to be considered a factual statement, it must be made by the observer after observation and must be limited to what is observed

Chapter: 05 Module: 5.3 Learning Objective: L.O. 5.3 Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Topic: Using Verbal Messages Effectively Difficulty: Difficult Skill: Analyze It Chapter 6 Test Bank Multiple Choice 6.1. All of the following are ways in which nonverbal messages interact with verbal messages EXCEPT A) to define.

B) to substitute.

C) to repeat.

D) to accent.

Answer: A Chapter: 06 Module 6.1 Learning Objective: L.O. 6.1 Define nonverbal communication and paraphrase the principles of nonverbal communication.

Topic: The Principles of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.2. Nonverbal communication that is used to ________ emphasizes some part of the verbal message.

A) accent B) complement C) repeat D) contradict Answer: A Chapter: 06 Module 6.1 Learning Objective: L.O. 6.1 Define nonverbal communication and paraphrase the principles of nonverbal communication.

Topic: The Principles of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.3. While on the phone, your friend tries to get your attention. Instead of telling your

friend to ―Wait a minute,‖ you hold up your index finger in his or her direction. In this instance, you use a nonverbal cue to _____ the verbal cue.

A) accent B) contradict C) repeat D) substitute for Answer: D Chapter: 06 Module 6.1 Learning Objective: L.O. 6.1 Define nonverbal communication and paraphrase the principles of nonverbal communication.

Topic: The Principles of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 6.4. All of these are functions of nonverbal communication EXCEPT to A) form and manage impressions.

B) define relationships.

C) influence others.

D) self-disclose.

Answer: D Chapter: 06 Module 6.1 Learning Objective: L.O. 6.1 Define nonverbal communication and paraphrase the principles of nonverbal communication.

Topic: The Principles of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.5. _____ enhance the verbal messages they accompany and increase your ability to remember.

A) Illustrators B) Affect displays C) Regulators D) Adaptors Answer: A Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

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

6.6. Dory was so excited about the news, she jumped up and down, laughed, and waved her hands. Which type of movement was she using?

A) emblem B) affect display C) regulator D) adaptor Answer: B Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 6.7. Lailani was so absorbed in what Joe was saying that she didn’t realize she was nodding her head and leaning towards him. What type of body movement was Lailani unconsciously using to encourage Joe? A) emblem B) affect display C) regulator D) adaptor Answer: C Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 6.8. _____ are gestures that satisfy some personal need, such as moving your hair out of your eyes.

A) Illustrators B) Affect displays C) Regulators D) Adaptors Answer: D Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.9. The facial management technique to exaggerate surprise when friends throw you a party is to _________ your feelings.

A) intensify B) deintensify C) neutralize D) mask Answer: A Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.10 Tonya didn’t want Mario to know she was disappointed when he didn’t give her an engagement ring, so she acted happy when she saw the bracelet. Which facial management technique was Tonya using?

A) intensify B) deintensify C) neutralize D) mask Answer: D Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 6.11. All of the following are specific functions of eye contact EXCEPT A) to psychologically increase the physical distance between yourself and another person B) to seek feedback C) to inform the other person it is his or her turn to speak D) to signal the nature of a relationship Answer: A Chapter: 06

Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.12. Avoiding eye contact to respect another’s privacy is known as A) visual deterrence.

B) civil inattention.

C) haptics.

D) neutralizing.

Answer: B Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.13. Your use of space to communicate is referred to as A) haptics.

B) chronemics.

C) pupillometrics.

D) proxemics.

Answer: D Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.14. According to Edward T. Hall, personal distance ranges from A) 18 inches to 4 feet.

B) 0 to 18 inches.

C) 12 to more than 25 feet.

D) 4 to 12 feet.

Answer: A Chapter: 06 Module 6.2

Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.15. Territories you control, such as your desk or house, are considered your _____ territory.

A) primary B) secondary C) public D) tertiary Answer: A Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.16. A drink placed on a bar at a tavern or books on your desk that let others know that these territories have been reserved by you are ________ markers.

A) boundary B) central C) ear D) artifactual Answer: B Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.17. Mary Lind is a flashy dresser. She never leaves the house without wearing colorful clothing and lots of jewelry. Using clothing and jewelry to communicate who you are is called _____ communication.

A) haptic B) proxemic C) artifactual D) chronemic

Answer: C Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 6.18. What term means, it is not what you say but how you say it that matters?

A) metacommunication B) paralanguage C) rhythm D) context Answer: B Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.19. Communication concerned with the use of time is known as A) haptics.

B) proxemics.

C) olfactory.

D) chronemics.

Answer: D Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.20. Louise tends to talk about the good old days on a regular basis. She feels the old methods of doing things are best. Louise demonstrates a ________ orientation.

A) future B) past C) traditional D) contemporary

Answer: B Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Difficult Skill: Apply What You Know 6.21. Sonja tries to have dinner with her family every night so they can share what happened to them that day and support each other, even if it means she may lose a promotion to a coworker who often works later into the evening. Which time-related element is most important to Sonja?

A) work time B) talk time C) relationship time D) wait time Answer: C Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Difficult Skill: Apply What You Know 6.22. What type of olfactory message is Garfield most likely communicating when he uses scented aftershave before his date with Beatrice?

A) memory B) attraction C) identification D) stimulation Answer: B Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 6.23. Members of _____ cultures maintain greater distances in their interactions and maintain less eye contact.

A) polychronic

B) noncontact C) collectivist D) individualist Answer: B Chapter: 06 Module 6.3 Learning Objective: L.O. 6.3 Explain the role of culture in nonverbal communication.

Topic: Culture and Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.24. When Willard says, ―I will love you forever,‖ he is using ________ time.

A) informal B) formal C) social D) monochronic Answer: A Chapter: 06 Module 6.3 Learning Objective: L.O. 6.3 Explain the role of culture in nonverbal communication.

Topic: Culture and Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 6.25. When you make judgments or draw conclusions about another person on the basis of his or her nonverbal messages, you are utilizing ________ skills.

A) decoding B) encoding C) nonverbal D) regulator Answer: A Chapter: 06 Module 6.4 Learning Objective: L.O. 6.4 Identify some of the important skills for encoding and decoding nonverbal messages.

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

True/False 6.26. Product placement in movies is an example of using a nonverbal message to influence.

Answer: True Chapter: 06 Module 6.1 Learning Objective: L.O. 6.1 Define nonverbal communication and paraphrase the principles of nonverbal communication.

Topic: The Principles of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.27. Nonverbal messages can be used to deceive others.

Answer: True Chapter: 06 Module 6.1 Learning Objective: L.O. 6.1 Define nonverbal communication and paraphrase the principles of nonverbal communication.

Topic: The Principles of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.28. Emblems use movement to convey emotional meaning.

Answer: False Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.29. In the U.S., most people don’t consider it proper to use intimate distance in public.

Answer: True Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Factual 6.30. Our perceptions and behaviors are influenced by color.

Answer: True

Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.31. Marissa noticed that Paul’s tag was sticking out on his shirt, so she reached over and tucked it in for him. This demonstrates control touching.

Answer: False Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 6.32. Ritual touching includes hugging, kissing and shaking hands.

Answer: True Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.33. Teel is on the 5-year college plan. All of his friends graduated in 4 years, so Teel feels pressure to catch up with them when he graduates. Teel is feeling pressure from his social clock.

Answer: True Chapter: 06 Module 6.3 Learning Objective: L.O. 6.3 Explain the role of culture in nonverbal communication.

Topic: Culture and Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 6.34. In cultures with predominantly polychronic time, people prefer to schedule one thing at a time.

Answer: False Chapter: 06 Module 6.4 Learning Objective: L.O. 6.4 Identify some of the important skills for encoding and decoding nonverbal messages.

Topic: Nonverbal Communication Competence Difficulty: Easy Skill: Remember the Facts 6.35. You should always maintain focused eye contact when someone is speaking to you.

Answer: False Chapter: 06 Module 6.4 Learning Objective: L.O. 6.4 Identify some of the important skills for encoding and decoding nonverbal messages.

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

Essay 6.36. Discuss the six ways in which nonverbal messages interact with verbal messages.

Give examples of when you would use each one.

Answer: The six ways in which nonverbal messages interact with verbal messages are to accent, to complement, to contradict, to control, to repeat, and to substitute.

Chapter: 06 Module 6.1 Learning Objective: L.O. 6.1 Define nonverbal communication and paraphrase the principles of nonverbal communication.

Topic: The Principles of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 6.37. Explain any two of the five types of body gestures or movements, and illustrate how they operate in everyday communication behavior.

Answer: The five major types of movements are emblems, illustrators, affect displays, regulators, and adaptors. Emblems are body gestures that directly translate into words or phrases. Illustrators enhance (literally ―illustrate‖) the verbal messages they accompany. Affect displays are movements of the face (smiling or frowning, for example) but also of the hands and general body (body tension or relaxation, for example) that communicate emotional meaning. Regulators are behaviors that monitor,

control, coordinate, or maintain the speaking of another individual. Adaptors are gestures that satisfy some personal need, such as scratching to relieve an itch or moving your hair out of your eyes.

Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Difficult Skill: Apply What You Know 6.38. Discuss territoriality. Include in your discussion the types of territories and markers, giving examples for each.

Answer: Territoriality is possessive or ownership reaction to an area of space or to particular objects. There are two dimensions of territoriality: territory types (primary, secondary, and public) and territorial markers (central, boundary, and earmarkers).

Chapter: 06 Module 6.2 Learning Objective: L.O. 6.2 Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

Topic: Ten Channels of Nonverbal Communication Difficulty: Difficult Skill: Analyze It 6.39. Explain how gestures and facial expressions vary in meaning across cultures, giving at least one example of each.

Answer: There is much variation in gestures and their meanings among different cultures. Examples are waving, thumbs up symbol, pointing your index finger, and bowing. Gestures are not universal. The wide variations in facial communication that you observe in different cultures seem to reflect different attitudes about what reactions are permissible in public rather than differences in the way humans show emotions.

Chapter: 06 Module 6.3 Learning Objective: L.O. 6.3 Explain the role of culture in nonverbal communication.

Topic: Culture and Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 6.40. Name three suggestions for using nonverbal messages to improve your encoding skills. Demonstrate your understanding by giving an everyday example of each one.

Answer: Nonverbal communication involves choices just as verbal communication does. Think about your choices for nonverbal communication. Monitor your own nonverbal messages with the same care that you monitor your verbal messages.

Maintain eye contact and be careful with touching. Try to avoid extremes and monotony.

Chapter: 06 Module 6.4 Learning Objective: L.O. 6.4 Identify some of the important skills for encoding and decoding nonverbal messages.

Topic: Nonverbal Communication Competence Difficulty: Difficult Skill: Apply What You Know Chapter 7 Test Bank Multiple Choice 7.1. According to the text, the essence of interpersonal communication is A) conflict.

B) conversation.

C) language.

D) feedforward.

Answer: B Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.2. The first stage of conversation is A) feedforward.

B) opening.

C) closing.

D) feedback.

Answer: B Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.3 Reflecting back on the conversation to signal that the business is completed occurs in which stage in the conversation process?

A) feedforward B) feedback

C) closing D) business Answer: B Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.4. ―I have to tell you about a funny thing that happened the other day‖ would most likely be said during the _____ step of the process of conversation.

A) business B) feedforward C) feedback D) closing Answer: B Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Moderate Skill: Apply What You Know 7.5. Sonja said, ―I’m afraid I have some bad news to tell you.‖ This is setting the tone of the conversation using A) feedforward.

B) metacommunication.

C) feedback.

D) backchanneling cues.

Answer: A Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Moderate Skill: Apply What You Know 7.6. In the _____ step of the process of conversation, we deal with the substance of the conversation.

A) opening B) feedforward C) business D) feedback Answer: C Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.7. The _____ stage of the process of conversation consists of a verbal or nonverbal greeting.

A) opening B) feedforward C) closing D) feedback Answer: A Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.8. The last step in the process of conversation is A) feedback.

B) the closing.

C) the business.

D) feedforward.

Answer: B Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.9. Turn-taking cues are a type of

A) metacommunication.

B) monologue.

C) backchanneling.

D) summary device.

Answer: A Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.10. Speakers regulate the conversation through which two major types of speaker cues?

A) conversational management and conversational turns B) turn-maintaining cues and turn-yielding cues C) turn-requesting cues and turn-denying cues D) turn-yielding cues and backchanneling cues Answer: B Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.11. _____ cues are designed to enable a person to continue the role of speaker.

A) Backchanneling B) Turn-denying C) Turn-maintaining D) Turn-yielding Answer: C Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.12. _____ cues tell the listener that the speaker is finished and wishes to exchange

the role of speaker for the role of listener.

A) Backchanneling B) Turn-denying C) Turn-requesting D) Turn-yielding Answer: D Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.13. Listeners regulate the conversation by using three types of cues, including ________ cues.

A) turn-maintaining B) turn-yielding C) backchanneling D) conversational management Answer: C Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.14. _____ cues let the speaker know that you would like to say something and take a turn as speaker.

A) Backchanneling B) Turn-denying C) Turn-requesting D) Turn-maintaining Answer: C Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

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

7.15. Chiu listened carefully to Georgio, but didn’t respond and looked away. What listening cue was Chiu employing?

A) backchanneling B) turn-denying C) turn-requesting D) turn-yielding Answer: B Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 7.16. Unsupportive attempts to take over the role of speaker, often to change the topic of conversation, are known as A) interruptions.

B) backchanneling cues.

C) turn-maintaining cues.

D) turn-yielding cues.

Answer: A Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.17. Often used as a synonym for conversation, _____ is a genuine two-way interaction between people.

A) monologue B) polylogue C) feedforward D) dialogue Answer: D Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication

Difficulty: Easy Skill: Remember the Facts 7.18. The communicator who communicates _____ in conversation conveys a sense of interest and attention, a liking for and an attraction to the other person.

A) openness B) immediacy C) other orientation D) empathy Answer: B Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 7.19. In the United States, the _____ is the most essential gesture of the introduction.

A) hug B) handshake C) disclosure D) smile Answer: B Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 7.20. ―I only cheated because there was too much homework assigned‖ is BEST classified as a(n) _____ excuse.

A) qualify B) denial C) minimize D) apology Answer: C Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk,

formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Moderate Skill: Apply What You Know 7.21. The BEST excuses contain all the following elements EXCEPT A) making it clear that this will never happen again.

B) acknowledging your responsibility.

C) demonstrating that you understand the problem and that your partner’s feelings are legitimate.

D) indicating that another person was to blame for your mistake.

Answer: D Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Moderate Skill: Understand the Concepts 7.22. When Dr. Smith told Lee that he was sorry he misdiagnosed her, he was giving an A) excuse.

B) appeal.

C) account.

D) apology.

Answer: D Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 7.23. ―That’s a nice shirt‖ is an example of a(n) ________ compliment.

A) unqualified B) qualified C) backhanded D) inappropriate compliment.

Answer: A

Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 7.24. When giving advice, it is best to A) ask the person what kind of advice he or she is seeking.

B) not attempt to put yourself in the other person’s position.

C) use ―should‖ statements.

D) ask others what advice they think you should give.

Answer: A Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 7.25. Advice given to delay a decision, seek expert advice, or explore options and choices is known as A) feedback.

B) a disclaimer.

C) meta-advice.

D) feedforward.

Answer: C Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts True/False 7.26. Conversation is best viewed as an act rather than a process.

Answer: False Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.27. Feedforward is used to reflect on the conversation to signal that the business is completed as far as you are concerned.

Answer: False Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.28. The closing step of conversation often reveals how satisfied the persons were with the conversation.

Answer: True Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.29. Backchanneling cues are generally unsupportive and encourage the speaker to stop.

Answer: False Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Easy Skill: Remember the Facts 7.30. Women tend to interrupt more than men.

Answer: False Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.31. Monologic communicators often use dysfunctional communication patterns that show an unwillingness to listen to the other person.

Answer: True Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.32. Immediacy can be communicated verbally or nonverbally.

Answer: True Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.33. You can increase your flexibility in a conversation by keeping your thoughts to yourself.

Answer: False Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 7.34. One of the major motives for excuse making is to maintain your positive image.

Answer: True Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 7.35. Effective apologies are given even when they are not necessary.

Answer: False Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts

Essay 7.36. List and explain the five stages of the conversational process model.

Answer: The five stages are opening (usually involves a greeting), feedforward(a general idea of the conversation’s focus), business(the substance or focus of the conversation), feedback(reflecting back on the conversation to signal that business is completed), and closing(the good-bye).

Chapter: 07 Module: 7.1 Learning Objective: L.O. 7.1 Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

Topic: The Nature of Interpersonal Communication and Conversation Difficulty: Moderate Skill: Understand the Concepts 7.37 Discuss conversational turns. Identify the types of cues used by speakers and listeners, and provide examples to illustrate your answer.

Answer: Throughout the speaking–listening process, both speaker and listener exchange cues for what are called conversational turns. These cues enable the speaker and listener to communicate about the communication in which they’re currently

engaged. There are turn-maintaining cues, turn-yielding cues, turn-requesting cues, and turn-denying cues.

Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Difficult Skill: Apply What You Know 7.38. Describe the concept of a dialogue, as compared to a monologue. Explain how to improve the dialogue process. How would you rate your abilities at dialogue?

Answer: In dialogue each person is both speaker and listener, sender and receiver. It’s conversation in which there is deep concern for the other person and for the relationship between the two. Monologic communication is the opposite side: In monologue one person speaks and the other listens— there’s no real interaction between participants.

The monologic communicator is focused only on his or her own goals and has no real concern for the listener’s feelings or attitudes.

Chapter: 07 Module: 7.2 Learning Objective: L.O. 7.2 Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

Topic: Principles of Conversation and Interpersonal Communication Difficulty: Difficult Skill: Apply What You Know 7.39. Explain the difference between making good and bad excuses. Include a discussion on the least effective excuses. Show how excuses work in everyday experience.

Answer: Good excuse makers use excuses in moderation; bad excuse makers rely on excuses too often. Good excuse makers accept responsibility for their failures and avoid blaming others, while bad excuse makers won’t acknowledge their mistakes and are quick to pass the blame. Excuse makers who accept responsibility will be perceived as more credible, competent, and likable than those who deny responsibility.

Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Difficult Skill: Apply What You Know

7.40. Discuss the suggestions for giving and receiving advice. Assess your typical responses to advice-giving and -receiving situations.

Answer: When giving advice, be sure to listen, empathize, be tentative, offer options, ensure understanding, keep the interaction confidential, and avoid ―should‖ statements.

Chapter: 07 Module: 7.3 Learning Objective: L.O. 7.3 Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Topic: Everyday Conversations Difficulty: Difficult Skill: Apply What You Know Chapter 8 Test Bank Multiple Choice 8.1. The quality that makes relationships interpersonal is A) immediacy.

B) interdependency.

C) relational dialectics.

D) conflict.

Answer: B Chapter: 08 Module: 8.1 Learning Objective: L.O. 8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts 8.2. All the following are stages of interpersonal relationships EXCEPT A) involvement.

B) deterioration.

C) repair.

D) expression.

Answer: D Chapter: 08 Module: 8.1 Learning Objective: L.O. 8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts

8.3. The phase of the contact stage where you first interact with the other person is _____ contact.

A) perceptual B) intense C) interactional D) intrapersonal Answer: C Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8..4. In the _____ stage of the relationship model, there is testing and intensifying.

A) contact B) involvement C) intimacy D) repair Answer: B Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8.5. In the ____ stage of the relationship model, there is commitment and social bonding.

A) contact B) involvement C) intimacy D) repair Answer: C Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Easy

Skill: Remember the Facts 8.6. The _____ stage of the relationship model sees the weakening of bonds between the parties and represents the downside of the relationship progression.

A) involvement B) intimacy C) repair D) deterioration Answer: D Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8.7. In the _____ stage of the relationship model, one must analyze what went wrong and how to solve these problems, and then discuss with his or her partner.

A) involvement B) dissolution C) repair D) deterioration Answer: C Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8.8. _____ repair includes one person analyzing what went wrong and considering ways to go about solving the relational problems.

A) Interpersonal B) Intimate C) Intrapersonal D) Immediate Answer: C Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8.9. All of the following are suggestions for repairing a relationship EXCEPT A) avoid taking risks.

B) engage in productive conflict resolution.

C) affirm each other.

D) pose possible solutions.

Answer: A Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts 8.10. All of the following are suggestions for dealing with the emotional difficulty of a breakup EXCEPT A) take time out.

B) seek the support of others.

C) bolster self-esteem.

D) avoid new relationships.

Answer: D Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts 8.11. _____ theory holds that people form relationships on the basis of similarity, proximity, reinforcement, physical attractiveness and personality, and reciprocity of liking.

A) Equity B) Social exchange C) Social penetration D) Attraction Answer: D Chapter: 08 Module: 8.2

Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.12. According to the _____ principle, we are likely to be attracted to people who look, act, and think like ourselves.

A) reinforcement B) similarity C) proximity D) physical attractiveness Answer: B Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.13. Attraction theory contends that physical closeness, or _____, is part of early interaction and attraction.

A) reinforcement B) similarity C) proximity D) physical attractiveness Answer: C Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.14. Murielle is attracted to Nate because he compliments her often and gives her expensive jewelry. Murielle’s attraction is based on A) similarity.

B) proximity.

C) reinforcement.

D) physicality.

Answer: C

Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Moderate Skill: Apply What You Know 8.15. Frank finds that he is always attracted to women who are his opposite. This pattern is called A) reinforcement.

B) complementarity.

C) proximity.

D) dysfunction.

Answer: B Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Moderate Skill: Apply What You Know 8.16. In relationship dialectics theory, the tension between _____ and _____ has to do with our desire to be in an exclusive relationship or one that is open to different people.

A) closedness; openness B) autonomy; connection C) novelty; predictability D) breadth; depth Answer: A Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Moderate Skill: Understand the Concepts 8.17. In relationship dialectics theory, the tension between _____ and _____ involves our desire to remain independent.

A) closedness; openness B) autonomy; connection C) novelty; predictability D) breadth; depth

Answer: B Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Moderate Skill: Understand the Concepts 8.18. In relationship dialectics theory, the tension between _____ and _____ centers on our desire for adventure but also stability.

A) closedness; openness B) autonomy; connection C) novelty; predictability D) breadth; depth Answer: C Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Moderate Skill: Understand the Concepts 8.19. _____ theory claims that you develop relationships that will enable you to maximize your profits.

A) Relationship rules B) Equity C) Social exchange D) Attraction Answer: C Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.20. Which theory claims that you develop and maintain relationships in which the ratio of your rewards relative to your costs is approximately equal to your partner’s?

A) social exchange B) attraction

C) relationship rules D) equity Answer: D Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.21. ________ is an emotional feeling that we experience when we desire what someone else has or has more of than we do.

A) Jealousy B) Envy C) Lust D) Suspicion Answer: B Chapter: 08 Module 8.3 Learning Objective: L.O.8.3: Define jealousy and relationship violence and explain the suggestions for dealing with these dark sides of relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8.22. When you see your partner talking intimately with another, you are most likely to experience _____ jealousy.

A) cognitive B) emotional C) behavioral D) equitable Answer: B Chapter: 08 Module 8.3 Learning Objective: L.O.8.3: Define jealousy and relationship violence and explain the suggestions for dealing with these dark sides of relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts 8.23. Riley and Kara have been dating for six months and Riley has found that he has a tendency toward suspicious thinking, worrying, and imagining all the scenarios in which

Kara may be interested in another person. Riley is demonstrating A) dissolution.

B) cognitive jealousy.

C) emotional jealousy.

D) behavioral jealousy.

Answer: B Chapter: 08 Module 8.3 Learning Objective: L.O.8.3: Define jealousy and relationship violence and explain the suggestions for dealing with these dark sides of relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Difficult Skill: Apply What You Know 8.24. Which of the following is NOT a type of relationship violence?

A) physical abuse B) emotional abuse C) sexual abuse D) emotional jealousy Answer: D Chapter: 08 Module 8.3 Learning Objective: L.O.8.3: Define jealousy and relationship violence and explain the suggestions for dealing with these dark sides of relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts 8.25. Maria’s ex-boyfriend David constantly criticized her, humiliated her in public, and tried to keep her from seeing her friends and family. David’s behavior is an example of A) physical abuse.

B) emotional abuse.

C) sexual abuse.

D) cognitive jealousy.

Answer: B Chapter: 08 Module 8.3 Learning Objective: L.O.8.3: Define jealousy and relationship violence and explain the suggestions for dealing with these dark sides of relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Difficult Skill: Apply What You Know

True/False 8.26. Relationships are so different that there is no real relationship.

Answer: False Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8.27. In the repair stage of a relationship, a couple should engage in productive conflict resolution.

Answer: True Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8.28. Depth of communication refers to the number of topics you and your partner talk about.

Answer: False Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8.29. In attraction theory, physical attraction is the only factor that attracts two people to each other.

Answer: False Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.30. According to the relationship rules theory, the most successful relationships operate without rules.

Answer: False Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.31. According to relational dialectics theory, close relationships are characterized by wanting the same things at the same time.

Answer: False Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.32. People tend to compare their current relationship’s profits with those they could get from other potential relationships.

Answer: True Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.33. According to equity theory, we are happiest when we get the maximum amount of rewards from our relationship, regardless of what the other person is getting.

Answer: False Chapter: 08 Module: 8.2

Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 8.34. We experience jealousy when we feel we are inferior to or of lesser importance than someone else.

Answer: False Chapter: 08 Module 8.3 Learning Objective: L.O.8.3: Define jealousy and relationship violence and explain the suggestions for dealing with these dark sides of relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts 8.35. Men are more likely to experience jealousy from their partner being emotionally intimate with another man, whereas women are more likely to experience jealousy from their partner being physically intimate with another woman.

Answer: False Chapter: 08 Module 8.3 Learning Objective: L.O.8.3: Define jealousy and relationship violence and explain the suggestions for dealing with these dark sides of relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Easy Skill: Remember the Facts

Essay 8.36. Explain the six-stage relationship model. Apply the model to concrete examples from your personal experience.

Answer: The six stages apply to all relationships, whether friendship or love, whether face-to-face or computer-mediated. The six stages are contact, involvement, intimacy, deterioration, repair, and dissolution. Each stage can be divided into an initial and a final phase.

Chapter: 08 Module: 8.1 Learning Objective: L.O.8.1 Explain the advantages and disadvantages of relationships and the stages relationships go through.

Topic: Interpersonal Relationships

Difficulty: Difficult Skill: Apply What You Know 8.37. Explain how attraction theory might work in your own life, using principles of similarity, complementarity, proximity, reinforcement, physical attractiveness, and personality.

Answer: Attraction theory holds that people form relationships with those they consider attractive. Attraction depends on five factors: similarity (especially attitudinal), proximity (physical closeness), reinforcement, attractiveness (physical attractiveness and personality), and reciprocity of liking.

Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Difficult Skill: Apply What You Know 8.38. Discuss relationship dialectics theory. Explain the three tensions your author covers. Give details from your personal experience to illustrate your points.

Answer: Relationship dialectics theory argues that people in a relationship experience dynamic tensions between pairs of opposing motives or desires. The tension between closedness and openness has to do with the conflict between the desire to be in a closed, exclusive relationship and the wish to be in a relationship that is open to different people. The tension between autonomy and connection involves the desire to remain an autonomous, independent individual and the wish to connect intimately to another person and to a relationship. The tension between novelty and predictability centers on the competing desires for newness, different experiences, and adventure on the one hand and for sameness, stability, and predictability on the other.

Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Difficult Skill: Apply What You Know 8.39. Compare and contrast social exchange theory and equity theory. Illustrate your ideas through examples.

Answer: Social exchange theory claims that you develop relationships that will enable you to maximize your profits, a theory based on an economic model of profits and losses. Equity theory uses the ideas of social exchange but goes a step further and claims that you develop and maintain relationships in which the ratio of your rewards

relative to your costs is approximately equal to your partner’s.

Chapter: 08 Module: 8.2 Learning Objective: L.O.8.2: Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

Topic: Relationship Theories Difficulty: Difficult Skill: Analyze It 8.40. Describe a time when you were jealous of a close friend, family member, coworker, or romantic partner. Apply the three components of jealousy to your example.

Answer: Jealousy is a feeling we have when we feel our relationship is in danger due to some rival. The three components of jealousy are cognitive, emotional, and behavioral.

Chapter: 08 Module 8.3 Learning Objective: L.O.8.3: Define jealousy and relationship violence and explain the suggestions for dealing with these dark sides of relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Difficult Skill: Apply What You Know Chapter 9 Test Bank Multiple Choice 9.1. Friendship is _____ relationship.

A) an intrapersonal B) an organizational C) an interpersonal D) a divergent Answer: C Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.2. In North America, compared to areas of the globe away from urban areas, friendships are mainly A) involuntary.

B) voluntary.

C) dyadic.

D) uncomplicated.

Answer: A Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.3. A friendship of _____ is the ideal type; it is characterized by loyalty and selfsacrifice.

A) reciprocity B) receptivity C) association D) persuasion Answer: A Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.4. A friendship of _____ is imbalanced, with one person being the primary giver and one the primary receiver.

A) reciprocity B) receptivity C) association D) persuasion Answer: B Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.5. A friendship of _____ is transitory; there is no great loyalty or trust.

A) reciprocity B) receptivity C) association D) persuasion Answer: C

Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.6. Glenn always nods a ―hello‖ to the security guard at the office, although he still does not know the guard’s name. This is an example of what type of friendship?

A) reciprocity B) receptivity C) association D) dynamic Answer: C Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Moderate Skill: Apply What You Know 9.7. Ana often seeks out Dr. Perez’s advice on which classes to take and on her future plans for graduate school; however, Dr. Perez gets very little from this relationship. This is an example of what type of friendship?

A) reciprocity B) receptivity C) association D) dynamic Answer: B Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Moderate Skill: Application 9.8. The _____ need of friendship is about seeking someone who is supportive and encouraging.

A) utility B) affirmation C) ego support D) stimulation Answer: C

Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.9. The _____ need of friendship is about seeking new ideas and expanding your worldview.

A) utility B) affirmation C) ego support D) stimulation Answer: D Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.10. In the _____ stage of friendship, casual friendship, there is a clear sense of ―weness‖ or dyadic consciousness.

A) first B) second C) third D) terminal Answer: B Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Factual 9.11. In _____ cultures, friendships tend to be closer and tend to emphasize the group.

A) individualist B) collectivist C) communicative D) associative Answer: B Chapter 09 Module: 9.1

Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.12. _____ friendships are often built around shared activities.

A) Women’s B) Older adults’ C) Men’s D) Children’s Answer: C Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.13. Suzy and Dan met online. They have started to mix their network of other people together through e-mail, social websites, and instant messaging. This is an example of A) network intersection.

B) network convergence.

C) social networking.

D) network mixing.

Answer: B Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Difficult Skill: Apply What You Know 9.14. _____ love is BEST described as erotic with an emphasis on beauty and sexuality.

A) Eros B) Ludus C) Storge D) Agape Answer: A Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships

Difficulty: Easy Skill: Remember the Facts 9.15. _____ love is experienced as a game; it involves entertainment and excitement.

A) Eros B) Ludus C) Storge D) Agape Answer: B Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Easy Skill: Remember the Facts 9.16. _____ love is compassionate and selfless.

A) Eros B) Ludus C) Storge D) Agape Answer: D Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Easy Skill: Remember the Facts 9.17. _____ is perhaps the clearest nonverbal indicator of love.

A) Smiling B) Hugging C) Prolonged eye contact D) Frequent blushing Answer: C Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Easy Skill: Remember the Facts 9.18. _____ communication includes sharing secrets, establishing meanings unique to

the couple, and using personal idioms.

A) Personalized B) Privatized C) Specialized D) Sterilized Answer: A Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Easy Skill: Remember the Facts 9.19. Research has found that _____ tend to be more friendship oriented in their love styles than are Europeans.

A) Americans B) Latin Americans C) Asians D) Africans Answer: C Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Easy Skill: Remember the Facts 9.20. _____ indicate greater love for their same-sex friends than _____ do.

A) Men; women B) Women; men C) African Americans; Caucasian Americans D) Caucasian Americans; African Americans Answer: B Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Easy Skill: Remember the Facts 9.21. _____ couples share a belief system and philosophy of life; they see themselves as a blending of two people into a single couple.

A) Traditional

B) Independent C) Separate D) Universal Answer: A Chapter 09 Module: 9.3 Learning Objective: L.O. 9.3 Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Easy Skill: Remember the Facts 9.22. _____ couples live together but view their relationship more as a matter of convenience.

A) Traditional B) Independent C) Separate D) Universal Answer: C Chapter 09 Module: 9.3 Learning Objective: L.O. 9.3 Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Easy Skill: Remember the Facts 9.23. Pat and Gwen see their lives as distinct; they spend time apart with their respective friends, but their relationship is still important to them. They are an example of what kind of couple?

A) traditional B) independent C) separate D) universal Answer: B Chapter 09 Module: 9.3 Learning Objective: L.O. 9.3 Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Moderate Skill: Apply What You Know

9.24. The _____ relationship communication pattern emphasizes one person as the expert in more than half of the areas of mutual communication.

A) equality B) balanced split C) unbalanced split D) monopoly Answer: C Chapter 09 Module: 9.3 Learning Objective: L.O. 9.3 Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Easy Skill: Remember the Facts 9.25. Lanying always tells Lei what to do and lectures rather than communicates; she rarely seeks Lei’s advice, and always has the last word in their interactions. What kind of relationship pattern is this?

A) equality B) balanced split C) unbalanced split D) monopoly Answer: D Chapter 09 Module: 9.3 Learning Objective: L.O. 9.3 Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Difficult Skill: Apply What You Know

True/False 9.26. A friendship that serves a utility need may include someone who helped you get a job.

Answer: True Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts

9.27. In a friendship of association, there is great loyalty and trust between people.

Answer: False Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.28. The first stage of a friendship is best described as the dyadic consciousness stage.

Answer: False Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Easy Skill: Remember the Facts 9.29. Storge love is passionate and intense.

Answer: False Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Easy Skill: Remember the Facts 9.30. Manic lovers experience extreme highs and extreme lows in their love.

Answer: True Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Easy Skill: Remember the Facts 9.31. Men and women share the same preference for the types of love they prefer.

Answer: False Chapter 09

Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Easy Skill: Remember the Facts 9.32. In an independent couple model, emphasis is placed on the individuality of the two people.

Answer: True Chapter 09 Module: 9.3 Learning Objective: L.O. 9.3 Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Easy Skill: Remember the Facts 9.33. In Ted and Lisa’s relationship, Ted is in charge of maintaining the outdoors and Lisa is responsible for the indoors. This is an example of a balanced split relationship pattern.

Answer: True Chapter 09 Module: 9.3 Learning Objective: L.O. 9.3 Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Difficult Skill: Apply What You Know 9.34. Boys and girls who form close online relationships are more likely to have low levels of communication with their parents and to be more ―highly troubled‖ than those who don’t form such close online relationships.

Answer: True Chapter 09 Module: 9.3 Learning Objective: L.O. 9.3 Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Easy Skill: Remember the Facts 9.35. In some cultures, an individual’s romantic partner is chosen for him or her by his or her parents.

Answer: True Chapter 09 Module: 9.3 Learning Objective: L.O. 9.3 Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Easy Skill: Remember the Facts Essay 9.36. Discuss the three types of friendship, providing an example for each of the three types.

Answer: The friendship of reciprocity is the ideal type, characterized by loyalty, selfsacrifice, mutual affection, and generosity. A friendship of reciprocity is based on equality: Each individual shares equally in giving and receiving the benefits and rewards of the relationship. In the friendship of receptivity, in contrast, there is an imbalance in giving and receiving; one person is the primary giver and one the primary receiver. This imbalance, however, is a positive factor because each person gains something from the relationship. The friendship of association is a transitory one. It might be described as a friendly relationship rather than a true friendship. There is no great loyalty, no great trust, no great giving or receiving. The association is cordial but not intense.

Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Difficult Skill: Apply What You Know 9.37. Explain the five needs that friendships may serve. Provide an illustration by applying these needs to one of your friendships. Which of the needs do you believe is the most important?

Answer: The five needs are utility (Someone who may have special talents, skills, or resources that will help you achieve your specific goals and needs); Affirmation (Someone who will affirm your personal value and help you to recognize your attributes.); Ego support (Someone who behaves in a supportive, encouraging, and helpful manner.); Stimulation )Someone who introduces you to new ideas and new ways of seeing the world and helps you to expand your worldview.); and Security (Someone who does nothing to hurt you or to emphasize or call attention to your inadequacies or weaknesses.)

Chapter 09 Module: 9.1 Learning Objective: L.O. 9.1 Define friendship and identify its major types.

Topic: Friendships Difficulty: Difficult Skill: Apply What You Know 9.38. List and define the six love types. Which do you think is the one most influenced by communication and which is the least influenced by communication?

Answer: The six types of love are 1) eros – based on physical attraction; 2) ludus – based on fun and games; 3) storge – based on establishing a companionable relationship; 4) pragma – based on compatibility and social qualifications; 5) mania – based on intensity with extreme highs and lows; 6) agape – based on being compassionate and selfless.

Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Difficult Skill: Understand the Concepts 9.39. Discuss the ways that culture, gender, and technology affect love in romantic relationships.

Answer: Cultures vary in what types of love they value. Members of individualist cultures (for example, Europeans) are likely to place greater emphasis on romantic love and on individual fulfillment. Members of collectivist cultures are likely to spread their love over a large network of relatives. Romanticism seems to increase on the basis of the amount of choice you have in selecting a partner. In countries where there is much choice, as in the United States and Europe, romanticism is high; in countries where there is less choice, as in India and parts of Africa, romanticism is lower.

Chapter 09 Module: 9.2 Learning Objective: L.O. 9.2 Define love and explain its six major types.

Topic: Romantic Relationships Difficulty: Difficult Skill: Understand the Concepts 9.40. Explain the four basic patterns of family communication. Which pattern seems the most constructive and which seems the most destructive to families? Why? Answer: The four basic patterns of family communication are 1) equality – each person shares equally in communication, decision-making, and work; 2) balanced split – an equality relationship is maintained, but each person has authority over different domains; 3) unbalanced split – one person dominates and is seen as an expert in more than half the areas of communication and decision-making; 4) monopoly – one person is seen as the authority who lectures rather than communicates.

Chapter 09

Module: 9.3 Learning Objective: L.O. 9.3: Explain the three types of couples and the three types of families and their respective communication patterns.

Topic: Families Difficulty: Difficult Skill: Understand the Concepts Chapter 10 Test Bank Multiple Choice 10.1. Which of these is a characteristic of small groups?

A) Individuality is primary.

B) Members have diverse purposes.

C) They consist of up to 20 members.

D) They have organizing rules.

Answer: D Chapter: 10 Module: 10.1 Learning Objective: L.O. 10.1 Define small group, team, and virtual group or team and explain the advantages and disadvantages of groups and the nature of small group apprehension.

Topic: Preliminaries to Small Group Communication Difficulty: Easy Skill: Remember the Facts 10.2. _______ includes all of the characteristics of a small group, but is also constructed for a specific task, has clearly defined roles, and is content focused.

A) A team B) A brainstorming session C) An encounter group D) A dyad Answer: A Chapter: 10 Module: 10.1 Learning Objective: L.O. 10.1 Define small group, team, and virtual group or team and explain the advantages and disadvantages of groups and the nature of small group apprehension.

Topic: Preliminaries to Small Group Communication Difficulty: Easy Skill: Remember the Facts 10.3. Groups that meet through computer-mediated communication are referred to as _____ groups and teams.

A) content-focused

B) electronic C) relational D) virtual Answer: D Chapter: 10 Module: 10.1 Learning Objective: L.O. 10.1 Define small group, team, and virtual group or team and explain the advantages and disadvantages of groups and the nature of small group apprehension.

Topic: Preliminaries to Small Group Communication Difficulty: Easy Skill: Remember the Facts 10.4. In the _____ stage of small group development, members make some attempt to identify what needs to be done.

A) opening B) feedforward C) business D) closing Answer: B Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy Skill: Remember the Facts 10.5. Nadia’s group has already accomplished a lot, so they take a meeting to discuss what has been done and what still needs to be done. This group is in the _____ stage of small group development.

A) feedforward B) closing C) business D) feedback Answer: D Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Moderate Skill: Apply What You Know

10.6. In the _____ format, group members arrange themselves in a circular or semicircular pattern and discuss the problem without any set pattern of who speaks when.

A) round table B) panel C) symposium D) symposium-forum Answer: A Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy Skill: Remember the Facts 10.7. Three pediatricians are speaking at a medical conference on the risks and benefits of vaccinations for children under the age of two. They speak in no particular order, answering questions from the audience as they come up. This is an example of the _______ format.

A) round table B) panel C) symposium D) symposium-forum Answer: B Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Moderate Skill: Apply What You Know 10.8. Group _____ are rules or standards of behavior identifying which behaviors are considered appropriate or inappropriate.

A) norms B) roles C) values D) beliefs Answer: A Chapter: 10 Module: 10.2

Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy Skill: Remember the Facts 10.9. _____ identify what each person in an organization is expected to do.

A) Norms B) Role expectations C) Values D) Stages Answer: B Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy Skill: Remember the Facts 10.10. Kenji and his friends feel strongly about preventing global warming, so they meet monthly to share ideas of ways in which they can have an impact on campus. One of them keeps a record of their meetings, another person recruits new members, and a third person finds relevant speakers. The members of the group depend on one another to have productive meetings. This group demonstrates A) collusion.

B) conflict.

C) cohesiveness.

D) consolidation.

Answer: C Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Moderate Skill: Apply What You Know 10.11. You have _____ power over another when this person believes you have a right by virtue of your position to influence or control his or her behavior.

A) legitimate B) referent C) reward D) expert

Answer: A Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy Skill: Remember the Facts 10.12. Cecilia was not sure she wanted to join a sorority, but she went through recruitment for the experience. What she didn’t expect was to meet Rhonda, another freshman who felt the same and who became a role model for her. Rhonda was wellliked and several sororities wanted to pledge her. When she pledged Kappa, Cecilia did also. What kind of power did Rhonda have over Cecilia?

A) information B) referent C) reward D) expert Answer: B Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Moderate Skill: Apply What You Know 10.13. Jack was determined to get Miranda to like him, so he gave her gifts and took her to nice places. Eventually Miranda became more and more attracted to Jack. What type of power did Jack have over Miranda?

A) coercive B) referent C) reward D) information Answer: C Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Moderate Skill: Apply What You Know

10.14. Most professors have _____ power because they have considerable knowledge in their subject area.

A) legitimate B) referent C) reward D) expert Answer: D Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy Skill: Remember the Facts 10.15 Which of the following is a rule of brainstorming during the initial stage?

A) Focus on quality, not quantity.

B) Only evaluate ideas nonverbally.

C) Keep the ideas simple so they can be elaborated on.

D) Combinations and extensions of ideas are encouraged.

Answer: D Chapter: 10 Module: 10.3 Learning Objective: L.O. 10.3 Define brainstorming and its four rules and the nature of focus groups.

Topic: Brainstorming and Focus Groups Difficulty: Moderate Skill: Understand the Concepts 10.16. Brainstorming occurs in two phases: the brainstorming period itself and the ________ period.

A) evaluation B) expansion C) cooperative D) creative Answer: A Chapter: 10 Module: 10.3 Learning Objective: L.O. 10.3 Define brainstorming and its four rules and the nature of focus groups.

Topic: Brainstorming and Focus Groups Difficulty: Easy Skill: Remember the Facts

10.17. In _____ group, the aim is to discover what people think about an issue or product.

A) a problem-solving B) a nominal C) an educational D) a focus Answer: D Chapter: 10 Module: 10.3 Learning Objective: L.O. 10.3 Define brainstorming and its four rules and the nature of focus groups.

Topic: Brainstorming and Focus Groups Difficulty: Easy Skill: Remember the Facts 10.18. All of the following are steps in the problem-solving sequence EXCEPT A) define and analyze the problem.

B) identify possible solutions.

C) establish criteria for evaluating solutions.

D) test the solutions under hypothetical circumstances.

Answer: D Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Easy Skill: Remember the Facts 10.19. When defining a problem, you should focus on duration of the problem, causes, and A) effects.

B) costs.

C) capabilities.

D) solutions.

Answer: A Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Easy

Skill: Remember the Facts 10.20. The management team had come up with a solution to their problem. In evaluating it, they decided it was important that the solution not cost the company extra money and that it could be implemented immediately using the current staff. What type of criteria was the group using to evaluate the solution?

A) value B) practical C) consensus D) benefit Answer: B Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Moderate Skill: Apply What You Know 10.21. When trying to reach an important decision, Carrie’s group took a vote with the most votes winning. They made a decision by A) authority.

B) majority rule.

C) consensus.

D) plurality.

Answer: B Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Easy Skill: Understand the Concepts 10.22. Decision by _____ occurs when all group members agree that they can live with the chosen solution.

A) authority B) majority rule C) consensus D) cooperation Answer: C Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving

sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Easy Skill: Remember the Facts 10.23. Fern wants to work with a group of experts to find the best solution for a quality assurance problem with her company’s new product. However, the experts she wants to work with are all geographically distant from one another. In this circumstance, Fern should employ the A) nominal group technique.

B) quality circle method.

C) Delphi Method.

D) decision by consensus technique.

Answer: C Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Moderate Skill: Apply What You Know 10.24. The _____ group technique is a method of problem solving that uses limited discussion and confidential voting to obtain a group decision.

A) Delphi B) nominal C) Kaizen D) Shibumi Answer: B Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Easy Skill: Remember the Facts 10.25. Using the _____, a group problem-solving technique, the basic idea is that people who work on similar tasks will be better able to improve their departments or jobs by pooling their insights and working through problems they share.

A) Delphi method B) quality circle C) nominal group technique D) Kaizen method

Answer: B Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Easy Skill: Remember the Facts

True/False 10.26. A team rarely possesses all of the characteristics of the small group.

Answer: False Chapter: 10 Module: 10.1 Learning Objective: L.O. 10.1 Define small group, team, and virtual group or team and explain the advantages and disadvantages of groups and the nature of small group apprehension.

Topic: Preliminaries to Small Group Communication Difficulty: Easy Skill: Remember the Facts 10.27. One disadvantage of groups is the potential of perspective overload.

Answer: True Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy Skill: Remember the Facts 10.28. In the symposium format, each member delivers a prepared presentation much like a public speech.

Answer: True Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy

Skill: Remember the Facts 10.29. Group members operating within a high-context culture function BEST when using direct and explicit communication.

Answer: False Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy Skill: Remember the Facts 10.30. You have expert power over another when you have the ability to remove rewards or to administer punishments.

Answer: False Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Easy Skill: Remember the Facts 10.31 Parul came to the meeting armed with facts and statistics to back up her position.

The group members listened to her and voted in favor of her proposal. Parul used coercive power.

Answer: False Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Moderate Skill: Apply What You Know 10.32. In brainstorming, it is useful to strive for the highest quality of ideas.

Answer: False Chapter: 10 Module: 10.3 Learning Objective: L.O. 10.3 Define brainstorming and its four rules and the nature of focus groups.

Topic: Brainstorming and Focus Groups Difficulty: Easy Skill: Remember the Facts 10.33. Before any solutions are proposed, it is best to decide how to evaluate the proposed solutions.

Answer: True Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Moderate Skill: Understand the Concepts 10.34. Decision by consensus means unanimous agreement.

Answer: False Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Easy Skill: Remember the Facts 10.35. The Delphi method involves a group of workers whose task it is to investigate and make recommendations for improving the quality of some organizational function.

Answer: False Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Easy Skill: Remember the Facts

Essay 10.36. Discuss the stages in which small groups develop. Provide an example to illustrate each of the stages.

Answer: As in conversation, there are five small group stages: (1) opening, (2)

feedforward, (3) business, (4) feedback, and (5) closing. Examples will vary.

Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Difficult Skill: Apply What You Know 10.37. Define group norms and role expectations as they relate to building small group culture, including implicit and explicit rules. Where do you think these rules come from?

In what ways are they useful or harmful to group processes?

Answer: Group norms are rules or standards of behavior identifying which behaviors are considered appropriate (for example, being willing to take on added tasks or directing conflict toward issues rather than toward people) and which are considered inappropriate (for example, coming in late or not contributing actively). Sometimes these rules for appropriate behavior are explicit; they’re clearly stated in a company contract or policy, such as ―All members must attend department meetings.‖ Sometimes the rules are implicit; it is understood that members will be polite or well groomed. Norms that regulate a particular group member’s behavior, called role expectations, identify what each person in an organization is expected to do.

Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Difficult Skill: Analyze It 10.38. Discuss situations in which you have displayed at least three of the six types of power. Be sure to define the types of power in your response.

Answer: The six types of power discussed in the text are (1) legitimate, (2) referent, (3) reward, (4) coercive, (5) expert, and (6) information or persuasion power. You have legitimate power over another person when this person believes you have a right by virtue of your position (for example, you’re the appointed group leader) to influence or control his or her behavior. You have referent power over another person when that person wishes to be like you or identified with you. You have reward power over a person if you have the ability to give that person rewards—either material (money, promotions, jewelry) or social (love, friendship, respect). You have coercive power if you have the ability to remove rewards or to administer punishments. You possess expert power if group members regard you as having expertise or knowledge—whether or not you truly possess such expertise. You have information power, or persuasion power if you’re seen as someone who can communicate logically and persuasively.

Chapter: 10 Module: 10.2 Learning Objective: L.O. 10.2 Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

Topic: Small Group Stages, Formats, Culture, and Power Difficulty: Difficult Skill: Apply What You Know 10.39. Explain the four rules that relate to the initial idea-generating stage of brainstorming. Why is each rule necessary for a successful brainstorming session?

Answer: No evaluations are permitted at this stage. Quantity of ideas is the goal.

Combinations and extensions of ideas are encouraged. Freewheeling (i.e., developing as wild an idea as possible) is desirable.

Chapter: 10 Module: 10.3 Learning Objective: L.O. 10.3 Define brainstorming and its four rules and the nature of focus groups.

Topic: Brainstorming and Focus Groups Difficulty: Difficult Skill: Understand the Concepts 10.40. Describe the six steps in the problem-solving sequence.

Answer: Define and analyze the problem. Establish criteria for evaluating solutions.

Identify possible solutions. Evaluate solutions. Select the best solutions. Test selected solutions.

Chapter: 10 Module: 10.4 Learning Objective: L.O. 10.4 Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Topic: Problem-Solving Groups Difficulty: Difficult Skill: Understand the Concepts Chapter 11 Test Bank

Multiple Choice 11.1. The ―initiator-contributor,‖ ―information giver,‖ ―elaborator,‖ and ―coordinator‖ are all examples of specific ________ roles.

A) group task B) group building C) individual D) maintenance

Answer: A Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.2. The _____ summarizes what has been said and addresses the direction the group is taking.

A) elaborator B) coordinator C) orienter D) energizer Answer: C Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.3. The ―gatekeeper-expediter,‖ the ―standard setter,‖ and the ―group observer and commentator‖ are all examples of specific ________ roles.

A) group task B) group building and maintenance C) individual D) dysfunctional Answer: B Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts

11.4. Group building and maintenance functions are broken down into seven specific roles. The _____ mediates differences among group members.

A) encourager B) harmonizer C) compromiser D) follower Answer: B Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.5. Pat expresses negative evaluations of the actions of group members, is disagreeable, and boasts about his accomplishments. In these behaviors, Pat is primarily demonstrating traits associated with ________ roles.

A) group task B) group building C) individual D) group maintenance Answer: C Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Moderate Skill: Apply What You Know 11.6. All of the following are categories in interaction process analysis EXCEPT A) standard setter.

B) social-emotional negative contributions.

C) attempted answers.

D) questions.

Answer: A Chapter: 11 Module: 11.1

Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.7. In interaction process analysis, the natural opposite of the questions categories are the _______ categories.

A) socio-emotional positive B) socio-emotional negative C) attempted answers D) asks for opinions Answer: C Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.8. Which of the following is the BEST way to handle conflict in small groups?

A) When you disagree, keep your opinion to yourself unless you are asked about the issue directly.

B) When you disagree, make it clear your disagreement is with the person, not with the ideas expressed.

C) When someone disagrees with you, politely ignore his or her perspective.

D) When you disagree, make it clear your disagreement is with the solution suggested, not with the person who expressed it.

Answer: D Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.9. Which of the following guidelines is provided in the text for being critically openminded in a group interaction?

A) Members should come to a meeting with their minds already made up.

B) Members should be unwilling to alter or revise their suggestions after discussion occurs.

C) Members should come to the group with ideas and information but without firmly formulated conclusions.

D) Members can accept or reject suggestions without critically evaluating them, if that is their preferred method.

Answer: C Chapter: 11 Module: 11.1 Topic: Membership in Small Group Communication Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Difficulty: Moderate Skill: Understand the Concepts 11.10. All of the following behaviors are characteristic of groupthink EXCEPT A) members are pressured to go along with a decision or idea.

B) group members believe that all members are in unanimous agreement.

C) group members take turns playing devil’s advocate to test the adequacy of their solution.

D) members censor their own doubts.

Answer: C Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.11. At its meetings, the Department of Communication faculty members view themselves as invulnerable to dangers. In fact, they create rationalizations to avoid dealing with warnings or threats. They believe their group is moral and any opposition is immoral. This department is displaying symptoms of A) agreement preoccupation.

B) gatekeeping.

C) consensus syndrome.

D) groupthink.

Answer: D Chapter: 11 Module: 11.1

Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Moderate Skill: Apply What You Know 11.12. Which of the following is NOT a suggestion offered in the text for combating groupthink?

A) use illustrations to show that simple solutions will not work B) encourage members to voice disagreement C) reward members who voice disagreement or doubt D) assume that all members share the same interests and priorities Answer: D Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.13. In some groups, a(n) _____ leader steps forward to perform the duties of a leader without being asked or expected to. This person eventually becomes recognized by the group as the leader.

A) emergent B) charismatic C) functional D) alpha Answer: A Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.14. Which of the following is NOT a trait found to be associated with leadership, according to Hackman and Johnson?

A) intelligence B) dominance

C) honesty D) seriousness Answer: D Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.15. The ________ approach to leadership focuses on what the leader should do in a certain situation with respect to tasks such as group goals, giving direction to group members, and summarizing the group’s progress.

A) traits B) functional C) transformational D) situational Answer: B Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.16. Which of the following individuals is mentioned in the text as a transformational leader?

A) Richard Nixon B) John F. Kennedy C) Jimmy Carter D) Lyndon Johnson Answer: B Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Moderate

Skill: Understand the Concepts 11.17. The _____ approach to leadership focuses on the ways in which the leader elevates the group’s members, empowering them to achieve more.

A) functional B) transformational C) situational D) traits Answer: B Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.18. According to the situational approach to leadership, the two major responsibilities of a leader are accomplishing the task at hand and A) doing so in a timely manner.

B) ensuring that each member participates equally.

C) ensuring the satisfaction of the members.

D) resolving conflict.

Answer: C Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.19. The _____ approach to leadership argues that leaders must possess certain qualities if they’re to function effectively.

A) transformational B) traits C) functional D) situational Answer: B Chapter: 11 Module: 11.2

Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.20. All of the following are among the functions of a leader in small-group communication EXCEPT A) consider individual strengths.

B) activate the group agenda.

C) promote group interaction.

D) publicize the decisions of the group members.

Answer: D Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.21. Which of the following statements about group agendas is true?

A) The more formal the group, the less important the agenda becomes.

B) The agenda must be agreed upon by all group members.

C) An agenda is a list of the tasks the group wishes to devote attention to.

D) In formal business groups, the agenda will be neither detailed nor explicit.

Answer: C Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.22. All of the following are ways for leaders to empower others EXCEPT A) share skills.

B) encourage growth.

C) raise group members’ self-esteem.

D) avoid criticism.

Answer: D Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Moderate Skill: Understand the Concepts 11.23. In _____ cultures, the individual is less important; it’s the group that is the significant entity.

A) high-context B) low-context C) individualist D) collectivist Answer: D Chapter: 11 Module: 11.3 Learning Objective: L.O. 11.3 Explain the impact of culture on small group membership and leadership behavior.

Topic: Membership, Leadership, and Culture Difficulty: Easy Skill: Remember the Facts

11.24. In American culture, one might voice disagreement and be influenced by a belief that ―the squeaky wheel gets the grease.‖ In Asian culture, one might not voice disagreement and might be influenced, according to your author, by which of these beliefs?

A) When in doubt, do something.

B) Be willing to make hard and fast decisions.

C) The protruding nail gets pounded down.

D) You must wear your learning like a watch.

Answer: C Chapter: 11 Module: 11.3 Learning Objective: L.O. 11.3 Explain the impact of culture on small group membership and leadership behavior.

Topic: Membership, Leadership, and Culture Difficulty: Moderate Skill: Understand the Concepts 11.25. In the United States, the general and expected style for a group leader is

A) laissez-faire.

B) democratic.

C) authoritarian.

D) delegating.

Answer: B Chapter: 11 Module: 11.3 Learning Objective: L.O. 11.3 Explain the impact of culture on small group membership and leadership behavior.

Topic: Membership, Leadership, and Culture Difficulty: Moderate Skill: Understand the Concepts

True/False 11.26. In small groups, the task role of coordinator includes spelling out relationships among ideas and suggested solutions, and coordinating the activities of the different members.

Answer: True Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.27. The group task role for an elaborator is to present values and opinions and try to spell out what the values of the group should be.

Answer: False Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.28. The group-building and maintenance role for a compromiser is to mediate differences among group members.

Answer: False Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.29. In a small group, the standard setter keeps a record of the proceedings and uses this in the group’s evaluation of itself.

Answer: False Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.30. Individual roles are often considered counterproductive in small group communication.

Answer: True Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.31. Members can be more effective in the group if they center conflict on the opposing group members.

Answer: False Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.32. One sign of groupthink is that members censor their own doubts.

Answer: True Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.33. Leaders are born, not made.

Answer: False Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Easy Skill: Factual 11.34. Effective leadership depends on the leader’s assessment of the group’s ability and willingness to do the task.

Answer: True Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Easy Skill: Remember the Facts 11.35 It has been determined that because group membership and group identity are so important in collectivist cultures, it’s the group that makes important decisions.

Answer: False Chapter: 11

Module: 11.3 Learning Objective: L.O. 11.3: Explain the impact of culture on small group membership and leadership behavior.

Topic: Membership, Leadership, and Culture Difficulty: Moderate Skill: Understand the Concepts

Essay 11.36. Discuss three of the twelve specific group task roles. When have you performed these roles in group interactions?

Answer: The 12 group task roles are: Initiator–contributor Presents new ideas or new perspectives on old ideas, suggests new goals, or proposes new procedures or organizational strategies.

Information seeker Asks for facts and opinions and seeks clarification of the issues being discussed.

Opinion seeker Tries to discover the values underlying the group’s task.

Information giver Presents facts and opinions to the group members.

Opinion giver Presents values and opinions and tries to spell out what the values of the group should be.

Elaborator Gives examples and tries to work out possible solutions, trying to build on what others have said.

Coordinator Spells out relationships among ideas and suggested solutions and coordinates the activities of the different members.

Orienter Summarizes what has been said and addresses the direction the group is taking.

Evaluator–critic Evaluates the group’s decisions, questions the logic or practicality of the suggestions, and thus provides the group with both positive and negative feedback.

Energizer Stimulates the group to greater activity.

Procedural technician Takes care of various mechanical duties such as distributing group materials and arranging seating.

Recorder Writes down the group’s activities, suggestions, and decisions; he or she serves as the memory of the group.

Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Difficult Skill: Apply What You Know

11.37. The text lists six functions and skills that are necessary for effective small group communication. List and describe these.

Answer: The functions and skills are: be group or team oriented, center conflict on issues, be critically open-minded, ensure understanding, beware of groupthink, and move from member to leader.

Chapter: 11 Module: 11.1 Learning Objective: L.O. 11.1 Define and give examples of group task roles, group building and maintenance roles, and individual roles and identify the suggestions for effective group membership.

Topic: Membership in Small Group Communication Difficulty: Difficult Skill: Apply What You Know 11.38. Discuss the four approaches to leadership and explain which approach you prefer and why. Choose one well-known leader and classify his or her leadership approach into one of the four categories, making sure to explain how you determined his or her leadership approach.

Answer: The four approaches to leadership discussed in the text are the traits approach, the functional approach, the transformational approach, and the situational approach. Examples will vary.

Chapter: 11 Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Difficult Skill: Apply What You Know 11.39. Discuss the need, or lack of need, for an agenda in various types of groups.

When is an agenda most useful? What should be included in an agenda?

Answer: An agenda is an itemized listing of what the group should devote its attention to. In some cases, the supervisor or consultant or CEO prepares the agenda and simply presents it to the group; the group is then expected to follow the agenda item by item. In other cases, the group will develop its own agenda, usually as its first or second order of business. Generally, the more formal the group, the more important the agenda becomes. In informal groups the agenda may simply consist of general ideas in the minds of the members (for example, ―We’ll review the class assignment and then make plans for the weekend‖). In formal business groups the agenda will be much more detailed and explicit. Some agendas specify not only the items that must be covered but

also the order in which they should be covered and even the amount of time that should be devoted to each item.

Module: 11.2 Learning Objective: L.O. 11.2 Define leadership; distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

Topic: Leadership in Small Group Communication Difficulty: Difficult Skill: Analyze It 11.40. How do small group communication, membership, and leadership differ in other cultures? Give specific examples. In what ways can you be more aware of cultural influences in future group experiences?

Answer: Answers will vary, but should include the concepts of individualism and collectivism, member roles, belief systems and leadership styles.

Chapter: 11 Module: 11.3 Learning Objective: L.O. 11.3 Explain the impact of culture on small group membership and leadership behavior.

Topic: Membership, Leadership, and Culture Difficulty: Difficult Skill: Understand the Concepts

Chapter 12 Test Bank Multiple Choice 12.1. Using your text’s definition of organizations, which of the following statements is TRUE? A) It is one or more people.

B) It includes people working together.

C) It includes people competing against each other.

D) It is not organized.

Answer: B Chapter: 12 Module: 12.1 Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations Difficulty: Moderate Skill: Understand the Concepts 12.2 All of the following are characteristics of an organization EXCEPT

A) rules and regulations.

B) division of labor.

C) systems of rewards.

D) organizational alliances.

Answer: D Chapter: 12 Module: 12.1 Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations Difficulty: Moderate Skill: Understand the Concepts 12.3. In an organization, what characteristic explains how workers are increasingly specialized and are responsible for limited areas within a company?

A) rules and regulations B) division of labor C) system of rewards D) organizational culture Answer: B Chapter: 12 Module: 12.1 Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations Difficulty: Easy Skill: Remember the Facts 12.4. Sonny learned quickly that he should follow the cultural _____ of his employer when he was reprimanded for talking about getting drunk over the weekend.

A) beliefs B) rules C) icons D) foundations Answer: B Chapter: 12 Module: 12.1 Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations Difficulty: Moderate Skill: Apply What You Know 12.5. The term _____ refers to the process of sending and receiving verbal and nonverbal messages that convey meaning and that occur within an organizational context.

A) organizational communication B) cultural rules C) professional networks D) behavioral communication Answer: A Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, information overload, and information isolation and identify the suggestions for effective organizational message competence.

Topic: Organizational Messages Difficulty: Easy Skill: Remember the Facts 12.6. When Donna worked on the assembly line, she was regularly asked to report to her supervisor on her daily goal attainment. This is considered ________ communication.

A) rocket B) upward C) downward D) lateral Answer: B Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, information overload, and information isolation and identify the suggestions for effective organizational message competence.

Topic: Organizational Messages Difficulty: Moderate Skill: Apply What You Know 12.7. Prisha sent weekly emails to her employees informing them about issues that affected them within the company. This is a type of _____ communication.

A) rocket B) upward C) downward D) lateral Answer: C Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, information overload, and information isolation and identify the suggestions for effective organizational message competence.

Topic: Organizational Messages Difficulty: Moderate Skill: Apply What You Know 12.8. The doctors at Edward Hospital have regularly scheduled meetings to discuss cases and share information. This is ________ communication.

A) rocket B) informal C) grapevine D) lateral Answer: D Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, information overload, and information isolation and identify the suggestions for effective organizational message competence.

Topic: Organizational Messages Difficulty: Moderate Skill: Apply What You Know 12.9. Mo learned information about the company by speaking with secretaries and clerks in informal settings, such as in the lunchroom, or when passing by her coworkers’ cubicles. This is an example of what kind of message system?

A) grapevine B) mushroom C) mixing bowl D) information chain Answer: A Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, information overload, and information isolation and identify the suggestions for effective organizational message competence.

Topic: Organizational Messages Difficulty: Moderate Skill: Apply What You Know 12.10. There are rumors of downsizing an XYZ Corporation. The employees are anxious and uncertain about what the organization is going to do. Which type of communication are employees of XYZ Corporation most likely to use in this example?

A) formal communication B) upward communication C) grapevine D) downward communication

Answer: C Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Moderate Skill: Apply What You Know 12.11. All of the following are strategies for dealing with grapevine communication EXCEPT A) treat grapevine communication as tentative.

B) repeat only information that you know is true.

C) always assume what you say in the grapevine will get repeated.

D) avoid the grapevine at work.

Answer: D Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, information overload, and information isolation and identify the suggestions for effective organizational message competence.

Topic: Organizational Messages Difficulty: Moderate Skill: Understand the Concepts 12.12. In the _____ communication network, members may communicate with two members on either side; the network has no leader.

A) triangle B) circle C) wheel D) chain Answer: B Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Easy Skill: Remember the Facts

12.13. In the _____ communication network, messages may be sent only to the person next to you, and there are some power differences.

A) triangle B) circle C) wheel D) chain Answer: D Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Easy Skill: Factual 12.14. In the sales department at XYZ Corporation, all information must go through the sales manager. Salespeople do not communicate with one another. Which communication network does the sales department illustrate?

A) triangle B) circle C) wheel D) chain Answer: C Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Moderate Skill: Apply What You Know 12.15. Not only does Sandy feel overwhelmed by the data stream she deals with at work on her computer and her company-assigned cell phone, but the messages are often complex and ambiguous. She is experiencing A) information overload.

B) message isolation.

C) technology frustration.

D) maximum information flow.

Answer: A Chapter: 12 Module: 12.2

Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Moderate Skill: Apply What You Know 12.16. Which of the following is a guideline that will help you deal with information overload?

A) Pass along messages quickly without giving them too much thought.

B) Make multiple copies of all messages.

C) Save messages and deal with them later when you have more time.

D) Eliminate sources of unnecessary messages.

Answer: D Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Moderate Skill: Understand the Concepts 12.17. Juan continues to receive little to no information about his job tasks; he is stationed 150 miles from the main office and rarely hears from his supervisor. He is experiencing A) information overload.

B) information isolation.

C) homesickness.

D) grapevine communication.

Answer: B Chapter: 12 Module: 12.2 Learning Objective: L.O.12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Moderate Skill: Apply What You Know 12.18. Which of the following skills is associated with organizational message competence?

A) Listen briefly and make decisions quickly.

B) Avoid the grapevine.

C) Apologize when you make an error.

D) Contribute to information overload.

Answer: C Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Moderate Skill: Understand the Concepts 12.19. In cases of _____ harassment, opportunities may be made dependent on the granting of sexual favors.

A) quid pro quo B) hostile environment C) negation D) crisis Answer: A Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying, and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Easy Skill: Remember the Facts 12.20. Which of the following is a suggestion in the textbook for dealing with sexual harassment?

A) transfer to another department B) collect evidence C) avoid the harasser D) keep it to yourself Answer: B Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Moderate Skill: Understand the Concepts

12.21. Workplace bullying includes all of the following behaviors EXCEPT A) negative facial expressions.

B) being supervised more closely than others.

C) being excluded from social functions.

D) being required to work overtime.

Answer: D Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying, and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Easy Skill: Understand the Concepts 12.22. The process of developing contacts to aid in problem solving and information collecting is known as A) mentoring.

B) networking.

C) value congruence.

D) organizational competence.

Answer: B Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying, and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Easy Skill: Remember the Facts 12.23. Which of the following is a principle for effective networking?

A) Start with people you’ve wanted to meet.

B) Maintain the power advantage in the relationship.

C) Wait for contacts to come to you.

D) Create folders, files, and directories.

Answer: D Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Moderate Skill: Understand the Concepts 12.24. Which of the following relationship competence skills for the workplace is recommended by the text?

A) Watch for and report office romances.

B) Self-disclose openly.

C) Watch out for ethnocentrism on your part.

D) Avoid the display of value congruence.

Answer: C Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Moderate Skill: Understand the Concepts 12.25. Bob always talks about the company’s values and expresses his support for the organization. He is engaging in A) self-satisfaction.

B) positioning.

C) value congruence.

D) the grapevine.

Answer: C Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Moderate Skill: Apply What You Know

True/False 12.26. Organizations do not typically have an influence on public policy.

Answer: False Chapter: 12 Module: 12.1

Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations Difficulty: Easy Skill: Remember the Facts 12.27. An organization is composed of people in the same physical area within visual contact of each other.

Answer: False Chapter: 12 Module: 12.1 Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations Difficulty: Easy Skill: Remember the Facts 12.28. People in an organization are by definition working on compatible goals.

Answer: True Chapter: 12 Module: 12.1 Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations Difficulty: Easy Skill: Remember the Facts 12.29. Company policies regarding vacation leave and health benefits are examples of rules and regulations.

Answer: True Chapter: 12 Module: 12.1 Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations Difficulty: Easy Skill: Remember the Facts 12.30. When you perform a job well and are rewarded with bonuses, pay raises, a corner office, a better parking space, or a promotion, this is an example of the system of rewards and consequences.

Answer: True Chapter: 12 Module: 12.1 Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations

Difficulty: Moderate Skill: Understand the Concepts 12.31. A faculty member reporting to the dean is an example of upward communication.

Answer: True Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Easy Skill: Remember the Facts 12.32. ―Technostress‖ is a new term that denotes anxiety and stress when dealing with grapevine communication.

Answer: False Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Easy Skill: Remember the Facts 12.33. Fred attends monthly luncheons with other human resource managers to share information about issues related to the field and to find out what companies are hiring.

This is an example of mentoring.

Answer: False Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Moderate Skill: Apply What You Know 12.34. A survey mentioned in the text found that most people felt that office romances created problems.

Answer: False

Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying, and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Easy Skill: Remember the Facts 12.35. Mary was the only female employee in her office, and the men constantly talked about women in ways that made her uncomfortable. This is an example of hostile environment harassment.

Answer: True Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying, and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Moderate Skill: Apply What You Know

Essay 12.36. Describe an organization. Use an example of an organization to which you belong or have belonged to illustrate the four characteristics of an organization.

Answer: The text defines an organization as having four characteristics: an organization is (1) an organized (2) group of people (3) who work together (4) to achieve compatible goals. Specific examples will vary.

Chapter: 12 Module: 12.1 Learning Objective: L.O. 12.1 Define organization and identify its major characteristics.

Topic: Organizations Difficulty: Difficult Skill: Apply What You Know 12.37. What is grapevine communication? Describe strategies to deal with grapevine communication. In what ways do you think the grapevine is useful and in what ways is it harmful to members of an organization?

Answer: The text defines grapevine communication as an informal mode of communication concerning job-related issues discussed in a more inter-personal setting. Several strategies for dealing with office grapevine communication are listed:

understand grapevine purposes, treat grapevine information as tentative, repeat with discretion, tap into the grapevine, and assume your messages will be repeated.

Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Moderate Skill: Understand the Concepts 12.38. Discuss communication networks and identify the five types. Illustrate an example of one type using a diagram.

Answer: The text defines communication networks as configurations of channels through which messages pass from one person to another. The five types of communication networks are as follows: 1) Circle, in which members may communicate with the two members on either side. 2) Wheel, in which all messages must go through the central position or leader. 3) Y, in which messages pass mainly to the third person at the bottom. 4) Chain, in which messages may be sent only to the person next to you.

5) All-channel or Star, in which each member may communicate with any other member.

Chapter: 12 Module: 12.2 Learning Objective: L.O. 12.2 Define formal communication, grapevine communication, and information isolation; apply the suggestions for organizational message competence to your own workplace messages.

Topic: Organizational Messages Difficulty: Difficult Skill: Analyze It 12.39. Explain the two forms of sexual harassment and the impact they can have on a workplace.

Answer: The text lists two forms of sexual harassment: quid pro quo and hostile environment harassment. In quid pro quo harassment, employment opportunities may be made dependent on the granting of sexual favors. Hostile environment harassment is a broader category and includes all sexual behaviors, verbal and nonverbal, that may make a worker uncomfortable.

Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Difficult

Skill: Understand the Concepts 12.40. Explain organizational relationship competence and describe at least five skills necessary to accomplish this competence.

Answer: Ten skills are necessary to accomplish organizational relationship competence.

They are: 1) Be a mentor and a network giver as well as a protégé and network seeker.

2) Be supportive of your coworkers; avoid being either overly critical or unconcerned with their specific jobs. 3) Exercise caution in the development of office romances, and understand your company’s policies regarding such relationships. 4) Self-disclose selectively, and be especially careful with disclosures that may be negative or may be too intimate for the relationship you have with your colleagues. 5) Although there are exceptions, it’s generally best to avoid bringing your relationship problems to work with you. 6) Learn the cultural rules of the organization, and un- less there’s an outstanding reason, don’t break them. 7) Stress the positive, and be friendly, helpful and generally positive. 8) Remember that your colleagues may one day be your superiors, or you may be theirs. 9) Relate to others at your appropriate relationship stage. 10) Watch out for any ethnocentrism on your part.

Chapter: 12 Module: 12.3 Learning Objective: L.O. 12.3 Explain the nature of mentoring, networking, work-place romance, bullying and sexual harassment and identify some suggestions for organizational relationship competence.

Topic: Organizational Relationships Difficulty: Difficult Skill: Analyze It Chapter 13 Test Bank Multiple Choice 13.1. Interpersonal conflict occurs in all of the following situations EXCEPT A) when people are interdependent.

B) when people perceive their goals to be incompatible.

C) when people perceive each other as interfering with the attainment of their own goals.

D) when people have a long history of working together.

Answer: D Chapter: 13 Module: 13.1 Learning Objective: L.O. 13.1 Define interpersonal conflict and its various types.

Topic: Interpersonal, Group, and Workplace Conflict Difficulty: Moderate Skill: Understand the Concepts

13.2. One implication of interdependence is ________, and it occurs in every interpersonal relationship.

A) competition B) conflict C) overload D) challenge Answer: B Chapter: 13 Module: 13.1 Learning Objective: L.O. 13.1 Define interpersonal conflict and its various types.

Topic: Interpersonal, Group, and Workplace Conflict Difficulty: Easy Skill: Remember the Facts 13.3. Which form of online conflict, especially common in newsgroups, involves sending messages that personally attack another user?

A) spamming B) flaming C) junking D) repeating Answer: B Chapter: 13 Module: 13.1 Learning Objective: L.O. 13.1 Define interpersonal conflict and its various types.

Topic: Interpersonal, Group, and Workplace Conflict Difficulty: Easy Skill: Remember the Facts 13.4. _____ conflicts can occur when one member dominates the group, when several members battle for control, or when some members refuse to participate.

A) Procedural B) People C) Online D) Content Answer: B Chapter: 13 Module: 13.1 Learning Objective: L.O. 13.1 Define interpersonal conflict and its various types.

Topic: Interpersonal, Group, and Workplace Conflict Difficulty: Easy Skill: Remember the Facts 13.5. What type of conflict involves disagreements over who is in charge of the group?

A) procedural B) people C) relationship D) content Answer: A Chapter: 13 Module: 13.1 Learning Objective: L.O. 13.1 Define interpersonal conflict and its various types.

Topic: Interpersonal, Group, and Workplace Conflict Difficulty: Easy Skill: Remember the Facts 13.6. What type of conflict centers on objects, events, and persons in the world that are usually, but not always, external to the parties involved in the conflict?

A) content B) relationship C) online D) procedural Answer: A Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Easy Skill: Remember the Facts 13.7. Which of the following represents a negative aspect of conflict?

A) Conflict forces us to examine a problem and work toward a conclusion.

B) Conflict communicates commitment and a desire to preserve the relationship.

C) Conflict may lead us to close off from the other person.

D) Conflict prevents hostilities and resentments from festering.

Answer: C Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Moderate Skill: Understand the Concepts 13.8. The _____ context of conflict concerns, for example, whether you deal with the conflict in public or in private.

A) physical B) socio-psychological

C) temporal D) cultural Answer: A Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Easy Skill: Remember the Facts 13.9. The _____ context of conflict may deal with whether the conflict took place after a hard day of work or after an enjoyable dinner.

A) physical B) socio-psychological C) temporal D) cultural Answer: C Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Easy Skill: Remember the Facts 13.10. If the atmosphere is one of equality, a conflict is likely to progress very differently than it would in an atmosphere of inequality. This demonstrates the importance of the _____ context of conflict.

A) physical B) socio-psychological C) temporal D) cultural Answer: B Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Moderate Skill: Understand the Concepts 13.11. Jeannette hated to give up in an argument until she felt she had won. This is the _______ conflict style.

A) avoiding B) competing

C) accommodating D) manipulating Answer: B Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Moderate Skill: Apply What You Know 13.12. Jesse sees conflicts as a way to show her love by sacrificing her own needs for those of her partner. Which conflict style does Jesse use?

A) compromising B) competing C) accommodating D) collaborating Answer: C Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Moderate Skill: Apply What You Know 13.13. In the _____ conflict style, you seek a solution that will meet both parties’ needs, described as ―I win, you win.‖ A) compromising B) competing C) accommodating D) collaborating Answer: D Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Easy Skill: Remember the Facts 13.14. Which of the following factors should you consider before, rather than after, a conflict?

A) whether or not you need extra space when upset B) whether or not people need a cooling-off period C) the fight strategies that aggravated the situation

D) the beliefs you hold that might need to be reexamined Answer: D Chapter: 13 Module: 13.3 Learning Objective: L.O. 13.3 Identify the suggestions for managing conflict.

Topic: Preliminaries to Conflict Management Difficulty: Moderate Skill: Understand the Concepts 13.15. Once a conflict is negotiated, you should A) forget the conflict, since it’s over.

B) blame yourself if you were the cause of the conflict.

C) demonstrate your positive feelings.

D) be happy that another conflict is not likely to follow.

Answer: C Chapter: 13 Module: 13.3 Learning Objective: L.O. 13.3 Identify the suggestions for managing conflict.

Topic: Preliminaries to Conflict Management Difficulty: Moderate Skill: Understand the Concepts 13.16. All of the following influence your choice of conflict strategies, EXCEPT your A) emotional state.

B) family history.

C) gender.

D) communication competence.

Answer: C Chapter: 13 Module: 13.3 Learning Objective: L.O. 13.3 Identify the suggestions for managing conflict.

Topic: Preliminaries to Conflict Management Difficulty: Moderate Skill: Understand the Concepts 13.17. Which of the following is the most desirable outcome in conflict resolution?

A) win-lose solution B) win-win solution C) resolution D) negotiation Answer: B Chapter: 13

Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 13.18. When nonnegotiation takes the form of pressing your own point of view until the other person gives in, it is called A) avoidance.

B) steamrolling.

C) blasting.

D) hammering.

Answer: B Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 13.19. The productive alternative to blame is _____, when you try to take on another person’s perspective during conflict.

A) gunnysacking B) spontaneity C) acceptance D) empathy Answer: D Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 13.20. Wei hated to argue, so he waited until something happened that made him really angry, then he pointed out all the things that bothered him about his partner’s behavior.

This is an unproductive conflict strategy called A) silencing.

B) blaming.

C) gunnysacking.

D) attacking.

Answer: C Chapter: 13

Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Moderate Skill: Apply What You Know 13.21. A person practicing _____ withholds love and affection from his or her opponent in conflict and seeks to win the argument by getting the other person to break down in the face of this withdrawal.

A) gunnysacking B) manipulation C) silencing D) personal rejection Answer: D Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 13.22. Chris knows that Marta struggles with infertility issues and is very sensitive about the topic. In order to disarm Marta during a conflict, Chris brings up her inability to have children. This is known as A) gunnysacking.

B) manipulation.

C) beltlining.

D) silencing.

Answer: C Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Difficult Skill: Apply the Facts 13.23. Calling another person incompetent or untrustworthy during a conflict is characteristic of a _____ conflict strategy.

A) face orientation B) face-detracting C) face-maintaining D) face-enhancing Answer: B

Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Moderate Skill: Understand the Concepts 13.24. _____ is a method of winning an argument by inflicting psychological pain and attacking the other’s self-concept.

A) Argumentativeness B) Debating C) Verbal violence D) Verbal aggressiveness Answer: D Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 13.25. Your willingness to stand up for a point of view and your tendency to speak your mind on significant issues is known as A) argumentativeness.

B) debate orientation.

C) dialectics.

D) verbal aggressiveness.

Answer: A Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts

True/False 13.26. Interpersonal conflict may occur when people see the other person as interfering with their own chances of achieving their goal.

Answer: True Chapter: 13 Module: 13.1

Learning Objective: L.O. 13.1 Define interpersonal conflict and its various types.

Topic: Interpersonal, Group, and Workplace Conflict Difficulty: Easy Skill: Remember the Facts 13.27. Procedural conflicts occur when several group members are battling for control of the group.

Answer: False Chapter: 13 Module: 13.1 Learning Objective: L.O. 13.1 Define interpersonal conflict and its various types.

Topic: Interpersonal, Group, and Workplace Conflict Difficulty: Easy Skill: Remember the Facts 13.28. Many conflicts contain elements of both content and relationship conflicts.

Answer: True Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Easy Skill: Remember the Facts 13.29. In the collaborating style of conflict, you express little concern for your own needs, and accommodate the other person’s needs.

Answer: False Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Easy Skill: Remember the Facts 13.30. Compromise represents a win-win solution.

Answer: False Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Easy Skill: Remember the Facts

13.31. The work of conflict management is over once the conflict is resolved.

Answer: False Chapter: 13 Module: 13.3 Learning Objective: L.O. 13.3 Identify the suggestions for managing conflict.

Topic: Preliminaries to Conflict Management Difficulty: Easy Skill: Remember the Facts 13.32. Nonnegotiation is a type of avoidance.

Answer: True Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 13.33. Force is always a physical unproductive strategy.

Answer: False Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 13.34. It is BEST to express your feelings spontaneously in conflict situations.

Answer: True Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 13.35. Protecting our image (or face), especially in the midst of conflict, is important to everyone, but especially important to members of the collectivist cultures of Asia.

Answer: True Chapter: 13

Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts

Essay 13.36. Explain the differences between content and relationship conflicts. Provide an example of a conflict that includes elements of both content and relationship conflicts.

Answer: The text explains that content conflicts center on objects, events and persons that are usually, but not always, external to the parties involved in the conflict, while relationship conflicts are concerned with the relationship between individuals. Specific examples will vary.

Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Difficult Skill: Apply What You Know 13.37. Discuss the negatives and positives of conflict along with conflict management.

Include fighting strategies to illustrate your discussion. Have your beliefs about conflict changed as a result of this class? How? Answer: The text lists several negatives of conflict: many conflicts involve unfair fighting methods and are focused largely on hurting the other person. Conflict can also lead one to close themselves off from the other person, preventing meaningful communication from taking place and making rewards difficult to exchange. Some of the positives of conflict include forcing one to examine a problem and work toward a solution, and the relationship may emerge stronger and more satisfying than before. Conflict can lead participants to become stronger, more confident and better able to stand up for themselves, and through conflict one can stop resentment from increasing and let their needs be known. Specific examples will vary.

Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Moderate Skill: Understand the Concepts 13.38. Discuss the various contexts of conflict. Elaborate on how cultural context influences conflict.

Answer: The text discusses several conflict contexts, including: 1) The physical contextsuch as private vs. public. 2) The socio-psychological context, such as friendly vs. hostile. 3) The temporal context, detailing when the conflict is taking place. 4) The cultural context, in which the surrounding culture affects the particulars of the conflict.

Cultural orientation and cultural norms are heavy factors in many different types of conflict.

Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Moderate Skill: Understand the Concepts 13.39. Discuss the different conflict styles. Include in your discussion situations in which you would use each of the styles.

Answer: The text discusses several conflict styles, including: 1) Competing, or ―I win you lose‖ style, in which only personal victory matters. 2) Avoiding, or ―I lose you lose‖ style, in which one avoids real communication about the problem and generally withdraws. 3) Accommodating, or ―I lose you win‖ style, in which one sacrifices their own needs for the needs of others. 4) Collaborating, or ―I win you win‖ style, which enables both participants’ needs to be met.

Chapter: 13 Module: 13.2 Learning Objective: L.O. 13.2 Explain the four principles of conflict.

Topic: Principles of Conflict Difficulty: Difficult Skill: Apply What You Know 13.40. Identify at least three unproductive conflict management strategies and their productive alternatives. Illustrate your response with concrete examples from everyday life and from your personal experience.

Answer: The text lists ten nonproductive strategies and their productive alternatives, as follows: 1) Win-lose strategies, and their alternative win-win solutions. The latter leads to mutual rewards and eliminates feelings of resentment. 2) Avoidance, or avoiding conflict, and its productive alternative, active fighting. 3) Force, both emotional and physical, and its productive alternative in the form of talk. 4) Blame, which does nothing to resolve the conflict, and its productive alternative empathy, in which one feels what the other is feeling. 5) Gunnysacking, or the practice of storing up grievances so as to unload them at another time, and its productive alternative present focus: keeping focus on the issue at hand. 6) Manipulation, or an avoidance of open conflict by emotional manipulation, and its productive alternative spontaneity and honesty. 7) Personal rejection, or withdrawing in order to make the other participant break down, and its productive alternative acceptance, in which one expresses positive feelings. 8) Fighting below the belt or ―beltlining‖, deliberately seeking to hurt the other person, and its

alternative fighting above the belt, in which the other person can absorb the blow. 9) Face-detracting strategies, in which one attacks the other’s need for positive face, and their alternative in face-enhancing strategies, which help the other person maintain a positive image. 10) Verbal aggressiveness, in which one attacks the other’s selfconcept, and its alternative argumentativeness, which refers to one’s willingness to argue for a point of view. Specific examples will vary.

Chapter: 13 Module: 13.4 Learning Objective: L.O. 13.4 Explain the various conflict strategies.

Topic: Ten Conflict Management Strategies Difficulty: Difficult Skill: Apply What You Know Chapter 14 Test Bank Multiple Choice 14.1. In _____, a speaker presents a relatively continuous message to a relatively large audience in a unique context.

A) virtual communication B) public speaking C) intrapersonal communication D) interpersonal communication Answer: B Chapter: 14 Module: 14.1 Learning Objective: L.O. 14.1 Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

Topic: Introducing Public Speaking Difficulty: Easy Skill: Remember the Facts 14.2. By studying public speaking, you can potentially benefit in all of the following areas EXCEPT A) social abilities.

B) academic skills.

C) career skills.

D) conflict resolution.

Answer: D Chapter: 14 Module: 14.1

Learning Objective: L.O. 14.1 Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

Difficulty: Moderate Skill: Understand the Concepts 14.3. Olive didn’t mind speaking in front of her class, but when she had to give a speech to the school board, she panicked. This is an example of A) trait communication apprehension.

B) state communication apprehension.

C) communication argumentation.

D) communication aversion.

Answer: B Chapter: 14 Module: 14.1 Learning Objective: L.O. 14.1 Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

Difficulty: Moderate Skill: Apply What You Know 14.4. All of the following are suggestions the text recommends to help you reduce your public speaking apprehension EXCEPT A) standing still.

B) gaining experience.

C) reducing your self-focus.

D) stressing similarities with the audience.

Answer: A Chapter: 14 Module: 14.1 Learning Objective: L.O. 14.1 Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

Difficulty: Moderate Skill: Understand the Concepts 14.5. According to the text, the most important criterion of a good topic is that it is A) appropriate.

B) culturally sensitive.

C) substantive.

D) exciting.

Answer: C Chapter: 14

Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Easy Skill: Remember the Facts 14.6. The BEST way to determine whether your speech topic is _____ is to ask yourself if—given what audience members already know about you and what you’ll tell them during your speech—your listeners will see you as a knowledgeable and believable spokesperson on the topic.

A) substantive B) culturally sensitive C) interesting D) appropriate Answer: D Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Moderate Skill: Understand the Concepts 14.7 _____ is a technique that involves asking questions about your general subject to help you see divisions.

A) Diagramming B) Brainstorming C) Topoi D) A word cloud Answer: C Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Easy Skill: Remember the Facts 14.8. Which is, according to the textbook, NOT usually seen as an aim of informative speeches?

A) to clarify B) to change behavior C) to enlighten

D) to define a concept Answer: B Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Easy Skill: Remember the Facts 14.9. Which of the following is the most effective specific purpose?

A) to persuade my audience to be generous B) to persuade my audience to contribute a book to the next local library fund-raiser C) to persuade my audience to contribute to a cause D) to persuade my audience to contribute a book Answer: B Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Moderate Skill: Understand the Concepts 14.10. The _____ of a speech is the central idea, theme, or essence of the speech.

A) general purpose B) specific purpose C) thesis D) topic Answer: C Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Easy Skill: Remember the Facts 14.11. Which of the following is an example of a thesis statement?

A) reducing bills B) to inform C) to inform my audience of three ways to save on their phone bills D) You can reduce your phone bills in three ways.

Answer: D Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Moderate Skill: Understand the Concepts 14.12. The thesis and the purpose of a speech differ in three ways: their form of expression, their concern for practical limitations, and their A) channel.

B) audience.

C) scope.

D) focus.

Answer: D Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Moderate Skill: Understand the Concepts 14.13. Audience _____ involves constructing a profile of the audience’s sociological or demographic characteristics.

A) scrutiny B) analysis C) evaluation D) bias Answer: B Chapter: 14 Module: 14.3 Learning Objective: L.O. 14.3 Identify the sociological and psychological characteristics of an audience that need to be analyzed.

Topic: Step 2: Analyze Your Audience Difficulty: Easy Skill: Remember the Facts 14.14. The textbook lists five major sociological variables for analyzing your audience.

Which of the following is NOT one of them?

A) cultural factors B) age

C) socioeconomic status D) gender Answer: C Chapter: 14 Module: 14.3 Learning Objective: L.O. 14.3 Identify the sociological and psychological characteristics of an audience that need to be analyzed.

Topic: Step 2: Analyze Your Audience Difficulty: Moderate Skill: Understand the Concepts 14.15. The effect of _____ is a difficult audience variable to analyze given the rapid social changes in recent decades.

A) gender B) religion C) age D) culture Answer: A Chapter: 14 Module: 14.3 Learning Objective: L.O. 14.3 Identify the sociological and psychological characteristics of an audience that need to be analyzed.

Topic: Step 2: Analyze Your Audience Difficulty: Easy Skill: Remember the Facts 14.16. The sociological factor of _____ permeates all topics and all issues, including birth control, abortion, censorship, divorce, and obedience to authority.

A) gender B) religion C) age D) affectional orientation Answer: B Chapter: 14 Module: 14.3 Learning Objective: L.O. 14.3 Identify the sociological and psychological characteristics of an audience that need to be analyzed.

Topic: Step 2: Analyze Your Audience Difficulty: Easy Skill: Remember the Facts

14.17. For Xenia’s speech on child abuse, she referenced parts of a television interview with Oprah Winfrey in which she told about being abused. This interview is ________ source material.

A) primary B) secondary C) tertiary D) fictional Answer: A Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Moderate Skill: Understand the Concepts 14.18. Which of the following is an example of a tertiary source?

A) a television news report on corporation’s earnings B) an encyclopedia article C) a corporation’s annual report D) an eyewitness report of an accident Answer: B Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Moderate Skill: Understand the Concepts 14.19. Mateo is preparing a speech on the use of executive orders by current and past presidents. Which of these would be a good place to begin for information on this topic?

A) encyclopedias B) the open Web C) biographical materials D) personal interviews Answer: B Chapter: 14 Module: 14.4

Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Moderate Skill: Understand the Concepts 14.20. Alison has a fashion blog in which she shares her tips for finding economical clothing and accessories. Blogs are part of the _______ Web. A) public B) shared C) social D) surface Answer: C Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Moderate Skill: Understand the Concepts 14.21. Which of the following is an example of a primary source?

A) a research report in an academic journal B) a book review C) an encyclopedia entry D) a newspaper article reporting on recent communication research Answer: A Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Difficult Skill: Apply What You Know 14.22. Which of the following is an example of a secondary source?

A) a research report in an academic journal B) a summary of research appearing in a popular magazine C) an encyclopedia entry D) a corporation’s annual report

Answer: B Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Difficult Skill: Apply What You Know 14.23. One of the best general reference works is the _____, which provides a general overview of your subject and suggestions for additional reading.

A) biographical material B) news source C) encyclopedia D) interview Answer: C Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Easy Skill: Remember the Facts 14.24. Associated Press, Reuters, United Press International, and PR Newswire are all A) news wire services.

B) online news networks.

C) newspaper websites D) newsmagazines Answer: A Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Easy Skill: Remember the Facts 14.25. The textbook suggests you examine all of these concepts in order to critically evaluate Internet resources EXCEPT A) quantity.

B) sufficiency.

C) fairness.

D) currency.

Answer: A Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Moderate Skill: Understand the Concepts

True/False 14.26. Public speaking is a relatively new area of study.

Answer: False Chapter: 14 Module: 14.1 Learning Objective: L.O. 14.1 Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

Difficulty: Easy Skill: Remember the Facts 14.27. Trait communication apprehension is experienced only in certain situations, such as public speaking.

Answer: False Chapter: 14 Module: 14.1 Learning Objective: L.O. 14.1 Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Easy Skill: Remember the Facts 14.28. Adequate preparation for a speech can help to reduce communication apprehension related to public speaking.

Answer: True Chapter: 14

Module: 14.1 Learning Objective: L.O. 14.1 Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Easy Skill: Remember the Facts 14.29. After you have selected your topic, purposes and thesis, the next step in preparing a speech is researching your topic.

Answer: False Chapter: 14 Module: 14.1 Learning Objective: L.O. 14.1 Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Easy Skill: Remember the Facts 14.30. After you have established your specific purpose, you should identify your general purpose.

Answer: False Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Easy Skill: Remember the Facts 14.31. A thesis is essentially the same as a specific purpose.

Answer: False Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Easy Skill: Remember the Facts 14.32. To analyze your audience, you should consider sociological factors such as age, gender, and religion.

Answer: True Chapter: 14 Module: 14.3 Learning Objective: L.O. 14.3 Identify the sociological and psychological characteristics of an audience that need to be analyzed.

Topic: Step 2: Analyze Your Audience Difficulty: Easy Skill: Remember the Facts 14.33. Research serves the important function of helping you persuade your listeners by making you appear more believable.

Answer: True Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Moderate Skill: Understand the Concepts 14.34. When giving a citation in a speech, you should lead with a transition like, ―I have a quote to read to you.‖ Answer: False Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Easy Skill: Remember the Facts 14.35. With the advent of online libraries, physical libraries have ceased to serve a purpose.

Answer: False Chapter: 14 Module: 14.4 Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic

Difficulty: Moderate Skill: Understand the Concepts Essay 14.36. Briefly discuss the benefits of public speaking. Have you experienced any of these benefits from your public speaking experiences so far? Explain your answer.

Answer: The text illustrates several benefits of public speaking. Through public speaking, the reader can improve his or her public speaking abilities, personal and social abilities, and academic and career skills. Personal experiences will vary.

Chapter: 14 Module: 14.1 Learning Objective: L.O. 14.1 Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

Difficulty: Difficult Skill: Apply What You Know 14.37. Discuss communication apprehension in general and then in relation to public speaking. What suggestions are offered to combat public speaking apprehension?

Which suggestions have you used to combat apprehension in earlier presentations and which do you intend to use in upcoming presentations?

Answer: The text defines communication apprehension in two different forms. Trait apprehension is a general fear of communication, regardless of the specific situation.

State apprehension is a fear that is specific to a given communication situation. The text offers several suggestions to combat apprehension, including: 1) Reduce the newness of public speaking by gaining experience. 2) Reduce your self-focus by visualizing public speaking as a conversation. 3) Affirm yourself. 4) Power pose to give yourself added confidence. 5) Take a long-distance view by visualizing the situation 5 or 10 years from now. 6) Reduce your fear of failure by thoroughly preparing and practicing.

7) Reduce your anxiety by moving about and breathing deeply. 8) Avoid chemicals as tension relievers.

Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Difficult Skill: Understand the Concepts 14.38. Choose a specific topic for a presentation. Write a general purpose, specific purpose, and thesis for this topic. What sources would you consult to research this topic?

Answer: A general purpose is dictated by the situation, the audience, and the nature of the job. The specific purpose identifies more precisely what the speaker aims to accomplish. The thesis is the central idea of the speech.

Chapter: 14 Module: 14.2 Learning Objective: L.O. 14.2 Explain the characteristics of good public speaking topics, purposes, and theses.

Topic: Step 1: Select Your Topic, Purposes, and Thesis Difficulty: Difficult Skill: Apply What You Know 14.39. Explain the process of audience analysis. Provide an example of a speech topic and the aspects of the audience that may affect the construction and outcome of such a speech.

Answer: Audience analysis begins with constructing an audience profile in which the speaker analyzes the audience members’ sociological or demographic characteristics.

Breaking down the sociology of the audience involves examining 5 major sociological or demographic variables: cultural factors, age, gender, affectional orientation, and religion. The next step involves analyzing the psychology of the audience: How willing are they to listen? How favorable are they to the ideas? How knowledgeable are they about the subject? The final step involves analysis during the speech itself, for which the text provides a few suggestions. Focusing on listeners as message senders, addressing audience responses directly, and using answers to ―what if‖ questions are all strategies for audience analysis.

Chapter: 14 Module: 14.3 Learning Objective: L.O. 14.3 Identify the sociological and psychological characteristics of an audience that need to be analyzed.

Topic: Step 2: Analyze Your Audience Topic: Step 3: Research Your Topic Difficulty: Difficult Skill: Apply What You Know 14.40. Discuss at least three of the five questions you should ask when evaluating Internet resources. How would you go about answering each of these questions?

Answer: The text calls for the reader to evaluate Internet resources based on five criteria, which read as follows: 1) Fairness. Does the author of the material present the information fairly and objectively, or is there a bias favoring one position? 2) Accuracy.

Is the presented information accurate? 3) Currency. When was the information published? When were the sources that are cited in the article written? 4) Qualifications.

Does the author have the necessary credentials? 5) Sufficiency. Is the information sufficient to establish the claim or conclusion?

Chapter: 14 Module: 14.4

Learning Objective: L.O. 14.4 Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Topic: Step 3: Research Your Topic Difficulty: Moderate Skill: Understand the Concepts Chapter 15 Test Bank Multiple Choice 15.1. _____ are brief specific forms of support that can be real or hypothetical.

A) Testimonies B) Examples C) Narratives D) Illustrations Answer: B Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts 15.2. _____ is a specific form of support told in a story-like form.

A) A testimony B) An example C) A narrative D) An illustration Answer: C Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1: Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts 15.3. In using examples, illustrations, and narratives, it is important to A) stress the relevancy of the material to your audience.

B) present real and hypothetical examples in the same way.

C) always create extended examples to add the most clarity.

D) avoid the use of hypothetical examples.

Answer: A Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Moderate Skill: Understand the Concepts 15.4. In her speech about how to handle decreased funding in higher education, Susan compared her university’s situation to another university in her state. She is using a A) figurative analogy.

B) narrative.

C) definition.

D) literal analogy.

Answer: D Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Moderate Skill: Apply What You Know 15.5. Jacob defined the term artificial intelligence by citing a leading researcher in the field’s explanation of the concept. He is using definition by A) authority.

B) negation.

C) specific examples.

D) testimony.

Answer: A Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Moderate Skill: Apply What You Know 15.6. When you use _____, you use the opinions of experts or the accounts of eyewitnesses to support your main points.

A) examples B) narration C) statistics

D) testimony Answer: D Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts 15.7. Which of the following is recommended by the text when using numerical data in a speech?

A) Use numerical data whenever possible.

B) Don’t use numerical data.

C) Use complete figures for accuracy, don’t round them off.

D) Reinforce your numerical data with a presentation aid.

Answer: D Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Moderate Skill: Understand the Concepts 15.8. Presentation aids do all of the following EXCEPT A) contribute to credibility and confidence.

B) reinforce your message.

C) increase communication apprehension.

D) help you gain attention and maintain interest.

Answer: C Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Moderate Skill: Understand the Concepts 15.9. As a general rule (to which there are many exceptions), the BEST presentation aid is A) a model.

B) a graph.

C) a word chart.

D) the object itself.

Answer: D Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts 15.10. _____ are useful presentation aids for showing differences over time or for comparing different amounts or sizes.

A) Word charts B) Models C) Graphs D) Flipcharts Answer: C Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts 15.11. Carol displayed her presentation aid throughout her speech, even though she only referred to it in the beginning. Which suggestion for using presentation aids did she ignore?

A) Avoid talking to your aid.

B) Use your aid only when it’s relevant.

C) Know your aids intimately.

D) Integrate presentation aids into your speech seamlessly.

Answer: B Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Moderate Skill: Apply What You Know

15.12. Which of the following is a suggestion for effectively designing slides for a speech using presentation software?

A) Use many colors on each slide to gain interest.

B) Use several different type faces/fonts in each slide to get the audience’s attention.

C) Try not to put more than one complete thought on a slide.

D) Always have at least one visual on each slide.

Answer: C Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Moderate Skill: Understand the Concepts 15.13. According to the textbook, you can make your list of main points shorter and more meaningful in all of the following ways EXCEPT by A) eliminating points that seem least important to your thesis.

B) selecting points that are most relevant to or that interest your audience.

C) wording each of your main points in a different style.

D) combining points that have a common focus.

Answer: C Chapter: 15 Module: 15.2 Learning Objective: L.O. 15.2 Explain how main points can be developed.

Topic: Step 5: Develop Your Main Points Difficulty: Moderate Skill: Understand the Concepts 15.14. In Lavinia’s speech, it was necessary to describe the layout of a hospital. She would most likely use the _____ organizational pattern.

A) spatial B) topical C) chronological D) temporal Answer: A Chapter: 15 Module: 15.3 Learning Objective: L.O. 15.3 Explain the major patterns of organization.

Topic: Step 6: Organize Your Speech Difficulty: Moderate Skill: Apply What You Know

15.15. A speech on the types of animals that make good pets might best be organized in the _____ pattern.

A) temporal B) problem-solution C) topical D) cause-effect/effect-cause Answer: C Chapter: 15 Module: 15.3 Learning Objective: L.O. 15.3 Explain the major patterns of organization.

Topic: Step 6: Organize Your Speech Difficulty: Difficult Skill: Apply What You Know 15.16. When speaking about the various majors in college, the speaker may divide the topic into logical subtopics, such as science and technology, humanities, and social sciences. This organizational pattern is known as A) temporal.

B) topical.

C) problem-solution.

D) transactional.

Answer: B Chapter: 15 Module: 15.3 Learning Objective: L.O. 15.3 Explain the major patterns of organization.

Topic: Step 6: Organize Your Speech Difficulty: Moderate Skill: Apply What You Know 15.17. A speech in which you try to convince your audience that drinking during pregnancy leads to complications at birth might best be organized into the _______ pattern.

A) cause-effect/effect-cause B) spatial C) topical D) temporal Answer: A Chapter: 15 Module: 15.3 Learning Objective: L.O. 15.3 Explain the major patterns of organization.

Topic: Step 6: Organize Your Speech Difficulty: Difficult Skill: Apply What You Know

15.18. All of the following are functions of an introduction EXCEPT A) to orient the audience.

B) to provide evidence to validate your main points.

C) to establish a speaker-audience-topic relationship.

D) to gain attention.

Answer: B Chapter: 15 Module: 15.4 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Moderate Skill: Understand the Concepts 15.19. One function of conclusions, most appropriate in persuasive speeches, is to _____ audiences.

A) analyze B) orient C) motivate D) inform Answer: C Chapter: 15 Module: 15.4 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Moderate Skill: Understand the Concepts 15.20. Which of the following is a recommended way to provide closure at the end of your speech?

A) Use humor by telling a joke.

B) Use a quotation.

C) Give a general idea of your thesis.

D) Introduce the final main point.

Answer: B Chapter: 15 Module: 15.4 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Moderate

Skill: Understand the Concepts 15.21. Which type of transition is used between major parts of your speech to help listeners follow your organizational structure, and is indicated in your outline in square brackets?

A) preview B) signpost C) review D) connective Answer: D Chapter: 15 Module: 15.4 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Easy Skill: Remember the Facts 15.22. _____ are also known as internal summaries.

A) Previews B) Signposts C) Reviews D) Connectives Answer: C Chapter: 15 Module: 15.4 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Easy Skill: Remember the Facts 15.23. _____ is best described as the blueprint for a speech.

A) The preparation outline B) A skeleton note structure C) Infrastructure D) The general purpose Answer: A Chapter: 15 Module: 15.5 Learning Objective: L.O. 15.5 Explain the nature and function of preparation, template, and presentation outlines for your speeches.

Topic: Outlining Your Speech

Difficulty: Easy Skill: Remember the Facts 15.24. When constructing an outline, it is important to A) outline the introduction, body, and conclusion as connected units.

B) use a consistent set of symbols.

C) use keywords and phrases.

D) avoid the use of transitions.

Answer: B Chapter: 15 Module: 15.5 Learning Objective: L.O. 15.5 Explain the nature and function of preparation, template, and presentation outlines for your speeches.

Topic: Outlining Your Speech Difficulty: Easy Skill: Remember the Facts 15.25. A _____ outline should be used when giving your speech.

A) template B) presentation C) speaking D) skeletal Answer: B Chapter: 15 Module: 15.5 Learning Objective: L.O. 15.5 Explain the nature and function of preparation, template, and presentation outlines for your speeches.

Topic: Outlining Your Speech Difficulty: Easy Skill: Remember the Facts

True/False 15.26. Narratives are long and detailed examples.

Answer: False Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts

15.27. Analogies are divided into hypothetical and literal types.

Answer: False Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts 15.28. When using a testimony, you should stress its unbiased nature.

Answer: True Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts 15.29. Infographics are visual representations of information that combine the verbal and the nonverbal.

Answer: True Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts 15.30. If you wanted to demonstrate the muscles of the body, it would be appropriate to use a bodybuilder as a presentation aid.

Answer: True Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts

15.31. PowerPoint, Prezi and Keynote are all examples of presentation software.

Answer: True Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Easy Skill: Remember the Facts 15.32. In a structure-function pattern of organization, there are generally three main points.

Answer: False Chapter: 15 Module: 15.3 Learning Objective: L.O. 15.3 Explain the major patterns of organization.

Topic: Step 6: Organize Your Speech Difficulty: Easy Skill: Remember the Facts 15.33. The only function your introduction serves is to gain attention.

Answer: False Chapter: 15 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Easy Skill: Remember the Facts 15.34. You can create closure in the conclusion of the speech by connecting the conclusion with the introduction.

Answer: True Chapter: 15 Module: 15.4 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Easy Skill: Remember the Facts

15.35. If you feel your speech didn’t go well, it is acceptable to apologize to your audience at the end.

Answer: False Chapter: 15 Module: 15.4 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Easy Skill: Remember the Facts

Essay 15.36. What are some types of supporting materials you should integrate into your speeches? Provide an example of the types of materials that would be useful for a speech on recycling.

Answer: The text lists many types of supporting materials, including: 1) Examples, 2) Illustrations, 3) Narratives, 4) Analogies, 5) Definitions, 6) Testimonies, 7) Numerical Data, and 8) Presentation Aids. Specific examples will vary.

Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Difficult Skill: Apply What You Know 15.37. Discuss the types and uses of at least 6 presentation aids. Explain how you would use each of these presentation aids to improve your public speaking.

Answer: The text lists many types of specific presentation aids, including 1) Chart boards, 2) Flip charts, 3) The object itself, 4) Models, 5) Graphs, 6) Word charts, 7) Infographics, 8) Maps, 9) People, 10) Photographs and illustrations, 11) Audio materials, 12) Videos, 13) Handouts, and 14) Presentation software.

Chapter: 15 Module: 15.1 Learning Objective: L.O. 15.1 Identify the major types of supporting material and provide examples of each.

Topic: Step 4: Collect Supporting Materials Difficulty: Moderate Skill: Understand the Concepts

15.38. Choose an organizational pattern covered in the chapter and a speech topic.

Construct an ordered list of the main points you would discuss in a speech on this topic using your chosen organizational pattern.

Answer: The text lists several organizational patterns, including: 1) Temporal pattern, organizing on the basis of a time. 2) Spatial pattern, organizing by physical location. 3) Topical pattern, organizing the speech into subtopics and component parts. 4) Problemsolution pattern, which divides the speech into problems and proposed solutions. 5) Cause-effect or effect-cause pattern, which divides the speech into causes and effects.

6) Structure-function pattern, which divides the speech into points for structure and function. 7) Comparison and contrast pattern, which clarifies how topics are similar and different. 8) Pro-and-con pattern, which explains the advantages and disadvantages of different plans. 9) Claim-and-proof pattern, in which the thesis serves as a claim, and the main points support that claim. 10) Multiple definition pattern, in which each main point is a different type of definition. 11) Who? What? Why? Where? When? pattern, in which each main point answers one of those questions. 12) Fiction-fact pattern, in which the main points are fiction, and are then followed by facts.

Chapter: 15 Module: 15.3 Learning Objective: L.O. 15.3 Explain the major patterns of organization.

Topic: Step 6: Organize Your Speech Difficulty: Difficult Skill: Apply What You Know 15.39. Discuss the functions of introductions and conclusions. Construct an introduction and a conclusion for a speech on a topic of your choice.

Answer: The introduction serves three functions: gain attention, establish a speakeraudience-topic connection, and orient the audience as to what to follow. To gain attention, the author recommends asking a question, referring to audience members or recent happenings, using humor, stressing the importance of the topic, using a presentation aid, telling the audience to pay attention, using a quotation, citing a littleknown fact or statistic, and using illustrations or dramatic or humorous stories. To establish a speaker-audience-topic connection, the author recommends referring to others present, referring to the occasion, expressing your pleasure or interest in speaking, establishing your competence in the subject, expressing similarities with the audience, and complimenting the audience. To orient the audience, the author recommends giving a general idea of the subject, identifying the main points you want to cover, giving a detailed preview, and identifying your goal. The conclusion serves three functions: summarize, motivate, and provide closure. To summarize, the author recommends restating your thesis or purpose, restating the importance of the topic, and restating your main points. To motivate, the author recommends asking for a specific response and providing directions for future action. To close, the author recommends using a quotation, referring to subsequent events, posing a challenge or question, and thanking the audience.

Chapter: 15

Module: 15.4 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Difficult Skill: Apply What You Know 15.40. Define transitions and discuss the four types of transitions. Then, write connective transitions for the main points of the list created in question 3.

Answer: The text defines transitions as words, phrases or sentences that help listeners follow the development of the speaker’s thoughts and arguments and get an idea of where they are in their speech. There are four types of transitions listed: connectives, previews, reviews, and signposts. Connective transitions connect the major parts of the speech. Preview transitions help the audience get an idea of where the speaker is going, i.e. ―In conclusion…‖ Review transitions also serve as internal summaries, summing up the contents of the speech so far. Signpost transitions are individual words that tell listeners where the speaker is in their speech, using terms as ―first, next, therefore,‖ etc.

Chapter: 15 Module: 15.4 Learning Objective: L.O. 15.4 Identify the characteristics of effective introductions, conclusions, and transitions.

Topic: Step 7: Construct Your Introduction, Conclusion, and Transitions Difficulty: Difficult Skill: Apply What You Know

Chapter 16 Test Bank Multiple Choice 16.1. The term _____ refers to the degree to which a communication style resembles that of informal conversation.

A) oral style B) comprehension C) written style D) axiom Answer: A Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech

Difficulty: Difficult Skill: Apply What You Know 16.2. Which of the following statements about spoken language is true?

A) You speak in the same style that you write.

B) Spoken language uses shorter, simpler, and more familiar words than written language.

C) Spoken language uses fewer pseudo-quantifying terms than written language.

D) Spoken language uses fewer ―allness‖ terms than written language.

Answer: B Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.3. Which of the following would be the best choice when attempting to use short, familiar terms in a speech?

A) utilize B) eschew C) use D) ascertain Answer: C Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Easy Skill: Understand the Concepts 16.4. All of the following are guidelines for making your language vivid EXCEPT A) use passive verbs.

B) use strong verbs.

C) use figures of speech.

D) use imagery.

Answer: A Chapter: 16 Module: 16.1

Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.5. _____ is the use of extreme exaggeration, as in ―I’m so hungry I could eat a horse.‖ A) Alliteration B) Hyperbole C) Irony D) Personification Answer: B Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.6. The phrase ―City Hall issued the following news release‖ BEST illustrates which figure of speech?

A) hyperbole B) metonymy C) antithesis D) rhetorical question Answer: B Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Apply What You Know 16.7. What does the author suggest you do to make your language appropriate?

A) Generally avoid ethnic expressions.

B) Use unfamiliar terms.

C) Use formal language.

D) Use slang.

Answer: A Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Difficult Skill: Understand the Concepts 16.8. What does the text suggest you do to create a personal style of speaking?

A) Avoid the use of personal pronouns.

B) Ask questions.

C) Avoid familiar terms.

D) Refer to differences between you and the audience members.

Answer: B Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.9. How can we create immediacy?

A) Refer to differences between you and your audience.

B) Use terms that include you and your audience, such as ―we‖ and ―our.‖ C) Address the audience indirectly, such as ―students‖ instead of ―you.‖ D) Avoid personal examples.

Answer: B Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Difficult Skill: Understand the Concepts 16.10. The author suggests that to empower your speaking, you should avoid selfcritical statements because A) they make you sound unprepared.

B) they signal low social class and hence little power.

C) they signal a lack of confidence and make public your sense of inadequacy.

D) they make your speeches all sound the same.

Answer: C Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.11. Which of the following is a cliché?

A) I’ll review the report now, okay?

B) She is over the hill.

C) I’m not very good at this.

D) My car is tired and wants a drink.

Answer: B Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Apply What You Know 16.12. Which of the following is advised for phrasing sentences in a speech?

A) Use short sentences.

B) Use passive sentences.

C) Keep sentences long and complex.

D) Maintain one style of sentence structure.

Answer: A Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Understand the Concepts

16.13. Active sentences are easier to understand. Which of the following is an active sentence?

A) The appeal was rejected by the court.

B) The request was granted by the committee.

C) The administration favored the proposal.

D) The proposal was ignored by management.

Answer: C Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Apply What You Know 16.14. Which of the following is a positive sentence?

A) The committee did not accept the proposal.

B) The committee rejected the proposal.

C) The committee does not work well together.

D) The committee has not been productive.

Answer: B Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Apply What You Know 16.15. What advice is given for rehearsing your speech?

A) Rehearse the speech in parts.

B) Time the speech only on your last rehearsal.

C) Rehearse the speech no less than ten times.

D) Rehearse the speech in front of a full-length mirror.

Answer: D Chapter: 16 Module: 16.2 Learning Objective: L.O. 16.2 Identify the suggestions for effective and efficient speech rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty: Moderate

Skill: Understand the Concepts 16.16. Which of the following is NOT a step in undertaking a long-term delivery improvement program?

A) Seek feedback from someone whose opinion you respect.

B) Seek professional help if you’re psychologically uncomfortable with aspects of your voice or bodily action.

C) Be satisfied with whatever vocal qualities you have.

D) Learn to hear, see, and feel the differences between effective and ineffective patterns.

Answer: C Chapter: 16 Module: 16.2 Learning Objective: L.O. 16.2 Identify the suggestions for effective and efficient speech rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.17. When the presenter didn’t show up, Marley was asked to give the presentation without any preparation. This is an example of ________ speech.

A) an extemporaneous B) a manuscript C) an impromptu D) a memorized Answer: C Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Moderate Skill: Apply What You Know 16.18. A potential problem with the _____ speech is the risk of forgetting your speech.

A) extemporaneous B) manuscript C) impromptu D) memorized Answer: D Chapter: 16 Module: 16.3

Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Easy Skill: Remember the Facts 16.19. According to the author, the _____ speech is a useful method in most speaking situations.

A) extemporaneous B) manuscript C) impromptu D) memorized Answer: A Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Easy Skill: Remember the Facts 16.20. All of the following are suggested guidelines for making your presentation more effective EXCEPT A) be natural.

B) use a presentation style to reinforce your message.

C) avoid varying your delivery volume.

D) be conversational.

Answer: C Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.21. Luther said, ―Ax the teacher when the test is.‖ Luster was displaying an error of A) pronunciation.

B) accent.

C) articulation.

D) gesticulation.

Answer: C Chapter: 16

Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Moderate Skill: APPLY What You Know 16.22. _____ pauses can be used effectively in speeches.

A) Filled B) Vocalized C) Unplanned D) Unfilled Answer: D Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Easy Skill: Remember the Facts 16.23. The most important single aspect of bodily communication is A) gesture.

B) facial expression.

C) eye contact.

D) posture.

Answer: C Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Easy Skill: Remember the Facts 16.24. Public criticism may be more positively accepted in _____ cultures than in _____ cultures.

A) high-context; low-context B) individualist; collectivist C) low-power-distance; high-power-distance D) Asian; American Answer: B Chapter: 16

Module: 16.4 Learning Objective: L.O. 16.4 Identify the suggestions for giving and receiving criticism.

Topic: Speech Criticism Difficulty: Easy Skill: Remember the Facts 16.25. All of the following are guidelines for criticizing speeches more effectively EXCEPT A) be general.

B) be constructive.

C) own your criticism.

D) focus on behavior.

Answer: A Chapter: 16 Module: 16.4 Learning Objective: L.O. 16.4 Identify the suggestions for giving and receiving criticism.

Topic: Speech Criticism Difficulty: Moderate Skill: Understand the Concepts

True/False 16.26. When speaking, you probably make greater use of such expressions as although, however, and perhaps than when you are writing.

Answer: True Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Easy Skill: Remember the Facts 16.27. Alliteration is the presentation of contrary ideas in parallel form.

Answer: False Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech

Difficulty: Easy Skill: Remember the Facts 16.28. Georgia didn’t like Samson, so when Mary asked her what she thought of him, she said ―Oh, I just love him.‖ Georgia was using irony.

Answer: True Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Apply What you Know 16.29. When Donald says, ―I’m a really, really smart person; I’m smarter than everyone,‖ he is increasing the power of his speech.

Answer: False Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Apply What You Know 16.30. It is BEST to only rehearse once before giving a speech to keep it fresh.

Answer: False Chapter: 16 Module: 16.2 Learning Objective: L.O. 16.2 Identify the suggestions for effective and efficient speech rehearsal.

Topic: Step 9: Rehearse Your Speech Difficulty: Easy Skill: Remember the Facts 16.31. Manuscript speeches are problematic because they do not allow for easy adjustment on the basis of audience feedback.

Answer: True Chapter: 16 Module: 16.3

Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Easy Skill: Remember the Facts 16.32. When you speak extemporaneously, you speak without any specific preparation.

Answer: False Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Easy Skill: Remember the Facts 16.33. Predictable patterns of delivery are BEST because they reduce the audience’s uncertainty.

Answer: False Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Easy Skill: Remember the Facts 16.34. If you are asked a question at the end of your speech that you do not know the answer to, you should make something up so that you can quickly move on to the next question.

Answer: False Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Easy Skill: Remember the Facts 16.35. When giving criticism, it is a good idea to catalogue the speaker’s weak points, i.e.: ―I found four things wrong with your speech.‖ Answer: False

Chapter: 16 Module: 16.4 Learning Objective: L.O. 16.4 Identify the suggestions for giving and receiving criticism.

Topic: Speech Criticism Difficulty: Easy Skill: Remember the Facts

Essay 16.36. Discuss oral style in detail. What are some ways that the author suggests using words to support oral style in effective presentations?

Answer: The text defines oral style as the degree to which a communication style resembles that of informal communication as opposed to the more formal style of writing. The author offers many suggestions for how to choose words for a speech, including: use clarity; be economical with your words; use specific terms and numbers, signposts, and short, familiar terms; carefully assess idioms; use vividness, active verbs, strong verbs, figures of speech, imagery, and appropriateness; speak on the appropriate level of formality; avoid unfamiliar terms, slang, and ethnic expressions (generally); use a more personal style, personal pronouns, and questions; create immediacy; use forceful language; eliminate weakeners; vary intensity as appropriate; and avoid bromides and clichés.

Chapter: 16 Module: 16.1 Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.37. Discuss and illustrate vividness in language. Pick at least two of these to elaborate on: active verbs, strong verbs, figures of speech, and imagery.

Answer: Active verbs are verbs that communicate activity rather than passivity. Specific verbs such as ―stood,‖ ―ran,‖ ―rested,‖ etc. are active verbs. Some example of strong verbs listed in the text are ―wandered, prowled, rambled or roamed‖ instead of ―walked.‖ Figures of speech include alliteration, antithesis, hyperbole, irony, metaphors, metonymy, personification, rhetorical questions, similes, synedoches, and oxymorons.

Imagery appeals to the five senses: visual imagery creates mental pictures, auditory imagery describes sounds, and tactile imagery describes physical feeling.

Chapter: 16 Module: 16.1

Learning Objective: L.O. 16.1 Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrases sentences effectively.

Topic: Step 8: Style Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.38. Describe the four methods of presentation. Provide an example of the kind of speaking situation that would work for each of the four methods. What are the benefits and drawbacks of each of the four methods?

Answer: The first method of presentation illustrated is impromptu speaking, in which the speaker talks without any preparation. Impromptu speeches don’t permit attention to the details of public speaking such as audience adaptation, research, and style. A manuscript speech is written word for word and read aloud, allowing the speaker to control the timing and use exact wording, with no risk of forgetting or danger of being unable to find the right word. You can also distribute copies and avoid being misquoted; however, audiences generally prefer a speaker to interact with them. A memorized speech is written out word for word, memorized, and then recited. Memorization allows the speaker to move about and concentrate on the delivery, but runs the risk of the speaker forgetting the speech. Finally, extemporaneous speaking involves preparation with no exact wording. This is the method that comes closest to conversation, allowing the speaker to move about and be themselves.

Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Moderate Skill: Understand the Concepts 16.39. How should you use your voice and body to effectively deliver a speech?

Answer: The text offers several suggestions for controlling volume, rate, articulation, pronounciation, and pauses in your speech. For body action, the text recommends making use of eye contact, using appropriate facial expressions, using spontaneous and natural gestures, and using movement.

Chapter: 16 Module: 16.3 Learning Objective: L.O. 16.3 Explain the qualities of effective voice and bodily action in public speaking.

Topic: Step 10: Present Your Speech Difficulty: Moderate Skill: Understand the Concepts

16.40. Define criticism. Explain how you would practice effective criticism of your peers’ speeches in class. How might culture impact how we handle giving and receiving public criticism?

Answer: The text defines criticism as the process of evaluating a speech and rendering a judgment of its value. Some of the guidelines for effective criticism include: 1) Stress the positive. 2) Be specific. 3) Be objective and transcend your own bias as best you can. 4) Be constructive- use your criticism to help the speaker improve. 5) Focus on behavior- don’t try to read the mind of the speaker. 6) Own your comments and take responsibility for them. Members of individualist cultures may find public criticism easier and more acceptable than people from collectivist cultures.

Chapter: 16 Module: 16.4 Learning Objective: L.O. 16.4 Identify the suggestions for giving and receiving criticism.

Topic: Speech Criticism Difficulty: Moderate Skill: Understand the Concepts Chapter 17 Test Bank Multiple Choice 17.1. Which of the following is NOT a general guideline for informative speaking provided in the text?

A) Limit the amount of information.

B) Adjust the level of complexity.

C) Stress relevance and usefulness.

D) Use one level of abstraction.

Answer: D Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Moderate Skill: Understand the Concepts 17.2. What mistake do beginning speakers often make regarding the complexity of their speeches?

A) They often make their speeches too complex.

B) They often simplify their speeches too much.

C) They often combine varying levels of complexity in one speech.

D) They often present the most complex information first.

Answer: A Chapter: 17 Module: 17.1

Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Moderate Skill: Understand the Concepts 17.3. A speaker should do which of the following to relate new information to old information?

A) Relate the unfamiliar to the familiar.

B) Relate what is reasonable to what is foolish.

C) Relate the fictional to the real.

D) Relate the simplistic to the complex.

Answer: A Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Moderate Skill: Understand the Concepts 17.4. When it comes to using levels of abstraction in speeches, it is BEST to A) use a high level of abstraction.

B) avoid all abstract material.

C) use a low level of abstraction.

D) use varying levels of abstraction.

Answer: D Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Moderate Skill: Understand the Concepts 17.5. All of the following behaviors make your speech easy to remember EXCEPT A) using signposts.

B) avoiding internal summary transitions.

C) repeating key points.

D) patterning your messages.

Answer: B Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Moderate

Skill: Understand the Concepts 17.6. Which of the following is a type of informative speech?

A) description.

B) entertainment.

C) special occasion.

D) persuasion.

Answer: A Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Moderate Skill: Understand the Concepts 17.7. In her speech, Babs told her audience the steps in preparing a crème brulee. This is a speech of A) persuasion.

B) description.

C) definition.

D) demonstration.

Answer: B Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Easy Skill: Remember the Facts 17.8. Which of the following is an example of a speech of description?

A) the contributions of Thomas Edison B) What is affirmative action?

C) why you should become a vegetarian D) how to use PowerPoint in business meetings Answer: A Chapter: 17 Module: 17.2 Learning Objective: L.O. 17.2 Define the speech of description.

Topic: Speeches of Description Difficulty: Moderate Skill: Apply What You Know 17.9. The _____ of a speech of description states what you’ll describe in the speech.

A) organizational pattern B) general purpose C) thesis D) specific purpose Answer: C Chapter: 17 Module: 17.2 Learning Objective: L.O. 17.2 Define the speech of description.

Topic: Speeches of Description Difficulty: Easy Skill: Remember the Facts 17.10. ―A child acquires language in four stages‖ is an example of a(n) _____ in a speech of description.

A) illustration B) general purpose C) thesis D) specific purpose Answer: C Chapter: 17 Module: 17.2 Learning Objective: L.O. 17.2 Define the speech of description.

Topic: Speeches of Description Difficulty: Easy Skill: Remember the Facts 17.11. The _____ organizational pattern is especially useful when you want to describe an event or process such as purchasing a house.

A) topical B) cause-effect C) problem-solution D) temporal Answer: D Chapter: 17 Module: 17.2 Learning Objective: L.O. 17.2 Define the speech of description.

Topic: Speeches of Description Difficulty: Easy Skill: Remember the Facts 17.12. If you were describing the layout of Charleston, you would most likely use the _____ organizational pattern.

A) topical

B) cause-effect C) spatial D) temporal Answer: C Chapter: 17 Module: 17.2 Learning Objective: L.O. 17.2 Define the speech of description.

Topic: Speeches of Description Difficulty: Moderate Skill: Apply What You Know 17.13. In a speech of _____, you would state the meaning of a concept or term or present it in a new and different way.

A) demonstration B) contention C) description D) definition Answer: D Chapter: 17 Module: 17.3 Learning Objective: L.O. 17.3 Define the speech of definition.

Topic: Speeches of Definition Difficulty: Easy Skill: Remember the Facts 17.14. Which of the following is an example of a speech of definition?

A) the contributions of Thomas Edison B) What is affirmative action?

C) why you should become a vegetarian.

D) how to use PowerPoint in business meetings Answer: B Chapter: 17 Module: 17.3 Learning Objective: L.O. 17.3 Define the speech of definition.

Topic: Speeches of Definition Difficulty: Moderate Skill: Apply What You Know 17.15. The _____ in a speech of definition is a statement identifying the term or system, and your intention to define it or to contrast it with other terms.

A) organizational pattern B) general purpose C) thesis

D) specific purpose Answer: C Chapter: 17 Module: 17.3 Learning Objective: L.O. 17.3 Define the speech of definition.

Topic: Speeches of Definition Difficulty: Easy Skill: Remember the Facts 17.16. You should consider using a _____ organizational pattern when creating a speech of definition, in which each main idea is treated equally.

A) topical B) problem-solution C) chronological D) spatial Answer: A Chapter: 17 Module: 17.3 Learning Objective: L.O. 17.3 Define the speech of definition.

Topic: Speeches of Definition Difficulty: Easy Skill: Remember the Facts 17.17. Speeches of _____ are speeches in which you show how to do something or how something works.

A) contention B) description C) definition D) demonstration Answer: D Chapter: 17 Module: 17.4 Learning Objective: L.O. 17.4 Describe the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Easy Skill: Remember the Facts 17.18. A speech on the topic of how to give mouth-to-mouth resuscitation is most likely a speech of A) contention.

B) description.

C) definition.

D) demonstration.

Answer: D Chapter: 17 Module: 17.4 Learning Objective: L.O. 17.4 Define the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Moderate Skill: Apply What You Know 17.19. When giving a speech of demonstration, it is acceptable to A) skip steps if the audience appears to be familiar with your topic.

B) avoid the use of transitions.

C) avoid the use of presentation aids.

D) begin with an overview and then present each step in turn.

Answer: D Chapter: 17 Module: 17.4 Learning Objective: L.O. 17.4 Define the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Moderate Skill: Apply What You Know 17.20. The thesis statement in a speech of demonstration identifies A) the term or system you intend to define or contrast with other terms.

B) what you will show the audience how to do or how something operates.

C) what you will describe in your speech.

D) your general and specific purpose.

Answer: B Chapter: 17 Module: 17.4 Learning Objective: L.O. 17.4 Define the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Moderate Skill: Understand the Concepts 17.21. All of the following are examples of thesis statements for speeches of demonstration EXCEPT A) You can make an origami ornament in three easy steps.

B) You can look younger if you follow four tips for make-up application.

C) Christianity and Islam have much in common.

D) Facebook can help your business if you know how to use it.

Answer: C Chapter: 17

Module: 17.4 Learning Objective: L.O. 17.4 Define the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Moderate Skill: Apply What You Know 17.22. According to the text, presentation aids are especially helpful in speeches of A) demonstration.

B) definition.

C) description.

D) contention.

Answer: A Chapter: 17 Module: 17.4 Learning Objective: L.O. 17.4 Define the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Difficult Skill: Apply What You Know 17.23. In most cases, the _____ organizational pattern works BEST in speeches of demonstration.

A) temporal B) problem-solution C) topical D) motivated sequence Answer: A Chapter: 17 Module: 17.4 Learning Objective: L.O. 17.4 Define the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Easy Skill: Remember the Facts 17.24. In _____ speech, the recipient of an award accepts it and attempts to place the award in some kind of context.

A) a presentation B) an acceptance C) an introduction D) a eulogy Answer: B Chapter: 17 Module: 17.5

Learning Objective: L.O. 17.5 Describe the speech of introduction, the eulogy, the speeches of presentation and acceptance, and the toast.

Topic: Special Occasion Speeches (Mainly Informative) Difficulty: Easy Skill: Remember the Facts 17.25. Which of these is discussed in the text as a tip for delivering a toast?

A) Avoid using humor.

B) Add substance.

C) Raise your glass to indicate the speech is over.

D) Focus attention on yourself.

Answer: C Chapter: 17 Module: 17.5 Learning Objective: L.O. 17.5 Describe the speech of introduction, the eulogy, the speeches of presentation and acceptance, and the toast.

Topic: Special Occasion Speeches (Mainly Informative) Difficulty: Moderate Skill: Understand the Concepts

True/False 17.26. Listeners will remember your information BEST when they see it as relevant and useful to their own needs or goals.

Answer: True Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Easy Skill: Remember the Facts 17.27. There are few limits to the amount of information that a listener can take in at one time.

Answer: False Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Easy Skill: Remember the Facts

17.28. If you simplify a topic too much you risk boring or insulting the audience.

Answer: True Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Easy Skill: Remember the Facts 17.29. To go from ―animal‖ to ―dog‖ to ―poodle‖ is to go from low to high in terms of abstraction.

Answer: False Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Moderate Skill: Understand the Concepts 17.30. A cause-effect pattern would be MOST appropriate for describing the physical layout of the city of Dallas.

Answer: False Chapter: 17 Module: 17.2 Learning Objective: L.O. 17.2 Define the speech of description.

Topic: Speeches of Description Difficulty: Moderate Skill: Apply What You Know 17.31. A definition is a statement of the meaning of a concept or term.

Answer: True Chapter: 17 Module: 17.3 Learning Objective: L.O. 17.3 Define the speech of definition.

Topic: Speeches of Definition Difficulty: Easy Skill: Remember the Facts 17.32. An exploration of the meanings of the word intelligent is an example of a speech of definition.

Answer: True

Chapter: 17 Module: 17.3 Learning Objective: L.O. 17.3 Define the speech of definition.

Topic: Speeches of Definition Difficulty: Moderate Skill: Apply What You Know 17.33. When you prepare a speech of demonstration, you’re concerned with explaining an object, person, event, or process.

Answer: False Chapter: 17 Module: 17.4 Learning Objective: L.O. 17.4 Define the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Easy Skill: Remember the Facts 17.34. It is often helpful when demonstrating to present each step in detail and then end with a general overview of the steps.

Answer: False Chapter: 17 Module: 17.4 Learning Objective: L.O. 17.4 Define the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Moderate Skill: Understand the Concepts 17.35. A eulogy is best used as a chance to give a balanced appraisal of the deceased person’s life.

Answer: False Chapter: 17 Module: 17.5 Learning Objective: L.O. 17.5 Describe the speech of introduction, the eulogy, the speeches of presentation and acceptance, and the toast.

Topic: Special Occasion Speeches (Mainly Informative) Difficulty: Moderate Skill: Understand the Concepts

Essay 17.36. Discuss the principles of informative speaking. How do you react as an audience member when these guidelines are NOT followed?

Answer: The text lists 7 principles for effective informative speaking: 1) Focus on your audience. 2) Stress relevance and usefulness. 3) Limit the information that listeners are being made to take in. 4) Adjust the level of complexity. 5) Relate new information to old information the audience already knows. 6) Vary the levels of abstraction, combining the very general and the very specific. 7) Make the speech easy to remember. Specific examples will vary.

Chapter: 17 Module: 17.1; 17.2 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking; LO 17.2: Define the speech of description.

Topic: Principles of Effective Informative Speaking; Speeches of Description Difficulty: Moderate Skill: Understand the Concepts 17.37. The first principle of informative speaking is to focus on your audience. Discuss how this principle is the foundation for the entire chapter on the informative speech. Be sure to draw from the other principles of informative speaking and the guidelines for the three types of speeches.

Answer: The three types of speeches are the speeches of description, definition, and demonstration. The text details each of the three types should be organized: a speech of description should be organized spatially or topically, a speech of definition should be organized by the pattern of multiple definitions or topically, and a speech of demonstration should be organized by a temporal pattern. Student should discuss how the audience influences the information presented, as well as how it is presented.

Chapter: 17 Module: 17.1 Learning Objective: L.O. 17.1 Paraphrase the principles of informative speaking.

Topic: Principles for Effective Informative Speaking Difficulty: Moderate Skill: Understand the Concepts 17.38. Compare and contrast the three types of informative speeches. Provide an example of each of the three types to illustrate your response.

Answer: Speeches of description are speeches in which you describe an object (the human heart), person (a genius, artist, or inventor), event (a hurricane), or process (adopting a child). Speeches of definition are speeches in which you define a term (linguistics), a system or theory (evolution), or similar and dissimilar terms (nature/nurture, communism/socialism). Speeches of demonstration are speeches in which you show how to do something (protecting yourself against identity theft) or how something works (search spiders). Specific examples will vary.

Chapter: 17 Module: 17.2; 17.3; 17.4

Learning Objective: L.O. 17.2 Define the speech of description; LO 17.3: Define the speech of definition; LO 17.4: Define the speech of demonstration Topic: Speeches of Description; Speeches of Definition; Speeches of Demonstration Difficulty: Difficult Skill: Apply What You Know 17.39. Define the speech of description and discuss the strategies that are useful for this kind of speech. In your discussion, cover which type of organizational pattern is most useful. Provide an example to illustrate your response.

Answer: The text defines the speech of description as a speech that explains an object, person, event, or process. The spatial and topical organizational patterns are most useful for a speech of description. Specific examples will vary.

Chapter: 17 Module: 17.2 Learning Objective: L.O. 17.2 Define the speech of description.

Topic: Speeches of Description Difficulty: Moderate Skill: Understand the Concepts 17.40. Define the speech of demonstration and discuss the strategies that are useful for this kind of speech. In your discussion, cover which type of organizational pattern is most useful. Provide an example to illustrate your response.

Answer: The text defines the speech of demonstration as a speech devoted to showing the audience how to do something or how something operates. The temporal pattern is most useful for a speech of demonstration. Specific examples will vary.

Chapter: 17 Module: 17.4 Learning Objective: L.O. 17.4 Define the speech of demonstration.

Topic: Speeches of Demonstration Difficulty: Moderate Skill: Understand the Concepts Chapter 18 Test Bank Multiple Choice 18.1. All of the following are general goals of effective persuasive speaking EXCEPT A) to motivate to action.

B) to entertain.

C) to strengthen or weaken attitudes, beliefs, or values.

D) to change attitudes, beliefs, or values.

Answer: B Chapter: 18 Module: 18.1

Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Moderate Skill: Understand the Concepts 18.2. ________ persuasion may occur if the audience perceives you as dishonest or self-promoting or feels that you presented biased evidence or faulty reasoning.

A) Cognitive B) Negative C) Positive D) Emotional Answer: B Chapter: 18 Module: 18.1 Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Easy Skill: Remember the Facts 18.3. Wanda was speaking to a group of low-income senior citizens about the benefits of volunteering. She talked about how when she retired, she found volunteering to be rewarding even though it didn’t pay anything and she could have used the extra money.

Wanda was demonstrating her similarity with the audience, a principle called A) identification.

B) coordination.

C) positive labeling.

D) selective exposure.

Answer: A Chapter: 18 Module: 18.1 Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Moderate Skill: Apply What You Know 18.4. As Sarah was listening to Samuel’s pro-choice speech on abortion, she found herself thinking about other things because she was firmly anti-abortion. Sarah was demonstrating A) negative labeling.

B) a ―no‖ response.

C) negative social proof.

D) selective exposure.

Answer: D Chapter: 18 Module: 18.1 Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Moderate Skill: Apply What You Know 18.5. In his speech to the freshman class advocating reducing alcohol use on campus, Xavier stated that a third of the freshman class had taken an oath not to drink until they could do so legally. Xavier is offering _______ by showing his audience that many people had done what he wanted the audience to do.

A) a gesture of goodwill B) a credibility statement C) negative social proof D) positive social proof Answer: D Chapter: 18 Module: 18.1 Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Moderate Skill: Apply What You Know 18.6. Natasha is following the motivated sequence organization for her persuasive speech. She has gotten the audience’s attention with a personal story and has explained the need for change. What is her next step?

A) advance a proposal to satisfy the need B) visualize for the audience what things would be like were they to do what you suggest C) move the audience to action D) state the need as it exists Answer: A Chapter: 18 Module: 18.1 Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Moderate Skill: Apply What You Know 18.7. An effective means to persuade an audience is with ________ appeals.

A) illogical B) unemotional

C) demonstrative D) credibility Answer: D Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.8. When a speaker persuades listeners with _____ arguments, the listeners are more likely to remain persuaded over time and are more likely to resist counterarguments that may come up in the future.

A) ethical B) emotional C) logical D) abstract Answer: C Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.9. Reasoning from _____ involves examining several cases and then concluding something about the whole.

A) specific instances B) causes and effects C) sign D) ethical proof Answer: A Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.10. A speaker who argues that lack of sleep will result in relationship problems and

poor grades is reasoning from A) specific instances.

B) causes and effects.

C) sign.

D) ethical proof.

Answer: B Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Moderate Skill: Understand the Concepts 18.11. ―Female bosses are more nurturing. I know because I’ve had two of them.‖ This is an example of which of the following fallacies of reasoning?

A) transfer B) appeal to tradition C) straw man D) anecdotal evidence Answer: D Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Moderate Skill: Understand the Concepts 18.12. According to Maslow, before people seek to fulfill any other needs, first their _____ needs must be met.

A) safety B) self-actualization C) self-esteem D) physiological Answer: D Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts

18.13. _____ is the quality of credibility that refers to the knowledge and expertise the audience thinks the speaker has.

A) Character B) Charisma C) Competence D) Logos Answer: C Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.14. During Tate’s speech, he demonstrated his concern for the audience and his honesty. By the end of the speech, the audience felt Tate was someone they could trust. Tate was demonstrating A) character.

B) charisma.

C) enthusiasm.

D) competence.

Answer: A Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Moderate Skill: Apply What You Know 18.15. To increase your _____, you should demonstrate enthusiasm, have a positive outlook, and show empathy.

A) character B) charisma C) logos D) competence Answer: B Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.16. _____ attacks, also known as ad hominem attacks, involve accusing an opponent of wrongdoing or personal flaw.

A) Name-calling B) Character C) Personal interest D) Competence Answer: B Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.17. Associating an idea with things the audience highly values like ―freedom‖ and ―democracy‖ is the use of A) personal interest attacks.

B) character attacks.

C) a straw man argument.

D) glittering generalities.

Answer: D Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.18. Questions of _____ concern what is or is not true, what does or does not exist, what did or did not happen.

A) fact B) value C) policy D) belief Answer: A Chapter: 18 Module: 18.3

Learning Objective: L.O. 18.3 Explain the nature of the speech on questions of fact.

Topic: Persuasive Speeches on Questions of Fact Difficulty: Easy Skill: Remember the Facts 18.19. For a persuasive speech on a question of fact, once you’ve formulated your thesis, you can generate your main points by asking the simple question A) ‖Why is this good?‖ B) ―How do you know this?‖ C) ―Why should this policy be adopted?‖ D) ‖Might there be better courses of action to follow?‖ Answer: B Chapter: 18 Module: 18.3 Learning Objective: L.O. 18.3 Explain the nature of the speech on questions of fact.

Topic: Persuasive Speeches on Questions of Fact Difficulty: Easy Skill: Remember the Facts 18.20. Questions of _____ concern what people consider good or bad, moral or immoral, just or unjust.

A) fact B) value C) policy D) credibility Answer: B Chapter: 18 Module: 18.4 Learning Objective: L.O. 18.4 Explain the nature of the speech on questions of value.

Topic: Persuasive Speeches on Questions of Value Difficulty: Easy Skill: Remember the Facts 18.21. Which of the following is a question of policy?

A) Is duck hunting inhumane?

B) Does television violence lead to violent behavior in teens?

C) What should the EU’s immigration policy look like?

D) Are standardized tests biased?

Answer: B Chapter: 18 Module: 18.5 Learning Objective: L.O. 18.5 Explain the nature of the speech on questions of policy.

Topic: Persuasive Speeches on Questions of Policy

Difficulty: Easy Skill: Remember the Facts 18.22. For a speech advocating a zero tolerance policy for guns in schools, the _____ organizational pattern would seem most appropriate.

A) spatial B) chronological C) topical D) problem-solution Answer: D Chapter: 18 Module: 18.5 Learning Objective: L.O. 18.5 Explain the nature of the speech on questions of policy.

Topic: Persuasive Speeches on Questions of Policy Difficulty: Easy Skill: Remember the Facts 18.23. Donna gave a speech at her graduation in which she admonished the graduates not to squander their education. This is known as a A) speech of inspiration.

B) tribute speech.

C) commencement speech.

D) eulogy.

Answer: C Chapter: 18 Module: 18.6 Learning Objective: L.O. 18.6 Explain the speech to secure goodwill, the commencement speech, and the inspirational speech.

Topic: Special Occasion speeches (Mainly Persuasive) Difficulty: Moderate Skill: Apply What You Know 18.24. When Martin Luther King, Jr. gave his ―I Have A Dream‖ speech, he was delivering a A) speech of goodwill.

B) speech of inspiration.

C) informational speech.

D) commencement speech.

Answer: B Chapter: 18 Module: 18.6 Learning Objective: L.O. 18.6 Explain the speech to secure goodwill, the commencement speech, and the inspirational speech.

Topic: Special Occasion speeches (Mainly Persuasive) Difficulty: Moderate Skill: Apply What You Know 18.25. An inspirational speech should always end A) with the audience wanting more.

B) with a call to action.

C) on a positive note.

D) with a Q&A session.

Answer: C Chapter: 18 Module: 18.6 Learning Objective: L.O. 18.6 Explain the speech to secure goodwill, the commencement speech, and the inspirational speech.

Topic: Special Occasion speeches (Mainly Persuasive) Difficulty: Easy Skill: Remember the Facts

True/False 18.26. Identification is a useful tool to help advance your persuasive goal.

Answer: True Chapter: 18 Module: 18.1 Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Easy Skill: Remember the Facts 18.27. Listeners actively avoid information that contradicts their existing opinions, beliefs, attitudes, values, and behaviors.

Answer: True Chapter: 18 Module: 18.1 Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Easy Skill: Remember the Facts 18.28. To be most effective, ask for a large amount of change from your audience.

Answer: False

Chapter: 18 Module: 18.1 Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Easy Skill: Remember the Facts 18.29. Providing positive social proof is more effective than negative social proof.

Answer: True Chapter: 18 Module: 18.1 Learning Objective: L.O. 18.1 Explain the nature of the speech on questions of fact.

Topic: Principles for Effective Persuasive Speaking Difficulty: Moderate Skill: Understand the Concepts 18.30. Advertisements for online dating services appeal to our need for belonging and love.

Answer: True Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.31. The argument that ―everybody’s doing it‖ is a valid logical argument.

Answer: False Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.32. Emotional appeals constitute persuasive proof.

Answer: False Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and

credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.33. Stressing fairness, concern for the audience, and concern for enduring values contribute to your charisma.

Answer: False Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Easy Skill: Remember the Facts 18.34. Questions of value concern what should be done and what practice should be followed.

Answer: False Chapter: 18 Module: 18.5 Learning Objective: L.O. 18.5 Explain the nature of the speech on questions of policy.

Topic: Persuasive Speeches on Questions of Policy Difficulty: Easy Skill: Remember the Facts 18.35. ―How should we improve the housing market?‖ is a question of policy.

Answer: True Chapter: 18 Module: 18.5 Learning Objective: L.O. 18.5 Explain the nature of the speech on questions of policy.

Topic: Persuasive Speeches on Questions of Policy Difficulty: Moderate Skill: Understand the Concepts

Essay 18.36. Explain the three kinds of persuasive proofs, and give examples of when each one might be effective in a persuasive speech.

Answer: The three kinds of persuasive proofs: logical (or logos), emotional (or pathos), and credibility (or ethos). Logical arguments focus on facts and evidence rather than on

emotions or credibility claims. Emotional appeals (or motivational appeals) are appeals to your listeners’ feelings, needs, desires, and wants and can be powerful means of persuasion. Your credibility is the degree to which your audience regards you as a believable spokesperson.

Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Difficult Skill: Apply What You Know 18.37. Explain three fallacies of logical or credibility proof that should be avoided. Offer examples from daily life.

Answer: Six fallacies are mentioned in the text. They are: 1) anecdotal evidence, 2) straw man, 3) appeal to tradition, 4) bandwagon, 5) testimonial, and 6) thin entering wedge. Students should choose three of these, define them, and give an example.

Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Difficult Skill: Apply What You Know 18.38. Identify and explain the five needs present in Maslow’s hierarchy of needs.

Provide a specific example of how each of those needs could be met.

Answer: The five needs, from bottom to top of the pyramid, are physiological, safety, belonging and love, self-esteem, and self-actualization. Examples will vary.

Chapter: 18 Module: 18.2 Learning Objective: L.O. 18.2: Define and distinguish among logical, emotional, and credibility appeals.

Topic: The Three Persuasive Proofs Difficulty: Difficult Skill: Analyze It 18.39. Explain questions of fact, value, and policy. Give examples of each. Do you think one would be easier to argue than another in a 5- to 7-minute speech? Explain.

Answer: Questions of fact concern what is or is not true, what does or does not exist, what did or did not happen. Questions of value concern what people consider good or bad, moral or immoral, just or unjust. Questions of policy concern what should be done, what procedures should be adopted, what laws should be changed; in short, what policy

should be followed. Examples will vary.

Chapter 18 Module 18.3, 18.4, 18.5 L.O. 18.3 Explain the nature of the speech on questions of fact; L.O. 18.4 Explain the nature of the speech on questions of value; L.O. 18.5 Explain the nature of the speech on questions of policy Topic: Persuasive Speeches on Questions of Fact; Persuasive Speeches on Questions of Value; Persuasive Speeches on Questions of Policy Difficulty: Difficult Skill: Apply What You Know 18.40. Describe three types of special occasion speeches.

Answer: The goodwill speech is part information and part persuasion. On the surface, the speech informs the audience about a product, company, profession, institution, or person. Beneath this surface, however, lies a more persuasive purpose: to heighten the image of a person, product, or company—to create a more positive attitude toward this person or thing. Many speeches of goodwill have a further persuasive purpose: to get audience members ultimately to change their behavior toward the person, product, or company. The commencement speech is designed to congratulate and inspire the recent graduates and is often intended to mark the transition from school to the next stage in life. The speech of inspiration is designed to raise the spirits of an audience.

Chapter: 18 Module: 18.6 Learning Objective: L.O. 18.6 Explain the speech to secure goodwill, the commencement speech, and the inspirational speech.

Topic: Special Occasion speeches (Mainly Persuasive) Difficulty: Moderate Skill: Understand the Concepts