Test Bank for Interpersonal Communication Relating to Others, 10th edition Steven A. Beebe Susan J.

Test Bank For Interpersonal Communication Relating to Others, 10th Edition Steven A. Beebe Susan J. Beebe Mark V. Redmond Chapter 1-12 Chapter 1: Introduction to Interpersonal Communication

Multiple Choice Questions 1) What elements distinguish interpersonal communication from other forms of human communication?

A) It is a distinctive, transactional form of human communication involving mutual influence to manage relationships.

B) It involves treating people as objects, responding to roles rather than the person, and having distinctive conversations.

C) It is a mechanical, transactional form of human communication, where each person has a role to perform.

D) It involves communicating with someone you care about, communicating in an I-It relationship, and treating people as individuals.

Answer: A Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Easy Skill Level: Remember the Facts 2) A(n) __________ is a connection established when you communicate with another person.

A) transaction B) relationship C) interaction D) lifelong bond Answer: B Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Easy Skill Level: Remember the Facts 3) What term is defined as the process of acting on information?

A) Human communication B) Interpersonal communication C) Communication

D) Impersonal communication Answer: C Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Easy Skill Level: Remember the Facts 4) Sarita goes to a restaurant with her friends after class. While dining, Sarita communicates with the server only to place an order, ask for more water, and request the bill. Which type of communication is she using with the server?

A) Intrapersonal B) Impersonal C) Interpersonal D) Public Answer: B Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Moderate Skill Level: Apply What You Know 5) Which term describes the process of making sense out of the world and sharing that sense with others by creating meaning through the use of verbal and nonverbal messages?

A) Human communication B) Interpersonal communication C) Communication D) Relationship communication Answer: A Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Easy Skill Level: Remember the Facts 6) Rashid went to dinner with his good friend Megan. They stayed at the restaurant for hours simply because they were enjoying each other‘s conversation. According to Martin Buber, their relationship is best described as __________.

A) I-It B) It-Thou C) I-Thou D) It-I

Answer: C Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Moderate Skill Level: Apply What You Know 7) Sammy and Jobeth are considering moving in together. Sammy is unsure, so she sits down to make a mental list of the pros and cons of cohabitating with Jobeth. Sammy is demonstrating which form of communication?

A) Interpersonal communication B) Impersonal communication C) Intrapersonal communication D) Intermediate communication Answer: C Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Moderate Skill Level: Apply What You Know 8) What form of communication takes place when someone communicates the same message to many people at once but the creator of the message is usually not physically present?

A) Mass communication B) Public communication C) Small group communication D) Intrapersonal communication Answer: A Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 9) Communication author Virginia Satir calls __________ "the largest single factor determining the kinds of relationships [people make] with others."

A) romantic communication B) physical health C) family communication D) emotional health Answer: C Learning Objective: 1.2 Explain why it is useful to study interpersonal communication.

Topic: Interpersonal Communication's Importance to Your Life

Difficulty Level: Easy Skill Level: Remember the Facts 10) Which statement best describes the general correlation between social support and the prognosis of terminally ill patients?

A) Patients who have strong social support die sooner.

B) Patients who have strong social support survive longer.

C) Patients are not impacted by their level of social support.

D) Social support is beneficial to patients if it comes from friends, not family members.

Answer: B Learning Objective: 1.2 Explain why it is useful to study interpersonal communication.

Topic: Interpersonal Communication's Importance to Your Life Difficulty Level: Moderate Skill Level: Understand the Concepts 11) Which statement is true about interpersonal communication in the workplace?

A) Employers don't seek applicants with strong interpersonal skills.

B) It is more important to get along with your supervisors than your peers.

C) Applicants are sought after if they have the ability to listen to others and manage conflict.

D) Interpersonal communication in the workplace decreases productivity.

Answer: C Learning Objective: 1.2 Explain why it is useful to study interpersonal communication.

Topic: Interpersonal Communication's Importance to Your Life Difficulty Level: Easy Skill Level: Remember the Facts 12) Currently, about __________ of all marriages end in divorce within twenty years of the wedding.

A) 10% B) 25% C) 50% D) 75% Answer: C Learning Objective: 1.2 Explain why it is useful to study interpersonal communication.

Topic: Interpersonal Communication's Importance to Your Life Difficulty Level: Easy Skill Level: Remember the Facts 13) Alycia tells Zoe that a crowded restaurant is not the place to tell Fred that he failed to qualify for the interview. She is referring to what aspect of communication?

A) Feedback B) Channel C) Context

D) Decoding Answer: C Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Moderate Skill Level: Apply What You Know 14) During the communication process, whose role is it to decode the message?

A) Sender B) Intermediary C) Messenger D) Receiver Answer: D Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Easy Skill Level: Understand the Concepts 15) This view of communication suggests that all elements involved in the communication process are interconnected, meaning that a change in one can impact the rest.

A) communication as action B) communication as transaction C) communication as interaction D) communication as message exchange Answer: B Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 16) Communication as ___________ is the oldest and most simplistic of the models of human communication.

A) action B) interaction C) transaction D) system Answer: A Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Easy Skill Level: Remember the Facts 17) What is considered to be the most sophisticated and most realistic model of interpersonal communication?

A) communication as action B) communication as interaction C) communication as transaction D) communication as contraction Answer: C Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Easy Skill Level: Remember the Facts 18) The message transfer model of communication portrays human communication as a(n) ___________ process.

A) interactive B) linear C) circular D) simultaneous Answer: B Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Easy Skill Level: Remember the Facts 19) Which actions best describe encoding?

A) translating ideas, feelings, and thoughts into a code B) filtering messages through past experiences C) minimizing external and psychological noise D) making sense out of words or nonverbal cues Answer: A Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 20) Which actions best describe decoding?

A) putting thoughts, ideas, and feelings into words or nonverbal cues B) filtering messages through past experiences C) minimizing external and psychological noise D) interpreting ideas, feelings, and thoughts that have been translated into a code Answer: D Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 21) Which statement reflects the author's stance on communication strategies?

A) There is a universally correct way to communicate in interpersonal settings.

B) Communication strategies should be manipulative to be effective.

C) Strategies should help establish understanding, not enforce conformity.

D) Cultural differences should be minimized for clearer communication.

Answer: C Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Hard Skill Level: Evaluating 22) What question does Mary Jane Collier raise about labeling someone as an effective communicator?

A) How often should we communicate with others?

B) What are the most efficient speaking styles?

C) Who benefits from being labeled effective, and by whose standards?

D) Why do people misunderstand each other frequently?

Answer: C Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Moderate Skill Level: Analyzing 23) When Arman and Roger discuss what issues in their relationship are acceptable to discuss in front of friends and which are acceptable only to discuss between themselves, they are engaging in __________.

A) impersonal communication B) metacommunication C) content communication D) asynchronous communication

Answer: B Learning Objective: 1.4 Discuss five principles of interpersonal communication.

Topic: Interpersonal Communication Principles Difficulty Level: Moderate Skill Level: Apply the Concepts 24) What is a common myth about interpersonal communication?

A) All interpersonal relationship problems are communication problems.

B) Interpersonal communication is complicated.

C) Communication rules are sometimes unclear in a relationship.

D) People judge others based on behavior, not their intent.

Answer: A Learning Objective: 1.4 Discuss five principles of interpersonal communication.

Topic: Interpersonal Communication Principles Difficulty Level: Moderate Skill Level: Understand the Concepts 25) __________ is defined as a followable prescription that indicates behavior expectations in a relationship.

A) Dimension B) Symbol C) Guideline D) Rule Answer: D Learning Objective: 1.4 Discuss five principles of interpersonal communication.

Topic: Interpersonal Communication Principles Difficulty Level: Easy Skill Level: Remember the Facts 26) When Gladys says, ―I‘m sorry, Pete. I take it back. Your new haircut isn‘t really atrocious,‖ she seems to be forgetting that communication __________.

A) is irreversible B) connects us to others C) is governed by rules D) involves content dimensions Answer: A Learning Objective: 1.4 Discuss five principles of interpersonal communication.

Topic: Interpersonal Communication Principles Difficulty Level: Moderate Skill Level: Apply What You Know 27) Monica is being punished by her teacher because the teacher didn‘t care for the way Monica

said, ―Yes, Ma‘am.‖ Her nasal rendition of ―yes‖ and the long drawn out ―Ma‘am‖ suggested a lack of respect that the teacher considered unacceptable. The teacher‘s dissatisfaction with Monica‘s statement demonstrates which characteristic of interpersonal relationships?

A) Interpersonal communication has both systems and processes.

B) Interpersonal communication has both content and relationship dimensions.

C) Interpersonal communication is irreversible.

D) Interpersonal communication is governed by social rules.

Answer: B Learning Objective: 1.4 Discuss five principles of interpersonal communication.

Topic: Interpersonal Communication Principles Difficulty Level: Moderate Skill Level: Apply What You Know 28) Beth sends Julian an email asking him to meet her at the bank at 2:30 p.m. She is on time, but Julian doesn‘t arrive until 3:15 p.m. When she asks him why he is late, he replies, ―I came as soon as I got your message.‖ The problem they are encountering may stem from the fact that a message sent by email is __________.

A) synchronous B) instantaneous C) asynchronous D) unreliable Answer: C Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Moderate Skill Level: Apply What You Know 29) What statement best describes the findings of Tidwell and Walther about computer-mediated communication versus face-to-face interaction?

A) People ask more direct questions but reveal less about themselves online.

B) People ask less direct questions and reveal less about themselves online.

C) People ask more direct questions and reveal more about themselves online.

D) People ask less direct questions but reveal more about themselves online.

Answer: C Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Easy Skill Level: Remember the Facts 30) Research has found that those who need to communicate something negative, such as a desire to end a relationship, often select a __________ communication medium.

A) less rich B) more personal C) more rich D) non-electronic Answer: A Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Moderate Skill Level: Understand the Concepts 31) What enhances the feeling of social presence for electronic communicators?

A) anonymity B) asynchronous messaging C) synchronous messaging D) distance Answer: C Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Easy Skill Level: Understand the Concepts 32) A hyperpersonal relationship is an electronically mediated relationship that is __________.

A) more personal than a face-to-face relationship B) less direct than a face-to-face relationship C) less personal than a face-to-face relationship D) more successful than a face-to-face relationship Answer: A Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Easy Skill Level: Remember the Facts 33) __________ theory suggests that emotional expression is severely restricted when we use only text-based messages to communicate.

A) Media richness B) Cues-filtered-out C) Diminished capacity D) Transactional interference Answer: B Learning Objective: 1.5 Discuss the role of electronically mediated communication in

developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Easy Skill Level: Remember the Facts 34) The social information-processing theory explains how __________.

A) information about society is conveyed to the public by the mass media B) family members convey essential information to one another through e-mail C) information about social groups learned online is used to form opinions that affect communication with those groups.

D) we can communicate relational and emotional messages to others via e-mail and other electronic means.

Answer: D Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Easy Skill Level: Remember the Facts 35) Which best describes the findings of Rodriguez and Wise in their study of college students' use of deceptive text messages?

A) Text messaging was rarely used by students to lie.

B) Students were more likely to send untrue texts to friends and family than to strangers.

C) Students were more likely to send deceptive Facebook messages than text messages.

D) Detecting untrue text messages was easiest for students who reported always being truthful.

Answer: B Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Moderate Skill Level: Understand the Concepts 36) Margarita is having an important conversation with her father through text messaging.

According to social information-processing theory, how is Margarita's ability to communicate relational and emotional messages impacted since electronic communication lacks nonverbal cues?

A) Margarita cannot express these kinds of messages.

B) Margarita can express these kinds of messages more accurately.

C) Margarita can express these kinds of messages, but it may take her more time.

D) Margarita can express relational messages but not emotional messages.

Answer: C Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Moderate Skill Level: Apply What You Know 37) Which of the following best reflects a deeper implication of phubbing on interpersonal communication?

A) Phubbing improves multitasking abilities during social interactions.

B) It is socially acceptable if the other person is also using their phone.

C) Phubbing only affects communication if the phone is used during conversation.

D) The visibility of a smartphone during a conversation can reduce conversational quality.

Answer: D Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Hard Skill Level: Analyzing 38) Jozea notices that they are not successful in expressing their ideas to others. To help, a friend suggests that Jozea should adopt an other-oriented approach, meaning that they should __________.

A) consider the thoughts and feelings of others, but at the cost of their own integrity B) consider the thoughts and feelings of others while still maintaining their own integrity C) think of others when communicating, but not allow it to impact their interactions D) attempt to converse with as many people as possible Answer: B Learning Objective: 1.6 Identify strategies that can improve your communication competence.

Topic: Interpersonal Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know 39) When we create a message without giving much thought to the person who is listening, we are engaging in __________.

A) self-centered thinking B) egocentric communication C) emotional contagion D) interpersonal communication Answer: B Learning Objective: 1.6 Identify strategies that can improve your communication competence.

Topic: Interpersonal Communication Competence Difficulty Level: Moderate Skill Level: Understand the Concepts 40) To be a competent communicator is to express messages that are perceived to be both

effective and __________.

A) direct B) valuable C) interesting D) appropriate Answer: D Learning Objective: 1.6 Identify strategies that can improve your communication competence.

Topic: Interpersonal Communication Competence Difficulty Level: Easy Skill Level: Remember the Facts Essay 1) Describe the differences between impersonal and interpersonal communication.

Answer:  Impersonal communication: o People are treated as objects. o Communication occurs in ―I-It‖ relationships. o Mechanical, stilted interaction with no honest sharing of feelings. o Communicating with people with whom you have no history and expect no future interaction.  Interpersonal o People are treated as unique individuals. o People communicate in ―I-Thou‖ relationships. o True dialogue and honest sharing of self with others. o Communicating with someone you care about, such as a friend or family member.

Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 2) What makes interpersonal communication inescapable?

Answer:  Unless you live in isolation, you communicate interpersonally every day.  Listening to your roommate, talking to a teacher, texting a friend, and talking to your parents or your spouse in person or via Skype are all examples of interpersonal communication.  People always interpret what you say or do as a message, whether they are correct or not.

So, as long as people are in contact with other people, communication will take place.

Learning Objective: 1.1 Compare and contrast definitions of communication, human

communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Briefly describe the differences between communication, human communication, and interpersonal communication.

Answer:  Communication is the process of acting on information.  Human communication is the process of making sense of the world and sharing it with others by creating meaning through verbal and nonverbal messages.  Interpersonal communication, distinct from the others, is a transactional form of human communication that incorporates mutual influence, primarily to manage relationships.

Learning Objective: 1.1 Compare and contrast definitions of communication, human communication, and interpersonal communication.

Topic: Interpersonal Communication Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 4) Discuss in which communication model the sources can be both sender and receiver.

Answer:  The transactional model of communication acknowledges that when we talk to another person face-to-face, we are constantly reacting to our partner‘s responses.  Thus, all the components of the communication process in this model are simultaneous.

Learning Objective: 1.3 Describe the communication process, including key components and models of communication as action, interaction, and transaction.

Topic: Interpersonal Communication and the Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 5) Define explicit and implicit rules in interpersonal communication, and provide your own example of each.

Answer:  Explicit rules are stated or written. o An example is that there is no loud talking in the college library, so conversational partners know to keep their volume low when discussing the research they are seeking. Loud talking will result in being asked to leave the library.  Implicit rules are not spelled out. o An example is that each person in a conversation speaks in turn and does not talk over the conversational partner.

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Student examples may vary.

Learning Objective: 1.4 Discuss five principles of interpersonal communication.

Topic: Interpersonal Communication Principles Difficulty Level: Difficult Skill Level: Apply What You Know 6) Using an example, briefly explain the difference between the content and the relationship dimensions of interpersonal communication.

Answer:  Student examples may vary.  Example: Jill tells Jack to clean the kitchen. Jack says it‘s Jill‘s turn. o Content: topic of cleaning the kitchen—what was said. o Relationship: offers cues about the emotions, attitudes, and amount of power and control the speaker feels with regard to the other person; who can tell whom what to do—how it was said.

Learning Objective: 1.4 Discuss five principles of interpersonal communication.

Topic: Interpersonal Communication Principles Difficulty Level: Moderate Skill Level: Apply What You Know 7) What are some disadvantages of using electronically mediated communication in a particular relationship?

Answer:  The nature or type of the relationship will influence the answers given.  Disadvantages may include: the asynchronous nature of some electronic messages, the potential for deception, the limits on the nonverbal cues available, the skill and ability the interactants have with typing and writing, and the limitations that some media have for expressing emotions.

Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Moderate Skill Level: Understand the Concepts 8) Name the four criteria of richness of a communication channel and how they can be applied.

Answer:  Media richness theory suggests that the richness of a communication channel is based on four criteria: o The amount of feedback that the communicator can receive o The number of cues that the channel can convey and that can be interpreted by a



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receiver o The variety of languages that a communicator uses o The potential for expressing emotions and feelings.

Using these four criteria, researchers have developed a continuum of communication channels, from communication-rich to communication-lean. o Some evidence suggests that those wishing to communicate a negative message, such as a message ending a relationship, may select a less rich communication medium. On the other hand, those who want to share good news tend to communicate in person so they can enjoy the positive reaction to the message.

Media richness theory also suggests that the restriction of nonverbal cues, which provides information about the nature of the relationship between communicators, hampers the quality of relationships that can be established using EMC.

Learning Objective: 1.5 Discuss the role of electronically mediated communication in developing and maintaining interpersonal relationships.

Topic: Interpersonal Communication and Social Media Difficulty Level: Moderate Skill Level: Understand the Concepts 9) Define ethics and discuss the behaviors of an ethical communicator.

Answer:  Ethics are the beliefs, values, and moral principles by which we determine what is right or wrong.  Characteristics of ethical communicators: o Sensitive to the needs of others, give people choices rather than forcing them to act a certain way, keep private information that others wish to be kept private, honest, avoid diminishing others' self-worth, don't tell people only what they want to hear.

Learning Objective: 1.6 Identify strategies that can improve your communication competence.

Topic: Interpersonal Communication Competence Difficulty Level: Moderate Skill Level: Apply the Concepts 10) You and your neighbor carpool to work every day since you both work in the same office.

You believed this would be a good way for you both to save money on gas, but your neighbor has not been paying their fair share for the past few months. You've decided to discuss the situation with them, but you need to do some careful planning first. Describe a conversation you might have with them that incorporates the strategies of being effective and appropriate.

Answer:  Student answers may vary, but must include that to be effective, messages must be understood by others and achieve their desired effects. o In this case, the desired effect is that the neighbor chips in for carpooling.

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Responses must also indicate that messages must be appropriate, by taking into account the time, place, and overall context of the message to be sensitive to the feelings and attitudes of the neighbor.

Learning Objective: 1.6 Identify strategies that can improve your interpersonal communication competence.

Topic: Interpersonal Communication Competence Difficulty Level: Difficult Skill Level: Apply What You KnowChapter 2: Interpersonal Communication and Self Multiple Choice Questions 1) A learned predisposition to respond to a person, object, or idea favorably or unfavorably is __________.

A) an attitude B) a belief C) a value D) a motive Answer: A Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy Skill Level: Remember the Facts 2) Which is most resistant to change?

A) Attitudes B) Beliefs C) Values D) Dislikes Answer: C Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy Skill Level: Remember the Facts 3) Philosopher William James identified three components of the self: the material, the social, and the spiritual. The material self is based upon __________.

A) all of the tangible things you own B) that part of you that interacts with others C) your internal thoughts and introspections about your values and moral standards D) your needs and desires

Answer: A Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy Skill Level: Remember the Facts 4) Which of the Big Five Personality Traits does a person exhibit if they are curious, imaginative, creative, adventurous, and inventive?

A) Extroversion B) Conscientiousness C) Openness D) Agreeableness Answer: C Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Moderate Skill Level: Understand the Concepts 5) This involves the ability to assume the role of both participant and observer of our own actions.

A) Agreeableness B) Conscientiousness C) Symbolic self-awareness D) Self-reflexiveness Answer: D Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Moderate Skill Level: Understand the Concepts 6) The avoidant attachment style is associated with __________.

A) receiving too much affection from your childhood caregivers B) developing a strong, trusting, and predictable relationship with your childhood caregivers C) consistently receiving too little nurturing as a child D) growing up in a home with someone other than one‘s biological parents Answer: C Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy

Skill Level: Remember the Facts 7) A role that is considered both masculine and feminine is called a(n) __________ role.

A) disparate B) disjunctive C) ambivalent D) androgynous Answer: D Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy Skill Level: Remember the Facts 8) The set of enduring internal predispositions and behavioral characteristics that describe how you react to your environment is your __________.

A) self-concept B) true self C) reflexive self D) personality Answer: D Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy Skill Level: Remember the Facts 9) The ability to think about your own thoughts, even while you are thinking them, is called __________.

A) self-talk B) objective self-awareness C) self-fulfilling prophecy D) subjective self-awareness

Answer: B Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy Skill Level: Remember the Facts 10) Although identifying with a group is a significant part of every person‘s identity, which individuals tend to benefit the most from group associations?

A) People who exhibit avoidant style characteristics B) People who are not a part of the dominant culture C) People who assume task-oriented roles D) People who are leaders in the dominant culture Answer: B Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Moderate Skill Level: Understand the Concepts 11) Which approach suggests that a major factor affecting how people communicate with others is genetic makeup?

A) Implicit personality theory B) Communibiological approach C) Socio-communication perspective D) Warranty principle Answer: B Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy Skill Level: Remember the Facts 12) We decide whether to incorporate others‘ comments into our self-concept by evaluating the feedback using three criteria: frequency of the message, __________, and how consistent the message is with our own experiences and other feedback we‘ve received.

A) politeness of the feedback B) whether we perceive the feedback as credible C) whether the feedback was solicited D) specificity of the feedback Answer: B Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Moderate Skill Level: Understand the Concepts 13) According to William James, which component of self is reflected through our interactions with others?

A) Material self B) Spiritual self C) Social self

D) Energetic self Answer: C Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy Skill Level: Remember the Facts 14) When we behave in ways that benefit others, it makes us feel better and is called being __________.

A) prosocial B) charitable C) conscientious D) sociable Answer: A Learning Objective: 2.2 Define self-esteem and compare and contrast self-esteem with selfconcept.

Topic: Self-Esteem: Your Self-Worth Difficulty Level: Easy Skill Level: Remember the Facts 15) Your __________ is a description of who you are.

A) self-concept B) life position C) self-esteem D) face Answer: A Learning Objective: 2.2 Define self-esteem and compare and contrast self-esteem with selfconcept.

Topic: Self-Esteem: Your Self-Worth Difficulty Level: Easy Skill Level: Remember the Facts 16) The value we place on ourselves in areas such as our skills, abilities, talents, and appearance are known as our __________.

A) self-awareness B) self-concept C) self-worth D) self-importance Answer: C Learning Objective: 2.2 Define self-esteem and compare and contrast self-esteem with selfconcept.

Topic: Self-Esteem: Your Self-Worth Difficulty Level: Easy Skill Level: Remember the Facts 17) Juell has played the upright bass in a jazz band for several years, so she has confidence in her ability to perform well during the concert this weekend. Regarding music performance, Juell has a high level of __________.

A) self-efficacy B) life position C) positive face D) self-reflexiveness Answer: A Learning Objective: 2.2 Define self-esteem and compare and contrast self-esteem with selfconcept.

Topic: Self-Esteem: Your Self-Worth Difficulty Level: Moderate Skill Level: Apply What You Know 18) Psychologist Eric Berne‘s concept to describe people‘s overall sense of their own worth and that of others is called __________.

A) social comparison B) social awareness C) positive face D) life position Answer: D Learning Objective: 2.2 Define self-esteem and compare and contrast self-esteem with selfconcept.

Topic: Self-Esteem: Your Self-Worth Difficulty Level: Easy Skill Level: Remember the Facts 19) According to research, who is most susceptible to self-esteem damage after receiving negative feedback?

A) Shy people B) People who have a high need for approval C) Those with a secure attachment style D) Agreeable people Answer: B Learning Objective: 2.2 Define self-esteem and compare and contrast self-esteem with selfconcept.

Topic: Self-Esteem: Your Self-Worth Difficulty Level: Moderate Skill Level: Understand the Concepts

20) Jorge is an active member of his high school debate team, but lately he has noticed that his peers are more articulate and score better at tournaments than he does. Feeling that he is no longer valuable, Jorge decides to quit the team. Through which process did Jorge make his decision?

A) Facework B) Mindfulness C) Social comparison D) Reflective competition Answer: C Learning Objective: 2.2 Define self-esteem and compare and contrast self-esteem with selfconcept.

Topic: Self-Esteem: Your Self-Worth Difficulty Level: Moderate Skill Level: Apply What You Know 21) Which type of facework do we engage in when we ―save face‖ by working to improve others‘ negative perceptions of us?

A) Positive facework B) Corrective facework C) Preventative facework D) Aggressive facework Answer: B Learning Objective: 2.3 Define facework and discuss how you project your face and protect others’ faces.

Topic: Facework: Presenting Your Self-Image to Others Difficulty Level: Easy Skill Level: Remember the Facts 22) Alan seems to challenge Alanna‘s positive face quite often. Alan is engaging in __________.

A) Positive face B) Corrective facework C) Face-threatening acts D) Politeness Answer: C Learning Objective: 2.3 Define facework and discuss how you project your face and protect others’ faces.

Topic: Facework: Presenting Your Self-Image to Others Difficulty Level: Moderate Skill Level: Apply What You Know 23) Efforts such as apologizing, denying an event occurred, lying, and using humor to overcome embarrassment are what researchers call attempts to __________.

A) Deceive B) Save face C) Project D) Divert Answer: B Learning Objective: 2.3 Define facework and discuss how you project your face and protect others’ faces.

Topic: Facework: Presenting Your Self-Image to Others Difficulty Level: Moderate Skill Level: Understand the Concepts 24) According to politeness theory, which statement would be least face-threatening to a coworker who violates the dress code?

A) "Wow! Jeans aren‘t allowed, you know.‖ B) "I've noticed that you keep dressing too casually, and our boss has mentioned it, too."

C) "You look pretty unprofessional, but perhaps that's the look you want."

D) "You look casual today. Are you going somewhere after work?"

Answer: D Learning Objective: 2.3 Define facework and discuss how you project your face and protect others’ faces.

Topic: Facework: Presenting Your Self-Image to Others Difficulty Level: Moderate Skill Level: Apply What You Know 25) Reilly has accidentally enrolled in a class that starts shortly after his other class, which is on the opposite side of the campus, ends. To save face, Reilly decides to email his professor to apologize in advance for being late to each session. Which type of facework does this best exemplify?

A) Positive facework B) Preventative facework C) Corrective facework D) Protective facework Answer: B Learning Objective: 2.3 Define facework and discuss how you project your face and protect others’ faces.

Topic: Facework: Presenting Your Self-Image to Others Difficulty Level: Moderate Skill Level: Apply What You Know 26) Jeremiah just got called in to see the principal. As he walks to the office, he wonders, ―What have I done wrong? Of course, it may be nothing. Maybe there is just some information she needs.‖ Jeremiah is engaging in __________.

A) Visualization

B) Intrapersonal communication C) Letting go of the past D) Communication apprehension Answer: B Learning Objective: 2.4 Identify and describe seven strategies for improving your self-concept.

Topic: How to Improve Your Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know 27) Margolis, in anticipating his next public speaking assignment, thinks that while he may not be the most skilled speaker, he is intelligent, he knows how to research a topic, and if he spends some time practicing, he ought to be able to get at least a ―C.‖ Margolis is most likely engaging in which technique for improving self-esteem?

A) Avoiding comparisons B) Reframing C) Self-talk D) Visualization Answer: C Learning Objective: 2.4 Identify and describe seven strategies for improving your self-concept.

Topic: How to Improve Your Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know 28) Tomas isn‘t having much success in meeting women. He asks his friend, Tanya, to help identify what he is doing that might be turning off the women he meets. Since Tanya has known him since they were in kindergarten, she tactfully but honestly tells him what she thinks. Tomas‘ reliance on his relationship with Tanya reflects which strategy for improving one‘s self-esteem?

A) Developing honest relationships B) Letting go of the past C) Visualizing a positive image D) Avoiding comparisons Answer: A Learning Objective: 2.4 Identify and describe seven strategies for improving your self-concept.

Topic: How to Improve Your Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know 29) The technique of having a trained person listen as you verbalize your fears, hopes, and concerns is called __________.

A) Open communication B) Listening therapy C) Intrapersonal communication D) Talk therapy

Answer: D Learning Objective: 2.4 Identify and describe seven strategies for improving your self-concept.

Topic: How to Improve Your Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts 30) Victoria must complete a high-level mathematics course before graduating from college.

With graduation within reach, Victoria imagines herself receiving a passing grade on the final exam, shaking her professor‘s hand, and smiling in front of a camera while holding her diploma.

Through using __________, Victoria has boosted her confidence about passing the class.

A) self-talk B) reframing C) visualization D) talk therapy Answer: C Learning Objective: 2.4 Identify and describe seven strategies for improving your self-concept.

Topic: How to Improve Your Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know 31) The process of redefining events and experiences from a different point of view is known as __________.

A) self-reflexivity B) reframing C) social learning D) social support Answer: B Learning Objective: 2.4 Identify and describe seven strategies for improving your self-concept.

Topic: How to Improve Your Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts 32) Elvira felt worthless after losing the chess tournament, so she reached out to her friend Lexi to help. Lexi offered her empathy, concern, and positive words, which immediately put Elvira back in good spirits. Which strategy did Elvira use to repair her self-esteem?

A) Letting go of the past B) Reframing C) Intrapersonal communication D) Seeking out support Answer: D Learning Objective: 2.4 Identify and describe seven strategies for improving your self-concept.

Topic: How to Improve Your Self-Esteem

Difficulty Level: Moderate Skill Level: Apply What You Know 33) People with low self-esteem are likely to be more __________.

A) critical of others B) open to seeking opportunities to improve themselves C) comfortable having others observe them when they perform D) open to admitting to having both strengths and weaknesses Answer: A Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts 34) People who have a high sense of self-worth are more likely to be __________.

A) comfortable having others observe them when they perform B) overly responsive to praise and compliments C) more sensitive to criticism and negative feedback from others D) more critical of others Answer: A Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts 35) Which dimension of communication social style is described by the tendency to accomplish tasks by making requests, asking for information, and generally looking out for one‘s own rights and best interests?

A) Assertiveness B) Reflexiveness C) Responsiveness D) Consciousness Answer: A Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts 36) Lyndi has an algebra class this semester, one that she has dreaded since beginning college.

Math has never been an easy subject for her, so when her first test comes around, she is

convinced that she‘ll fail. Sure enough, when her exam is returned, she has scored a 56%, which is an F. Lyndi is a victim of her own __________.

A) social decentering B) looking-glass self C) communication apprehension D) self-fulfilling prophecy Answer: D Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 37) Your understanding of who you are is your __________.

A) self-disclosure B) self-worth C) self-knowledge D) self-awareness Answer: D Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts 38) Joe tells anybody who will listen to him the most intimate details of his personal life.

According to the Johari window, he probably has a relatively large __________ area.

A) blind B) unknown C) hidden D) open Answer: D Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 39) Which theory suggests that we make sense of the world based on our interpretation of words used by others?

A) Symbolic Interaction Theory B) Communication Apprehension Theory C) Life Position Theory

D) Politeness Theory Answer: A Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts 40) Each individual has a dominant communication social style, based on analysis of which two dimensions?

A) Openness and closedness B) Assertiveness and responsiveness C) Self-awareness and willingness to self-disclose D) Expression of needs and expression of wants Answer: B Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts Essay 1) Name and define the three attachment styles.

Answer:  Secure attachment style: Individuals experience greater overall feelings of hope and relationship satisfaction and tend to disclose more personal information about themselves.  Anxious attachment style: Individuals report feeling more negative emotions and stress when interacting with others, especially a romantic partner.  Avoidant attachment style: Individuals may experience considerable discomfort and awkwardness when expressing or receiving intimacy and therefore avoid such relationships.

Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Easy Skill Level: Remember the Facts 2) Name and briefly describe the three components of the self that were identified by William James.

Answer:  The material self, consisting of all the tangible things you own: your body, your possessions, and your home.  The social self, reflecting that part of you that interacts with others; James said a person has as many social selves as there are people who recognize him or her.  The spiritual self, consisting of all your internal thoughts and introspections about your values and moral standards.

Learning Objective: 2.1 Define self-concept and identify the factors that shape the development of your self-concept.

Topic: Self-Concept: Who You Think You Are Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Describe the concept of self-worth and explain how social comparison affects it.

Answer:  Self-worth (self-esteem) is your evaluation of your worth or value based on your perception of such things as your skills, abilities, talents, and appearance.  Social comparison is the process of comparing yourself to others who are similar to you, to measure your worth and value.  People derive their sense of self-worth from comparing themselves to others.

Learning Objective: 2.2 Define self-esteem and compare and contrast self-esteem with selfconcept.

Topic: Self-Esteem: Your Self-Worth Difficulty Level: Moderate Skill Level: Understand the Concepts 4) List and briefly define the four life positions that Eric Berne developed to describe people‘s overall sense of their own worth and that of others.

Answer:  ―I‘m OK, you‘re OK,‖ or positive regard for self and others.  ―I‘m OK, you‘re not OK,‖ or positive regard for self and low regard for others.  ―I‘m not OK, you‘re OK,‖ or low self-regard and positive regard for others.  ―I‘m not OK, you‘re not OK,‖ or low regard for both self and others.

Learning Objective: 2.2 Define self-esteem and compare and contrast self-esteem with selfconcept.

Topic: Self-Esteem: Your Self-Worth Difficulty Level: Moderate Skill Level: Understand the Concepts 5) Define face and facework, and explain how preventative facework and corrective facework apply to interpersonal communication.

Answer:  Face is a person‘s positive perception of himself or herself in interactions with others.  Facework is using communication to maintain your own positive self-image and to seek approval of your face.  You are engaged in facework when you support, reinforce, or challenge someone else‘s face (or self-perception). o Preventative facework is an effort to maintain and enhance one‘s positive selfperception. o Corrective facework is an effort to remedy what one perceives as a negative perception of oneself on the part of others.

Learning Objective: 2.3 Define facework and discuss how you project your face and protect others’.

Topic: Facework: Presenting Your Self-Image to Others Difficulty Level: Moderate Skill Level: Understand the Concepts 6) Describe politeness theory and provide three examples of how you might express it through your own interpersonal communication.

Answer:  The politeness theory suggests that people have positive perceptions of others who treat them politely and respectfully.  Offering compliments, behaving respectfully, and showing concern for others are three examples of how politeness projects a positive face.  Student examples may vary.

Learning Objective: 2.3 Define facework and discuss how you project your face and protect others’ face.

Topic: Facework: Presenting Your Self-Image to Others Difficulty Level: Moderate Skill Level: Apply What You Know 7) Anthony is a freshman with an excellent academic background. He has begun to have problems with one class and is getting down on himself. Because he spends so much time on his schoolwork, he hasn‘t developed many friendships and doesn‘t socialize much. Since you like Anthony and would like to help him, suggest strategies to improve his self-esteem.

Answer:  The strategies most likely to be helpful include reframing and developing an honest relationship.  You might also help Anthony understand how his self-talk is affecting him and explain how visualizing completing a goal will add to his overall sense of happiness and wellbeing.  It is also possible that Anthony needs to let go of the past. Perhaps the strategies he

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used successfully in high school are no longer effective in this new environment.

If Anthony‘s difficulties are deeply ingrained, ultimately, the best suggestion might be to seek professional support.

Learning Objective: 2.4 Identify and describe seven strategies for improving your self-concept.

Topic: How to Improve Your Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know 8) Identify and briefly describe the three social needs suggested by Will Schutz.

Answer:  Schutz identifies three primary social needs that affect the degree of communication we have with others: the need for inclusion, the need for control, and the need for affection.  Inclusion identifies the degree to which we need to be included in activities with others, and our need to include others in social activities.  Control reflects the degree to which people need some influence over their relationships. Those with a high need for control are likely to seek leadership roles and are generally more directive in telling others what to do or how to behave.  Affection identifies the need people have to give and receive love, support, warmth, and intimacy.

Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts 9) Name and define the four windows in the Johari window model, then describe each window in detail by providing distinguishing information and examples.

Answer:  Quadrant one is an open area. o The open area contains information that others know about you and that you are also aware of, such as your age, your occupation, and other things you might mention about yourself. o At first glance, all four quadrants appear to be the same size. But that may not be the case (in fact, it probably isn‘t). o In the case of Quadrant one, the more information that you reveal about yourself, the larger this quadrant will be. Put another way, the more you open up to others, the larger the open area will be.  Quadrant two is a blind area. o This window contains information that other people know about you, but that you do not know. o Perhaps when you were in grade school, as a joke, someone put a sign on your

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back that said, ―Kick me.‖ Everyone was aware of the sign but you. The blind window represents the same situation. o For example, you may see yourself as generous, but others may see you as a tightwad. o Generally, the more accurately you know yourself and perceive how others see you, the better your chances are of establishing open and honest relationships with others.

Quadrant three is a hidden area. o This area contains information that you know about yourself, but that others do not know about you. o You can probably think of many facts, thoughts, feelings, and fantasies that you would not want anyone else to know. o They may be feelings you have about another person or something you‘ve done privately in the past that you‘d be embarrassed to share with others.

Quadrant four is an unknown area. o This area contains information that is unknown to both you and others. These are things you do not know about yourself yet. o Perhaps you do not know how you will react under certain stressful situations.

Other people may also not be aware of how you would respond or behave under certain conditions. o Your potential and your untapped physical and mental resources are unknown. o You can assume that this area exists, because eventually some (though not necessarily all) of these things will become known to you, to others, or to both you and others. o Because you can never know yourself completely, the unknown quadrant will always exist; you can only guess at its current size, because the information it contains is unavailable to you.

Student examples may vary.

Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Difficult Skill Level: Apply What You Know 10) Create and describe a scenario in which self-fulfilling prophecy is being demonstrated.

Answer:  Students must describe a scenario in which a person predicts future actions that are likely to come true because the person believes that they will come true. o For example, if you think you will fail the math test because you‘re convinced that you‘re not good at math, then you likely will fail because you must not only overcome your math deficiencies but also your low expectations of yourself.  Student examples will vary.

Learning Objective: 2.5 Identify the effects of your self-concept and self-esteem on your relationships with others.

Topic: Self and Interpersonal Relationships Difficulty Level: Difficult Skill Level: Apply What You Know Chapter 3: Interpersonal Communication and Perception Multiple Choice Questions 1) What process is involved when we focus our attention on specific elements of our environment and ignore others?

A) Interpersonal perception B) Selective attention C) Perception D) Selective recall Answer: B Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Moderate Skill Level: Understand the Concepts 2) Mary goes to the gym to exercise after work because she says her husband, John, comes home late every night. John stays at work late because he says Mary works out every night anyway.

Which principle of organizing and imposing structure is involved?

A) Patterning B) Punctuating C) Superimposing D) Closure Answer: B Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 3) Meghan anxiously awaits as her statistics professor hands back results on the last exam. As the professor approaches, Meghan notices that he has a smile on his face. She immediately thinks to herself, "I must have aced this test!" On which stage of the interpersonal perception process did Meghan end this interaction?

A) Organization B) Interpretation C) Selection

D) Attribution Answer: B Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 4) When we perceive elements of our environment simply because our senses are operating, we are engaged in __________ perception.

A) Interpersonal B) Active C) Selective D) Passive Answer: D Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Easy Skill Level: Remember the Facts 5) Maria is studying in the library before an exam. All of a sudden, the smell of cologne causes her to look up from her textbook. Which process of perception is most likely responsible for Maria's response to the smell?

A) Interpersonal perception B) Active perception C) Selective perception D) Passive perception Answer: D Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Communication Difficulty Level: Moderate Skill Level: Apply What You Know 6) As a nurse, Marcus must quickly interpret a large amount of information to treat patients. To help in this process, Marcus creates categories and applies a familiar structure to each new piece of information he receives. Marcus is organizing information by __________.

A) Seeking closure B) Superimposing C) Direct perception checking D) Becoming other-oriented

Answer: B Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 7) After the first day of classes Hadya has already decided that her economics professor is strict (―He said he doesn‘t tolerate cell phones‖), her art professor is flaky (―She came in late because she couldn‘t find the room‖), and her communications professor is fun (―He sat on the desk and started to learn all of our names‖). What process has Hadya used in forming her perceptions?

A) Selective perception B) Thin-slicing C) Superimposing D) Punctuation Answer: B Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 8) Our tendency to put ourselves in situations that reinforce our attitudes, beliefs, values, or behaviors is known as __________.

A) Intuitive reinforcement B) Situational control C) Memory enforcement D) Selective exposure Answer: D Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Easy Skill Level: Remember the Facts 9) What is the proper ordering of the stages we use to make sense of the various stimuli around us?

A) Selecting, interpreting, and organizing B) Organizing, selecting, and interpreting C) Organizing, interpreting, and selecting D) Selecting, organizing, and interpreting Answer: D Learning Objective: 3.1 Define perception and explain the three stages of interpersonal

perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Easy Skill Level: Remember the Facts 10) Rex likes Karl because he thinks Karl is fun, smart, and energetic. When someone points out that Karl is a cheapskate, Rex refuses to believe it. Perhaps Rex‘s perception is clouded by the __________ effect.

A) Horn B) Consistency C) Pattern D) Halo Answer: D Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Moderate Skill Level: Apply What You Know 11) When Fatima first met Katie at work, Katie seemed impatient, stressed out, and irritable.

Although Katie has since adjusted and become more even-tempered, Fatima still tries to avoid her. Fatima continues to see Katie in a negative light, most likely due to the __________.

A) halo effect B) primacy effect C) horn effect D) recency effect Answer: B Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Moderate Skill Level: Apply What You Know 12) The __________ indicates that people make guesses about the personalities and behaviors of others using their own ideas, expectations, and often unconscious biases.

A) impression formation theory B) implicit personality theory C) causal attribution theory D) correspondence inference theory Answer: B Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Easy Skill Level: Remember the Facts

13) Uncertainty reduction can be used to reduce partner, relational, and __________ uncertainty.

A) self B) future C) emotional D) impression Answer: A Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Easy Skill Level: Remember the Facts 14) After watching a few minutes of a new sitcom, Will determined that the comedians on the show were not particularly funny and that watching was a waste of his time. By classifying the comedians as unfunny, Will demonstrates the use of __________.

A) self-uncertainty B) a construct C) punctuation D) relational uncertainty Answer: B Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Moderate Skill Level: Apply What You Know 15) Paola went on a blind date that was set up by Jodi. After the date, Jodi called Paola to ask how it went. Paola explained that, although the date was friendly, she was not interested in seeing him again since she didn‘t think the relationship would last long. Paola's reasoning can best be explained by __________.

A) the horn effect B) causal attribution theory C) predicted outcome value theory D) partner uncertainty Answer: C Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Understanding Personal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 16) Which is a true statement about negative feedback?

A) It is always bad.

B) Most people tend to respond well to it.

C) People are likely to forget it quickly.

D) Some people will always take it as a personal attack, no matter how carefully it is worded.

Answer: D Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Moderate Skill Level: Understand the Concepts 17) A recency effect occurs when we pay attention to the __________ pieces of information we receive about a person or situation.

A) last B) most exciting C) first D) largest Answer: A Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Easy Skill Level: Remember the Facts 18) Alyce assumes that her classmate, Ginny, does not wash her hair and skin regularly because she always looks oily. Alyce thinks it is gross that Ginny is so unclean, and further, assumes that she is unintelligent and unfriendly. What can be used to explain Alyce's perception of Ginny?

A) Horn effect B) Recency effect C) Primacy effect D) Halo effect Answer: A Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Moderate Skill Level: Apply What You Know 19) Reece watches a news report about a young man arrested for stealing bread and peanut butter from a local grocery store. Reece assumes that the young man had no other choice but to steal the food for survival. Using causal attribution theory, which cause does Reece attribute the man's behavior to?

A) A stimulus B) The man's standpoint C) The man's circumstances D) The man's mental state Answer: C Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behavior of Others Difficulty Level: Moderate Skill Level: Apply What You Know 20) The theory that helps explain why Nabil‘s perception of Shawna‘s behavior differs dramatically from Benjamin‘s perception of that same behavior is known as __________ theory.

A) implicit personality B) impression formation C) standpoint D) attribution Answer: C Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behavior of Others Difficulty Level: Moderate Skill Level: Apply What You Know 21) Fritz Heider says all people are ―naive psychologists‖ because we __________.

A) are easily deceived by others B) assume that all of our interpersonal relationships are likely to succeed C) believe that people are inherently good D) seek to understand the motives behind others‘ actions using common sense Answer: D Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behaviors of Others Difficulty Level: Moderate Skill Level: Understand the Concepts 22) After Daniela‘s professor said something upsetting, Daniela left the classroom with tears in her eyes. Her behavior can best be attributed to __________.

A) circumstance B) a response to a stimulus C) herself D) her standpoint Answer: B Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behavior of Others Difficulty Level: Moderate Skill Level: Apply What You Know 23) On the first day of class, you notice that the woman sitting next to you is constantly on her

phone and seems uninterested in participating during class. You decide that she is taking this class merely as a requirement. Your assumptions are an example of __________.

A) intercultural communication B) standpoint theory C) stereotyping D) attribution theory Answer: D Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behavior of Others Difficulty Level: Moderate Skill Level: Apply What You Know 24) Which cultural element includes schools, governments, and religious organizations?

A) Material culture B) Aesthetics C) Language D) Social institutions Answer: D Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behaviors of Others Difficulty Level: Easy Skill Level: Remember the Facts 25) A learned system of knowledge, behaviors, attitudes, beliefs, values, and norms that are shared by a group of people is known as __________.

A) culture B) background C) identity D) aesthetic Answer: A Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behavior of Others Difficulty Level: Easy Skill Level: Remember the Facts 26) Sarah has been a faithful member of your study group all semester. But tonight, she not only didn‘t show up, but she couldn‘t be reached on her cell phone. You remembered that her father had been seriously ill and inferred that Sarah probably had to rush home to tend to him. Which process of perceptual organization and interpretation did you use in arriving at this conclusion?

A) Impression formation

B) Implicit personality theory C) Attribution theory D) Use of personal constructs Answer: C Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behavior of Others Difficulty Level: Moderate Skill Level: Apply What You Know 27) While sitting at a coffee shop, you overhear somebody say, "I don‘t understand why some people from Latin America kiss me on the cheek when they greet me. We don‘t do that here in Ohio." Which theory can help explain this statement?

A) Standpoint theory B) Intercultural communication theory C) Impression formation theory D) Attribution theory Answer: B Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behavior of Others Difficulty Level: Moderate Skill Level: Apply What You Know 28) When we categorize individuals and attribute a set of qualities to them because of their membership in that category, what perceptual process are we using?

A) Selective perception B) Patterning C) Standardizing D) Stereotyping Answer: D Learning Objective: 3.4 Identify the six factors that distort the accuracy of interpersonal perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Moderate Skill Level: Understand the Concepts 29) A common barrier to interpersonal perception is that we often focus too much on __________ information.

A) positive B) direct C) negative D) uncertain

Answer: C Learning Objective: 3.4 Identify the eight factors that distort the accuracy of interpersonal perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Easy Skill Level: Remember the Facts 30) When Lori got an A on her music history paper, she concluded that she was indeed smart.

However, when she failed her biology test the next week, she blamed the professor‘s ―confusing‖ questions for her poor result. Which barrier is hindering the accuracy of Lori's perceptions?

A) Fundamental attribution error B) Implicit personality theory C) Self-serving bias D) Stereotype Answer: C Learning Objective: 3.4 Identify the six factors that distort the accuracy of interpersonal perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 31) Mohinder noticed that Bill came to class late one day. When he met Bill later at a party, he turned to a friend and remarked, ―Yeah, Bill‘s the guy I told you about who comes to class late all the time.‖ The perceptual barrier Mohinder is exhibiting is __________.

A) Ignoring information B) Overgeneralizing C) Stereotyping D) Blaming Bill, assuming he has control of the situation Answer: B Learning Objective: 3.4 Identify the six factors that distort the accuracy of interpersonal perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 32) Rob met Flannery in an online chat group for race car enthusiasts. Based on briefly looking over Flannery's online profile, Rob decided that he is a typical show-off, know-it-all race car owner. This tendency to stereotype someone based on the few cues online interactions provide is known as __________.

A) Social identity model of deindividuation effects (SIDE) B) Attribution theory C) Impression formation theory D) Implicit personality theory

Answer: A Learning Objective: 3.4 Identify the six factors that distort the accuracy of interpersonal perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 33) Which behavior is exhibited by a driver who furiously honks his horn at others without considering that their driving errors may be caused by external factors beyond their control?

A) Social Identity Model of Deindividuation Effects (SIDE) B) Fundamental attribution theory C) Stereotyping D) Causal attribution theory Answer: B Learning Objective: 3.4 Identify the six factors that distort the accuracy of interpersonal perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 34) When we stereotype others, we do so to fulfill our needs for power, authority, and __________.

A) Primacy B) Affection C) Structure D) Attribution Answer: C Learning Objective: 3.4 Identify the six factors that distort the accuracy of interpersonal perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Moderate Skill Level: Understand the Concepts 35) Rebecca is nervous and fidgets during her job interview with Calder. She is hired anyway, but Calder is surprised when he sees her at work on her first day, and she is calm and collected.

Calder may be guilty of the perceptual mistake of __________.

A) Ignoring information B) Oversimplifying C) Stereotyping D) Imposing consistency Answer: D Learning Objective: 3.4 Identify the six factors that distort the accuracy of interpersonal

perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know 36) Which behavior is an example of direct perception checking?

A) Looking for cues in a person‘s voice to confirm your perception B) Listening more attentively to someone C) Asking someone if your understanding is accurate D) Ignoring unimportant details about a person‘s appearance or behavior Answer: C Learning Objective: 3.5 Identify and apply six suggestions for improving interpersonal perception.

Topic: Improving Interpersonal Perception Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 37) When he first looked at Aimee's LinkedIn page, Cecil was put off by Aimee's use of a lowquality profile photo and the fact that some content had spelling errors. After meeting with her, Cecil realized that Aimee's LinkedIn page did not accurately portray her professionalism; she was a strong and highly qualified candidate. Which strategy did Cecil use to keep his perception in line?

A) Reducing uncertainty B) Applying the self-serving bias C) Considering the self-fulfilling prophecy D) Linking details with the big picture Answer: D Learning Objective: 3.5 Identify and apply six suggestions for improving interpersonal perception.

Topic: Improving Interpersonal Perception Skills Difficulty Level: Moderate Skill Level: Apply What You Know 38) The two ways to check the accuracy of your perceptions are __________.

A) Objectively and subjectively B) Actively and passively C) Directly and indirectly D) Through selection and punctuation Answer: C Learning Objective: 3.5 Identify and apply six suggestions for improving interpersonal perception.

Topic: Improving Interpersonal Perception Skills Difficulty Level: Easy

Skill Level: Remember the Facts 39) While dining out, Selma observes what she believes to be her husband flirting with their server. After they leave, Selma decides to ask her husband what he was doing. He claims that he was only smiling and being kind. In this case, which strategy did Selma use to gain clarity on the situation?

A) Punctuation B) Indirect perception checking C) Direct perception checking D) Attribution Answer: C Learning Objective: 3.5 Identify and apply six suggestions for improving interpersonal perception.

Topic: Improving Interpersonal Perception Skills Difficulty Level: Moderate Skill Level: Apply What You Know 40) You see your friend Hernando sitting quietly, leaning forward with his head in his hands.

Wondering what is wrong, you continue to observe him from a distance. After seeing him yawn and rub his eyes, you determine that Hernando must be tired. Through which process of perception checking did you reach this conclusion?

A) Indirect B) Objective C) Subjective D) Direct Answer: A Learning Objective: 3.5 Identify and apply six suggestions for improving interpersonal perception.

Topic: Improving Interpersonal Perception Skills Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions 1) Define perception and interpersonal perception, and give an example between active perception and passive perception.

Answer:  Perception is experiencing your world and then making sense out of what you experience.  Interpersonal perception is the process by which you decide what people are like and give meaning to their actions.  An example of passive perception might be becoming aware of a squeaky cart passing along the hall as you are listening to the professor‘s lecture.



An example of active perception would be asking a question about something in the lecture to clarify what you think you heard the professor say.

Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Communication Difficulty Level: Easy Skill Level: Remember the Facts 2) List and describe the three stages of the interpersonal perception process.

Answer:  The three stages of the interpersonal perception process are 1. Selecting, in which we choose certain sensations on which to focus awareness.

2. Organizing, in which we assemble stimuli into convenient awareness.

3. Interpreting, in which we assign meaning to what we have observed.

Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Dr. Smith finds that one of his colleagues, Dr. Tompkins, is difficult to deal with professionally. However, once you get Dr. Tompkins away from the office, he can be one of the nicest and most caring people you would want to know. Dr. Smith decides that while Dr. Tompkins can be difficult to work with, he is still an admirable man. Which process of perceptual organization and interpretation (impression formation, implicit personality theory, attribution theory, or use of personal constructs) did Dr. Smith most likely employ in arriving at this conclusion? Justify your response.

Answer:  More than one answer can be generated for this question. The emphasis should be on justifying the student‘s choice. The answer should explain each concept and then apply each concept to the situation to justify the use of one or more of the processes. o Impression formation involves the process of categorizing people based upon general physical qualities, behaviors, and disclosed information. These perceptions then affect our subsequent interpretations of their behavior.  While impression formation is often thought of in terms of first impressions, we can form and reform impressions at other times. o Implicit personality theory involves the use of patterns of qualities we attribute to people to increase our understanding and ability to predict their behavior. These theories are essentially stereotypes that we use to fill in the blanks of another‘s personality. These theories can affect our interpretations positively or negatively. o The use of personal constructs allows us to organize our perceptions of specific people. Constructs are bipolar qualities that help us differentiate one person from

 





another. o Attribution theory seeks to develop explanations for another person‘s behavior.

We may seek to determine the intention of the person in causing the effect, or we may seek to determine the causes (causal attribution theory) for another person‘s behavior based upon circumstance, a stimulus, or the person herself or himself.

In this case, there is no indication that Dr. Smith is trying to discover or explain the causes or intentionality of Dr. Tompkins‘s behavior, so attribution theory does not seem to be directly applicable.

Implicit personality theory allows us to fill out a person‘s personality by association with pre-existing patterns of associated qualities. While Dr. Smith may have employed an implicit personality theory, there is no indication that he is ―filling out‖ Dr. Tompkins‘s personality. The case suggests that Dr. Smith‘s implicit personality theories may be challenged by the complexity of Dr. Tompkins‘s behavior. Dr. Tompkins is not easily categorized.

While Dr. Smith seems to be engaged in a process of reforming his impression of Dr. Tompkins, the process of differentiating between Dr. Tompkins‘s actions in a professional setting and in a social setting suggests the application of cognitive constructs.

Student examples will vary.

Learning Objective: 3.1 Define perception and explain the three stages of interpersonal perception.

Topic: Understanding Interpersonal Perception Difficulty Level: Difficult Skill Level: Apply What You Know 4) Discuss the difference(s) between the halo effect and the horn effect.

Answer:  A halo effect is created when we attribute a variety of positive qualities to a person we like without personally confirming the existence of these qualities.  Conversely, with the horn effect, we might decide that a person we don‘t like is selfish or stingy, and we attribute a variety of negative qualities to that individual, using implicit personality theory.

Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Moderate Skill Level: Understand the Concepts 5) Explain how the impression formation theory, implicit personality theory, the use of mental constructs, and attribution theories are related.

Answer:  Impression formation, implicit personality theory, and the use of mental constructs are used to organize information about people. These three approaches to perception are used

   

to describe, categorize, and evaluate them.

Impression formation and implicit personality theory explain how we develop and maintain perceptions about people, while the implicit personality theory consists of the personal assumptions you make about other people‘s personalities.

It‘s called implicit personality theory because the cues you use to interpret others‘ behavior are not explicitly evident but are indirect. We may not always be aware that we have assumptions and biases when forming perceptions of others.

When making assumptions about others, we develop specific categories, called constructs, for people. A construct is a bipolar quality or continuum, but we don‘t necessarily classify people in absolute terms; we usually categorize them in degrees.

Once this information is organized, we can use it to develop attribution theories, which help us explain why people behave as they do.

Learning Objective: 3.2 List and describe the strategies we use to form impressions of others.

Topic: Forming Impressions of Others Difficulty Level: Moderate Skill Level: Understand the Concepts 6) Paula and Gary are divorcing after eight years of marriage. Paula cites Gary‘s infidelity as the primary cause of the divorce, but Gary says his affair was simply a symptom of a marriage that had been empty for years, ever since Paula‘s career became more demanding and her time at home scarce. Use causal attribution theory to explain their differing attributions for the demise of their marriage.

Answer:  This question should be answered by referring to the three potential causes for a person‘s action: circumstance, stimulus, or the person herself or himself.  Gary is attributing his action to circumstance: o Paula is to blame because of her lack of attention to him and their marriage by spending less time at home. (Gary had an affair because he felt the situation left him no choice.)  Paula is attributing her action to the stimulus (Gary‘s infidelity).

Learning Objective: 3.3 List and describe the strategies we use to interpret the behavior of others.

Topic: Interpreting the Behavior of Others Difficulty Level: Difficult Skill Level: Apply What You Know 7) What is standpoint theory, and how does it explain why people with differing cultural backgrounds have different perceptions of others‘ behaviors? Provide an example.

Answer:  Standpoint theory argues that a person‘s social position, power, or cultural background influences how the person perceives the behavior of others.  A person from a different culture has a different way of deciding whether behavior is or



is not appropriate under certain circumstances. o For example, in one culture, it might be completely proper to hug a stranger or give them a peck on the cheek, while in another culture, such behavior would seem odd or inappropriate. Thus, from the standpoint of the person in a culture where hugging is not common, the behavior of the person who hugs readily might be seen as unacceptable and even rude.

Student examples will vary.

Learning Objective: 3.3 List and describe the strategies we use to interpret the behaviors of others.

Topic: Interpreting the Behaviors of Others Difficulty Level: Moderate Skill Level: Apply What You Know 8) Briefly explain how stereotypes can help us.

Answer:  Stereotypes can help us make sense of the wide range of stimuli we encounter daily.

Learning Objective: 3.4 Identify the six factors that distort the accuracy of interpersonal perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Moderate Skill Level: Understand the Concepts 9) Explain what the fundamental attribution error is, and give an example of how it might affect a relationship.

Answer:  A fundamental attribution error occurs when a person attributes another‘s behavior to internal, controllable causes rather than to external, uncontrollable causes. o For example, if I go to the store to return a gift that I didn‘t like and the clerk tells me it‘s not returnable, I commit a fundamental attribution error if I decide the clerk wouldn‘t accept my return because he is a jerk, when, in fact, he is just following company policy and doesn‘t have a choice. o This will affect our relationship, even though it is a transitory one, because of the way I will probably respond to the clerk as a result of my attribution of the clerk‘s behavior. It could lead to a heated discussion, but it is unlikely to be a satisfying communication in any case.  Student examples will vary.

Learning Objective: 3.4 Identify the six factors that distort the accuracy of interpersonal perception.

Topic: Identifying Barriers to Accurate Interpersonal Perception Difficulty Level: Moderate Skill Level: Apply What You Know

10) Explain the difference between direct perception checking and indirect perception checking.

Think about your own relationships, and provide a detailed example of each type which you have experienced or observed.

Answer:  Indirect perception checking involves seeking additional information through passive perception, such as observing and listening, either to confirm or to refute your interpretations. o For example, if you suspect someone is angry at you but is not admitting it, you could look for more cues in his or her tone of voice, eye contact, and body movements to confirm your suspicion.  Direct perception checking involves asking straight out whether your interpretation of what you perceive is correct. o For example, if your friend‘s voice sounds weary and her posture is sagging, you may assume that she is depressed or sad. If you ask, ―I get the feeling from your tone of voice and the way you‘re acting that you are down and depressed; what‘s wrong?‖ Your friend can either provide another interpretation or expand on your interpretation.  Student examples will vary.

Learning Objective: 3.5 Identify and apply six suggestions for improving interpersonal perception.

Topic: Improving Interpersonal Perception Skills Difficulty Level: Difficult Skill Level: Apply What You Know Chapter 4: Interpersonal Communication and Diversity: Adapting to Others Multiple Choice Questions 1) Which generational group includes individuals born between 1980 and 1994 who tend to value teamwork, achievement, modesty, and good conduct?

A) Baby Boomers B) Millennials C) Generation X D) Matures Answer: B Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Easy Skill Level: Remember the Facts 2) Arlie possesses both masculine and feminine characteristics. Which term best classifies Arlie?

A) Bisexual B) Asexual

C) Anti-sexual D) Androgynous Answer: D Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Moderate Skill Level: Apply What You Know 3) Which term best describes a person‘s visible physiological attributes?

A) Race B) Genotype C) Phenotype D) Sociobiology Answer: C Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Easy Skill Level: Remember the Facts 4) Heterosexuals who have negative perceptions of gays and lesbians are more likely to have __________ views about gender roles.

A) rigid B) egalitarian C) neutral D) ambivalent Answer: A Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Easy Skill Level: Remember the Facts 5) Trina was born in the 1960s and lived a secure early childhood. In their teens, Trina's family was uprooted after their father lost his job and their parents divorced. Trina attributes their current determination toward building decent savings and balancing their career and personal life to the uncertainty they faced in their early years. Trina‘s outlook is typical of a person in which generational group?

A) Matures B) Baby Boomers C) Generation X D) Millennials Answer: C Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Moderate Skill Level: Apply What You Know 6) Which component is included in social psychologist Michael Argyle's five cues to identify social class distinctions?

A) Level of education B) Religiosity C) Race D) Level of civic involvement Answer: A Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Easy Skill Level: Remember the Facts 7) What is primarily learned from and socially reinforced by others?

A) Race B) Age C) Gender D) Sex Answer: C Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Easy Skill Level: Remember the Facts 8) Racial and ethnic discrimination and conflict call for us to use __________ skills to empathize compassionately with people who are different from us in pursuit of justice and equality.

A) acculturation B) enculturation C) ethnocentric D) other-oriented Answer: D Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Easy Skill Level: Remember the Facts 9) Cherise and her neighbors wear designer clothing, drive luxury vehicles, and send their children to private schools. These visible symbols are used to communicate the group's __________.

A) Social class

B) Inclusivity C) Generation D) Ethnicity Answer: A Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Moderate Skill Level: Apply What You Know 10) What is the process of communicating a group‘s culture from one generation to another called?

A) Ethnocentrism B) Cultural context C) Enculturation D) Indoctrination Answer: C Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Easy Skill Level: Remember the Facts 11) What culture type emphasizes achievement, assertiveness, heroism, and material wealth?

A) Feminine culture B) Masculine culture C) High-context culture D) Low-context culture Answer: B Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Easy Skill Level: Remember the Facts 12) The general cultural perspective on such key issues as death, God, and the meaning of life that shapes how you perceive and respond to what happens to you is called a(n) __________.

A) prospectus B) ethnicity C) microculture D) worldview Answer: D Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of

culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Understand the Concepts 13) The culture of which country values an equal, or decentralized, distribution of power?

A) Denmark B) Russia C) France D) China Answer: A Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Easy Skill Level: Remember the Facts 14) How would a culture that values support from others and expects loyalty from the community probably be classified, according to the seven dimensions of culture?

A) Masculine B) Tolerant of uncertainty C) Decentralized D) Collectivistic Answer: D Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Understand the Concepts 15) A culture that places a high value on tradition, as well as social and status obligations, is likely to have a __________.

A) Short-term orientation to time B) Long-term orientation to time C) Focus on indulgence D) Focus on restraint Answer: A Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Understand the Concepts

16) Which culture type relies heavily on nonverbal information to enhance message meanings not explicitly communicated through language?

A) Low-context B) Individualistic C) High-context D) Collectivistic Answer: C Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Easy Skill Level: Remember the Facts 17) Essa is an Australian exchange student who has just completed their first week of studies in Thailand. Essa attributes their smooth experience to the help of a native classmate, Thanh, who spent time after each class explaining local customs and etiquette to Essa. Which process does this demonstrate?

A) Miscommunication B) Acculturation C) Enculturation D) Stereotyping Answer: B Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Apply What You Know 18) Lutherans, Baptists, and Methodists all belong to the same broad religious group called Christianity. Which concept does this exemplify?

A) Individualism B) Enculturation C) Adaptation D) Co-cultures Answer: D Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Understand the Concepts 19) What common characteristic do most individualistic cultures share?

A) They exhibit strong loyalty to the community

B) They value teamwork C) They value personal accomplishments D) They mostly communicate nonverbally Answer: C Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Understand the Concepts 20) Lotan lives in a culture in which members value things like caring for the less fortunate, being sensitive toward others, and enhancing the quality of life for everyone. To which type of culture does Lotan most likely belong?

A) Feminine B) Low-context C) Short-term time orientation D) Restrained Answer: A Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Apply What You Know 21) Frederique is the leader of a country in which citizens tend to have a low tolerance for uncertainty. Which action should Frederique undertake to make his people feel most secure?

A) Make expectations for citizens more relaxed and informal B) Enforce rigid rules and elaborate codes of conduct C) Allow issues to sort themselves out naturally D) Assume a laissez-faire approach to leadership Answer: B Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Apply What You Know 22) Jamal is visiting Norway as a Rotary exchange student. Shortly after Jamal arrives there, they begin to feel confused, anxious, and stressed, causing them to question the wisdom of committing to this exchange. Based upon Jamal‘s reaction, what is Jamal most likely experiencing?

A) Culture shock B) Ethnocentrism

C) Intercultural communication D) Enculturation Answer: A Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Apply What You Know 23) Which barrier to effective intercultural communication is involved when Maddox, an American exchange student, is confused when their British host mother tells them to put the luggage in the ―boot‖?

A) Ethnocentrism B) Different communication codes C) Stereotyping and prejudice D) Assuming similarity Answer: B Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Apply What You Know 24) The selection committee is looking over the résumé of Abdul Ishtar, an applicant for the Dean of the College position. Abdul‘s records show they were born and raised in South Yemen, but has lived in the U.S. for the past 25 years. Abdul has chaired the psychology department of a regional university for the past 12 years, and Abdul‘s letters of recommendation are excellent.

Some committee members express concern about the ability of a man raised in an Islamic culture to treat women fairly and objectively. Their resistance results in his exclusion as a finalist.

Which barrier to effective interpersonal communication does this example reflect?

A) Ethnocentrism B) Different communication codes C) Stereotyping and prejudice D) Assuming similarity Answer: C Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Apply What You Know 25) Parker believes everything about America is better than anywhere else, and is especially proud of American culture. Parker may be said to be __________.

A) in culture shock B) from a high-context culture C) ethnocentric D) collectivistic Answer: C Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Apply What You Know 26) Svetlana and Kyla have a close friendship although the leader of Svetlana's country has labeled Kyla's country as an enemy. Which suggestion to avoid ethnocentrism does this demonstrate?

A) Be mindful B) Avoid stereotypes C) Communicate interpersonally rather than impersonally D) Separate the politics from the person Answer: D Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Apply What You Know 27) When Coors implemented its ―turn it loose‖ marketing campaign in Spain, the result was a colloquial term for diarrhea. Which barrier to communication did the marketing team fail to overcome?

A) Different communication codes B) Stereotyping and prejudice C) Assuming differences D) Ethnocentrism Answer: A Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Apply What You Know 28) What term describes a judgment formed about someone before you know all the facts or background information?

A) Caricature B) Discrimination

C) Prejudice D) Communication code Answer: C Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Easy Skill Level: Remember the Facts 29) Scholars suggest that all human beings share common experiences and values, regardless of intercultural differences. According to linguist and scholar Steven Pinker, what is a virtue that seems to be present to some degree across the globe?

A) It is bad to harm others and good to help them.

B) The pursuit of success is most important in life.

C) Animals are sacred and should be treated with respect.

D) It is important to understand that life is unfair.

Answer: A Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 30) The theory that suggests that all people adapt their behavior to others to some extent is __________.

A) other-orientation B) uncertainty reduction C) social decentering D) communication accommodation Answer: D Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skill that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Easy Skill Level: Remember the Facts 31) Communication researcher Milton Bennett calls the ultimate other-oriented principle the ―Platinum Rule,‖ which states: __________.

A) Do to others as you would have them do to you.

B) Do to others as you assume they themselves would like to be treated.

C) Do to others the best you can do.

D) Do to others what you think will benefit them most.

Answer: B Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Competence Difficulty Level: Easy Skill Level: Remember the Facts 32) After receiving a bad grade on a chemistry exam, Liam decided to __________ by improving their studying habits in the hopes of scoring better on the next test.

A) adapt predictively B) socially decenter C) adapt contextually D) adapt reactively Answer: D Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know 33) A confirmation class from the local Methodist church visited a nearby synagogue to experience worship from a different perspective. The synagogue provided the group with a guide. The guide explained what would happen during the service, showed them where to sit, how to respond at different times during the service, and was available afterwards to answer any questions. The participants here demonstrated their commitment to which strategy for improving intercultural communication?

A) Developing knowledge B) Developing motivation C) Developing skill D) Developing critical evaluations Answer: A Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know 34) Several researchers suggest that one of the best ways to enhance understanding when communicating over a period of time with someone from a different cultural background is to develop __________.

A) a combination language B) mindfulness C) a third culture D) a friendship

Answer: C Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Moderate Skill Level: Understand the Concepts 35) Which idea suggests that the more contact you have with someone different from you, the more positive regard you will have for that person?

A) Accommodation theory B) Contact hypothesis C) Intercultural communication competence theory D) Ethnocentrism Answer: B Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know 36) Paras, a Southern Baptist, attended Mass at their partner William‘s Roman Catholic church.

During the service, they didn't know when to stand, sit, or kneel; they didn‘t know the words to most of what the congregation recited aloud from memory; and they decided just to stay in their seat when William went to receive the Eucharist. By remaining at the service despite being confused and uncomfortable, which strategy for developing motivation did Paras seem to employ?

A) Tolerating ambiguity B) Developing mindfulness C) Avoiding negative judgments D) Developing a third culture Answer: A Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know 37) Alexi is from the Netherlands and has made every attempt to ―fit in‖ with their new American friends. While they may not be consciously aware of it, those friends have also been trying to adapt to Alexi‘s communication behaviors. This example demonstrates __________.

A) culture shock B) the communication accommodation theory C) the evolutionary psychology theory

D) contact theory Answer: B Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know 38) What skill is involved when you take into account the other person‘s thoughts, feelings, values, background, and overall perspective when communicating?

A) Social decentering B) Negative judgments C) Causal attribution D) Enculturation Answer: A Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve cultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Easy Skill Level: Remember the Facts 39) Haile celebrates Christmas each year, while their partner, Pietro, grew up celebrating Hanukkah. During their first winter together, the couple observed a common theme between both traditions: gift giving, cooked food that was representative of both traditions, and listening to jazz music rather than traditional holiday music. Which strategy does this best demonstrate for adapting communication?

A) Be mindful.

B) Develop a "third culture."

C) Ask questions and listen effectively.

D) Become other-oriented.

Answer: B Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know 40) Which element of intercultural competence is defined as an internal state of readiness to respond to something?

A) Knowledge B) Skill C) Motivation D) Mindfulness

Answer: C Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve cultural competence.

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

Essay Questions 1) How does social class affect communication? Provide an example.

Answer:  Social class refers to the perceived status, influence, authority, and power a person may have based on economic, educational, and family history.  Class differences seem to influence with whom we talk, whether we are likely to invite our neighbors over for coffee, and who we choose as our friends and lovers. Members of a social class develop ways of communicating class differences to others by the way they dress, the cars they drive, the homes they live in, and the schools they attend, in addition to other visible symbols of social class. Research indicates that advertisers target people based on their social class. We are more likely to interact with people from our own social class. o People who interact with one another over time tend to communicate in similar ways; they develop similar speech patterns and use similar expressions.  For example, Kanisha declined to invite Eduardo to a black-tie fundraiser even though they were both involved with the organization. While Kanisha liked and respected Eduardo, she didn‘t think he would ―fit in‖ with the crowd based on his job level, the community in which he resided, and her perceived idea of his net worth.  Student examples will vary.

Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Moderate Skill Level: Apply What You Know 2) What are the differences between sex and gender?

Answer:  Sex differences are biological. Only males can impregnate and only females can become pregnant, for example.  Gender differences are based on learned behavior that is culturally associated with being a man or a woman.  Gender is socially learned and reinforced characteristics that include one‘s biological sex and psychological characteristics.  Gender role definitions are flexible, while sex differences are relatively fixed.

Learning Objective: 4.1 Describe five human differences that influence communication.

Topic: Understanding Diversity: Describing Our Differences Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Define co-culture and describe a co-culture currently existing within the United States.

Answer:  A co-culture is a distinct culture within a larger culture. A co-culture could be based on ethnicity, gender, sexual orientation, age, or social class, for example.  In the United States, some co-cultures might be: African Americans, gays and lesbians, or the Amish and Mennonite religious groups, among others.  Student examples will vary.

Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Apply What You Know 4) What are the main differences between a low-context and a high-context culture?

Answer:  A low-context culture relies more explicitly on language to create message meaning, and uses fewer contextual cues, such as nonverbal behavior, to send and interpret messages.  A high-context culture relies heavily on nonverbal cues to interpret messages.

Learning Objective: 4.2 Define culture and identify and describe the seven dimensions of culture.

Topic: Understanding Culture: Our Mental Software Difficulty Level: Moderate Skill Level: Understand the Concepts 5) How are stereotyping and prejudice related? Name three ways they are perpetuated.

Answer:  Prejudice is often the result of stereotyping. When we place someone into an inflexible, all-encompassing category, a stereotype, we may use that placement to prejudge them based upon insufficient information. When your stereotypes are inaccurate, they may result in harmful prejudices.  Common ways in which stereotypes are perpetuated: o Through jokes o Using labels o Rigid descriptions o Making assumptions

o Relying on ―spokesperson syndrome‖ (i.e., asking a Hispanic friend to explain how Hispanic people feel about a certain topic in general) Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 6) Your text claims that assuming similarity and assuming differences are barriers to effective intercultural communication. How can these two seemingly contradictory barriers both be true?

Answer:  When we assume that all people are similar to us, we risk embarrassing ourselves and/or the other person by ignoring the differences that do exist between cultures.  At the same time, automatically assuming that another person is different from us can cause us to ignore the commonalities that might bring us together.  Recognizing that most cultures value the dignity and worth of people, and a world at peace, can be a starting point for human understanding.  However, realizing that we may express those values in different ways is also crucial.  Understanding the complicated nature of cultural differences allows us to start from similarities, identify differences, and communicate through our commonalities.

Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 7) In what way might ethnocentrism sometimes be viewed as a positive cultural characteristic?

Answer:  Some scholars argue that ethnocentric tendencies reinforce a group‘s healthy ethnic pride and patriotism, and encourage the maintenance of cultural traditions.

Learning Objective: 4.3 List and describe barriers that inhibit effective intercultural communication.

Topic: Barriers to Effective Intercultural Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 8) Your friend, Tasha, is about to move to Italy with her family. She fears interacting with people she doesn‘t know, who speak a language she doesn‘t speak, and who have different cultural traditions and worldviews. What advice can you give Tasha about understanding and communicating with the new people she will meet?

Answer:  This essay can go in several directions, but one approach would be to follow the guidelines for improving intercultural competence: the ability to adapt one‘s behavior toward another in ways that are appropriate to the other person‘s culture. To do so: o Develop knowledge by seeking information about the other person‘s worldview, culture, language, and history, for example. o Ask questions and listen effectively. o Create a third culture with someone from a different cultural background.  Tasha can develop strategies to accept others who are different from her by tolerating ambiguity, developing mindfulness, and avoiding making negative judgments.  Or, Tasha might want to develop skills to be capable of putting into action what she knows and wants to achieve. The skills underlying being interculturally competent are: o Develop flexibility—learn as you communicate on the spot. o Become other-oriented by socially decentering—a cognitive process in which you take into account the other person‘s thoughts, values, background, and overall perspective. o Appropriately adapt her communication to others—based on the individual, the relationship, or the situation.

Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Difficult Skill Level: Apply What You Know 9) Dr. Higgins has a Japanese foreign exchange student in their class. They understand that typically, foreign students have difficulty writing papers in English. Consequently, they intend to be more lenient when evaluating their student‘s grammar. Which strategy is Dr. Higgins most likely employing: social decentering, empathy, or predictive adaptation? Justify your answer.

Answer:  More than one answer is possible. A good answer should explain the three concepts and apply them to the situation. The emphasis in evaluating the answer should be placed on the justification. A sample answer follows. o All three of these skills are subsumed under the process of becoming otheroriented. o Social decentering is a cognitive process in which we take into account others‘ thoughts, feelings, values, background, and perspective. Dr. Higgins is thinking about potential problems he and this student will experience because English is not the student‘s native language.  However, he may be looking at this problem more from his perspective than that of the student. Dr. Higgins may be thinking of the problems this student will create for him and of ways to make his job easier rather than how the student feels or how to make the adjustment to a new culture easier. o Empathy is an emotional reaction to what others experience, and trying to feel

what another person is feeling. There is no indication that Dr. Higgins is trying to empathize or sympathize with the student. o What Dr. Higgins is doing is adapting. He is anticipating a situation before it occurs; therefore, he is predicting what will likely happen and adjusting his behavior accordingly. Of these three choices, predictive adaptation seems to be the strategy Dr. Higgins is employing.

Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Difficult Skill Level: Apply What You Know 10) Define the contact hypothesis and provide an example to illustrate the hypothesis.

Answer:  The contact hypothesis suggests that the more contact you have with someone who is different from you, the more positive regard you will develop for them, the less prejudice you will feel toward them, and the fewer stereotypes you will form about them.  For instance, you sit next to and work daily with a person of a different ethnicity who has a thick accent.  Initially, you might have difficulty communicating with this person and might perceive them as quite different, but through increased contact, you would eventually learn to communicate more effectively and see that person as more similar to you than different.  Student examples will vary.

Learning Objective: 4.4 Identify and apply strategies for developing knowledge, motivation, and skills that can improve intercultural competence.

Topic: Improving Intercultural Communication Competence Difficulty Level: Moderate Skill Level: Apply What You Know Chapter 5: Listening and Responding Skills Multiple Choice Questions 1) What stage of the listening process is involved when you focus on one sound from the many that compete for your attention?

A) attending B) understanding C) selecting D) responding Answer: C Learning Objective: 5.1 Define listening and describe five elements of the listening process.

Topic: Listening Defined

Difficulty Level: Easy Skill Level: Remember the Facts 2) You are sitting in Professor Rashad‘s class listening to a lecture, when you hear the student behind you talking to their friend about the party to be held this Friday. As you sit there taking in details about the party, you are drawn back to Professor Rashad when you hear, ―And that is what will be on the test Friday.‖ Which stage of the listening process is reflected at the point where you return to hearing what the professor is saying?

A) hearing B) attending C) understanding D) remembering Answer: B Learning Objective: 5.1 Define listening and describe five elements of the listening process.

Topic: Listening Defined Difficulty Level: Moderate Skill Level: Apply What You Know 3) Which stage of the listening process is involved when you focus your eyes on your friend, nod your head, and say ―uh-huh‖ occasionally as they speak?

A) selecting B) remembering C) attending D) responding Answer: D Learning Objective: 5.1 Define listening and describe five elements of the listening process.

Topic: Listening Defined Difficulty Level: Moderate Skill Level: Apply What You Know 4) As you listen to Dr. Stralia's lecture on barriers to effective listening, you begin to see how those barriers have operated in your conversations with your spouse. Which stage of the listening process is reflected in this realization?

A) attending B) remembering C) understanding D) responding Answer: C Learning Objective: 5.1 Define listening and describe five elements of the listening process.

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

5) Alexia and Wendell are the best of friends, and people often say they are like twins. How will their similarities affect their communication relationship?

A) They are more likely to misunderstand one another.

B) They are less likely to achieve an accurate understanding.

C) They are more likely to achieve an accurate understanding.

D) They are more likely to be distracted during the listening process.

Answer: C Learning Objective: 5.1 Define listening and describe five elements of the listening process.

Topic: Listening Defined Difficulty Level: Moderate Skill Level: Apply What You Know 6) Which term is used to describe the physiological process of decoding sounds?

A) listening B) selecting C) hearing D) understanding Answer: C Learning Objective: 5.1 Define listening and describe five elements of the listening process.

Topic: Listening Defined Difficulty Level: Easy Skill Level: Remember the Facts 7) When we are __________, our brains are storing important information for us to access later.

A) attending B) remembering C) understanding D) responding Answer: B Learning Objective: 5.1 Define listening and describe five elements of the listening process.

Topic: Listening Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 8) A father is listening to his daughter pour her heart out about her rotten day at school. If the father's goal is to primarily focus on his daughter's emotions and feelings, which listening style should he be using?

A) relational-oriented B) analytical-oriented C) critical listening D) task-oriented Answer: A

Learning Objective: 5.2 Identify characteristics of four listening styles.

Topic: Listening Styles Difficulty Level: Moderate Skill Level: Apply What You Know 9) Angelique was involved in a small car accident a few days ago. When the police officer arrived at the scene of the accident, they withheld judgment about who was at fault until they spoke with Angelique, the other driver, and an eyewitness. Which listening style did the police officer primarily use?

A) analytical B) critical C) relational D) task-oriented Answer: A Learning Objective: 5.2 Identify characteristics of four listening styles.

Topic: Listening Styles Difficulty Level: Moderate Skill Level: Apply What You Know 10) Shawna and Darrel have been assigned to figure out the best date to schedule their annual class dance and party. Shawna wants to establish an ongoing positive communication relationship with Darrel, but it seems as though he is only interested in solving the question at hand. This is probably because Darrel employs which type of listening style?

A) critical B) task-oriented C) analytical D) relational Answer: B Learning Objective: 5.2 Identify characteristics of four listening styles.

Topic: Listening Styles Difficulty Level: Moderate Skill Level: Apply What You Know 11) Which listening style is often characterized by the use of second-guessing?

A) task-oriented B) relational C) analytical D) critical Answer: D Learning Objective: 5.2 Identify characteristics of four listening styles.

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

12) Research has found that listening style is impacted by gender. For example, those with a masculine listening style tend to have the goal of __________ through listening.

A) enhancing relationships B) solving problems C) understanding multiple elements of messages D) reinforcing existing message structures Answer: B Learning Objective: 5.2 Identify characteristics of four listening styles.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Understand the Concepts 13) When she went to hear a presentation at the city council meeting, Carly was fearful of misunderstanding the speaker‘s message, so she made sure to take notes during the entire speech.

This action was due to Carly‘s __________ apprehension.

A) listener B) hearing C) speaking D) communication Answer: A Learning Objective: 5.3 List and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Apply What You Know 14) Which barrier to effective listening is displayed when Hilde listens to Sven very carefully until he says something she can use against him, and then she interrupts?

A) criticizing the speaker B) distracting emotional noise C) differing speech rate and thought rate D) being self-absorbed Answer: A Learning Objective: 5.3 List and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Apply What You Know 15) When people have difficulty focusing on anything but themselves and their own experiences and ideas, they may be guilty of __________.

A) reflexive listening B) interactive sociopathy C) conversational narcissism

D) conversational sabotage Answer: C Learning Objective: 5.3 List and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Understand the Concepts 16) Brody‘s wife walks into the family room while he is watching TV and begins to tell him what she found out at the PTA meeting. Brody turns off the TV and directs his attention to his wife. Which barrier to effective listening has Brody addressed?

A) emotional noise B) external noise C) differing speech rate and thought rate D) being self-absorbed Answer: B Learning Objective: 5.3 List and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Apply What You Know 17) Magda is trying to talk to Michael about her day, but begins to realize that Michael is tired and distracted. He has spent a long day at work and is now trying to balance his checkbook, and then must get ready for a test tomorrow morning. Magda decides to wait to initiate a conversation. She has just become aware of which barrier Michael is experiencing.

A) information overload B) information rate C) external noise D) personal agenda Answer: A Learning Objective: 5.3 List and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Apply What You Know 18) What is generally true about speech rate versus thought rate?

A) We speak faster than we can think.

B) We think faster than we can speak.

C) Everybody speaks at an understandable rate.

D) We speak and think at about the same rate.

Answer: B Learning Objective: 5.3 List and describe barriers to effective listening.

Topic: Listening Barriers

Difficulty Level: Easy Skill Level: Remember the Facts 19) Tanya was looking forward to the speaker‘s presentation on home energy efficiency. But the speaker wanted to be sure that all audience members understood what he had to say, so he spoke in a deliberate, slow fashion. The technique backfired, causing most of the audience to become bored and some to even leave, including Tanya. Which barrier to listening does this demonstrate?

A) conversational narcissism B) selective listening C) information overload D) differing speech rate and thought rate Answer: D Learning Objective: 5.3 List and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Apply What You Know 20) While Danilo argues with his girlfriend, Katie, he uses profane language and raises his voice.

This causes Katie‘s blood pressure to increase and inhibits her ability to accurately interpret Danilo‘s messages. Which form of communication interference is Katie experiencing?

A) selective listening B) conversational narcissism C) emotional noise D) external noise Answer: C Learning Objective: 5.3 List and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Apply What You Know 21) Mrs. Applebaum teaches seventh grade and definitely prefers her female students over her male students, who are often rude and disrespectful. When one of her female students speaks rudely to her, Mrs. Applebaum doesn‘t seem to hear it. What barrier to effective listening is Mrs. Applebaum experiencing?

A) conversational narcissism B) selective listening C) external noise D) ambush listening Answer: B Learning Objective: 5.3 List and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate

Skill Level: Apply What You Know 22) While listening to her biochemistry professor give a lecture, Genevieve engages in self-talk to boost her concentration and understanding of the professor‘s message. Genevieve is engaging in __________.

A) meta-messaging B) meta-cognitions C) empathic listening D) social decentering Answer: B Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Moderate Skill Level: Apply What You Know 23) Shannon told her friend, ―I am sorry that you lost the tennis match.‖ What approach did Shannon use to comfort her friend?

A) offer empathy B) use active listening C) use information triage D) offer sympathy Answer: D Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Easy Skill Level: Remember the Facts 24) When Jeannie noticed that her friend Kam was upset, Jeannie asked her what was wrong.

Although Kam reassured her that everything was okay, Jeannie noticed that Kam had a slight frown on her face and was not making eye contact. What did Jeannie do to accurately read the situation?

A) use social-decentering B) analyze meta-messages C) analyze meta-cognitions D) use compassionate listening Answer: B Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

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

25) What is a conclusion that is based on speculation?

A) fact B) meta-message C) inference D) meta-cognition Answer: C Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 26) Atira has just returned from spring break and is telling her friend Nida all about her great time. Nida has been very responsive to Atira‘s story—laughing and nodding—but now has increased her eye contact, raised a finger, and shifted her posture. Nida‘s nonverbal cues probably indicate that she __________.

A) is upset by Atira‘s tale B) is faking her listening C) desires to change roles from listener to speaker D) objects to what Atira has just said Answer: C Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Moderate Skill Level: Apply What You Know 27) Which skill best reflects a conscious attempt to take into account your conversational partner‘s thoughts, feelings, values, background, and perspective?

A) social decentering B) critical listening C) compassionate listening D) emotional intelligence Answer: A Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 28) When Marcelle explains to Archie how he feels isolated and lonely, Archie wants to respond appropriately. He decides to use compassionate listening to __________.

A) manage his own emotions B) sort useful information from less valid information C) confirm Marcelle‘s self-worth D) paraphrase Marcelle‘s ideas Answer: C Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Moderate Skill Level: Apply What You Know 29) During a recent conversation with Anit, Maya evaluated the validity and usefulness of the information he had shared. Maya, in this case, was performing __________.

A) social decentering B) conversational narcissism C) information overload D) information triage Answer: D Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Moderate Skill Level: Apply What You Know 30) Sun is generally considered by her boss to be very good at being aware of, understanding, and managing the emotions of those people who work for her. She has also demonstrated the ability to do the same with her own emotions. Because of these abilities, it may be said that Sun exhibits a high level of __________.

A) information triage skill B) emotional intelligence C) critical listening skill D) listener apprehension Answer: B Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Moderate Skill Level: Apply What You Know 31) Marques is teaching his friend how to make a frittata. When his friend makes a mistake, Marques immediately corrects them rather than waiting until the dish is cooked. Which tip to improve accurate responding did Marques use?

A) Ask appropriate questions.

B) Provide usable information.

C) Appropriately adapt your responses.

D) Provide well-timed responses.

Answer: D Learning Objective: 5.5 Identify and use skills to effectively and appropriately respond to others.

Topic: Responding Skills Difficulty Level: Moderate Skill Level: Apply What You Know 32) Which phrase best demonstrates an effective paraphrase of a person's emotions?

A) ―For being nervous, you handled the situation well!‖ B) ―I understand exactly how you feel.‖ C) ―It sounds as though you are feeling overwhelmed.‖ D) ―That reminds me of a time when I got a bad grade on a test!‖ Answer: C Learning Objective: 5.5 Identify and use skills to effectively and appropriately respond to others.

Topic: Responding Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 33) Which suggestion can help make your listening active rather than passive?

A) Think about your own agenda.

B) Avoid paraphrasing.

C) Ask questions.

D) Close your eyes to enhance your concentration.

Answer: C Learning Objective: 5.5 Identify and use skills to effectively and appropriately respond to others.

Topic: Responding Skills Difficulty Level: Easy Skill Level: Understand the Concepts 34) Jonathan has just been fired from his job and turns to you to talk about it. According to communication researchers, what would be an inappropriate response to show social support?

A) ―Well, things will get better now that the worst is over.‖ B) ―I think you‘re overreacting. Things aren‘t as bad as they seem!‖ C) ―Don‘t worry about it. You can always find a new job.‖ D) ―I really care about you and am here to help.‖ Answer: D Learning Objective: 5.5 Identify and use skills to effectively and appropriately respond to others.

Topic: Responding Skills Difficulty Level: Difficult Skill Level: Apply What You Know

35) Which guideline should you keep in mind when paraphrasing the words of your conversation partner?

A) Make paraphrasing concise.

B) Use the exact same words your partner used.

C) Make paraphrasing broad and avoid being too specific.

D) Go beyond the information communicated by your partner.

Answer: A Learning Objective: 5.5 Identify and use skills to effectively and appropriately respond to others.

Topic: Responding Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 36) Pierre finds that when he speaks to his communication professor, he tries to use some of the vocabulary and concepts he has learned in class. When he speaks to his younger cousin, however, he tends to speak in shorter sentences, using more familiar words and ideas. This is an example of how Pierre is applying the __________ theory.

A) appropriation B) self-centering C) adaptation D) communication accommodation Answer: D Learning Objective: 5.5 Identify and use skills to effectively and appropriately respond to others.

Topic: Responding Skills Difficulty Level: Moderate Skill Level: Apply What You Know 37) In his observations of married couples, marriage researcher John Gottman found that a significant predictor of divorce was __________.

A) neglecting to confirm one‘s marriage partner during everyday conversations B) increased use of interrupting responses C) neglecting to paraphrase one‘s marriage partner‘s emotions D) employing false listening behaviors in everyday conversations Answer: A Learning Objective: 5.6 Identify and use skills to effectively and appropriately confirm others.

Topic: Confirmation Skills Difficulty Level: Easy Skill Level: Remember the Facts 38) Camila waited in the rain for fifteen minutes because her boyfriend, D‘Andre, was late picking her up after class. When she asked him why he was so late, he replied, ―I had to drop off my dry cleaning on the way. Stop making such a big deal out of this!‖ What best classifies D‘Andre‘s response?

A) confirming response B) impervious response C) supportive response D) disconfirming response Answer: D Learning Objective: 5.6 Identify and use skills to effectively and appropriately confirm others.

Topic: Confirmation Skills Difficulty Level: Moderate Skill Level: Apply What You Know 39) According to researcher John Shotter, most people spend too much time __________.

A) speaking rather than listening B) confirming rather than disconfirming C) listening rather than speaking D) critiquing rather than supporting Answer: A Learning Objective: 5.6 Identify and use skills to effectively and appropriately confirm others.

Topic: Confirmation Skills Difficulty Level: Easy Skill Level: Remember the Facts 40) A __________ is an example of a disconfirming response.

A) compliment B) clarifying response C) tangential response D) direct acknowledgement Answer: C Learning Objective: 5.6 Identify and use skills to effectively and appropriately confirm others.

Topic: Confirmation Skills Difficulty Level: Moderate Skill Level: Understand the Concepts

Essay Questions 1) What is the difference between hearing and listening?

Answer:  Hearing is a physiological process of decoding sounds.  Listening is a complex process of selecting, attending to, creating meaning from, remembering, and responding to verbal and nonverbal messages. When we listen, we try to make sense out of what we hear.

Learning Objective: 5.1 Define listening and describe five elements of the listening process.

Topic: Listening Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 2) Use the five steps of the listening process to describe how you listen to a lecture.

Answer:  Answers may differ, but they should all employ the five steps of the listening process to explain what happens as students listen to a lecture. Student examples will vary. o The first step in the listening process is selecting.  I must choose one sound while sorting through various sounds competing for my attention.  As I listen to a class lecture, I must select among the sounds, words, and nonverbal behaviors that will receive my attention. o The next step in the listening process is attending to a sound.  Since I know the material the professor is addressing is something I need to know for the exam, if for no other reason, I attend to what the teacher is saying and block out competing or distracting sounds from elsewhere.  If the teacher speaks well, they will help me to listen by using humor or connecting ideas to concrete or real things. o Understanding is the process of assigning meaning to the sounds you select and to which you attend; to understand a message is to construct meaning from what you hear and see.  One basic principle is that as I listen, I will seek to understand what the professor is saying by trying to relate what I hear to what I already know.  A second basic principle about how people understand is that the greater the individuals are alike, the greater the likelihood of more accurate understanding. o Remembering is the process of recalling information.  By connecting the ideas and concepts discussed by the teacher, I will try to remember the information by pushing it into long-term memory, but will likely lose most of it in short-term memory. That‘s one reason I take notes, so I can review the material again later. o The last step in the listening process is responding—the process of confirming your understanding of a message.  Responses can be nonverbal, for example, using direct eye contact or head nods.  They can also be verbal, such as asking questions to confirm the content of the message or making statements that reflect the feelings of the speaker.

Learning Objective: 5.1 Define listening and describe five elements of the listening process.

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

3) Identify the four listening styles, and describe the situation in which each style is most appropriate.

Answer:  The student should be able to turn the question around by pointing out that which style is best depends on the listening situation and the communication content and objectives.

The student should also give reasons and circumstances for each style. o Relational-oriented listeners work well in small groups and interpersonal situations. o Task-oriented listeners look at the overall structure of the message to see what action needs to be taken; they also like efficient, clear, and brief messages. These listeners want to do something with the information they hear; in other words, they want it to serve a purpose or function. o Analytical listeners generally consider all sides of an issue before making a decision or reaching a conclusion, so when judgments need to be made, these listeners can make contributions. o Critical listeners are comfortable listening to detailed, complex information and focusing on the facts, yet they are especially adept at noting contradictions in the facts presented. They are also likely to catch errors in the overall logic and reasoning that is being used to reach a conclusion.

Learning Objective: 5.2 Identify characteristics of four listening styles.

Topic: Listening Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 4) How is emotional noise different from external noise? Provide an example of each.

Answer:  Emotional noise comes from within, when our emotions are aroused by something we hear, and it interferes with our ability to listen. o An example would be when we are so focused on our grieving friend‘s distressed state that we become distracted from the content of the message.  External noises are distractions that take our focus away from the message. These distractions can be literal noise, like from electronic devices, a clinking ventilation system, or traffic outside, or from other external distractions in our environment competing for our attention. o An example of a literal noise distraction would be if we were trying to focus on our grieving friend‘s distress, and our conversation was frequently interrupted by our smartphone beeping or the neighbor‘s barking dog. o External distraction can come in the form of, for example, a lurid headline on the news that diverts our attention away from someone who is trying to convey a message to us.  Student examples will vary.

Learning Objective: 5.3 list and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Apply What You Know 5) Phillip is not listening carefully to Jacques describe his vacation because he is more interested in telling Jacques what he did on his vacation. What listening barrier is Phillip experiencing, and what can he do to overcome it?

Answer:  This listening barrier is being self-absorbed. What Phillip can do is: o Diagnose it. Phillip should try to consciously note when he finds himself thinking about what he wants to say instead of listening. o Throttle up his powers of concentration when internal messages are distracting.

Learning Objective: 5.3 list and describe barriers to effective listening.

Topic: Listening Barriers Difficulty Level: Moderate Skill Level: Apply What You Know 6) Briefly explain the difference between fact and inference, and provide an example of each.

Answer:  A fact is something that has been directly observed to be true, while an inference is a conclusion based on speculation. o An example of a fact is, ―I failed my math exam last quarter.‖ o An example of an inference is, ―Based on last quarter‘s math exam, I will fail this quarter‘s exam, too.‖  Student examples will vary.

Learning Objective: 5.4 identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Moderate Skill Level: Apply What You Know 7) Josh has created very strong general ideas about how people from other cultures behave and communicate. Why should Josh always avoid applying these ideas when he meets someone from another culture?

Answer:  Josh should avoid developing inaccurate, inflexible stereotypes of others and basing his perceptions of others only on those generalizations.  Making snap judgments based only on past associations may lead him to inaccurate conclusions.  That‘s why it‘s so important for Josh to become other-oriented by being a good listener, learning all he can about the other person, and not just relying on generalizations.

Learning Objective: 5.4 identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 8) Desiree just met her new college roommate, Francesca, for the first time. Francesca is from Mexico and is having difficulty adjusting to American culture. She is feeling homesick as this is her first time away from home. Desiree is excited to finally be away from home and is looking forward to a fun-filled year. Although Francesca seems nice, it is a bit of a ―downer‖ to have such a melancholy roommate. Desiree has heard that you have taken a course in interpersonal communication and asks for advice about how to interact with her new roommate. You decide that the best approach is for Desiree to try and socially decenter to get off on the right foot with her new roommate. Using the various skills associated with social decentering, what advice do you give Desiree?

Answer:  Desiree will want to begin a cognitive shift whereby she begins to take into account Francesca‘s thoughts, values, background, and perspectives. o The first part of social decentering is for Desiree to think about how she would react if she were suddenly thrust into a new culture. What new things must Francesca be dealing with? Desiree might think about a time when she traveled abroad or was in a new and unfamiliar situation. Has Desiree ever felt homesick?

In what ways has she coped with culture shock or homesickness in the past? o The second part of social decentering for Desiree is to reflect on what she knows about Francesca. She might look at the various artifacts and personal items Francesca has arranged in their dorm room. She might deduce something about her based on the fact that the college has paired them together. If Francesca has a lot of family pictures up in the room, Desiree might think about what sort of importance she places on family, and if families are the same in Mexico as they are in the United States. If Desiree is really on her toes, she might reflect on some of the building blocks of culture, such as individualism versus collectivism, view of time, and so on, to gain a better picture of the issues Francesca is facing. o The third part of social decentering is thinking about how most people would react in a similar situation. What is it like to be a young woman in a strange place? How much social support (good friends) do most young women of about age 18 require? How do most Mexicans feel about individualistic cultures like that found in the United States, etc.? Avoid developing inaccurate, inflexible stereotypes of others by not making snap judgments that might lead to inaccurate conclusions.

Learning Objective: 5.4 Identify and use skills to enhance comprehension, empathy, and critical listening.

Topic: Listening Skills Difficulty Level: Difficult

Skill Level: Apply What You Know 9) What is the main difference between a confirming and a disconfirming response to a message?

Provide an example of each.

Answer:  A confirming response causes the other person to value themself more, while a disconfirming response causes another person to value themself less. o An example of a confirming response would be, ―I‘m sorry, Becca, I know how frustrated you must be waiting for your test results—I know those results are important to you,‖ to Becca‘s statement, ―I‘m worried that my cough may be something serious.‖ o A disconfirming response would be no response whatsoever, either verbal or nonverbal, or ―Becca, you‘re such a worrier—I had a cough a couple of weeks ago and I‘m okay now. It‘s just something going around.‖  Student examples will vary.

Learning Objective: 5.6 Identify and use skills to effectively and appropriately confirm others.

Topic: Confirmation Skills Difficulty Level: Moderate Skill Level: Apply What You Know 10) Kaitlyn is excited about her new job and is telling Kendra about it. How can Kendra respond to Kaitlyn in ways that confirm her? Provide at least three appropriate examples.

Answer:  Students can answer this question by referring to the types of confirming responses listed below. The ones that are specifically relevant to this scenario include supportive responses, expressions of positive feeling, and compliments. o direct acknowledgement o agreement about judgments o supportive response o clarifying response o expression of positive feeling o compliment  Student examples will vary.

Learning Objective: 5.6 Identify and use skills to effectively and appropriately confirm others.

Topic: Confirmation Skills Difficulty Level: Difficult Skill Level: Apply What You Know Chapter 6: Verbal Communication Skills Multiple Choice Questions 1) According to the model developed by Ogden and Richards, what are the things represented by

symbols called?

A) Thoughts B) Referents C) Words D) Vocalizations Answer: B Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Easy Skill Level: Remember the Facts 2) A person‘s name generally has no logical connection with the actual person, just as the word ―cow‖ does not look like a cow or sound like a cow. According to American linguist Charles Hockett, these examples illustrate how the connection between a word and what it represents is __________.

A) Context-bound B) Concrete C) Arbitrary D) Denotative Answer: C Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Moderate Skill Level: Understand the Concepts 3) What seeks to explain how societies are bound or linked together through their use of symbols?

A) Semantics B) Ladder of abstraction C) Symbolic interaction theory D) Dissonance theory Answer: C Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Easy Skill Level: Remember the Facts 4) When someone uses the word dog and you understand the word to mean ―a mangy, dirty, and disgusting animal, like the one that bit me when I was five years old,‖ which level of meaning are you likely applying?

A) Connotative B) Contextual C) Literal

D) Denotative Answer: A Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Moderate Skill Level: Apply What You Know 5) Gregorio was describing the noises that hens make at his part-time job at the egg farm. He used the word ―cackle‖ as part of his description, an example of __________.

A) Onomatopoeia B) Jargon C) Malapropism D) Indexing Answer: A Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Moderate Skill Level: Apply What You Know 6) Jeannie heard her communication professor use a word that she had not heard before and determined it would be a good idea to find out what the word meant. She consulted two dictionaries to be sure she had the literal meaning of the word. Which type of meaning was Jeannie looking for?

A) Connotative B) Abstract C) Denotative D) Culture-bound Answer: C Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Moderate Skill Level: Apply What You Know 7) To Joseph, a ―submarine‖ is a sandwich. To Alfonse, a ―submarine‖ is a submersible ship. The different meanings Joseph and Alfonse apply to the word ―submarine‖ reflect the idea that __________.

A) Denotative meanings vary from person to person B) Meanings are in people, not in words C) We control the meaning others derive from words we speak D) Some words are metaphorical Answer: B Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Moderate Skill Level: Apply What You Know 8) According to linguist Deborah Tannen, gender plays a significant role in how we interpret verbal messages. For example, women tend to interpret a message based on __________.

A) The level of dominance and power communicated B) The amount of credibility the speaker possesses C) How personally supportive the message is perceived to be D) The context in which the message is received Answer: C Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Moderate Skill Level: Understand the Concepts 9) The __________ level of meaning conveys the feelings and subjective associations a person has for a symbol.

A) Connotative B) Concrete C) Denotative D) Abstract Answer: A Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Easy Skill Level: Remember the Facts 10) Some people call the late Yasser Arafat a ―terrorist,‖ both fearing and reviling him. Some people call him a ―freedom fighter,‖ both loving and praising him. The use of these words to describe or evaluate Arafat reflects the power of words to __________.

A) Create perceptions B) Influence actions C) Make relationships D) Build barriers Answer: A Learning Objective: 6.2 Identify how words influence our perceptions, thoughts, actions, culture, and relationships.

Topic: The Power of Words Difficulty Level: Moderate Skill Level: Apply What You Know 11) Your friend approaches you and says, "Try your best not to picture a fat panda bear." This, of

course, causes you to imagine a fat panda bear. Which power of words does this demonstrate?

A) Words create perceptions.

B) Words influence thoughts.

C) Words influence actions.

D) Words affect and reflect culture.

Answer: B Learning Objective: 6.2 Identify how words influence our perceptions, thoughts, actions, culture, and relationships.

Topic: The Power of Words Difficulty Level: Moderate Skill Level: Apply What You Know 12) What idea suggests that language shapes our thoughts and culture, and our culture and thoughts affect the language we use to describe the world?

A) Linguistic determinism B) Linguistic relativity C) Sapir-Whorf hypothesis D) Ladder of abstraction Answer: C Learning Objective: 6.2 Identify how words influence our perceptions, thoughts, actions, culture, and relationships.

Topic: The Power of Words Difficulty Level: Easy Skill Level: Remember the Facts 13) Celia uses __________ as she listens to her partner by occasionally interjecting with responses such as "Oh, I see" and "Uh-huh" to show she is interested.

A) backchannel talk B) euphemisms C) symbolic interaction D) malapropisms Answer: A Learning Objective: 6.2 Identify how words influence our perceptions, thoughts, actions, culture, and relationships.

Topic: The Power of Words Difficulty Level: Moderate Skill Level: Apply What You Know 14) What is a general characteristic of our Facebook posts, according to research?

A) We use more impersonal pronouns.

B) We communicate more negative emotions.

C) We use longer and more complex language.

D) We communicate more positive emotions.

Answer: D Learning Objective: 6.2 Identify how words influence our perceptions, thoughts, actions, culture, and relationships.

Topic: How to Manage Misunderstandings Difficulty Level: Easy Skill Level: Remember the Facts 15) According to researcher John Seiter, how might the use of demeaning terms affect how those persons are perceived?

A) It will have no significant impact.

B) It is likely to create a positive perception.

C) It is likely to create a negative perception.

D) It will make this person appear more sociable and approachable.

Answer: C Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Moderate Skill Level: Understand the Concepts 16) Which word barrier could be avoided by indexing your comments and remarks?

A) Words are arbitrary B) Allness C) Static evaluation D) Polarization Answer: B Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Easy Skill Level: Remember the Facts 17) A confusion of one word or phrase for another that sounds similar to it is known as __________.

A) indexing B) a static evaluation C) jargon D) a malapropism Answer: D Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Easy Skill Level: Remember the Facts

18) Joe tells his wife, Serafina, that he thinks they should ―redo‖ their bathroom as their next home improvement project. Serafina reacts strongly to this suggestion, complaining that, ―We don‘t have enough money to do that!‖ Serafina thought ―redo‖ the bathroom meant replacing the shower, toilet, and sink, and retiling the floors and painting the walls. She was relieved when Joe explained that what he meant by ―redo‖ the bathroom was just to paint the walls and have the floors refinished. The language barrier Joe and Serafina experienced is called __________.

A) allness B) static evaluation C) bypassing D) polarization Answer: C Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Moderate Skill Level: Apply What You Know 19) Dad says to Junior, ―Hand me the screwdriver.‖ Junior responds with, ―Which kind, a flathead or Phillips?‖ Which language barrier is Junior trying to avoid?

A) Bypassing B) Polarization C) Overgeneralization D) Vagueness Answer: D Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Moderate Skill Level: Apply What You Know 20) After her parents tell her she can‘t go to the concert on Tuesday, Gael says, ―You never let me do anything!‖ Since Gael‘s parents allow her to stay out late each weekend, her reaction seems to exhibit the barrier of _______. __________ A) bypassing B) allness C) polarization D) indexing Answer: B Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Moderate Skill Level: Apply What You Know 21) When general semanticists use the expression, ―The map is not the territory,‖ this refers to which language barrier?

A) Lack of precision B) Polarization C) Static evaluation D) Biased language Answer: C Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Easy Skill Level: Remember the Facts 22) During the late sixties and early seventies, it was common to see bumper stickers that said, ―America: Love It or Leave It!‖ This sentiment reflects the language barrier of __________.

A) polarization B) bypassing C) static evaluation D) fact-inference confusion Answer: A Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Moderate Skill Level: Apply What You Know 23) Almost everyone will be sorry to see Professor Carmichael retire at the end of this academic year. Abel, on the other hand, has told people, ―It‘s about time that crusty old geezer retires. He‘s way too old to still be in the classroom.‖ This is an example of ___________. __________ A) polarization B) hate speech C) sexist language D) static evaluation Answer: B Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Moderate Skill Level: Apply What You Know 24) __________ is a set of words that has a particular meaning to a person, group, or culture.

A) A euphemism B) A malapropism C) A restricted code D) A static evaluation Answer: C Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Easy Skill Level: Remember the Facts 25) Piper and her boyfriend are arguing about a new management position she‘s considering at work. While Piper wants to apply for the job, her boyfriend keeps mentioning how busy Piper will be if she becomes a manager. Which of Jack Gibb‘s strategies for creating a supportive climate did Piper‘s boyfriend most clearly violate?

A) Describe your feelings rather than evaluate others‘ behaviors.

B) Present yourself as equal rather than superior.

C) Be genuine rather than manipulative.

D) Empathize rather than remain detached from others.

Answer: C Learning Objective: 6.4 Use words to provide support and comfort, and to avoid defensiveness.

Topic: How to Use Words of Support and Comfort Difficulty Level: Moderate Skill Level: Apply What You Know 26) David has a habit of screaming, ―You idiot, you always mess things up!‖ whenever his brother makes a mistake or does something he doesn‘t like. Which strategy for creating a supportive climate does David‘s outburst violate?

A) Describe your own feelings rather than evaluate others.

B) Solve problems rather than control others.

C) Be genuine rather than manipulative.

D) Empathize rather than remain detached.

Answer: A Learning Objective: 6.4 Use words to provide support and comfort, and to avoid defensiveness.

Topic: How to Use Words of Support and Comfort Difficulty Level: Moderate Skill Level: Apply What You Know 27) Kellyn realizes that when she communicates with Ji, an international student from South Korea, she may need to be sure that her messages are more explicit, but they should not be condescending. Kellyn should use ________ __________ to accomplish this goal.

A) jargon B) apologies C) elaborated code D) polarization Answer: C Learning Objective: 6.4 Use words to provide support and comfort, and to avoid defensiveness.

Topic: How to Use Words of Support and Comfort Difficulty Level: Moderate Skill Level: Apply What You Know

28) Simon responds to his son‘s request by exclaiming, ―I don‘t care what you want. You‘ll do what I tell you, when I tell you, and that‘s that!‖ Which strategy for creating a supportive climate do Simon‘s words most likely violate?

A) Solve problems rather than control others.

B) Be genuine rather than manipulative.

C) Empathize rather than remain detached from others.

D) Describe your own feelings rather than evaluate others.

Answer: A Learning Objective: 6.4 Use words to provide support and comfort, and to avoid defensiveness.

Topic: How to Use Words of Support and Comfort Difficulty Level: Moderate Skill Level: Apply What You Know 29) Which phrase demonstrates the most effective use of extended I language?

A) "I don‘t like it when you are late, it really inconveniences me."

B) "I don‘t want you to take this the wrong way, but I have been feeling frustrated lately."

C) "I want you to sit down and listen to me. Your behavior as of late has been unacceptable."

D) "I always have to pick up your dirty clothes, and it is making me angry."

Answer: B Learning Objective: 6.4 Use words of support and comfort, and to avoid defensiveness.

Topic: How to Use Words of Support and Comfort Difficulty Level: Moderate Skill Level: Understand the Concepts 30) What is the most effective way to sustain a conversation?

A) Ask open-ended questions and listen to responses.

B) Reveal personal information about yourself immediately.

C) Withhold information about yourself.

D) Limit the use of nonverbal messages.

Answer: A Learning Objective: 6.5 Use words to have a conversation with others.

Topic: How to Have a Conversation Difficulty Level: Easy Skill Level: Understand the Concepts 31) Which form of communication is characterized by spontaneously and interactively exchanging messages with another person?

A) Interaction B) Conversation C) Dialogue D) Impromptu talking

Answer: B Learning Objective: 6.5 Use words to have a conversation with others.

Topic: How to Have a Conversation Difficulty Level: Easy Skill Level: Remember the Facts 32) According to communication scholars, what is often most important to say explicitly when apologizing?

A) "I‘m sorry you were hurt."

B) "I can‘t believe I did that."

C) "I‘m sorry, but that‘s not the kind of person I am."

D) "I was wrong."

Answer: D Learning Objective: 6.6 Use words to offer an apology when appropriate.

Topic: How to Apologize Difficulty Level: Moderate Skill Level: Understand the Concepts 33) In which context are we most likely to issue an apology?

A) When we commit a mild offense B) When we are in a public setting C) When we hurt someone with whom we are intimate D) When we offend a stranger Answer: C Learning Objective: 6.6 Use words to offer an apology when appropriate.

Topic: How to Apologize Difficulty Level: Easy Skill Level: Remember the Facts 34) Research has found that when we receive an apology, we________________.

A) are less likely to seek revenge B) are more likely to feel annoyed C) will usually accept it D) tend to respond aggressively Answer: A Learning Objective: 6.6 Use words to offer an apology when appropriate.

Topic: How to Apologize Difficulty Level: Easy Skill Level: Remember the Facts 35) Astrid ordered her steak cooked medium-well at her favorite restaurant. When the server returned with her steak, Astrid cut into it, saw that it was red in the center, and said to the server, ―OK, what part of ‗medium-well‘ didn‘t you understand? I want you to take this back and cook it

so it‘s edible. This is ridiculous!‖ Which term best describes Astrid's communication behavior?

A) Assertive B) Other-oriented C) Results-oriented D) Aggressive Answer: D Learning Objective: 6.7 Use assertiveness skills appropriately and ethically.

Topic: How to Be Assertive Difficulty Level: Moderate Skill Level: Apply What You Know 36) When Felicity tells her employee, "I feel disrespected when the work I ask you to do is not a priority for you," which key behavior of asserting herself does she exhibit?

A) Describe B) Disclose C) Identify effects D) Paraphrase Answer: B Learning Objective: 6.7 Use assertiveness skills appropriately and ethically.

Topic: How to Be Assertive Difficulty Level: Moderate Skill Level: Apply What You Know 37) When you use a phrase such as ―I felt like a wrung-out washrag after that test!‖ you are expressing your emotions via a(n)_____________.

A) onomatopoetic image B) restricted code C) word picture D) visual code Answer: C Learning Objective: 6.7 Use assertiveness skills appropriately and ethically.

Topic: How to Be Assertive Difficulty Level: Moderate Skill Level: Apply What You Know 38) When you pursue your own interests without denying the rights of others, you are being __________.

A) nonjudgmental B) aggressive C) assertive D) assumptive Answer: C

Learning Objective: 6.7 Use assertiveness skills appropriately and ethically.

Topic: How to Be Assertive Difficulty Level: Easy Skill Level: Remember the Facts 39) When describing how you view a situation, it is most effective to __________.

A) use sarcasm to take some negativity out of the situation B) increase your level of vocal intensity to maintain the listener's interest C) use exasperated facial expressions to communicate emotions D) calmly and confidently deliver the message Answer: D Learning Objective: 6.7 Use assertiveness skills appropriately and ethically.

Topic: How to Be Assertive Difficulty Level: Moderate Skill Level: Understand the Concepts 40) Dionne believes she is an aggressive communicator and asks you to help her become more assertive. Which suggestion would be best to offer her?

A) Become more other-oriented.

B) Evaluate others while communicating.

C) Be sure to avoid moments of silence.

D) Become more self-oriented.

Answer: A Learning Objective: 6.7 Use assertiveness skills appropriately and ethically.

Topic: How to Be Assertive Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions 1) Use the word ―fish‖ to describe the relationships between referents, thought, and symbols in the triangle of meaning developed by Ogden and Richards.

Answer:  ―Fish‖ is the symbol in the triangle.  An actual fish would be called a referent.  The idea that comes to mind when we think of a fish or hear the word ―fish‖ is the thought.  The referents, thought, and symbols are connected because the referent (thing) evokes the symbol (word) and the thought.  Likewise, the symbol (word) evokes the thought.  The thought also evokes the symbol (word).

Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Moderate Skill Level: Apply What You Know 2) Explain symbolic interaction theory and its relevance to the study of interpersonal communication.

Answer:  Symbolic interaction theory suggests that a society is bound together by the common use of symbols. This helps us understand how societies and groups are linked together.  These symbols make the world understandable and help provide common ground for people.  Common symbols foster links in understanding and can lead to satisfying relationships. o Not surprisingly, the more similar the cultures of the communication partners, the greater the chance for a meeting of meanings. o With that said, even within a given culture, people can misunderstand each other's messages.  In short, we both construct and maintain our ―worlds‖ through the use of symbols, and it is our use of these symbols that gives meaning to our relationships.

Learning Objective: 6.1 Describe how words create meaning.

Topic: How Words Work Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Name the two concepts that form the basis for the Sapir–Whorf hypothesis, and define what this hypothesis suggests.

Answer:  The two concepts that form the basis for the Sapir–Whorf hypothesis are linguistic determinism and linguistic relativity.  The Sapir–Whorf hypothesis suggests that language shapes our culture and culture shapes our language.

Learning Objective: 6.2 Identify how words influence our perceptions, thoughts, actions, culture, and relationships.

Topic: The Power of Words Difficulty Level: Moderate Skill Level: Understand the Concepts 4) What is a worldview? How does our worldview affect our interpretation of experiences?

Answer:  Our worldview is our culturally acquired perspective for interpreting experiences. It is the screen or filter through which we see and understand the world around us.

 

The words you use to describe your view of the world, including those you use in your everyday interpersonal conversations with your friends, reflect and further shape your perspective.

You, in turn, help to shape your culture‘s collective worldview through your use of language.

Learning Objective: 6.2 Identify how words influence our perceptions, thoughts, actions, culture, and relationships.

Topic: The Power of Words Difficulty Level: Moderate Skill Level: Understand the Concepts 5) What is the essence of linguistic determinism? How is this related to the concept of worldview?

Answer:  Essentially, linguistic determinism is a theory suggesting that language shapes the way we think.  The words people use affect their worldview—how they interpret what they experience.

For example, you tend to have a lot of words for the things that are important in your life or culture, such as the large number of words that Eskimos have for snow.  The words you select to describe your view of the world, including those you use in everyday conversations, reflect and further shape your perspective. And you, in turn, help shape your culture‘s collective worldview through your use of language, not just the words you use, but how you use them to develop ideas.

Learning Objective: 6.2 Identify how words influence our thoughts, actions, culture, and relationships.

Topic: The Power of Words Difficulty Level: Difficult Skill Level: Understand the Concepts 6) Igor‘s parents asked him how he liked the concert last night. Igor responded with, ―Wow, it was totally sick! I‘m going again tonight.‖ His parents wonder, ―If the concert was sick, why would Igor want to go again?‖ Explain the language barrier most likely involved in this exchange. What can you suggest for managing this word barrier?

Answer:  Bypassing occurs when the same word has a different meaning for different people. o In this case, the word sick is used by Igor to mean good or cool, reflecting a meaning unique to his generation or peer group. o Igor's parents understand the meaning of the word sick as "not good."  Strategies for managing bypassing: o When speaking, provide specific examples. o When listening, ask questions to clarify the meaning.

Learning Objective: 6.3 Identify and describe word barriers that lead to misunderstandings.

Topic: How to Manage Misunderstandings Difficulty Level: Moderate Skill Level: Apply What You Know 7) Explain the concept of extended ―I‖ language and how it can help soften what could be perceived as a harsh message. Provide an example.

Answer:  Extended ―I‖ language is a brief preface to a feedback statement, intended to communicate that you don‘t want your listener to take your message in an overly critical way.  It often will take the sting out of the negative message you want to express.  Examples of extended ―I‖ language include: o ―I don‘t want you to misinterpret what I‘m about to say, because I really do care about you.‖ o ―I don‘t think it‘s entirely your fault, but I‘m feeling frustrated when I experience…‖  Student examples will vary.

Learning Objective: 6.4 Use words to provide support and comfort, and to avoid defensiveness.

Topic: How to Use Words of Support and Comfort Difficulty Level: Moderate Skill Level: Apply What You Know 8) Hernando, a police officer, has been assigned a new partner, LaTonya. He is meeting LaTonya for the first time and wants to get better acquainted. Help Hernando by giving him suggestions on how to start a successful conversation with LaTonya and sustain it.

Answer:  Student answers will vary, but should include that starting a successful conversation begins with a comment about something happening now, in the present moment. By definition, a conversation is spontaneous, so having a pre-planned standard opening line may fall flat. Let the situation, time, location, and other person organically help you determine how to start a conversation, rather than using a canned line. o For example, Hernando could comment on how crowded the streets are on their patrol, or how cold the temperature is during their shift.  The two most important skills involving keeping a conversation going are: (1) asking good questions and (2) listening. o For example, Hernando could ask LaTonya about her most recent case and listen attentively as she speaks.

Learning Objective: 6.5 Use words to have a conversation with others.

Topic: How to Have a Conversation Difficulty Level: Difficult Skill Level: Apply What You Know

9) Describe an effective apology and explain when it‘s most appropriate to offer it.

Answer:  An apology is an explicit admission that we made an error; we are also asking the person we offended to forgive us.  The most effective apologies express that we were wrong (not simply sorry), we are sincerely remorseful, we want to do something to repair the damage, and we understand how much we may have hurt our communication partner.  Researchers have found that it‘s best not to apologize right after we make mistakes, as it can make the apology seem insincere.  The apology will be perceived as most sincere if the people we are apologizing to believe we truly understand how our mistakes hurt them and that we want to repair the damage.

Learning Objective: 6.6 Use words to offer an apology when appropriate.

Topic: How to Apologize Difficulty Level: Moderate Skill Level: Understand the Concepts 10) Describe the difference(s) between assertive and aggressive communication and why one is preferable over the other.

Answer:  Being assertive is making requests, asking for information, standing up for your rights, and generally pursuing your own best interests without denying your partner‘s rights.  On the other hand, being aggressive is pursuing your interests by denying the rights of others.  Being appropriately assertive is being other-oriented, while aggressiveness is exclusively self-oriented.  Thus, the other-orientation can create a more positive communication climate while aggressiveness may involve judgmental attitudes and evaluation.

Learning Objective: 6.7 Use assertiveness skills appropriately and ethically.

Topic: How to Be Assertive Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter 7: Nonverbal Communication Skills Multiple Choice Questions

1) What did social psychologists Ekman and Friesen identify as key sources of nonverbal cues?

A) Face, hands, and feet B) Eyes and ears C) Body orientation D) Pitch, volume, and intensity Answer: A Learning Objective: 7.1 Explain why nonverbal communication is an important area of study.

Topic: Identifying the Importance of Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts 2) Dr. Schumacher walks into class several minutes late. He has always been strict about classes starting on time, so you think about teasing him by saying, ―You‘re lucky we didn‘t all just leave.‖ But then you notice that Dr. Schumacher's voice is flat, his brow is furrowed, and his eye contact is indirect. You decide he may not receive your good-natured ribbing in the way you intend. What theory describes how you adapted to this nonverbal communication?

A) Expectancy violation theory B) Emotional contagion theory C) Interaction adaptation theory D) Interactional synchrony theory Answer: C Learning Objective: 7.1 Explain why nonverbal communication is an important area of study.

Topic: Identifying the Importance of Nonverbal Communication Difficulty Level: Moderate Skill Level: Apply What You Know 3) Quinn notices that Avery is mirroring his gestures as they hold a conversation. What is Avery using in an attempt to communicate her interest in the conversation?

A) Perception checking B) Regulators C) Territorial markers D) Interactional synchrony Answer: D Learning Objective: 7.1 Explain why nonverbal communication is an important area of study.

Topic: Identifying the Importance of Nonverbal Communication Difficulty Level: Moderate Skill Level: Apply What You Know 4) As much of our nonverbal behavior occurs unconsciously, we tend to __________.

A) have a limited awareness of it B) rigidly control its messages C) ignore its emotional content D) become easily overwhelmed by it

Answer: A Learning Objective: 7.1 Explain why nonverbal communication is an important area of study.

Topic: Identifying the Importance of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 5) According to psychologist Albert Mehrabian, the majority of a message's emotional meaning is communicated through __________.

A) vocal cues B) verbal channels C) facial expressions D) hand gestures Answer: C Learning Objective: 7.1 Explain why nonverbal communication is an important area of study.

Topic: Identifying the Importance of Nonverbal Communication Difficulty Level: Moderate Skill Level: Remember the Facts 6) Which cue can be used in the United States and Canada to determine whether a person is lying or not?

A) More smiling B) Slower speech C) Lower pitch in voice D) Increased eye contact Answer: B Learning Objective: 7.1 Explain why nonverbal communication is an important area of study.

Topic: Identifying the Importance of Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 7) The teacher put her finger to her lips to signal to the classroom that she wants them to be quiet. Which type of nonverbal cue did the teacher use?

A) Illustrator B) Regulator C) Adaptor D) Emblem Answer: D Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

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

8) Pushing your glasses back up on your nose, scratching a mosquito bite, or combing your hair are examples of __________.

A) Adaptors B) Illustrators C) Emblems D) Affect displays Answer: A Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy Skill Level: Remember the Facts 9) Regarding the interpretation of touch, it is important to remember that __________.

A) Touch communicates intimacy, not power B) Uninitiated touch is usually interpreted as courtship C) It is the person being touched who interprets meaning D) A warm hug or touch is always welcomed Answer: C Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Understand the Concepts 10) While sitting on a public bus, Angelo uses his backpack as a(n) __________ by placing it in the seat next to him.

A) Territorial marker B) Regulator C) Backchannel cue D) Adaptor Answer: A Learning Objective: 7.2 Identify and describe eight nonverbal codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Apply What You Know 11) In which situation are we most likely to sustain eye contact with our conversation partner?

A) If our conversation partner is just an acquaintance B) When we have no desire to dominate the conversation C) When we are listening rather than talking D) If we are discussing something unpleasant or serious Answer: C Learning Objective: 7.2 Identify and describe eight nonverbal codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Understand the Concepts 12) The study of human movement and gesture is known as __________.

A) haptics B) kinesics C) proxemics D) chronemics Answer: B Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Understand the Concepts 13) Solomon can‘t seem to talk without using his hands. He is always pointing, shaping, and indicating size when he talks. How would you classify Solomon's nonverbal cues?

A) Illustrators B) Regulators C) Emblems D) Adaptors Answer: A Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Apply What You Know 14) In what stage of quasi-courtship behavior are we engaged when we manipulate our appearance by combing our hair, straightening our tie, and double-checking our appearance?

A) Courtship readiness B) Preening C) Positional cues D) Appeals to invitation Answer: B Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy Skill Level: Remember the Facts 15) In what stage of quasi-courtship behavior are we engaged when we move closer to someone, adopt an open body posture, and make eye contact?

A) Courtship readiness B) Preening

C) Positional cues D) Appeals to invitation Answer: D Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy Skill Level: Remember the Facts 16) Which function is involved when eye contact gives you information about another person‘s thought processes?

A) Cognitive B) Monitoring C) Regulatory D) Expressive Answer: A Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy Skill Level: Remember the Facts 17) Through research, scientists have made many conclusions about facial expressions and people's interpretation of them, including the fact that __________.

A) complex facial expressions are more difficult to interpret B) facial expressions are contagious C) it‘s almost impossible to spot a phony smile D) a genuine smile is usually long-lasting Answer: B Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Understand the Concepts 18) Which function is involved when we use eye contact to signal with whom and when we want to talk?

A) Cognitive B) Monitoring C) Regulatory D) Expressive Answer: C Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy

Skill Level: Remember the Facts 19) Which function is involved when our eye contact reveals our emotions to others?

A) Cognitive B) Monitoring C) Regulatory D) Expressive Answer: D Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy Skill Level: Remember the Facts 20) The study of personal space and the meaning of distance in interpersonal relationships is referred to as __________.

A) proxemics B) kinesics C) chronemics D) paralanguage Answer: A Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy Skill Level: Remember the Facts 21) Which zone of space is used for personal interactions, typically ranging from 0 to 1.5 feet?

A) Personal space B) Intimate space C) Social space D) Public space Answer: B Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy Skill Level: Remember the Facts 22) Ekman called some __________ ―gymnasts of the mind,‖ because they were surprisingly sensitive to detecting microexpressions.

A) Buddhists B) police officers C) women D) judges

Answer: A Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy Skill Level: Remember the Facts 23) In which zone do most conversations with family and friends occur?

A) Intimate B) Personal C) Social D) Public Answer: B Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Easy Skill Level: Remember the Facts 24) While a person‘s facial expression and vocal cues communicate a specific emotional response, their posture and gestures communicate the __________ of the emotion expressed.

A) Reality B) Opposite C) Intensity D) Specificity Answer: C Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Understand the Concepts 25) Oftentimes, a student will sit in the same seat all semester and may become upset if someone else takes this seat. This behavior reflects which category of nonverbal behavior?

A) Territoriality B) Proxemics C) Appearance D) Body movement Answer: A Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Apply What You Know 26) Roark saw Alejandro sitting by himself in the quad and leaning over, with his head resting on the heels of his hands. Roark approached him and said, ―Hey Alejandro, you look sad.‖

Alejandro responded, ―Huh? No, I‘m just thinking.‖ Which difficulty in interpreting nonverbal behavior does this exchange exemplify?

A) Nonverbal messages are often ambiguous.

B) Nonverbal messages are continuous.

C) Nonverbal cues are multichanneled.

D) Nonverbal interpretation is culture-based.

Answer: A Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Cues Difficulty Level: Moderate Skill Level: Apply What You Know 27) President Nixon visited Latin America on a goodwill tour. As he exited the plane, he gave the A-OK sign. Many Latin Americans were offended by this gesture because in their region, this was an obscene gesture. Which difficulty in interpreting nonverbal behavior does this best demonstrate?

A) Nonverbal messages are often ambiguous.

B) Nonverbal messages are continuous.

C) Nonverbal cues are multichanneled.

D) Nonverbal interpretation is culture-based.

Answer: D Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know 28) In your public speaking class, you are asked to evaluate the delivery of a classmate. You critique her vocal characteristics, eye contact, gestures, and appearance, but find that you can only pay attention to one category at a time. Your experiences support what challenge of interpreting nonverbal messages?

A) Nonverbal messages are often ambiguous.

B) Nonverbal cues are multichanneled.

C) Nonverbal messages are continuous.

D) Nonverbal interpretation is culture-based.

Answer: B Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know 29) What are nonverbal cues that communicate liking and engender feelings of pleasure called?

A) Immediacy cues B) Arousal cues

C) Dominance cues D) Friendship cues Answer: A Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Easy Skill Level: Remember the Facts 30) The face, voice, and movement are all primary indicators of feelings of interest and excitement, known as __________.

A) Immediacy B) Arousal C) Dominance D) Status Answer: B Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Easy Skill Level: Remember the Facts 31) Which concept suggests that people tend to ―catch‖ the same emotions that a communication partner is displaying?

A) Expectancy violation theory B) Interactional synchrony C) Perception checking D) Emotional contagion theory Answer: D Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Easy Skill Level: Remember the Facts 32) Who is likely to be most skilled at interpreting nonverbal messages?

A) A person who is not good at expressing their own emotions B) A person who is introverted C) A person who has high self-esteem D) A biased person Answer: C Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Easy Skill Level: Remember the Facts

33) Darrah noticed that her friend, Yul, was rubbing his eyes and yawning during class today.

She assumed that Yul was tired, but to be sure, Darrah decided to ask him about it. What communication behavior did Darrah use for clarification?

A) Expectancy violation B) Perception checking C) Emotional contagion D) Dominance Answer: B Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know 34) What behavior can sometimes be linked to people who lie on social media?

A) Writing shorter posts B) Using fewer sensory references C) Using more other-oriented pronouns D) Using more self-oriented pronouns Answer: C Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Moderate Skill Level: Understand the Concepts 35) Boris extended his hand toward Rajit for a handshake, but instead, Rajit embraced Boris in a hug. Boris has likely experienced __________.

A) Expectancy violation B) Emotional contagion C) Territoriality D) Proxemic confusion Answer: A Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know 36) Facial expressions, gestures, and eye contact can flow from one situation to the next with seamless ease. Which characteristic of nonverbal messaging does this demonstrate?

A) Nonverbal messages are often ambiguous.

B) Nonverbal messages are continuous.

C) Nonverbal cues are multichanneled.

D) Nonverbal interpretation is culture-based.

Answer: B Learning Objective: 7.3 Enhance your skill in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Moderate Skill Level: Understand the Concepts 37) What is the first step to improving how you express your feelings to others?

A) Being aware of your nonverbal behaviors B) Being aware of your verbal behaviors C) Practicing how you communicate verbally D) Asking others for feedback Answer: A Learning Objective: 7.4 Enhance your skill in expressing nonverbal messages.

Topic: Improving Your Skill in Expressing Nonverbal Messages Difficulty Level: Easy Skill Level: Remember the Facts 38) Mariah's goal is to express her support and encouragement to Cyrus, who is going through a hard time at home. Mariah needs to ensure that her __________.

A) Support is primarily in the form of listening B) Verbal messages convey her support, even if her nonverbal ones don't C) Nonverbal messages convey her support, even if her verbal ones don't D) Nonverbal messages express the same sentiments that she conveys verbally Answer: D Learning Objective: 7.4 Enhance your skill in expressing nonverbal messages.

Topic: Improving Your Skill in Expressing Nonverbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know 39) When being mindful of your nonverbal behavior, it is important to check to see if your behavior matches your __________.

A) Intentions B) Mood C) Appearance D) Level of power Answer: A Learning Objective: 7.4 Enhance your skill in expressing nonverbal messages.

Topic: Improving Your Skill in Expressing Nonverbal Messages Difficulty Level: Moderate Skill Level: Understand the Concepts 40) The text recommends that you approach the process of practicing nonverbal behavior with

__________.

A) A specific formula B) A sense of urgency C) A methodical strategy D) A sense of play Answer: D Learning Objective: 7.4 Enhance your skill in expressing nonverbal messages.

Topic: Improving Your Skill in Expressing Nonverbal Messages Difficulty Level: Easy Skill Level: Remember the Facts

Essay Questions 1) Explain interactional synchrony and give an example.

Answer:  Interactional synchrony refers to relating by mirroring the posture or behavior of others or gesturing in sync with their communication patterns.  Being nonverbally in sync with someone helps to establish rapport with another person. o For example, sometimes we may find ourselves consciously gesturing in sync with someone‘s vocal pattern. Or, at other times, we may not be aware when our friends are folding their arms across their chests as we do too.  Student examples will vary.

Learning Objective: 7.1 Explain why nonverbal communication is an important area of study.

Topic: Identifying the Importance of Nonverbal Communication Difficulty Level: Moderate Skill Level: Apply What You Know 2) List the names and distances, in order from closest to farthest, of Hall‘s four spatial zones.

Answer:  Intimate, zero feet to one and a half feet  Personal, one and a half feet to four feet  Social, four feet to 12 feet  Public, 12 feet and beyond Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Identify and explain two of the four stages of quasi-courtship behavior.

Answer:  Courtship readiness occurs when we are initially attracted to someone. We try to adjust our image by sucking in our stomachs, standing straighter, and tensing our muscles.  Preening behaviors occur when we begin to manipulate our appearance by straightening our clothes, smoothing our hair, and double-checking our appearance in the mirror.  Positional cues occur when we adjust our posture and orientation to be noticed.  Appeals to invitation are signals that communicate our availability by proximity, exposed skin, open body posture, and direct eye contact.  The most common nonverbal cues used to communicate liking within a U.S. population sample included an open body and arm position, a forward lean, and a relaxed posture.

Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Understand the Concepts 4) Describe and give examples of three categories of movement and gestures identified by Ekman and Friesen.

Answer:  Emblems are nonverbal cues that have specific, generally understood meanings in a given culture and may substitute for a word or phrase. o An example would be when a parent puts up a finger to their pursed lips to indicate to a child to stop talking.  Illustrators are nonverbal behaviors that accompany a verbal message and either contradict, accent, or complement it. o An example would be when a professor slams a book on the desk while proclaiming, ―I don‘t want to read this anymore!‖  Regulators are nonverbal messages that help to control the interaction or flow of communication between two people. o An example would be when you are eager to respond to a message, you make eye contact, raise your eyebrows, open your mouth, put up your index finger, and lean forward slightly.  Affect displays are nonverbal behaviors that communicate emotions. o For example, when you are feeling friendly, you use a soft tone of voice, an open smile, and a relaxed posture.  Adaptors are nonverbal behaviors that satisfy a personal need and help a person adapt or respond to the immediate situation. o When you adjust your glasses, scratch a mosquito bite, or comb your hair, you use movement to help manage your personal needs and ―adapt‖ to your surroundings.  Student examples will vary.

Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Difficult Skill Level: Apply What You Know

5) Identify and briefly describe three of the four functions researchers have identified for eye contact in interpersonal interactions.

Answer:  The cognitive function gives information about another person‘s thought process.  The monitoring function helps us determine if someone is receptive or understands us.  The regulatory function is used to signal our desire to talk or not talk.  The expressive function reveals our emotions to others.

Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Moderate Skill Level: Understand the Concepts 6) Identify the role that each of the four spatial zones identified by Hall plays in interpersonal relationships. Use an example to demonstrate your response.

Answer:  Allowing someone into our intimate zone suggests that we have or desire an intimate relationship with the other person. If this is not the case, such as in an elevator or fastfood line, we may feel uncomfortable and ill at ease if someone is too close to us.  The personal zone is reserved for people with whom we have a close, yet not intimate, relationship: friends, family, and some acquaintances. If someone you don‘t know well invades this space on purpose by sitting too close to you, you may feel uncomfortable.  Social space reflects a more formal or professional relationship. Most group interactions take place in this zone, such as how far apart coworkers sit from each other during a business meeting.  Public space reflects relatively impersonal relationships. This zone of space is most often used by public speakers or anyone speaking to many people. For example, a speaker stands at the front of the room and is separated from the audience by several feet.  Student examples will vary.

Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Difficult Skill Level: Apply What You Know 7) Explain how understanding our use of each of the following can help us understand how we communicate interpersonally with others: emblems, illustrators, affect displays, regulators, adaptors.

Answer:  Noting how often we use emblems instead of words might help us recognize how important they are to our relationships. We may use emblems that have unique meanings for us and the people with whom we communicate.

   

Monitoring illustrators can help us determine whether we are sending mixed messages that confuse the people with whom we communicate.

If other people have trouble reading our emotional state, then we may not be using affect displays appropriately, thus not projecting our feelings nonverbally.

If we don‘t use regulators, or use them improperly, we may not give others a chance to talk, or we may not let them know when we want to express something.

If we misuse adaptors—scratching at the wrong time or wrong place, for example, we may offend or confuse the people with whom we communicate. Frequent self-adaptors, such as touching your cheek, may signal increased nervousness or self-consciousness.

Learning Objective: 7.2 Identify and describe eight nonverbal communication codes.

Topic: Understanding Nonverbal Communication Codes Difficulty Level: Difficult Skill Level: Understand the Concepts 8) Discuss perception checking and why it might be helpful. Then, provide an appropriate perception check for the following situation: You walk into the Student Union to meet your roommate for lunch. When you sit down at the table, your roommate turns away from you, averts their eyes, says they aren‘t hungry, and gives only brief replies to your comments.

Answer:  Perception checking is asking someone whether your interpretation of their nonverbal behavior is accurate.  You do not need to go through life constantly checking everyone‘s nonverbal cues.

Overusing this skill would irritate most people. However, if you are uncertain about how someone feels and it is important to know, a perception check may be in order. Asking about a specific nonverbal cue will help you interpret your communication partner‘s behavior in future interactions as well.  In this scenario, a perception check needs to focus on your interpretation of your roommate's emotional state.  A sample perception check would be, ―I‘m gathering by your body language, the fact that you won‘t even look at me, and your lack of responsiveness, that you‘re upset. You look angry. What‘s up?‖  Student examples will vary.

Learning Objective: 7.3 Enhance your skills in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know 9) In what ways does understanding the concepts of immediacy, arousal, and dominance help us understand how our nonverbal cues are interpreted?

Answer:  Immediacy cues increase our sensory awareness of others. If people move away from us, we will probably interpret that as a negative reaction, and vice versa.





o Touch is another immediacy cue that implies closeness or a preference to stay away. High feelings of affection may be accompanied by more immediacy cues. o We tend to reciprocate immediacy cues from others, including proximity, body orientation, eye contact, facial expressions, gestures, posture, touch, and voice. o We move toward persons and things we like, and we avoid or move away from those we dislike.

People who are aroused and interested in us show animation in their faces, voices, and gestures. o A forward lean, a flash of the eyebrows, and a nod of the head are other cues that implicitly communicate arousal. Understanding these aspects of arousal can make us aware of when others are interested or uninterested in us.

Dominance is often exercised nonverbally by the use of space, eye contact, facial expression, touch, voice, gesture, and posture. o Our dominance over other people or vice versa is interpreted by others according to how we use these cues.

Learning Objective: 7.3 Enhance your skills in interpreting nonverbal messages.

Topic: Improving Your Skill in Interpreting Nonverbal Messages Difficulty Level: Moderate Skill Level: Understand the Concepts 10) Describe at least two ways to enhance your skill in expressing nonverbal messages.

Answer:  Student responses should include two or more of the following strategies:  Being aware of your nonverbal behavior is the first step in improving your skills. We can control many aspects of how we present ourselves to others.  Check to see if your behavior matches your intentions. Be a keen observer of how other people respond to you, and develop a greater understanding of how your behavior affects others.  Ask a close friend to give you honest advice about the nonverbal impression you make on others.  Practice specific nonverbal behaviors, such as greeting others or expressing both positive and negative emotions.

Learning Objective: 7.4 Enhance your skill in expressing nonverbal messages.

Topic: Improving Your Skill in Expressing Nonverbal Messages Difficulty Level: Moderate Skill Level: Apply What You Know

Chapter 8: Conflict Management Skills Multiple Choice Questions

1) Morgan and Lauren are arguing about how to discipline their son, who was just suspended from school. Although tensions are high, they both agree on the importance of correcting their son‘s behavior and promise to work together to find a solution. Which type of conflict is demonstrated here?

A) Instrumental conflict B) Active conflict C) Constructive conflict D) Expressive conflict Answer: C Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Moderate Skill Level: Apply What You Know 2) What kind of conflict generally occurs when participants lack flexibility, approaching the issue from a win-lose perspective?

A) Expressive conflict B) Social conflict C) Active conflict D) Destructive conflict Answer: D Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Easy Skill Level: Remember the Facts 3) In what stage of the conflict process does self-talk about differences and growing dissatisfaction about the problem start to occur?

A) Prior conditions B) Frustration awareness C) Active conflict D) Resolution Answer: B Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Easy Skill Level: Remember the Facts 4) Tomas and Raquel moved in together last month. Although they both agreed to keep the apartment clean, Tomas has been leaving his dirty dishes in the sink. After noticing that the same dishes had been sitting there for a full week, Raquel became so fed up that she yelled, ―Tomas!

Will you stop being such a slob?‖ In which stage of the conflict process is this couple?

A) Prior conditions B) Frustration awareness C) Active conflict D) Aftermath Answer: C Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Moderate Skill Level: Apply What You Know 5) Sam Keltner‘s ―struggle spectrum‖ shows that conflicts can range from __________.

A) major disagreements to disputes B) disputes to campaigns C) mild disagreements to fights D) major disputes to minor litigation Answer: C Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Easy Skill Level: Remember the Facts 6) A perceived cause of conflict is known as __________.

A) conflict dissonance B) tension C) a conflict trigger D) a cost Answer: C Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Easy Skill Level: Remember the Facts 7) During which stage of conflict does frustration awareness occur?

A) Middle B) End C) Aftermath D) Beginning Answer: D Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Easy Skill Level: Remember the Facts

8) Julia has invited Abhinav to join her at a baseball game this weekend. Although Abhinav would like to go, he has had a difficult week at work and wants to relax at home. Abhinav feels torn in two directions and wishes he could go to the game and relax at home at the same time.

Which source of conflict is Abhinav experiencing?

A) Dialectical tension B) Gunny-sacking C) Flaming D) Disinhibition effect Answer: A Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Moderate Skill Level: Apply What You Know 9) Everett and Chloe‘s relationship is considered to be __________, because Everett‘s behavior impacts Chloe, and likewise, Chloe‘s behavior impacts Everett.

A) intrapersonal B) dialectical C) interdependent D) incompatible Answer: C Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Moderate Skill Level: Apply What You Know 10) Kasur is quick to help his friend whenever he is in need, but his friend rarely returns the favor. As a result, Kasur is thinking about ending the friendship, because it drains a lot of his energy and no longer brings him as much joy. From Kasur‘s perspective, what seems to be the trigger of this conflict?

A) Feeling entitled B) More perceived costs than rewards C) Different perspectives D) Stress and lack of rest Answer: B Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Moderate Skill Level: Apply What You Know 11) In response to his parents denying his request to buy him a car, Silas said, ―I have worked so hard to get good grades this past semester. I deserve this!‖ What seems to be the trigger of this

conflict from Silas‘s perspective?

A) Different perspectives B) Stress and lack of rest C) Criticism D) Feeling entitled Answer: D Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Moderate Skill Level: Apply What You Know 12) Which misconception about conflict is reflected in the belief that listening and careful paraphrasing skills can solve any kind of problem?

A) Conflict can always be avoided.

B) Conflict always occurs because of misunderstandings.

C) Conflict can always be resolved.

D) Conflict is always bad.

Answer: C Learning Objective: 8.2 Identify commonly held misconceptions about interpersonal conflict.

Topic: Conflict Misconceptions Difficulty Level: Moderate Skill Level: Understand the Concepts 13) The fact that people have incompatible goals contradicts which myth about conflict?

A) Conflict can always be avoided.

B) Conflict always occurs because of misunderstandings.

C) Conflict can always be resolved.

D) Conflict is always a sign of a poor interpersonal relationship.

Answer: B Learning Objective: 8.2 Identify commonly held misconceptions about interpersonal conflict.

Topic: Conflict Misconceptions Difficulty Level: Moderate Skill Level: Understand the Concepts 14) Hadley and Weston are planning their son‘s first birthday party and are inviting both extended families to celebrate. Just as expected, Hadley‘s mom declines her invitation because she dislikes some of Weston‘s relatives and refuses to see them. Hadley and Weston are upset and frustrated that their mother won‘t be there, but they do not wish to change their party plans.

Which misconception about conflict do Hadley and Weston need to overcome?

A) Conflict can always be avoided.

B) Conflict always occurs because of misunderstandings.

C) Conflict can always be resolved.

D) Conflict is always a sign of a poor interpersonal relationship.

Answer: C Learning Objective: 8.2 Identify commonly held misconceptions about interpersonal conflict.

Topic: Conflict Misconceptions Difficulty Level: Moderate Skill Level: Apply What You Know 15) Aria just got engaged, but she is a little concerned that her fiancée's family always seems to have loud arguments about politics when they get together. In reality, they all enjoy these heated conversations, and no one gets offended. Which misconception about conflict is Aria experiencing?

A) Conflict can always be avoided.

B) Conflict always occurs because of misunderstandings.

C) Conflict is always a sign of a poor interpersonal relationship.

D) Conflict can always be resolved.

Answer: C Learning Objective: 8.2 Identify commonly held misconceptions about interpersonal conflict.

Topic: Conflict Misconceptions Difficulty Level: Moderate Skill Level: Apply What You Know 16) Which statement is true of conflict?

A) It is inherently unproductive.

B) It occurs in all healthy relationships.

C) It is abnormal.

D) It should be avoided at all costs.

Answer: B Learning Objective: 8.2 Identify commonly held misconceptions about interpersonal conflict.

Topic: Conflict Misconceptions Difficulty Level: Easy Skill Level: Remember the Facts 17) Yaakov sees Sven and says, ―Hey, Sven. Where were you? I thought we were going to meet at McDonald‘s for lunch.‖ Sven responds, ―Hey, man. I was there. Where were you?‖ Yaakov says, ―I was there at noon, like we agreed, and waited 30 minutes for you to show up.‖ Sven says, ―I was there at noon and didn‘t see you. Hey, wait a minute. Which McDonald‘s did you go to? I was at the one on campus.‖ Yaakov says, ―Well, that explains it. I was at the one on the main highway.‖ What kind of conflict does this situation reflect?

A) Simple conflict B) Pseudoconflict C) Ego conflict D) Complex conflict Answer: B

Learning Objective: 8.3 Compare and contrast three types of interpersonal conflict.

Topic: Conflict Types Difficulty Level: Moderate Skill Level: Apply What You Know 18) Darius wants to sit in his easy chair and listen to his music, loudly. Laverne, his roommate, needs some quiet time to study for a major exam the next day. If Darius listens to his music, Laverne won‘t be able to study. What kind of conflict does this situation reflect?

A) Simple conflict B) Pseudoconflict C) Ego conflict D) Complex conflict Answer: A Learning Objective: 8.3 Compare and contrast three types of interpersonal conflict.

Topic: Conflict Types Difficulty Level: Moderate Skill Level: Apply What You Know 19) Talia is angry with Clara for not showing up to her baby shower and tells her, ―You are a lousy and unsupportive friend!‖ Which type of conflict are Talia and Clara experiencing?

A) Pseudoconflict B) Ego conflict C) Simple conflict D) Constructive conflict Answer: B Learning Objective: 8.3 Compare and contrast three types of interpersonal conflict.

Topic: Conflict Types Difficulty Level: Moderate Skill Level: Apply What You Know 20) What is an effective strategy you can use to prevent a simple conflict from escalating to an ego conflict?

A) Tackle as many issues at once as you can.

B) Keep your discussion focused on the facts.

C) Generate only one solution and don‘t leave any options.

D) When your temper flares, continue to discuss the conflict.

Answer: B Learning Objective: 8.3 Compare and contrast three types of interpersonal conflict.

Topic: Conflict Types Difficulty Level: Easy Skill Level: Understand the Concepts 21) The ―back story‖ to a conflict includes the degree to which a person can influence their

partner. This is known as __________.

A) Interpersonal power B) Conflict control C) Negotiated power D) Patterned coercion Answer: A Learning Objective: 8.4 Describe the relationship between conflict and power.

Topic: Conflict and Power Difficulty Level: Moderate Skill Level: Understand the Concepts 22) Jada first refused her brother‘s request to change the date of their family holiday dinner, but after he threatened to not show up, Jada changed her mind. Which persuasive power did Jada‘s brother use?

A) Expert power B) Legitimate power C) Coercive power D) Referent power Answer: C Learning Objective: 8.4 Describe the relationship between conflict and power.

Topic: Conflict and Power Difficulty Level: Moderate Skill Level: Apply What You Know 23) Claire is a mentor in an after-school program and works well with her group. When she recently told several students they needed to buckle down and complete their schoolwork, they readily obliged. This demonstrates what source of power?

A) Referent power B) Expert power C) Reward power D) Legitimate power Answer: D Learning Objective: 8.4 Describe the relationship between conflict and power.

Topic: Conflict and Power Difficulty Level: Moderate Skill Level: Apply What You Know 24) Which kind of relationship is characterized by the power between both partners being out of balance, with one partner having a greater desire for the other to satisfy his or her needs?

A) Coercive relationship B) Pseudo relationship C) Dependent relationship D) Constructive relationship

Answer: C Learning Objective: 8.4 Describe the relationship between conflict and power.

Topic: Conflict and Power Difficulty Level: Easy Skill Level: Remember the Facts 25) Which compliance-gaining strategy is considered to be the most assertive?

A) Challenging B) Suggesting alternatives C) Promising D) Acknowledging differences Answer: A Learning Objective: 8.4 Describe the relationship between conflict and power.

Topic: Conflict and Power Difficulty Level: Moderate Skill Level: Understand the Concepts 26) Trinity often changes her behavior when she is around Ryan, because she is attracted to him and wants to seem fun and carefree. Ryan has __________ power over Trinity.

A) Coercive B) Referent C) Legitimate D) Expert Answer: B Learning Objective: 8.4 Describe the relationship between conflict and power.

Topic: Conflict and Power Difficulty Level: Moderate Skill Level: Apply What You Know 27) Which conflict management style is sometimes referred to as a ―lose-lose‖ approach?

A) Accommodation B) Collaboration C) Avoidance D) Compromise Answer: C Learning Objective: 8.5 Describe five conflict management styles.

Topic: Conflict Management Styles Difficulty Level: Easy Skill Level: Remember the Facts 28) Where does competition fit on the scales of concern for self and concern for others?

A) High concern for self, high concern for others B) High concern for self, low concern for others

C) Low concern for self, high concern for others D) Low concern for self, low concern for others Answer: B Learning Objective: 8.5 Describe five conflict management styles.

Topic: Conflict Management Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 29) Which conflict management style reflects a high concern for others and a low concern for self?

A) Competition B) Collaboration C) Accommodation D) Avoidance Answer: C Learning Objective: 8.5 Describe five conflict management styles.

Topic: Conflict Management Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 30) Brinley is taking an online psychology class and must communicate with his classmates through a discussion board. Although Brinley is typically levelheaded, he often gets involved in conflict with his classmates when posting on the discussion board. What does Brinley‘s conduct exemplify?

A) Collaboration B) Disinhibition effect C) Flaming D) Gunny-sacking Answer: B Learning Objective: 8.5 Describe five conflict management styles.

Topic: Conflict Management Styles Difficulty Level: Moderate Skill Level: Apply What You Know 31) Alexia asks Raul if he plans to come to the dance this weekend. Raul does not want to cause conflict by telling Alexia he is dating someone else, so he changes the subject and asks her if she has finished the paper due Monday in their anthropology class. In this case, Raul has engaged in which strategy?

A) Gunny-sacking B) Accommodation C) Compliance gaining D) Demand-withdrawal

Answer: D Learning Objective: 8.5 Describe five conflict management strategies.

Topic: Conflict Management Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 32) Kara just rolls her eyes and walks away when her mother tells her to clean her room. Which conflict management style is Kara using?

A) Avoidance B) Competition C) Accommodation D) Competition Answer: A Learning Objective: 8.5 Describe five conflict management styles.

Topic: Conflict Management Styles Difficulty Level: Moderate Skill Level: Apply What You Know 33) Which conflict management style uses threats to gain compliance?

A) Collaboration B) Accommodation C) Competition D) Compromise Answer: C Learning Objective: 8.5 Describe five conflict management styles.

Topic: Conflict Management Styles Difficulty Level: Easy Skill Level: Remember the Facts 34) The __________ conflict management style is characterized by the use of other-oriented strategies in order to achieve a positive solution for all involved.

A) Collaboration B) Accommodation C) Compromise D) Avoidance Answer: A Learning Objective: 8.5 Describe five conflict management styles.

Topic: Conflict Management Styles Difficulty Level: Easy Skill Level: Remember the Facts 35) Rikki is upset with her friend Beth for never responding to her phone calls. While arguing, Rikki brings up several instances in the past in which she felt wronged by Beth, including when

she didn‘t attend her last birthday party. Rikki is engaging in __________.

A) Name calling B) Gunny-sacking C) Exaggeration D) Flaming Answer: B Learning Objective: 8.6 Identify and use conflict management skills to help manage emotions, information, goals, and problems when attempting to resolve interpersonal differences.

Topic: Conflict Management Skills Difficulty Level: Moderate Skill Level: Apply What You Know 36) You overhear one coworker angrily saying to another one, ―I can‘t believe you would do this to me! You are childish, self-centered, and rude.‖ Which principled negotiation strategy does your coworker need to keep in mind?

A) Focus on shared interests.

B) Generate many solutions to solve the problem.

C) Separate the people from the problem.

D) Base decisions on objective criteria.

Answer: C Learning Objective: 8.6 Identify and appropriately use conflict management skills.

Topic: Conflict Management Skills Difficulty Level: Moderate Skill Level: Apply What You Know 37) We experience physical changes when we are emotionally charged, including our adrenaline flowing faster, our strength increasing, our livers demanding more oxygen, our blood supply to our brains decreasing, and more blood being diverted to our extremities. Such changes fuel our __________.

A) Fight-flight responses B) Cognitive thinking C) Interpersonal power D) Dialectical tension Answer: A Learning Objective: 8.6 Identify and appropriately use conflict management skills.

Topic: Conflict Management Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 38) Your friend has been behaving selfishly, and you want to constructively tell him how his behavior makes you feel without overstating your emotions. Which descriptive term is the best choice in this situation?

A) Furious

B) Livid C) Frustrated D) Irate Answer: C Learning Objective: 8.6 Identify and appropriately use conflict management skills.

Topic: Conflict Management Skills Difficulty Level: Moderate Skill Level: Apply What You Know 39) Which strategy helps to reduce conflict by increasing understanding of the other person‘s viewpoint?

A) Paraphrasing B) I language C) Identifying your goal D) But messages Answer: A Learning Objective: 8.6 Identify and appropriately use conflict management skills.

Topic: Conflict Management Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 40) When Eleanor Roosevelt said, ―No one can make you feel inferior without your consent,‖ she was acknowledging the power of __________ to affect your emotional response to what people say and do.

A) Gunny-sacking B) Self-talk C) Rapport D) I language Answer: B Learning Objective: 8.6 Identify and appropriately use conflict management skills.

Topic: Conflict Management Skills Difficulty Level: Easy Skill Level: Remember the Facts

Essay Questions 1) Interpersonal conflict includes four elements. What are they?

Answer:  Interpersonal conflict must include: 1. An expressed struggle 2. At least two interdependent people

3. Two interdependent people who perceive incompatible goals, scarce resources, or interference from others 4. Two interdependent people who are attempting to achieve specific goals Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Easy Skill Level: Remember the Facts 2) Identify and briefly describe the five stages of the conflict process.

Answer: 1. Source: Prior Conditions—the first stage is to begin to identify the source(s) of the conflict.

2. Beginning: Frustration Awareness—the second stage occurs when at least one person becomes aware that differences in the relationship are becoming problematic. This usually involves the awareness of frustration.

3. Middle: Active Conflict—In the third stage, the frustration is expressed, either verbally or nonverbally, and brought to the attention of the other.

4. End: Resolution—the fourth stage is where the partners begin trying to resolve the conflict.

5. Aftermath: Follow-Up—the fifth stage involves following up after the conflict is resolved to deal with any lingering bad feelings and to confirm that the resolution is holding.

Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Demetrius and Carla are friends and generally get along well. Over time, Demetrius becomes annoyed with Carla‘s habit of being late so often. After he realizes how much it bothers him, Demetrius tells Carla that he was frustrated when Carla recently showed up late to go to a movie, and they missed it. Demetrius sees the lateness as a lack of respect for him and his time. Carla is defensive at first and says that she is a busy person with a lot of stress and responsibility, and that Demetrius just needs to ―chill out.‖ As the conversation progresses, Carla agrees to call Demetrius in advance if she‘s going to be late and to try to avoid making appointments when she is not likely to show up or be on time. The next few times they get together, Carla is on time.

Demetrius and Carla make a joke about it. Using the details of this scenario, identify the stages of this conflict process.

Answer:  (Source: Prior Conditions) Carla‘s tendency to overschedule and to show up late is a prior condition to this conflict. Demetrius‘s preference for relationships where people respect each other by showing up on time is also a prior condition.  (Beginning: Frustration Awareness) This happens when Demetrius starts to realize how much it bothers him that Carla is often late. Missing the movie was a conflict trigger.

  

(Middle: Active Conflict) When Demetrius confronts Carla about her lateness, the conflict becomes active. When you bring your frustration to the attention of others, a conflict becomes an expressed struggle.

(End: Resolution) When Demetrius accepts Carla‘s promises, the conflict is resolved for the time being.

(Aftermath: Follow-Up) When Carla shows up on time and they joke about it, with apparently no hurt feelings, there has been a follow-up to the resolution of the conflict.

Learning Objective: 8.1 Define interpersonal conflict.

Topic: Conflict Defined Difficulty Level: Difficult Skill Level: Apply What You Know 4) Lynda and Phil have been married for ten years, and still find themselves having a heated argument at least once a week. They‘re worried that this means their relationship is not as solid as it should be. They think that if they were truly committed to one another, they wouldn‘t have arguments. It also worries them that even when they try to work things out when they‘re arguing, sometimes they just can‘t agree. They think that a good marriage doesn‘t have conflict; that conflict is negative and should be avoided at all costs. Explain to Lynda and Phil which myths about conflict they seem to share and why they are myths.

Answer:  First, Lynda and Phil should know that conflict is present in all interpersonal relationships. Lynda and Phil seem to share the following myths about conflict:  Myth 1: Conflict is always a sign of a poor interpersonal relationship. On the contrary, it is a normal part of any interpersonal relationship, and the free expression of honest disagreement is often a sign of a healthy relationship.  Myth 2: Conflict can always be avoided. It can‘t. Conflict is inevitable and occurs in every relationship. Lynda and Phil have less conflict than many couples, who, on average, have some kind of disagreement about twice a week. What‘s important is not how much conflict they have but how they deal with it.  Myth 3: Conflict always occurs because of misunderstandings. Some of their conflicts may result from misunderstandings, but most likely they do understand each other. Their problem is that they disagree about whose goal is more important. In those cases, disagreement, not lack of understanding, is the source of the conflict.  Myth 4: Conflict can always be resolved. On the contrary, sometimes people just have to agree to disagree.

Learning Objective: 8.2 Identify commonly held misconceptions about interpersonal conflict.

Topic: Conflict Misconceptions Difficulty Level: Difficult Skill Level: Apply What You Know 5) Name, describe, and give an example of each of the three types of interpersonal conflict.

Then, provide strategies for avoiding each type.

Answer: 1. Pseudoconflict o Pseudo means false. Pseudoconflict occurs when people simply miss the meaning in a message. It‘s a conflict triggered by a lack of understanding and miscommunication. Unless the people clear up the misunderstanding by looking for more information, a real conflict might ensue. o For example, Misha and Carolyn are meeting friends in the city on Friday night, and Carolyn suggests taking the train so they won‘t have to battle traffic and pay a lot of money to park their car. Misha strongly objects to taking the train because by the time the two are going back home, the trains will be infrequent, and they may have to wait alone for a long time late at night. o Carolyn replied, ―I never intended to go home on the train. My friend George, who will be there on Saturday, offered to give us a ride home.‖ Misha countered, ―Why didn‘t you say so in the first place?‖ ―It never occurred to me that you‘d think we would take the train home late at night,‖ said Carolyn. o To avoid these misunderstandings: check perceptions, listen between the lines, and be supportive, not defensive.

2. Simple conflict o A simple conflict exists when people understand each other but disagree. What each wants interferes with achieving what the other wants. o For example, David and Robert both want to play Nintendo. David wants to play ―007 Golden Eye,‖ and Robert wants to play ―Turok.‖ Neither can play the game he wants at the same time as the other. To keep the conflict from escalating into personal attacks, try these strategies: o Clarify your and your partner‘s understanding of the issues and your partner‘s understanding of the source of the disagreement. o Keep the discussion focused on facts and the issue at hand, rather than bringing up past disagreements. o Look for more than just the initial solutions; generate many options. o Don‘t try to tackle too many issues at once. o Find agreement where you can. o If tempers begin to flare and conflict escalates, take time to cool off and then come back.

3. Ego conflict o Ego conflict occurs when personality becomes the primary issue rather than the goals and resources that seemed to start the conflict. o When David and Robert fight over the use of the Nintendo, David says, ―You aren‘t a good gamer anyway and don‘t deserve to play first.‖ Robert replies, ―You are self-absorbed and cheap, and that‘s why you can‘t get a girlfriend!‖ o To de-escalate an ego conflict: o Stay focused on issues. o Make the issue a problem to be solved, rather than a battle to be won. o Write down what you want to say. o When things get personal, make a vow not to reciprocate.

Learning Objective: 8.3 Compare and contrast three types of interpersonal conflict.

Topic: Conflict Types Difficulty Level: Difficult Skill Level: Apply What You Know 6) Briefly describe three strategies to minimize misunderstandings and avoid pseudoconflict.

Answer:   

Check your perceptions by asking for clarification of what you don‘t understand.

Listen between the lines by looking for puzzled or quizzical facial expressions in your partner.

Establish a supportive rather than defensive climate for conversation by avoiding calculating, controlling, using manipulative strategies, being aloof, acting superior, or rigidly asserting that you‘re always right.

Learning Objective: 8.3 Compare and contrast three types of interpersonal conflict.

Topic: Conflict Types Difficulty Level: Moderate Skill Level: Understand the Concepts 7) Name and define the five sources of power identified by French and Raven. Describe at least one type of power you possess, and provide an example of a time you have used it.

Answer:      

Legitimate power is based on respect for a position that a person holds.

Referent power comes from our attraction to another person or the charisma a person possesses.

Expert power is based on a person‘s knowledge and experience.

Reward power is based on another person‘s ability to satisfy our needs.

Coercive power involves the use of sanctions or punishment to influence others.

Student examples will vary, but must correctly identify one type of power and its use.

The response should reflect why the student possesses that type.

Learning Objective: 8.4 Describe the relationship between conflict and power.

Topic: Conflict and Power Difficulty Level: Difficult Skill Level: Apply What You Know 8) Identify several strategies for seeking compliance in an interpersonal relationship, and divide the strategies into two categories: positive and affirming strategies, and more assertive strategies.

Answer:  Positive and affirming strategies o Politely making requests, suggesting alternatives, summarizing areas of agreement, thanking the other person, making a promise, acknowledging similarities and differences, and assuring the other person that it will be ok in the end.



More assertive strategies o Accusing, arguing, blaming, challenging, complaining, criticizing, demanding, pleading, reprimanding, or issuing a warning.

Learning Objective: 8.4 describe the relationship between conflict and power.

Topic: conflict and power Difficulty Level: moderate Skill Level: understand the concepts 9) Explain how each of the five conflict management styles—(1) avoidance, (2) accommodation, (3) competition, (4) compromise, and (5) collaboration—is related to the dimensions of concern for self and concern for others.

Answer: 1. Avoidance is a style that demonstrates little concern for self or for others. This is a ―lose– lose‖ approach, since neither person in the conflict is satisfied. If someone just walks away from a conflict, nothing is solved to the benefit of either person.

2. Accommodation shows high concern for others but little concern for the self. If we simply give way to what the other person wants, they may get what they want, but we don‘t. It is sometimes called the ―lose–win‖ approach, since you sacrifice your own needs so that someone else can win the argument.

3. Competition demonstrates high concern for the self but low concern for others. This is a ―win–lose‖ approach because the person using this conflict management style tries to make sure they win regardless of the impact on the other person.

4. Compromise demonstrates a middle ground between concern for self and concern for others. This is a lose/win–lose/win approach, because both parties give up something in exchange for something at the same time.

5. Collaboration is an approach where there is a high regard for both parties. This approach is considered ―win–win‖ because a solution that satisfies most needs of both parties is sought. It uses other-oriented strategies to achieve a positive solution for all involved.

Learning Objective: 8.5 describe five conflict management styles.

Topic: conflict management styles Difficulty Level: difficult Skill Level: understand the concepts 10) Explain how you might use the conflict management skills of managing emotions, information, goals, and problems in the following situation: You and your roommate agreed on a schedule and responsibilities for chores. At first, all went well. Then gradually, week after week, one excuse after another, your roommate began to fail to follow through. At first, it was no big deal—a dish here, a sock there. But now your roommate has left dishes in the sink for three days and hasn‘t taken out the trash in a week; the bathroom is a mess, especially the shower. And the last straw is the large mustard stain that recently appeared in the middle of the living room carpet. You are furious. You‘ve let it slide long enough and decide to let them know how you feel. Appropriately apply the four conflict management skills in your response.

Answer: (The student‘s response might be divided into four separate questions, one for each of the four management skills. Student examples will vary.)  The first thing to do is to manage your emotions. o Don‘t confront your roommate when you‘re worked up. Leave the apartment, take a walk, and cool down. Spend a little time talking to yourself. Maybe something is going on you don‘t know about. When your roommate comes home, indicate that there are some things you want to talk about and ask about a convenient time to get together. Once the meeting is arranged, give some thought to what you want to say and how you want to say it. What do you want to accomplish? You might talk with another friend to help clarify the issues. If there is no one else to talk with, write down some ideas to help clarify the issues. When you do talk with your roommate, keep emotions under control. If you feel yourself getting angry and tense, deliberately relax or take a break. Speak in a calm and natural manner.

Always avoid personal attacks, name-calling, and threats. Don‘t dredge up grievances from long ago, but keep focused on the issues at hand.  Next, manage information. o When you begin to talk with your roommate, describe what is bothering you as clearly as you can. Start at the beginning and move to the present. Make sure your roommate understands what it is that is bothering you. Be sure to use ―I‖ statements, listen carefully, and check your perceptions often. When your roommate is talking, give them your full attention and do your best to understand their position. Use paraphrasing that reflects content and feelings to make sure you understand and respond appropriately.  Manage goals. o You may have clarified your goals earlier, but as you talk and listen, your goals may change. Be sure to clarify not only your own goals but also those of your roommate, and try to discover any shared goals you might have. As you discover shared goals, you build the basis for a possible solution to the conflict.  Manage the problem. o If you have clarified both your goals and your roommate‘s goals and have identified some shared goals, you have begun the process of defining the problem.

Once you have a sense of what the problem is, you can begin to analyze the symptoms, effects, and obstacles that affect your ability to resolve the conflict.

You may discover other problems that lie below the surface and need to be addressed. When negotiating with your roommate, use a collaborative, win–win framework. Once you have a good grasp of the problem, work with your roommate to generate objective criteria to help evaluate and choose a solution.

Then generate as many possible ways to solve the problem as the two of you can.

Brainstorming might be a useful technique. Once you have generated a number of possibilities, check them against your criteria and pick the alternative or alternatives that best meet your goals.

Learning Objective: 8.6 Identify and appropriately use conflict management skills.

Topic: Conflict management skills Difficulty Level: Difficult Skill Level: Apply what you know

Chapter 9: Understanding Interpersonal Relationships Multiple Choice Questions 1) Which would most likely be a relationship of choice?

A) Your coworker B) Your classmate C) Your teammate D) Your counselor Answer: D Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 2) Which would most likely be a relationship of circumstance?

A) Your lover B) Your friend C) Your physician D) Your classmate Answer: D Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Siobhan and Antoni have been friends for a long time, and it is clear that Siobhan likes to be in charge while Antoni prefers to be submissive. How is Siobhan and Antoni's friendship best classified in terms of power?

A) Complementary B) Symmetrical C) Parallel D) Submissive symmetrical Answer: A Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Apply What You Know 4) Franco and Perry are brothers who are constantly challenging one another. When deciding

what, how, or when to play, they both believe the other should defer to his judgment. What kind of relationship do they likely have?

A) Complementary B) Competitive symmetrical C) Passive symmetrical D) Independent Answer: B Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Apply What You Know 5) When the decision about where to eat is in question, Jakob usually defers to Phil. On the other hand, when it comes to which movie to see, Jakob usually makes the decision. Jakob and Phil‘s friendship seems to generally work this way, with Jakob being the expert and in charge of some things, and Phil in others. How would this friendship best be classified in terms of power?

A) Complementary B) Symmetrical C) Parallel D) Dependent Answer: C Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Apply What You Know 6) Which element is most critical in the definition of an interpersonal relationship?

A) Ongoing B) Shared perception C) Interdependent D) Affection Answer: C Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 7) Generally, the greater the similarity in partners' perceptions of their relationship, __________ the relationship will be.

A) the more challenging

B) the stronger C) the less fulfilling D) the more problem-free Answer: B Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Easy Skill Level: Remember the Facts 8) When relational partners mutually confirm, value, and accept each other's sense of self, they have a __________.

A) Complementary relationship B) Relationship of circumstance C) Competitive symmetrical relationship D) High level of interpersonal intimacy Answer: D Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Easy Skill Level: Remember the Facts 9) Joshua and Ricardo typically play video games when they hang out; thus, they already know how they will spend their time and what they will talk about each time they make plans. Which component of interpersonal relationships does this best demonstrate?

A) Affection B) Interdependency C) Relational expectations D) Intimacy Answer: C Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Apply What You Know 10) Research suggests that a person's sex might impact their comfort level with __________.

A) Engaging in parallel relationships B) Being other-oriented C) Forming relationships of circumstance D) Expressing affection in certain types of relationships

Answer: D Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 11) Selina and Tori have been close friends for several years, and they both rely on one another equally to fulfill their needs. Their relationship could be classified as __________.

A) Interdependent B) Intrapersonal C) Complementary D) Circumstantial Answer: A Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Easy Skill Level: Remember the Facts 12) April considers her brother to also be her best friend, demonstrating that __________.

A) complementary relationships are most fulfilling B) interpersonal relationships are always strongest with family C) relationships can be both circumstantial and by choice D) shared perception is essential in a relationship Answer: C Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Apply What You Know 13) Complementary needs refers to __________.

A) our desire to receive compliments from those to whom we are attracted B) when each partner contributes something to the relationship that the other wants or needs C) the attraction we have for people who live close to us D) needs determined by the attitudes we have about our strengths and weaknesses Answer: B Learning Objective: 9.2 Identify and differentiate between short-term initial attraction and longterm maintenance attraction.

Topic: Genesis of Interpersonal Relationships: Attraction Difficulty Level: Easy Skill Level: Remember the Facts

14) Predicted outcome value theory claims that people are most attracted to __________.

A) relationships that potentially have greater rewards than costs B) relationships they believe are most likely to increase their self-concept C) people whom they predict will like them D) relationships where intimacy is most likely Answer: A Learning Objective: 9.2 Identify and differentiate between short-term initial attraction and longterm maintenance attraction.

Topic: Genesis of Interpersonal Relationships: Attraction Difficulty Level: Easy Skill Level: Remember the Facts 15) Which element of interpersonal attraction is most likely to be a source of long-term maintenance attraction rather than one of short-term initial attraction?

A) Physical attraction B) Charisma C) Proximity D) Attitude similarity Answer: D Learning Objective: 9.2 Identify and differentiate between short-term initial attraction and longterm maintenance attraction.

Topic: Genesis of Interpersonal Relationships: Attraction Difficulty Level: Easy Skill Level: Remember the Facts 16) According to a recent study, what trend was found for those possessing a higher level of physical attractiveness?

A) Tend to have longer marriages B) Make more of an effort to maintain relationships C) Have higher divorce rates D) Less likely to look for alternate partners if dissatisfied Answer: C Learning Objective: 9.2 Identify and differentiate between short-term initial attraction and longterm maintenance attraction.

Topic: Genesis of Interpersonal Relationships: Attraction Difficulty Level: Easy Skill Level: Remember the Facts 17) Which source of attraction explains why we are more likely to form a relationship with our next-door neighbor than we are with someone living further away?

A) Reciprocation of liking B) Competence

C) Similarity D) Proximity Answer: D Learning Objective: 9.2 Identify and differentiate between short-term initial attraction and longterm maintenance attraction.

Topic: Genesis of Interpersonal Relationships: Attraction Difficulty Level: Easy Skill Level: Remember the Facts 18) Which source of attraction is a component of competence?

A) Bravery B) Uniqueness C) Charisma D) Kindness Answer: C Learning Objective: 9.2 Identify and differentiate between short-term initial attraction and longterm maintenance attraction.

Topic: Genesis of Interpersonal Relationships: Attraction Difficulty Level: Easy Skill Level: Remember the Facts 19) We tend to be attracted to people who are also attracted to us. Which source of attraction does this refer to?

A) Similarity B) Reciprocation of liking C) Complementary needs D) Self-disclosure Answer: B Learning Objective: 9.2 Identify and differentiate between short-term initial attraction and longterm maintenance attraction.

Topic: Genesis of Interpersonal Relationships: Attraction Difficulty Level: Easy Skill Level: Remember the Facts 20) At which stage of relational escalation is physical contact and risky self-disclosure most likely to first appear?

A) Acquaintance B) Exploration C) Intensification D) Intimacy Answer: C Learning Objective: 9.3 Identify and describe the stages of relational escalation and de-

escalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Remember the Facts 21) Paul and Herman are both aware of a mutual attraction between them. They talk before class each day, but mostly about how the class is going and what they think about the teacher. At which stage of relational escalation are they?

A) Preinteraction awareness B) Acquaintance C) Exploration D) Intensification Answer: B Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Apply What You Know 22) Bart and Marilyn have begun to further develop their own language code (idioms and inside jokes), use fewer words to communicate, and rely more on nonverbal cues, including increased physical contact during conversations. At which stage of relationship escalation are they?

A) Exploration B) Intensification C) Intimacy D) Active involvement Answer: C Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Development Difficulty Level: Moderate Skill Level: Apply What You Know 23) Rory has realized that she and Brooke seem to increasingly find fault with one another and engage in coercive conflict. Despite the increase in conflict, they still see one another just as often. Rory and Brooke are at which stage of relationship de-escalation?

A) Deintensification B) Turmoil or stagnation C) Separation D) Post-separation Answer: B Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Apply What You Know 14) Heidi and Milton seem to be leading more separate lives and spending less time as a couple these days. They limit their interactions and don‘t see each other as a best friend or relational partner. They also have begun to divide their property in terms of what belongs to each of them rather than what is collectively theirs. The two are most likely engaged in which stage of relational de-escalation?

A) Separation B) Stagnation C) Deintensification D) Individualization Answer: D Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Apply What You Know 25) After breaking up with Laurel, Monique created a standard reply for people who ask about their breakup. While Monique no longer sees Laurel and has come to grips with its end, she feels that the relationship will always be a part of her. Monique is in which stage of relational deescalation?

A) Individualization B) Separation C) Post-separation D) Turmoil Answer: C Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Apply What You Know 26) The perspective of the relationship changes from "we" and "us" to "you" and "me" during which stage of relational development?

A) Exploration B) Turmoil or stagnation C) Individualization D) Separation Answer: C Learning Objective: 9.3 Identify and describe the stages of relational escalation and de-

escalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Remember the Facts 27) What is true regarding the progression of a relationship through relational stages?

A) Movement through the stages is always forward.

B) Change only occurs within each stage.

C) Changes in relationships happen without warning.

D) The speed of progressing through stages varies.

Answer: D Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Remember the Facts 28) Which situation best demonstrates a reflective turning point in the relationship?

A) Becca's boyfriend proposes to her at dinner.

B) Kristof catches a friend in a lie and argues with her.

C) Danilo's parents buy him a new suit for graduation.

D) Sharon thinks Terra ruined her sweater and confronts her.

Answer: A Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Apply What You Know 29) Erik sees Alexandra every day in his history class, but has never talked to her. Erik likes the way Alexandra looks, including the way she dresses and how she wears her hair. He‘s even more attracted to her apparent intelligence and the way she speaks during class discussions. He‘d like to know more about her. Erik is probably in the __________ stage of any relationship that might develop between them.

A) Turmoil B) Preinteraction awareness C) Acquaintance D) Exploration Answer: B Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Moderate

Skill Level: Apply What You Know 30) The approach that represents a model of self-disclosure that reflects both breadth and depth of shared information is __________.

A) The Johari window B) Social exchange theory C) The relational dialectics approach D) The social penetration theory Answer: D Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Remember the Facts 31) A highly intimate, close relationship in which a large amount of self-disclosure has occurred over a wide range of topics would most likely represent __________ of disclosures.

A) a breadth but not depth B) a depth but not breadth C) a breadth and depth D) neither breadth nor depth Answer: C Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Understand the Concepts 32) Which theory suggests that each of us has our own boundaries and rules for sharing personal information?

A) Symbolic interactionism B) Social penetration C) Communication privacy management theory D) Social exchange theory Answer: C Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Remember the Facts 33) The reciprocal nature of self-disclosure is called the __________ effect.

A) interdependent

B) dyadic C) halo D) primacy Answer: B Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Remember the Facts 34) Which dialectical tension concerns our wish to disclose information while maintaining our privacy?

A) Connectedness versus autonomy B) Predictability versus novelty C) Certainty versus uncertainty D) Openness versus closedness Answer: D Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Remember the Facts 35) Sade is somewhat dissatisfied with her friendship with Jocelyn, in part because Jocelyn has been depressed a lot lately and isn‘t as much fun to be around anymore. Sade maintains this friendship in spite of these reservations, mostly because they have a long history of helping one another in times of need. According to the social exchange theory, which one best explains why Sade continues this friendship?

A) Immediate rewards B) Forecasted rewards C) Cumulative rewards D) Expected rewards Answer: C Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: 9.4 Theories of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Apply What You Know 36) Frida has become bored with the constant routine in her relationship. Lately, she is more drawn to the unexpected, also known as __________.

A) predictability B) openness

C) novelty D) connection Answer: C Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Apply What You Know 37) Brett and Cedric have become closer as a couple but are struggling to maintain their sense of autonomy. To fix the issue, they decide to plan occasional weekend activities by themselves.

Which strategy for coping with dialectical tensions does this demonstrate?

A) Reframing B) Disorientation C) Segmentation D) Recalibration Answer: C Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Apply What You Know 38) Which theory views relational development as the management of tensions that pull us in two directions at the same time?

A) Social penetration theory B) Relational dialectics theory C) Cumulative rewards and costs theory D) Social exchange theory Answer: B Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Remember the Facts 39) Shaw has many acquaintances whom he sees in school and at work. He applies specific criteria to determine which acquaintances to become friends with, and additionally, which friends to become best friends with. Through which process does this occur?

A) Communication privacy management B) Social exchange C) Filtering D) Social penetration

Answer: C Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relational Development Difficulty Level: Moderate Skill Level: Apply What You Know 40) What is a characteristic of self-disclosure?

A) It regularly occurs in large increments.

B) It moves from more personal to less personal information.

C) It tends to build distrust.

D) It is usually moderated by rules and boundaries.

Answer: D Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Easy Skill Level: Remember the Facts

Essay Questions 1) What is the difference between a relationship of circumstance and a relationship of choice?

Provide an example of each.

Answer:  Relationships of circumstance are unintentional and are formed simply because some part of our life overlaps with a part of another‘s. Our coworkers and classmates are usually the product of circumstance.  Relationships of choice are ones we deliberately seek out. Our friends and romantic partners represent relationships of choice.

Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Apply What You Know 2) Explain what power is in a relationship and how power can impact a relationship.

Answer:  Relationships can be defined according to the way partners share power or decisionmaking responsibilities—the relative power role that each partner plays.  Relationships require merging needs and styles, negotiating how decisions are made that



affect both partners, and managing inevitable interpersonal conflicts.

Failure to agree on roles can lead to instability, and attempts to change an agreed-upon definition of the roles can meet resistance.

Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Interpersonal Relationships Defined Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Describe each of the three types of power relationships. Explain which one you think is best in a relationship, supporting your answer with examples.

Answer:  

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Complementary relationships occur when power is divided unevenly, with one partner dominating and the other submitting. For example, if one likes to talk and the other likes to listen, one likes to lead, the other to follow.

Symmetrical relationships occur when both partners behave toward power in the same way, either both wanting power or both avoiding it. For example, sometimes both partners want to be in charge (competitive symmetrical relationship), and in other relationships, neither partner wants to take control or make decisions (submissive symmetrical relationship).

Parallel relationships occur when power shifts back and forth between the partners, depending on the situation. For example, if one person is better at cooking and the other is better at financial matters, as in keeping track of the bills, they may each defer to the other in that person‘s area of expertise.

Determining which type of power relationship is best is subjective, but any response is appropriate which can be supported. The student may also determine that none of the three types is best, but that it depends on those involved in the relationship. The answer should reflect an understanding of all three types of power relationships.

Learning Objective: 9.1 Define interpersonal relationships and identify two ways to distinguish among them.

Topic: Define Interpersonal Relationships Difficulty Level: Difficult Skill Level: Apply What You Know 4) How do short-term initial attraction and long-term maintenance attraction differ?

Answer:  Short-term initial attraction is the degree to which we sense a potential for developing a personal relationship.  Long-term maintenance attraction refers to the level of liking or positive feelings that motivate us to maintain or escalate a relationship.

Learning Objective: 9.2 Identify and differentiate between short-term initial attraction and long-

term maintenance attraction.

Topic: Genesis of Interpersonal Relationships: Attraction Difficulty Level: Moderate Skill Level: Understand the Concepts 5) Name and describe the stages of relational escalation, identifying what happens during each stage, particularly the self-disclosures that occur at each stage.

Answer:  Stage one: Preinteraction awareness is the stage where you observe someone or talk with others about the person you are attracted to without having any direct interaction. You may use passive strategies, for example, observing the other person to gain information or asking other people about the person in order to form initial impressions.  Stage two: Acquaintance marks the very first interaction in which you stick to safe and superficial topics and present a ―public self‖ to the other person. Conversations emphasize sociability. There are two sub-stages—introductions, which are routine with only basic information shared, and casual banter, in which impersonal topics are discussed with very limited personal information shared.  Stage three: Exploration is the stage when you begin to share more in-depth information about yourselves. You disclose large amounts of low-risk information. There is limited physical contact and a limited amount of time spent together. This stage can begin as part of your first interaction after moving quickly through the acquaintance stage.  Stage four: intensification occurs when you start to depend on each other for selfconfirmation and engage in more risky self-disclosure. You spend more time together, increase the variety of activities shared, adopt a more personal physical distance, engage in more physical contact, and personalize language. You may start to discuss the nature of the relationship and describe each other as ―girlfriend‖ or ―boyfriend,‖ or decide to date each other exclusively.  Stage five: intimacy is the top floor in a relationship. Communication becomes highly personalized and synchronized, and the two talk about anything and everything. There is a free flow of information and intimate self-disclosure. Reaching this stage takes time. In romantic relationships, this commitment may be formalized through marriage.

Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Understand the Concepts 6) Name and describe the stages of relational de-escalation and what occurs at each of the stages, paying particular attention to communication behaviors at each stage.

Answer:  Turmoil or stagnation is the first stage of relational de-escalation. Turmoil occurs when there is an increase in conflict, and one or both partners tend to find more faults in the other person. The definition of the relationship seems to lose its clarity, and mutual

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

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acceptance declines. Communication is tense, and exchanges become difficult.

Stagnation occurs when the relationship loses its vitality and the partners become complacent. Communication and physical contact decrease, less time is spent together, but there is not necessarily much fighting at this stage.

Deintensification occurs when interactions are more significantly decreased and physical, emotional, and psychological distances become greater. The partners may also decrease their dependence on the other person for self-confirmation. They might discuss the definition of their relationship, question its future, and assess each partner‘s level of satisfaction or dissatisfaction.

In the individualization stage, the partners tend to define their lives more as individuals and less in terms of their relationship. Interactions are limited. The perspective changes from ―we‖ and ―us‖ to ―you‖ and ―me,‖ and property is defined in terms of ―mine‖ or ―yours‖ instead of ―ours.‖ The partners turn to others for confirmation of their selfconcepts.

In the separation stage, individuals make an intentional decision to eliminate or minimize further interpersonal interaction. They divide friends, resources, and property. Despite separating, individuals still cope with feelings of commitment. Circumstances such as attending the same classes, working in the same office, or sharing the same circle of friends might lead to continued contact with the ―ex.‖ Post-separation effects occur when the relationship has been officially dissolved, but the effects of the relationship are not over. The relationship has a lasting effect on each of the participants and their relationships with other people.

Learning Objective: 9.3 Identify and describe the stages of relational escalation and deescalation.

Topic: Stages of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Understand the Concepts 7) Name and briefly describe three of the four types of costs and rewards that are considered part of social exchange theory.

Answer:  Immediate rewards and costs occur in the present moment of a relationship. You compare your current relationships and assess their present value.  Forecasted rewards and costs are based on projection or prediction. You forecast whether a potential relationship with this person would be rewarding or whether to remain in an existing relationship during troubled times.  Cumulative rewards and costs represent the total rewards and costs accrued throughout the relationship. The more you invest in a relationship, the more likely you are to hold onto it, at least for a while, even during troubled times.  Expected rewards and costs represent expectations and ideals about how rewarding a relationship should be relative to its costs. If you find that you are continually unable to find relationships that measure up to your ideals, you may need to reassess your expectations.

Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Understand the Concepts 8) Describe dialectical theory, and name and describe the three dialectical tensions.

Answer:  Dialectical theory looks at sets of opposing forces that pull us in two directions at the same time. Three opposing forces are present in every relationship. o Connectedness versus autonomy refers to the desire to connect with other people and, at the same time, to maintain our separateness and independence. o Predictability versus novelty (or certainty versus uncertainty) refers to the idea that we like to know what to expect in a relationship, but at the same time we get bored and are attracted to novelty and the unexpected. There must be a balance between comfortable routines and a need for things to be new and fresh in our relationships. o Openness versus closedness refers to our desire to disclose information to others so they can know us better, but at the same time, we value our privacy and feel a desire to hold back information.

Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Understand the Concepts 9) How can the social exchange theory and relational dialectics theory be combined to predict the future of a relationship?

Answer:  This question can be answered several ways, but an answer should reflect understanding of both theories and using them together to understand how decisions to initiate, continue, or discontinue a relationship are made. Some students may argue that neither theory is adequate for predicting the outcome of a relationship, but combined, they seem to tell a more complete story.  The social exchange theory argues that people weigh the costs and rewards of a relationship to make decisions about its future. The theory further asserts that we base relational decisions on getting the greatest amount of reward with the least amount of cost. o Communication researchers observed that we move quickly to terminate relationships that fall below our expectations when we have an opportunity to develop new relationships with the potential to exceed those expectations.  The relational dialectics theory views relationship development as the management of the tensions that pull us in two directions at the same time. Three dialectical tensions have been widely researched:

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o Connection versus autonomy—we both desire to connect and be interdependent with others, yet we have a desire to remain independent. o Predictability versus novelty—relationships that fall into comfortable routines help reduce tension, but they can become boring and need freshness. o Openness versus closedness—we want to be open with our partners; however, we also value our privacy.

One explanation could be that the dialectical tensions are the sources from which costs and rewards stem when talking about the social exchange theory. o For example, each tension will be different for every person, but each person will weigh the benefits of connectedness versus the cost to autonomy for any relationship in which they engage.

The same argument could be made in the other direction using the relational dialectics theory as the foundation for the combination of the two theories. o For example, the evaluation of the value of a relationship might be based on how the costs and rewards between the three tensions balance out.

Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Understand the Concepts 10) List the five levels of self-disclosure described by John Powell, from the least to the most revealing.

Answer:  The five levels of self-disclosure include: 1. Cliché communication 2. Facts and biographical information 3. Attitudes and personal ideas 4. Personal feelings 5. Peak or gut-level communication Learning Objective: 9.4 Describe the main components of the three theories that explain relational development.

Topic: Theories of Interpersonal Relationship Development Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter 10: Managing the Dark Side of Interpersonal Communication and Relationships

Multiple Choice Questions 1) In essence, we forgive others for a failure event when __________.

A) our retaliation attempts fail B) it is culturally correct to do so C) it is in our own best interest to do so D) we are physically separated Answer: C Learning Objective: 10.1 Explain what occurs and how to respond when relationship expectations are violated.

Topic: When Relationship Expectations Are Violated Difficulty Level: Easy Skill Level: Remember the Facts 2) When Madelina accuses Joel of cheating on her, Joel admits that he did go out with someone else, but only to help her through a difficult time. He then reassures Madelina that he is still in love with her and tells her not to worry. How would Joel's account most appropriately be labeled?

A) Reproach B) Justification C) Excuse D) Absence of an account Answer: B Learning Objective: 10.1 Explain what occurs and how to respond when relationship expectations are violated.

Topic: When Relationship Expectations Are Violated Difficulty Level: Moderate Skill Level: Apply What You Know 3) Hal accused his coworker of stealing his Star Wars coffee mug. Hal's accusation is also referred to as a(n) __________.

A) Reproach B) Account C) Excuse D) Assent Answer: A Learning Objective: 10.1 Explain what occurs and how to respond when relationship expectations are violated.

Topic: When Relationship Expectations Are Violated Difficulty Level: Moderate Skill Level: Apply What You Know

4) Due to perceived partner __________, some people feel that their partner is the only person who can meet their relational needs, and are less likely to end the relationship even after severe transgressions.

A) Allness B) Uniqueness C) Oneness D) Cohesiveness Answer: B Learning Objective: 10.1 Explain what occurs and how to respond when relationship expectations are violated.

Topic: When Relationship Expectations Are Violated Difficulty Level: Easy Skill Level: Remember the Facts 5) What term is used to describe an incident marked by the breaking or violating of a relational understanding or agreement?

A) Reproach B) Transgression C) Account D) Conciliation Answer: B Learning Objective: 10.1 Explain what occurs and how to respond when relationship expectations are violated.

Topic: When Relationship Expectations Are Violated Difficulty Level: Easy Skill Level: Remember the Facts 6) Trini spilled red wine all over Monica's favorite book. When she asked for forgiveness, Monica replied, "You'll be forgiven when you buy me a replacement book." Which strategy for granting forgiveness did Monica use?

A) Discussion B) Minimizing Transgression C) Nonverbal Display D) Conditional Answer: D Learning Objective: 10.1 Explain what occurs and how to respond when relationship expectations are violated.

Topic: When Relationship Expectations Are Violated Difficulty Level: Moderate Skill Level: Apply What You Know 7) According to relationship researchers Laura Guerrero and Guy Bachman, which type of response will most likely be used after a severe offense in a negative or unsatisfying

relationship?

A) Conciliatory B) Minimizing C) Retaliatory D) Conditional Answer: C Learning Objective: 10.1 Explain what occurs and how to respond when relationship expectations are violated.

Topic: When Relationship Expectations Are Violated Difficulty Level: Moderate Skill Level: Understand the Concepts 8) One study suggests that people who are in long-distance relationships can maintain relationships similar to those between people who are geographically close, as long as they can get together at least __________.

A) Once a week B) Once a month C) Twice a year D) Every three months Answer: A Learning Objective: 10.2 Describe and explain the challenges of long-distance relationships and relationships that challenge social norms.

Topic: Maintaining Long-Distance Relationships (LDRs) and Relationships That Challenge Social Norms Difficulty Level: Easy Skill Level: Remember the Facts 9) According to communication researchers Laura Stafford and James Reske, how did couples in long-distance premarital relationships compare to couples in proximal premarital relationships?

A) They had a greater level of satisfaction but lower expectations for marriage.

B) They had a lower level of satisfaction and lower expectations for marriage.

C) They had a greater level of satisfaction and greater expectations for marriage.

D) They had an equal amount of satisfaction but a lower expectation for marriage.

Answer: C Learning Objective: 10.2 Describe and explain the challenges of long-distance relationships and relationships that challenge social norms.

Topic: Maintaining Long-Distance Relationships (LDRs) and Relationships That Challenge Social Norms Difficulty Level: Easy Skill Level: Remember the Facts 10) What strategy is suggested to keep long-distance relationships strong?

A) Spend less mundane time together

B) Minimize Ideation C) Maximize ideation D) Keep communication brief Answer: B Learning Objective: 10.2 Describe and explain the challenges of long-distance relationships and relationships that challenge social norms.

Topic: Maintaining Long-Distance Relationships (LDRs) and Relationships that Challenge Social Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 11) Which statement about relationships that challenge social norms is true?

A) It is more challenging for interfaith pairs to manage differences than intercultural pairs.

B) Intercultural couples are less likely to break up than same-culture couples.

C) Gay couples are more likely to thrive than heterosexual couples.

D) Gay and straight couples engage in the same relational maintenance activities.

Answer: D Learning Objective: 10.2 Describe and explain the challenges of long-distance relationships and relationships that challenge social norms.

Topic: Maintaining Long-Distance Relationships (LDRs) and Relationships that Challenge Social Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 12) After reviewing the cardiograph, Dr. Polinska knew that Trevor's heart was failing. While it will be difficult to deliver such bad news, Dr. Polinska plans to make Trevor feel more in control by allowing him to choose from three different treatment plans. Dr. Polinska is using which strategy to deliver bad news?

A) Direct strategy B) Indirect strategy C) Empowerment strategy D) Comforting strategy Answer: C Learning Objective: 10.3 Explain the nature of and best way to manage addressing grief and delivering bad news.

Topic: Addressing Grief and Delivering Bad News Difficulty Level: Moderate Skill Level: Apply What You Know 13) In a recent study, grieving adolescents were asked to evaluate different kinds of support statements. Among the highest rated were __________.

A) tips on how to grieve B) pleasant and distracting thoughts

C) tales of similar grief D) expressions of willingness to listen Answer: D Learning Objective: 10.3 Explain the nature of and best way to manage addressing grief and delivering bad news.

Topic: Addressing Grief and Delivering Bad News Difficulty Level: Easy Skill Level: Remember the Facts 14) What is the MUM effect characterized by?

A) People being more willing to share bad news B) People withholding good news from others C) People being reluctant to share bad news D) People demonstrating nurturing when communicating Answer: C Learning Objective: 10.3 Explain the nature of and best way to manage addressing grief and delivering bad news.

Topic: Addressing Grief and Delivering Bad News Difficulty Level: Easy Skill Level: Remember the Facts 15) Which strategy for delivering bad news involves using messages that are honest and straightforward?

A) Direct strategy B) Indirect strategy C) Comforting strategy D) Empowerment strategy Answer: A Learning Objective: 10.3 Explain the nature of and best way to manage addressing grief and delivering bad news.

Topic: Addressing Grief and Delivering Bad News Difficulty Level: Easy Skill Level: Remember the Facts 16) People choose to be deceptive for a variety of reasons, and these reasons can be divided into two categories: __________.

A) altruistic and to gain resources B) altruistic and self-serving C) to protect one‘s self-image and self-serving D) self-serving and to gain resources Answer: B Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal

communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Easy Skill Level: Remember the Facts 17) When Carlos lies about how much money he makes at his new job because he‘s embarrassed about it, his reason for lying is best described as __________.

A) to avoid loss of resources B) to undermine others C) to avoid harm D) to protect his self-image Answer: D Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Moderate Skill Level: Apply What You Know 18) Sandro always avoids talking about his past, in large part because he spent some time in prison. When his fiancée finds out, she is horrified and calls him a liar. Sandro's lie could be best classified as a __________.

A) lie by commission B) lie by omission C) bald-faced lie D) white lie Answer: B Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Moderate Skill Level: Apply What You Know 19) Lilah cried when Elmer said he thought she was a ―spoiled brat.‖ Lilah‘s response to this hurtful comment is a(n) __________ response.

A) invulnerable B) active verbal C) acquiescent D) vulnerable Answer: C Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Moderate

Skill Level: Apply What You Know 20) Laughing as a reaction to a hurtful comment made by another person constitutes a(n) __________ response.

A) invulnerable B) vulnerable C) active verbal D) acquiescent Answer: A Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Easy Skill Level: Remember the Facts 21) When Yadier calls his housemate Mark a slob, Mark responds sarcastically with, ―Right!

Why don‘t you take a closer look at your own room?‖ Mark‘s reaction is best characterized as a(n) __________ response.

A) invulnerable B) acquiescent C) active verbal D) vulnerable Answer: C Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Moderate Skill Level: Apply What You Know 22) What is an outright falsification of information intended to deceive and impact the behavior of the listener?

A) Concealment B) White lie C) Exaggeration D) Bald-faced lie Answer: D Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Easy Skill Level: Remember the Facts 23) According to interpersonal researchers Stacy Young and Amy Bippus, a hurtful message is

likely to produce the most emotional pain when __________.

A) it is delivered with humor B) it is perceived as unintentional and delivered with humor C) it is perceived as intentional and delivered without humor D) it is perceived as unintentional Answer: C Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Moderate Skill Level: Remember the Facts 24) Researchers Vangelisti and Crumley have identified three categories of reactions to messages that hurt, including active verbal responses, acquiescent responses, and __________.

A) overemotional responses B) counterattacks C) self-defense D) invulnerable responses Answer: D Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts 25) What did Cupach and Spitzberg describe as a repeated non-threatening invasion of a person‘s privacy by an acquaintance who desires or assumes a close relationship?

A) Obsessive relational intrusion B) Stalking C) Surveillance behaviors D) Obsessive-compulsive stalking Answer: A Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts 26) Repeated, unwelcome intrusions that create concern for personal safety and fear in the target are collectively known as __________.

A) stalking B) verbal aggression C) jealousy

D) invulnerable responses Answer: A Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Easy Skill Level: Remember the Facts 27) Which situation demonstrates the use of jealousy as a tactic to achieve relational rewards?

A) Toni cheated on Lance, so Lance decided to cheat on Toni.

B) Leif flirts with others because it makes his partner feel uncertain and boosts his self-esteem.

C) Giles is ignoring his girlfriend because he is upset with her.

D) Dez posts photos on social media of herself with other guys to make everyone think she is popular.

Answer: B Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 28) While watching a segment on the news about the latest lottery winner, Rafe felt a deep yearning to win the lottery himself and wished he were in the winner‘s shoes. Rafe is experiencing __________.

A) cognitive jealousy B) envy C) turbulence D) affective jealousy Answer: B Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 29) When jealousy causes us to wound our partner with threatening or hurtful messages, we are displaying __________.

A) destructive jealousy B) constructive jealousy C) avoidant jealousy D) rival-focused jealousy Answer: A

Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts 30) Hadley and their spouse, Ramone, always seem to be bickering about how to fold and store the laundry. As they undertake this task each week, they never seem to agree. What have Hadley and Ramone been experiencing?

A) A serial argument B) Relational turbulence C) Obsessive relational intrusion D) Behavioral jealousy Answer: A Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 31) The Relational Turbulence Model examines ________ to explain changes in a couple‘s relationship.

A) Terms of endearment B) Turning points C) Nonverbal behaviors D) Proximity and distance Answer: B Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts 32) According to John Gottman, which behavior is the single strongest predictor of divorce?

A) Defensive behavior B) Criticism or attacks on someone‘s personality C) Stonewalling D) Display of contempt Answer: C Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Easy

Skill Level: Remember the Facts 33) During which phase of the relational dissolution process do one or both partners finalize the public story they share with others?

A) Grave-dressing B) Social C) Intrapsychic D) Dyadic Answer: A Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Easy Skill Level: Remember the Facts 34) Seemingly out of the blue, Callie comes home from work one day and says to her partner Sherry, ―I‘ve found someone else. I‘m moving out tomorrow.‖ Callie leaves the next day, despite Sherry's attempts to convince her to stay. This breakup could be described as__________________. __________ A) A bilateral dissolution B) Fading away C) Incremental D) Sudden death Answer: D Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Moderate Skill Level: Apply What You Know 35) After years of unhappiness, a couple seeks therapy. After a full year of therapy, they decide to live apart for a while. After months of living apart, they eventually decide to divorce. The dissolution of this relationship best exemplifies________________. __________ A) Bilateral dissolution B) Incrementalism C) Sudden death D) Fading away Answer: B Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Moderate Skill Level: Apply What You Know

36) Terra has been second-guessing her decision to date her boyfriend. He lives a very relaxed lifestyle, and Terra wants to be with someone more active. She can't keep her emotions bottled up, so she decides to ask her sister for advice. Terra is in the __________ of the relational dissolution process.

A) Confidant phase B) Intrapsychic phase C) Dyadic phase D) Social phase Answer: A Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Moderate Skill Level: Apply What You Know 37) When one researcher asked individuals to identify why their same-sex friendships ended, first on the list of reasons was______________. __________ A) New friends replacing old friends as circumstances changed B) Physical separation C) Growing to dislike a characteristic of the friend‘s behavior or personality D) One friend‘s dating activity or romantic relationships interfering with the relationship Answer: B Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Easy Skill Level: Remember the Facts 38) In order, Duck‘s phases of ending a relationship are: __________.

A) Intrapsychic, confidant/dyadic, social, grave-dressing, and resurrection B) Intrapsychic, social, confidant/dyadic, grave-dressing, and resurrection C) Confidant/dyadic, social, termination, grave-dressing, and resurrection D) confidant/dyadic, termination, social, resurrection, and grave-dressing Answer: A Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Easy Skill Level: Remember the Facts 39) Felix tells Alycia, ―I just don‘t like the way you behave around other people, so I don't want to be your friend anymore.‖ According to the termination strategies identified by relationship

scholar Leslie Baxter, Felix ended the relationship using a(n)________________. __________ A) indirect strategy of withdrawal B) direct strategy of negative identity management C) direct strategy of justification D) indirect strategy of de-escalation Answer: B Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Moderate Skill Level: Apply What You Know 40) Eileen wants to break up with Kobi, but doesn‘t have the heart to tell him, so she starts constantly criticizing him. Eileen secretly hopes that Kobi will take the hint and ask to end their relationship. Eileen‘s approach is an example of the indirect strategy of __________.

A) cost escalation B) withdrawal C) pseudo-de-escalation D) negative identity management Answer: A Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions 1) Define the terms failure event, reproach, and account. Then, create a hypothetical situation that exemplifies all three terms.

Answer:  A failure event, or a transgression, is an incident marked by the breaking or violating of a relational understanding or agreement. o These understandings can either be implicit or explicit.  A reproach is a message that a failure event has occurred. o Reproaches are usually in the form of a direct statement, but can also be conveyed indirectly through hints or nonverbal messages.  An account is the response to a reproach.  Example: o Failure event: Carli came home from her friend's house an hour past the curfew that her parents had established. o Reproach: Carli's dad says, "Carli, you're late tonight. You've got some explaining



to do!" o Account: Carli replied, "Dad, I know that I'm late, and I'm sorry. I just lost track of the time."

Student examples will vary.

Learning Objective: 10.1 Explain what occurs and how to respond when relationship expectations are violated.

Topic: When Relationship Expectations Are Violated Difficulty Level: Difficult Skill Level: Apply What You Know 2) List and briefly describe the five types of accounts put forth by relationship scholar Frank Fincham.

Answer:  Apologies include admitting that a failure event occurred, accepting responsibility, and expressing regret.  Excuses include admission that the failure event occurred, coupled with a contention that nothing could have been done to prevent the failure; it was due to unforeseen circumstances.  Justifications involve accepting responsibility for the event but redefining the event as not a failure.  Denials are statements that the failure event never took place.  Absence of an account, or silence, involves ignoring the reproaches or refusing to address them.

Learning Objective: 10.1 Explain what occurs and how to respond when relationship expectations are violated.

Topic: When Relationship Expectations Are Violated Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Identify the factors that determine the impact of physical separation and distance on longdistance relationships (LDRs). Give an in-depth explanation of how each factor can impact LDRs by using key terms, examples of research studies, and extra details when applicable.

Answer:  Nature of the separation o Some separation, such as being deployed while serving in the military, is caused by circumstance and may not raise questions about relational commitment. o Other separation, like deciding to move to a new area after graduation, is by choice and may raise questions about relational commitment.  Effects of time between visits o Even temporary separations require adjustment and management by the partners.

But permanent physical separation produces a new set of expectations, interactions, and relational management strategies.

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o How often people are able to get together is another factor that is slightly different from the actual time of separation.  One study suggests that people who are in long-distance romantic relationships but who are able to get together at least once a week can maintain relationships similar to those between people who are geographically close. o Infrequency of face-to-face interactions might have an artificially positive effect on the partners if it causes them to work harder to be on their good behavior when they do get together.  Another study reported that couples in long-distance premarital relationships had less communication but surprisingly greater satisfaction and higher expectations for the likelihood of marriage than those in geographically close relationships.

Costs and rewards o According to social exchange theory, distance and separation add cost to maintaining a relationship that will have to be accounted for in the cost-benefit ratio of the relationship.

Tensions created by LDRs o Tensions may also arise when one person is trying to maintain both long-distance relationships and proximal relationships. Visits by long-distance partners can put strains on proximal partners if the two sets of friends don‘t get along or if they are vying for time together during visits.

Learning Objective: 10.2 Describe and explain the challenges of long-distance relationships and relationships that challenge social norms.

Topic: Maintaining Long-Distance Relationships (LDRs) and Relationships that Challenge Social Norms Difficulty Level: Difficult Skill Level: Understand the Concepts Four) You have been best friends with Taban since you were children, so when you hear the news that his mom passed away last week, you are heartbroken for him. You know that you need to be there for Taban during the grieving process, so you start thinking about how to best comfort him. Explain your thoughts and expected behaviors.

Answer:  Students' answers will vary, simply because there are several skills and strategies that one can employ when helping someone deal with a recent death. A strong answer will address the fact that there are several approaches, and no single approach will be beneficial to everyone. Following is a sample response: o Helping someone to cope with a loss is a challenging task, simply because grieving is such a personal process. There are many strategies that I can use to help my friend Taban. o I need to socially decenter and think about how I would want to be approached if I were to lose a family member. o It will also help me to be other-oriented and think about what would help Taban

o o o

o

the most.  Through experience, I know that he likes to talk about his problems and just have someone listen to him.  Often, simply listening to someone is a great way to help them grieve, so since that is what usually helps Taban the most, I'll start by expressing my willingness to listen.

After listening, I need to reaffirm how much I care about him and give him a hug.

Then, I need to tell him that I am here to support him and will help him with whatever he needs.

Sometimes the use of humor is an okay tactic to use.  Since Taban is generally a funny guy, if the opportunity arises, maybe I can make him laugh or smile. I should only use humor after gauging how Taban is feeling, though.

Above all, I need to keep in mind that the best thing I can do is to simply be physically present for Taban.  If my plan doesn't seem to be working, just being there for Taban, using confirming listening skills, and hugging him is what is best to do.

Learning Objective: 10.3 Explain the nature of and best way to manage addressing grief and delivering bad news.

Topic: Addressing Grief and Delivering Bad News Difficulty Level: Difficult Skill Level: Apply What You Know Five) Name and describe the three types of deception by commission, or the deliberate presentation of false information.

Answer:  White lies involve a slight degree of falsification with minimal consequences.  Exaggeration or embellishment is ―stretching the truth‖ or embellishing the facts.  Bald-faced lies are outright falsifications of information intended to deceive the listener.

Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Easy Skill Level: Remember the Facts Six) Identify and describe the two general categories of reasons why people are deceptive. Then, identify the five specific reasons for deception and give an example for each.

Answer:  People can be deceptive for a variety of reasons, but the reasons can be divided into two general categories: 1. Altruism: deception to protect and avoid hurting someone.

2. Self-serving: deception motivated by personal gain or to avoid undesirable



consequences.

In addition to distinguishing lies as altruistic or self-serving, people are deceptive for five specific reasons: 1. To gain tangible or intangible resources  I might lie about how little money I have to get a better deal on a car.

2. To avoid harm or loss of resources  I might lie about being afraid of heights to avoid climbing a ladder that doesn‘t look safe to me.

3. To protect one's self-image/save face  I might come up with a lie each time I'm late to a meeting because I don't want others to view me as irresponsible.

4. For entertainment  I might lie to my friend, Eduardo, by telling him that there is a bug on his shoulder because his startled reaction always makes me laugh.

5. To protect another person‘s resources, self-image/face, or safety.  I might lie to my friend by saying that I like their outfit because I don‘t want to hurt their feelings.

Learning Objective: 10.4 Describe the issues that constitute the dark side of interpersonal communication.

Topic: The Dark Side of Interpersonal Communication Difficulty Level: Difficult Skill Level: Understand the Concepts 7) Takeshi is a celebrity who is being stalked by an obsessive fan. According to communication scholars Spitzberg and Cupach, what three steps should Takeshi take to protect himself? Identify and describe each.

Answer:  Harden the target. o ―Hardening the target‖ involves making it harder for someone to contact you or invade your space. o For example, Takeshi could get an unlisted phone number, rent a mailbox, change locks, eliminate access and information on social networking sites, and/or install a security system.  Keep others apprised. o Takeshi should tell their family, friends, co-stars, directors, and even law enforcement officers of the situation. They should also consider informing people in other places they frequent (gym, restaurant, bar/club), and provide photos of the stalker if possible. Takeshi should tell everyone they do not want contact with the person.  Avoidance. o This involves avoiding contact with the person after clearly telling them that they need to leave you alone. o Takeshi should avoid face-to-face as well as electronic communication with the person. Their actions need to support their insistence that they do not have a

relationship.

Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 8) Define jealousy and identify, describe, and provide an example for the three different ways jealousy can manifest itself.

Answer:  Jealousy is a reaction to the threat of losing a valued relationship. It can manifest in three different ways: o Cognitive jealousy—Thoughts about the loss of a partner, reflections on decreases in time spent with the partner, and analyses of behaviors or occurrences deemed suspicious.  Deliah notices that her partner no longer asks her out on dates, and they have also been going to lunch with another person, Sierra, who is their coworker. She wonders if her partner is being unfaithful. o Emotional or affective jealousy—Feelings of anger, hurt, distrust, worry, or concern aroused by the threat of losing a relationship.  After thinking things through, Deliah is almost certain that her partner is cheating. Her immediate reaction is to cry because she feels so hurt. The next day, she experiences intense anger, which soon evolves into feeling concerned that her partner will leave her. o Behavioral jealousy—Actions taken to monitor or alter a partner's jealousyevoking activity.  Deliah has decided to take matters into her own hands. While her partner was taking a shower, she stole their phone and read their text messages to see if she could catch their adulterous behavior. Deliah has also started to meet her partner for lunch so that they can‘t go with their co-worker, Sierra.  Student examples will vary.

Learning Objective: 10.5 Describe the issues that constitute the dark side of interpersonal relationships.

Topic: The Dark Side of Interpersonal Relationships Difficulty Level: Difficult Skill Level: Apply What You Know 9) Identify the six phases of Duck‘s model of ending relationships, and describe each.

Answer: 1. The intrapsychic stage  The first stage occurs when we engage in intrapersonal communication in the

2.

3.

4.

5.

6.

form of an internal evaluation of our partner and the relationship.  During this stage, we may decide whether or not remaining in the relationship is worth it, depending in part on the costs and rewards associated with the relationship, according to the social exchange theory.  We might also ―leak‖ thoughts and feelings to the other person by our behavior, such as becoming more hostile. Emotional displays of hostility, anxiety, stress, or guilt might trigger questions or confrontation from our partner.

The confidant phase  During this stage, we discuss and evaluate the relationship, our concerns, and options with someone other than our partner (friends, family, or counselors).  These confidants might act as mediators, encouraging reconciliation and suggesting ways to repair the relationship, or they might reinforce a decision to separate.  It is also possible that we would not even discuss our concerns with our partner if the conversation with our confidant reduces our negative appraisal or produces strategies to improve our satisfaction.

The dyadic phase  During this stage, we discuss the termination of the relationship with our partner.  If our partner feels challenged and intimidated by our desire to end the relationship, we might have to justify our thoughts and feelings.  Our partner might criticize our behavior and identify our failings, which could, in turn, raise issues that cause us to reevaluate the relationship, our partner, and the costs of dissolving the relationship.

The social phase.  This stage occurs when the couple decides to tell members of their social networks that a decision to end the relationship has been made.  Sometimes, the friends will mobilize to preserve the relationship. They may act as mediators. On the other hand, they may reinforce the decision to separate.  Rumors that occur may cause further damage and hasten the end of the relationship.

The grave-dressing phase.  During this stage, one or both partners will try to cover up the hurt and pain associated with the death of the relationship by creating a public story that they can share with others about what happened.  This story can be either positive or negative about the relationship and/or the other person.

The resurrection phase.  During this stage, we review and adjust our perspectives on self, others, and relationships, while beginning the pursuit of new, meaningful relationships. We determine things to avoid or not to repeat in the future.

Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Moderate Skill Level: Understand the Concepts

10) Name and describe the three paths by which relationships end.

Answer:  Fading away occurs when the two partners just drift further and further apart.  Sudden death occurs as an abrupt and unplanned ending of a relationship. We are not prepared for it, and we have not had a chance to reach closure.  Incrementalism is the systematic progression through each of the de-escalation stages, and at each stage, the relationship reaches a threshold at which point the relationship moves down another level. If and when another threshold is reached, the relationship deescalates to individualization, and finally to separation.

Learning Objective: 10.6 Explain the process of relational de-escalation and termination, including strategies for terminating and recovering.

Topic: Interpersonal Relationship De-Escalation and Termination Difficulty Level: Easy Skill Level: Remember the Facts

Chapter 11: Interpersonal Relationships: Friendship and Romance

Multiple Choice Questions 1) When two people have a relationship based on feelings of warmth, understanding, and emotional connection, this is known as __________.

A) passion-based intimacy B) emotive intimacy C) friendship-based intimacy D) an empathic union Answer: C Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Easy Skill Level: Remember the Facts 2) Exploring values, negotiating new relationships with family members, discovering romantic and sexual opportunities, becoming more other-oriented, and seeking increased intimacy are all strongly associated with __________.

A) childhood B) adolescence C) young adulthood D) adulthood

Answer: B Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Easy Skill Level: Remember the Facts 3) Ryker views all of his friendships from a "take" perspective, meaning that they exist mostly to fulfill his own needs. Which stage of childhood friendships is Ryker experiencing?

A) Momentary playmates stage B) Fair-weather friend stage C) One-way assistance stage D) Mutual intimacy stage Answer: C Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Moderate Skill Level: Apply What You Know 4) Which friendships are most helpful in honing our skills for successful romantic relationships?

A) Adolescent B) Young adult C) Adult D) Childhood Answer: B Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Easy Skill Level: Remember the Facts 5) Compared to younger adults, older adults report __________.

A) greater relational satisfaction B) more relational conflict C) fewer positive messages exchanged D) having a larger network of friends Answer: A Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Easy

Skill Level: Remember the Facts 6) ―Friends with benefits‖ are typically characterized by __________.

A) nonsexual altruism B) sexual interactions only C) both sexual and nonsexual interactions D) valuing sexual interactions over friendship Answer: C Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Easy Skill Level: Remember the Facts 7) Ram is from India but is studying in the United States under an exchange program. One of Ram‘s American classmates has been very helpful to him. They have hung out together a few times, and last weekend they attended a class together to learn how to make pizza from scratch.

Which intercultural friendship factor does their relationship best demonstrate?

A) Cultural similarities B) Cultural differences C) Prior intercultural experiences D) Targeted socializing Answer: D Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Moderate Skill Level: Apply What You Know 8) Interracial friendships are most likely to be successful when __________.

A) both partners assume that they share the same values B) one partner changes their own values to accommodate the other C) each partner keeps their own identity while appreciating that of the other D) one partner helps the other meet people outside their own ethnicity Answer: C Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Moderate Skill Level: Understand the Concepts 9) According to the text, which quality is most likely to result in a potential friendship?

A) Differences in attitudes

B) Withholding self-disclosures C) Strong expressed need for intimacy D) Proximity Answer: D Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Moderate Skill Level: Understand the Concepts 10) In same-gender friendships, men are more likely than women to __________.

A) use metacommunication B) desire intimacy C) be openly competitive D) compliment one another Answer: C Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Easy Skill Level: Remember the Facts 11) According to psychotherapist Lillian Rubin‘s research on cross-gender relationships, in comparison to women, men __________.

A) gained less from their cross-gender relationships B) reported feeling lower levels of intimacy C) reported feeling higher levels of friendship D) felt their relationships were less rewarding Answer: C Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Easy Skill Level: Remember the Facts 12) We are most likely to have __________ intergenerational relationships.

A) intimate B) multiple C) turbulent D) casual Answer: D Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender

friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Easy Skill Level: Remember the Facts 13) Which is a common principle of friendship?

A) We usually form friendships with people of different ages and social backgrounds.

B) We are happiest when we are with our friends, in comparison to all other social interactions.

C) We tend to expect equality and equity in our friendships, but not our family relationships.

D) We typically have fifteen to twenty close friends.

Answer: B Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-sex) friendships.

Topic: Friendship Difficulty Level: Easy Skill Level: Remember the Facts 14) __________ friendships are often linked to a succession of significant changes in our lifestyles and goals.

A) Late adulthood B) Adolescent C) Young adult D) Adult Answer: C Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Moderate Skill Level: Understand the Concepts 15) Aris and Lehman met last semester during their freshman orientation week. They date now and then, but not exclusively. Both Aris and Lehman enjoy each other‘s company, but neither has considered a committed relationship with the other. Their relationship is characteristic of which type of love?

A) Pragma B) Storge C) Agape D) Ludus Answer: D Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate

Skill Level: Apply What You Know 16) When Kaila wasn‘t with Justin, she thought about him all the time. Though they have only known each other for two months, she wants to spend every minute with him, and changed her major so they can take classes together. If Justin fails to return a text message immediately, she becomes anxious and fearful, but when she receives an affirming message, she quickly bounces back up to ―cloud nine.‖ Justin feels the same about Kaila. Which type of love characterizes their current relationship?

A) Storge B) Ludus C) Pragma D) Mania Answer: D Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 17) Hale and Russ are in their late 40s. Neither had married before, and they had always said that if they weren‘t married by age 50, they would marry each other. Both come from similar backgrounds and enjoy each other‘s company. Neither wants to go through life unmarried, so marrying just seems like a good idea. Which type of love characterizes their relationship?

A) Storge B) Ludus C) Pragma D) Agape Answer: C Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 18) Ameli is in trouble again. She‘s been using drugs for about a year, which has resulted in lying to her parents. All of her parents‘ friends say to ―cut her loose‖ and let her feel the consequences of her actions. However, her parents always welcome her into their home and offer any assistance they can. Ameli‘s father even picks her up from the police station, and doesn‘t seem angry on the ride home. The love Ameli‘s parents feel for her can be considered __________.

A) pragma B) ludus C) agape D) mania

Answer: C Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 19) Will and Raeanne had been dating for some time, and their college graduation is only two months away. Raeanne wonders what will happen to their relationship after college. Will has a job prospect in faraway Oregon, and they have not talked about it. One evening, Will declares that while he isn‘t quite ready for an engagement, he will only take the job if such a future includes Raeanne. Their talk is an example of __________.

A) a turning point B) reciprocal self-disclosure C) a secret test D) tangible reminders Answer: A Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 20) What is a secret test?

A) A behavior strategically chosen to indirectly determine a partner‘s feelings B) A behavior strategically chosen to hide feelings from your partner C) A relationship test administered by a counselor or psychologist without the knowledge of either partner in the relationship D) An exercise in which partners explore their relationship, but the results are never revealed to either of them Answer: A Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts 21) Tony has been secretly in love with Janessa for about two years. They are good friends, but Tony wants to move things to a more romantic level. When he talks to Janessa about his feelings, she firmly tells him that she is only interested in friendship. Tony's feelings in this situation can be described as __________.

A) unrequited romantic interest B) eros

C) mania D) dating expectations Answer: A Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 22) What has been identified as the most important dimension in the triangular theory of love for developing romantic relationships?

A) Attraction B) Passion C) Intimacy D) Commitment Answer: B Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Easy Skill Level: Remember the Facts 23) Al and Fernan have been in a romantic relationship for about two months. Al has been plagued with low self-esteem; he craves attention and is obsessed with his relationship with Fernan. Fernan, on the other hand, sees the relationship as something of a game. He enjoys his time with Al, but he is not obsessed with the sexual aspect of that relationship. Fernan may be quite willing to end the relationship if he sees it as no longer mutually satisfying or fun. Al and Fernan most likely exhibit which two love styles?

A) Al exhibits mania, and Fernan exhibits ludus.

B) Al exhibits agape, and Fernan exhibits ludus.

C) Al exhibits mania, and Fernan exhibits eros.

D) Al exhibits eros, and Fernan exhibits mania.

Answer: A Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Difficult Skill Level: Apply What You Know 24) According to the triangle theory of love, relationships strong in intimacy and commitment but weak in passion constitute __________.

A) infatuation love B) companionate love

C) liking love D) compassionate love Answer: B Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Easy Skill Level: Remember the Facts 25) Marbella and Chad have a highly passionate relationship that lacks commitment and intimacy. How is their love best classified?

A) Compassionate B) Liking C) Infatuation D) Companionate Answer: C Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate Skill Level: Apply What You Know 26) When our feelings, thoughts, and behaviors reflect caring, concern, support, and understanding of another person, we are experiencing __________.

A) liking love B) compassionate love C) infatuation D) companionate love Answer: B Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Easy Skill Level: Remember the Facts 27) Which kind of love is typically found in friendships and among family members?

A) Ludus B) Mania C) Storge D) Pragma Answer: C Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic

relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Easy Skill Level: Remember the Facts 28) __________ refers to the intention to remain in a relationship.

A) Commitment B) Passion C) Intimacy D) Affection Answer: A Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Interpersonal Relationship Strategies Difficulty Level: Easy Skill Level: Remember the Facts 29) Tyler notices that Da'Vonne has her arms crossed and is looking at the ground, so he decides not to strike up a conversation with her. What relationship strategy has Tyler used here?

A) Follow initiation norms.

B) Cultivate attraction.

C) Gather information to reduce uncertainty.

D) Observe and act on approachability cues.

Answer: D Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 30) Juan is interested in getting to know a girl from his class, so he bought new cologne and clothing to wear, sits closer to her, and uses her name more often when talking to her. What strategy is Juan using to initiate this relationship?

A) Identify and use conversation starters.

B) Be open and self-disclose appropriately.

C) Cultivate attraction.

D) Socially decenter.

Answer: C Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know

31) According to communication scholars Daniel Canary and Laura Stafford, which relationship maintenance strategy involves acting in pleasant, nice, and cheerful ways, doing favors, and suppressing complaints?

A) Positivity strategy B) Assurance strategy C) Openness strategy D) Social network strategy Answer: A Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Easy Skill Level: Remember the Facts 32) Brutus and Molly attend a book club every Thursday night with mutual friends. Which relationship management strategy does this demonstrate?

A) Positivity strategy B) Social network strategy C) Openness strategy D) Assurance strategy Answer: B Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 33) Janelle likes Allen. When he approaches her, she turns to him, waves, and gives an animated smile. She is manifesting __________.

A) social support B) uncertainty reduction C) approachability cues D) relationship talk Answer: C Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 34) What is an initiation norm?

A) A ritualistic and scripted initial interaction

B) A hazing ritual C) A ritual that is generally unclear to participants D) A way of greeting someone you don‘t know that includes physical contact, such as a hug Answer: A Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Easy Skill Level: Remember the Facts 35) What are affinity-seeking strategies?

A) Extreme measures to get to know someone B) Strategies that we use to try to increase someone‘s attraction to us C) Strategies used to end a relationship D) Strategies that discourage physical contact Answer: B Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 36) Myra wants to know more about her partner because she likes control as well as predictability. In order to achieve these goals, she gathers information about her partner so she can better predict how he might act in given situations. This is an example of __________.

A) uncertainty reduction theory B) predicted outcome value C) social exchange theory D) relationship-specific social decentering Answer: A Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 37) Desiree and Johan have been dating for several months. One night, Desiree says, ―We‘ve been dating for a while now. I‘m wondering if we have a future together.‖ Johan responds, ―I hope so. I‘ve been wondering myself if we might want to make our relationship more formal.‖ Desiree says, ―What did you have in mind?‖ Johan says, ―Well, I don‘t think an engagement is right just now. But I would like us to commit to dating exclusively.‖ Desiree says, ―That was kind of my thinking, too.‖ What strategy for escalating or maintaining a relationship are they employing?

A) Expressing emotions B) Social decentering and adapting C) Engaging in relationship talk D) Seeking compliance Answer: C Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 38) Barbara and George have been married for several years. George has learned that when Barbara wants to talk, he needs to eliminate distractions. So, when she comes into the bedroom after having attended the school board meeting and starts talking, he turns off the TV and devotes all his attention to her. What relationship strategy is being demonstrated by George?

A) Expressing emotions B) Engaging in relationship talk C) Monitoring his perceptions D) Listening actively and responding effectively Answer: D Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 39) Miguel and Katya have been married for several years. Lately, Katya has been coming home from work and complaining bitterly about the new boss and all the changes that are going on.

Miguel is getting a little tired of hearing her complaints, but knows that Katya really needs to let off some steam. So instead of telling her to quit, he hugs her, asks her to sit down, and tells him all about it. Which strategy for escalating and maintaining a relationship is Miguel using?

A) Engaging in relationship talk B) Socially decentering and adopting an other-oriented perspective C) Seeking compliance D) Managing conflict cooperatively Answer: B Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 40) Hector and Nicolette have been married for just a few months. Hector thinks Nicolette

expects him to take out the trash every time and wonders why she can‘t take it out once in a while. He decides to ask her about the issue. Nicolette says she wasn‘t aware of asking him to do it all the time, but she usually thinks about it when she is doing the dishes. When she‘s up to her elbows in soapsuds, it just seems reasonable to ask Hector to take out the trash. Hector indicates that he will do the dishes sometimes, if she takes out the trash sometimes. Nicolette agrees.

Which strategy for escalating and maintaining relationships are they using?

A) Engaging in relationship talk B) Being tolerant and showing restraint C) Expressing emotions D) Managing conflict cooperatively Answer: D Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know

Essay Questions 1) Describe the five sometimes overlapping stages of childhood friendships.

Answer: (Note: The question could be reduced to two of the friendship types if desired.)

1. Momentary Playmates Stage (ages three–seven): We interact with those who are nearest, most accessible.

2. One-Way Assistance Stage (ages four–nine): We still view friendships from a ―take‖ perspective, as instruments to help meet our needs, rather than from a ―give‖ or ―giveand-take‖ perspective.

3. Fair-Weather Friend Stage (ages six–12): Friendships are characterized by more giveand-take, more cooperation. The relationship is likely to end if problems and conflicts develop.

4. Mutual Intimacy Stage (ages nine–15): We develop close friendships, but become possessive of these friendships and experience jealousy.

5. Independence Stage (ages 12–adulthood): While our interdependence leads to increased intimacy and sharing, we also tolerate friends making friends with others (independence).

Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Moderate Skill Level: Understand the Concepts 2) Describe the four factors that specifically affect the development of intercultural friendships.

Think about your own experiences, and describe a situation that reflects at least one of these factors.

Answer:  







Cultural similarities exist across cultures, creating common ground that nurtures the development of friendship—for example, sharing the same passion for soccer as someone from Brazil or a love of anime with someone from Japan.

Cultural differences can heighten interest in the other person and prompt initial conversations. You might seek more information from someone from another culture about how their nonverbal communication code differs from yours or about the holidays they observe and how they celebrate them.

Prior intercultural experiences help reduce uncertainty about developing friendships with people from other cultures and serve as the foundation for new friendships. Of course, this factor can be somewhat unilateral in that you might have experience with the other person‘s culture, but not vice versa.

Targeted socializing occurs as partners move from acquaintanceship to friendship, socializing within the specific cultural or intercultural context of one of the partners, such as an American student attending a Chinese New Year‘s party with a Chinese classmate.

Student examples will vary but should demonstrate an understanding of one or more factors discussed above.

Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Difficult Skill Level: Apply What You Know 3) Explain the difference(s) between friendship-based intimacy and passion-based intimacy.

Answer:  Friendship-based intimacy is based on feelings of warmth, understanding, and emotional connection, and passion-based intimacy is based on romantic and sexual feelings.  Friendship and romance differ in that friendships develop solely from friendship-based intimacy, whereas romantic relationships involve both friendship-based and passionbased intimacy.  Romance includes sexual expectations and, ultimately, the prospect of creating a family, while friendship does not. Romantic loving relationships are typified by a high degree of intimacy, attachment, and sexual activity and/or attraction.

Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Moderate Skill Level: Understand the Concepts 4) Define friendship and list at least six qualities of friendship.

Answer:  Friendship is a relationship of choice that exists over time between people who share a common history. The most common qualities of friendship include: o self-disclosure/feeling free to express intimate information o openness/honesty/authenticity o compatibility/similarity o ego-reinforcement/self-concept support o acceptance of one‘s individuality o respect o helping behavior o positive evaluation o trust o concern and empathy Learning Objective: 11.1 Understand the nature of friendships across our lifespan, same-gender friendships, and cross-gender (opposite-gender) friendships.

Topic: Friendship Difficulty Level: Easy Skill Level: Remember the Facts 5) Identify and briefly define the six types of love established by sociologist John Alan Lee that are found in both romantic and nonromantic relationships.

Answer: 1. Eros—sexual love 2. Ludus—love as a game 3. Storge—friendships and sibling relationships, and other family members 4. Mania—swings between extreme highs and lows 5. Pragma—based on practical compatibility 6. Agape—spiritual ideal of love.

Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts 6) Explain the triangular theory of love put forth by psychologist Robert Sternberg.

Answer:  The triangular theory of love identifies three dimensions that can be used to describe variations in loving relationships: (1) intimacy, (2) commitment, and (3) passion. o In this model, intimacy includes such attributes as trust, caring, honesty, supportiveness, understanding, and openness. o Commitment includes loyalty, devotion, putting the other first, and needing each other.



o Passion includes excitement, sexual interest and activity, and extreme longing.

These three dimensions relate to relationship satisfaction, with passion identified as the most important dimension for developing romantic relationships. o Relationships strong in intimacy and commitment but weak in passion are identified as companionate love. o Relationships having passion plus intimacy constitute romantic love. o Relationships having passion plus commitment constitute fatuous love. o Relationships strong only in passion constitute infatuation love. o Relationships strong only in commitment constitute empty love. o Relationships strong only in intimacy constitute liking and love.

Learning Objective: 11.2 Explain how love, commitment, and physical affection define romantic relationships, and describe how such relationships develop through dating.

Topic: Romantic Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts 7) What is meant by relationship-specific social decentering? Provide an example.

Answer:  Social decentering helps us to understand our partner better, and that understanding allows us to choose effective strategies for accomplishing our communication goals, adapting to our partner‘s current behavior, and anticipating his or her responses. It is based on a specific relationship.  Studies have shown that the more intimate the relationship, the higher the respondents‘ relationship-specific social decentering scores were, and the higher the relational satisfaction reported by both partners.  Relationship partners have expectations that their partner understands them and treats them in a manner that reflects that understanding. Repeated failure to display relationship-specific social decentering behavior is likely to contribute to relational dissatisfaction. o For example, after getting angry with your partner for not doing the dishes as agreed, you are likely to get even more upset if you find that your partner didn‘t realize they had made you angry.  Student examples will vary.

Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 8) What are the four skills and strategies used primarily to initiate a relationship? Provide an example.

Answer:

    



Observe and act on approachability cues Identify and use conversation starters Follow initiation norms Ask questions For example, Pablo saw Manseula across the welcome desk at a convention and was intrigued by her. He actively turned toward her, made eye contact, smiled, and said hello.

He walked toward her and started a conversation by asking her which company she was representing and asked if she was enjoying the band playing in the background. They followed with initiation norms of exchanging names, asking each other about the projects they are working on, and providing each other with contact information.

Student examples will vary.

Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know 9) What is the underlying assumption of uncertainty reduction theory? Give an example of how we can reduce uncertainties.

Answer:  We like to have control and predictability in our lives; therefore, when we are faced with uncertainty, we are driven to gain information to reduce that uncertainty.  We can, for example, reduce uncertainties through technology; we can use Facebook and other social media to learn about someone without the other person being aware.  Student examples will vary.

Learning Objective: 11.3 Describe the stages used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Difficult Skill Level: Apply What You Know 10) Define, explain, and give an example of relationship talk.

Answer:  Relationship talk is a conversation about the nature, quality, direction, or definition of a relationship.  As relationships move toward greater intimacy, the amount of direct relationship talk increases, as does the expectation for such talk. Unwillingness to engage in relationship talk in an intimate relationship can send a negative message that ultimately drives a partner away.  Relationship talk appears to be viewed differently by people of different genders. o Some individuals may view talk as an instrumental way to fix problems. o Others might share this view but also see relationship talk as part of the routine



for maintaining the relationship. For example, ―I‘m happy with how close we‘ve become. How are you feeling about us?‖ Student examples will vary.

Learning Objective: 11.3 Describe the strategies used to initiate, escalate, and maintain relationships.

Topic: Interpersonal Relationship Strategies Difficulty Level: Moderate Skill Level: Apply What You Know Chapter 12: Interpersonal Relationships: Family and Workplace Multiple Choice Questions 1) Hilde and Gunther live with their biological parents. What type of family is this?

A) Natural family B) Blended family C) Extended family D) Voluntary kin Answer: A Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Easy Skill Level: Apply What You Know 2) Yuri's divorced father married Gretchen‘s divorced mother. They all live in the same house.

What type of family is this?

A) Natural family B) Blended family C) Extended family D) Family of origin Answer: B Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Easy Skill Level: Apply What You Know 3) Abdul, his parents, his grandmother, and his uncle all live together. What type of family is this?

A) Natural family B) Blended family C) Extended family

D) Fictive kin Answer: C Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Easy Skill Level: Apply What You Know 4) What dimension of the circumplex model of family interaction is characterized by emotional bonding and feelings of togetherness?

A) Adaptability B) Cohesion C) Structure D) Communication Answer: B Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Easy Skill Level: Remember the Facts 5) According to Fitzpatrick, Ritchie, and Koerner, the degree to which a family pushes all members to agree to the same set of beliefs, values, and attitudes represents its __________ orientation.

A) Other B) Conversation C) Conformity D) Support Answer: C Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Easy Skill Level: Remember the Facts 6) Jordie and Taylor are married and raising one child. Both Jordie and Taylor are deeply committed to their family but value their independence, each pursuing their individual goals and feeling free to openly express themselves. Fitzpatrick, Ritchie, and Koerner would label this family‘s communication pattern as __________.

A) Consensual B) Protective C) Pluralistic D) Laissez-faire

Answer: C Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Moderate Skill Level: Apply What You Know 7) Which skill for improving family communication is involved when family members schedule discussions, acknowledge each other‘s viewpoints, moderate emotions, and know when to get help or when to give up?

A) Take time to talk about relationships and feelings.

B) Listen actively and clarify the meaning of messages.

C) Support and encourage one another.

D) Use productive strategies for managing conflict, stress, and change.

Answer: D Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Easy Skill Level: Understand the Concepts 8) The three basic dimensions of the circumplex model of family interaction are __________.

A) Adaptability, cohesion, and communication B) Adaptability, communication, and values C) Communication, structure, and adaptability D) Structure, cohesion, and values Answer: A Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Easy Skill Level: Remember the Facts 9) Tamil's family has always been open, and all members of the family have been encouraged to discuss whatever topics they feel are important. Based on this description, Tamil's family has a high __________.

A) Level of cohesion B) Level of conformity C) Level of adaptability D) Level of conversation Answer: D Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Moderate Skill Level: Apply What You Know 10) Everything in the circumplex model of family interaction is influenced by __________.

A) communication B) adaptability C) cohesion D) values Answer: A Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Easy Skill Level: Remember the Facts 11) Bill is the biological son of Ed and Malika, who divorced when Bill was three years old. For two years after the divorce, Bill and his mother lived alone. Then, when Bill was five, they moved into Jeff‘s home with Jeff and his three children, and soon after, Jeff and Malika were married. In order, Bill‘s family type changed from __________.

A) natural to single-parent to blended B) traditional to single-parent to extended C) nuclear to blended to extended D) natural to blended to extended Answer: A Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Easy Skill Level: Apply What You Know 12) Kurt and Carol have been married for over twenty years. When they got married, Carol took Kurt's last name. Kurt works at a local factory, and Carol takes care of their home. On Sunday, they always go shopping together for the week. They argue occasionally, but generally like spending time together and are comfortable meeting each other‘s needs. This couple is best classified as __________.

A) traditional B) independent C) separate D) mixed Answer: A Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Easy Skill Level: Apply What You Know 13) In which type of committed partnership are couples more likely to meet each other's relational needs and report being the most satisfied?

A) Independent B) Mixed C) Traditional D) Separate Answer: C Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Moderate Skill Level: Understand the Concepts 14) When a married couple exhibits destructive communication behaviors during conflict, their children later demonstrate these same behaviors because __________.

A) children learn through observation B) children learn through interaction C) children learn through an all-encompassing process D) children learn through direct instruction Answer: A Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Easy Skill Level: Understand the Concepts 15) During __________, an important function of sibling relationships is reminiscing and validating memories. This rewarding process can occur once any long-standing issues or rivalries are resolved.

A) childhood B) adolescence C) adulthood D) late adulthood Answer: D Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Moderate Skill Level: Understand the Concepts

16) Mia and Keely have been married for two years. Mia values having a stable routine and spending the majority of her free time with Keely. While Keely enjoys spending time with Mia, she needs to have time alone to pursue her interests. How is this relationship best classified?

A) Traditional B) Independent C) Separate D) Mixed Answer: D Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Moderate Skill Level: Apply What You Know 17) Which statement about marriage is true?

A) A successful marriage is guaranteed if both partners have good communication skills.

B) Marriage is linked to longer life expectancy and higher psychological well-being.

C) It is not possible to experience any benefits when the marriage is unsatisfying.

D) The negative impact of not communicating outweighs the negative impact of conflict.

Answer: B Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Easy Skill Level: Understand the Concepts 18) What is a factor unique to the relationships between parents and their adult children?

A) Infrequent interactions B) Absence of conflicts C) Transition from a dependent to an independent relationship D) Open disclosure of important information Answer: C Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Moderate Skill Level: Understand the Concepts 19) What quality was reported as essential to marital success in a study in which nine interracial couples were interviewed?

A) Intercultural communication competence B) Extensive self-disclosure

C) Conflict resolution D) Indirect communication Answer: A Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Easy Skill Level: Understand the Concepts 20) Clara does not have any siblings and currently attends third grade. According to research, how could being an only child potentially impact Clara's social life at school?

A) Clara is likely to have fewer friends.

B) Clara is likely to have lower-quality friendships.

C) Clara is likely to be more aggressive in her interactions.

D) Clara is likely to be better liked.

Answer: C Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Moderate Skill Level: Apply What You Know 21) In the workplace, __________ most helps us manage the stress and challenges unique to the job.

A) Retention initiatives B) Organizational change C) Organizational enhancement D) Social support Answer: D Learning Objective: 12.3 Describe the values and functions of informal workplace friendships, and the unique values and challenges associated with romantic relationships in the workplace.

Topic: Informal Workplace Relationships: Friendship and Romance Difficulty Level: Easy Skill Level: Understand the Concepts 22) Karla just accepted a position as a personal trainer at a gym. Although she is excited about her first day, she feels nervous about fitting in. Regardless, she wants to build friendships with her coworkers. Which aspect of workplace friendships will Karla probably find most beneficial at first?

A) Information exchange B) Newcomer assimilation C) Improved performance D) Organizational support

Answer: B Learning Objective: 12.3 Describe the values and functions of informal workplace friendships, and the unique values and challenges associated with romantic relationships in the workplace.

Topic: Informal Workplace Relationships: Friendship and Romance Difficulty Level: Easy Skill Level: Apply What You Know 23) Which condition does not positively contribute to the high incidence of workplace romances?

A) Incidental interactions in a safe environment B) Proximity on a daily basis C) Meetings and collaborative tasks D) Job-related power issues Answer: D Learning Objective: 12.3 Describe the values and functions of informal workplace friendships, and the unique values and challenges associated with romantic relationships in the workplace.

Topic: Informal Workplace Relationships: Friendship and Romance Difficulty Level: Moderate Skill Level: Understand the Concepts 24) Chelsea and Alexander are coworkers who have started to develop romantic feelings for one another. According to the guidelines offered by human resource experts Cindy Schaefer and Thomas Tudor, what should Chelsea and Alexander keep in mind to maintain workplace professionalism?

A) Engage in public displays of affection, but only after asking your manager for permission.

B) When sending messages to each other using the company email, do not copy coworkers.

C) Take long lunches together; it boosts your mood and, in turn, enhances company morale.

D) Remain discreet.

Answer: D Learning Objective: 12.3 Describe the values and functions of informal workplace friendships, and the unique values and challenges associated with romantic relationships in the workplace.

Topic: Informal Workplace Relationships: Friendship and Romance Difficulty Level: Easy Skill Level: Apply What You Know 25) How is the termination of a workplace friendship unique from the termination of all other types of friendships?

A) It often leads to more conflict because it feels more personal.

B) It is easier to do because workplace relationships tend to be superficial.

C) Workplace friendships, once terminated, continue as relationships of circumstance.

D) Relationship management skills are not as important when terminating workplace friendships.

Answer: C

Learning Objective: 12.3 Describe the values and functions of informal workplace friendships, and the unique values and challenges associated with romantic relationships in the workplace.

Topic: Informal Workplace Relationships: Friendship and Romance Difficulty Level: Moderate Skill Level: Understand the Concepts 26) Miroslav has regular meetings with his boss to inform him of productivity, quality control issues, and potential labor problems. In what kind of communication is Miroslav engaging with his boss?

A) Downward B) Upward C) Horizontal D) Outward Answer: B Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Easy Skill Level: Apply What You Know 27) The board met and agreed to some changes in operating procedures and performance benchmarks. The next day, the CEO sent a detailed email about the new policies to all company employees. Which kind of communication does this demonstrate?

A) Downward B) Upward C) Horizontal D) Outward Answer: A Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Easy Skill Level: Apply What You Know 28) Edyta has important instructions for her employees. If she expects them to act immediately, which medium(s) should Edyta use to communicate?

A) E-mail B) Written memos C) Face-to-face with written follow-up D) Written memos with oral follow-ups Answer: C Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Easy Skill Level: Apply What You Know 29) In order to create an effective marketing plan, it is important for the managers of the marketing, research and development, and communications departments to collaborate. Which type of communication does this require?

A) Upward communication B) Downward communication C) Horizontal communication D) Outward communication Answer: C Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 30) A marketing manager communicating with customers about a new product line is an example of which type of workplace communication?

A) Upward B) Downward C) Horizontal D) Outward Answer: D Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 31) Which situation best demonstrates the Pelz effect?

A) Kye is happy because her manager has the power to apply Kye's suggestion companywide.

B) Roger is most productive when he can openly communicate with his coworkers.

C) Fabian treats his employees as equals because it makes them feel good.

D) Sherissa respects her manager because he leads by example rather than by edict.

Answer: A Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Moderate Skill Level: Apply What You Know 32) Under the leader–member exchange theory (LMX), which type of relationship tends to be

less formal and is characterized by free-flowing information?

A) Supervisory relationships B) Competitor relationships C) Upward relationships D) Leadership relationships Answer: D Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Easy Skill Level: Understand the Concepts 33) Sam and Woody are both bartenders at a local tavern and regularly touch base to ensure each guest is served promptly. This is considered __________ communication.

A) Upward B) Outward C) Horizontal D) Downward Answer: C Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Easy Skill Level: Apply What You Know 34) Although it sometimes leads to the spread of inaccurate information and gossip, the grapevine is another form of __________.

A) Upward communication B) Horizontal communication C) Outward communication D) Downward communication Answer: B Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Easy Skill Level: Remember the Facts 35) Giselle has filed a sexual harassment claim against her boss. She accuses him of demanding sex in return for his approval of her promotion. What type of harassment is this?

A) Quid pro quo B) Post hoc ergo proctor hoc C) Argumentum ad hominem

D) Hostile environment Answer: A Learning Objective: 12.5 Identify and describe the forms of the dark side of workplace communication.

Topic: The Dark Side of Workplace Communication Difficulty Level: Moderate Skill Level: Apply What You Know 36) Several women in the parts department are claiming sexual harassment against the department manager. They state he does nothing about the nude photographs of women hanging on the wall or the sexist remarks made by male coworkers. This type of harassment is called __________.

A) quid pro quo B) hostile environment C) sexual aggravation D) sexual predation Answer: B Learning Objective: 12.5 Identify and describe the forms of the dark side of workplace communication.

Topic: The Dark Side of Workplace Communication Difficulty Level: Moderate Skill Level: Apply What You Know 37) Which of Jerome‘s experiences best demonstrates workplace bullying?

A) One time, a coworker poked fun at Jerome for wearing purple socks.

B) Jerome was denied a promotion because his boss thought he was too quiet.

C) Every day, Jerome‘s coworkers intentionally knock over his trash can to embarrass him.

D) Jerome‘s manager promised to give him a raise in exchange for sex.

Answer: C Learning Objective: 12.5 Identify and describe the forms of the dark side of workplace communication.

Topic: The Dark Side of Workplace Communication Difficulty Level: Moderate Skill Level: Apply What You Know 38) What term describes bullying that causes someone personal or professional harm?

A) Quid pro quo harassment B) Coercion C) MUM effect D) Backstabbing Answer: D Learning Objective: 12.5 Identify and describe the forms of the dark side of workplace

communication.

Topic: The Dark Side of Workplace Communication Difficulty Level: Easy Skill Level: Remember the Facts 39) Telitha notices that a coworker always undercharges her friends when they make purchases at the shop. Telitha is worried that if she reports this coworker, everyone will think she‘s a snitch. This is an example of __________.

A) bullying B) workplace harassment C) the MUM effect D) a hostile work environment Answer: C Learning Objective: 12.5 Identify and describe the forms of the dark side of workplace communication.

Topic: The Dark Side of Workplace Communication Difficulty Level: Easy Skill Level: Apply What You Know 40) Which situation most accurately depicts hostile work environment harassment?

A) Jeanine‘s coworkers make fun of her for sweating nervously while giving a presentation.

B) Peter, a young and new employee, feels isolated from the rest of the team.

C) Carson is offered a promotion by his manager in exchange for working late.

D) Sara, a Mexican woman, feels threatened because her coworkers constantly joke about immigration.

Answer: D Learning Objective: 12.5 Identify and describe the forms of the dark side of workplace communication.

Topic: The Dark Side of Workplace Communication Difficulty Level: Moderate Skill Level: Apply What You Know Essay Questions 1) Define voluntary kin, and describe the four different kinds of voluntary kin relationships.

Answer:  Voluntary kin (sometimes known as fictive kin) are individuals considered to be family regardless of their legal or blood connection. One study found four different kinds of voluntary kin relationships: 1. Substitute voluntary kin fill in for other family members who have died or are out of the picture. For example, after losing a parent, one might view a nurturing neighbor as a parental figure.

2. Supplemental voluntary kin occur parallel to existing family relationships, often

filling a void or deficit with an actual family member. For example, when someone is not close to their biological sibling, they might instead view a friend as a brother or sister.

3. Convenience voluntary kin arise because the context makes them easily accessible. For example, someone might view their classmates or coworkers as family because they see them every day.

4. Extended family voluntary kin are relationships with extended family members that are closer than might typically occur. For example, one might feel closer to an aunt than to their mother.

Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Moderate Skill Level: Understand the Concepts 2) Differentiate between the dimensions of conformity and conversation within the family communication patterns model.

Answer:  The family communication patterns model is based on the idea that communication in families can be described in terms of two dimensions: 1. The level of conformity, which is the degree to which a family emphasizes embracing the same beliefs, values, and attitudes.

2. The level of conversation, which is the degree to which family members are encouraged to discuss any topic.

Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Moderate Skill Level: Understand the Concepts 3) Define the circumplex model of family interaction, and explain how it can be used to describe the dynamics of functional and dysfunctional families.

Answer:  The circumplex model of family interaction seeks to describe the dynamics of functional and dysfunctional families based upon the dimensions of adaptability, cohesion, and communication. It uses these dimensions to explain how families face and solve problems. 

Adaptability, which ranges from chaotic to rigid, refers to the family‘s ability to modify and respond to changes in its power structure and roles. Less traditionbound families are better able to adapt to new circumstances.





Cohesion refers to emotional bonding and feelings of togetherness that the family experiences. Families may range from enmeshed, where they are tightly bound together, to disengaged, where they maintain high levels of independence from one another. Family systems are dynamic, so families usually move back and forth along the continuum from disengaged to enmeshed.



Communication, the most critical element in the circumplex model, determines how families manage cohesiveness and adaptability. Communication keeps families operating as a system. The nature of communication in a family directly impacts the development of family members‘ interpersonal communication skills.

The dynamics of dysfunctional families: 

Dysfunctional families are unable to adapt to changing circumstances. They may be either highly enmeshed or disengaged. They are unable to adapt their levels of cohesion. As circumstances change, families need to adapt their levels of cohesion. 





For example, a family with young children may need both high levels of cohesion and adaptability. Families with adolescents may need to gradually allow more independence and reduce family cohesion. Older couples may require less cohesion but high levels of structure and predictability.

Dysfunctional families tend to have poor communication skills, emphasizing selforiented perspectives. They tend to listen poorly, blame others, and criticize each other.

The dynamics of functional families: 

Functional families have effective communication skills that allow them to adapt as circumstances change. When children grow older, a spouse is unable to work, a loved one is lost, or during other stressful situations, communication allows the family to confront and manage the problems it faces.



Effective communication skills play an important role in helping families change their levels of cohesiveness or adaptability. These skills include active listening, problem-solving, conflict management skills, empathy, and being supportive.

Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Difficult Skill Level: Understand the Concepts 4) Jessica is 17 years old. Her parents are frustrated by her selfish and destructive behavior: She occasionally skips school; she neglects her chores at home, including her bedroom and pets; she drains the car of gas ―cruising‖ with her friends; she talks on her cell phone constantly; and she consistently pushes the boundaries of her curfew. Using John Gottman‘s set of suggestions for handling conflict, recommend a plan of action for Jessica‘s parents in dealing with her behavior.

Answer: 

The response should include a discussion of at least four of the following strategies, and reference the scenario appropriately: o Pick your battles carefully. (Don‘t make each issue equal; skipping school is likely more important than cell phone use.) o Schedule a discussion. (Sit down together to discuss your frustrations and Jessica‘s needs.) o Employ a structure. (Build an agenda, persuade and argue, resolve.) o Moderate your emotions. (Being overly emotional will complicate the issue.) o Acknowledge Jessica‘s viewpoint before making your point. o Communicate nondefensively. o Provide comfort and positive reinforcement. o Seek help if progress is not made.

Learning Objective: 12.1 Identify and describe the types of families, the models used to describe family interactions, and the ways to improve family communication.

Topic: Family Relationships: Definition, Models, and Strategies for Improvement Difficulty Level: Difficult Skill Level: Apply What You Know 5) Identify three ways in which children's interpersonal communication skills are developed, and for each, describe how parents impact the development process.

Answer:  Children learn through interaction. o Although the effects are not always straightforward, the way your parents interacted with you impacts your behavior and attitude. o For example, one study found a correlation between mothers‘ self-reports of aggressive communication styles and the styles of their college-aged children, but did not find such a relationship between fathers‘ communication styles and those of their children. 

Children learn through instruction. o Your parents affected your communication development by providing you with specific instructions. They overtly conveyed such communication rules as not to interrupt others, to be polite, and to maintain eye contact when talking. o Parents also teach us about friendships and romantic relationships, imparting, for example, such memorable messages as the importance of valuing oneself and the qualities of a good relationship. o Values can also be conveyed in messages received from parents. o For example, one study found that memorable messages received from fathers while the child participated in sports included not giving up, acting like a good sport, being part of a team, and being loyal. Participants reported greater

satisfaction in their current relationships with their fathers if they had received encouragement for exerting more effort (trying their best) and having fun than did those participants whose fathers emphasized messages about physical skills/techniques and performance (winning). 

Children learn through observation. o Your communication behaviors are also affected by observing your parents‘ interactions, such as their approaches to handling conflict. Observing destructive and hostile conflicts between parents can lead children to adopt similar styles in marriage. o For example, in one study, the prevalence of demand–withdraw patterns of conflict between parents affected the self-reported mental well-being of their college-aged children. o Similarly, observations of how your parents interacted with friends, coworkers, and strangers all served as potential models for your communication behaviors.

Learning Objective: 12.2 Identify and describe the types of relationships among married couples and siblings.

Topic: Specific Family Relationships: Committed Partners, Parents and Children, and Siblings Difficulty Level: Moderate Skill Level: Understand the Concepts 6) Faysal, the CEO of a technological sales company, has noticed that many of his employees are building friendships with one another. He is concerned that friendships in the workplace will lead to too many issues and detract from business matters. Faysal comes to you, his trusted friend, to discuss his concerns and to ask you for advice. He says, "I just don‘t see any benefit to having friendships in the workplace." How would you respond?

Answer:  The response references a majority of the eight values and functions of workplace relationships identified in the text, and indicates their value in the workplace: 1. Information exchange—information flows more openly between friends.

2. Social support—workplace friends help one another manage the stress and challenges unique to their job.

3. Organizational support—workplace friends are allies and advocates who will help one another address organizational challenges or conflicts.

4. Newcomer assimilation—workplace friends help newcomers adjust socially and integrate into the organization.

5. Improved performance—workplace friends help one another do a better job by providing important info, providing feedback and advice, and lending a hand when needed.

6. Retention—the presence of workplace friendships increases the likelihood that people will stay at their current job.

7. Organizational change—workers are more amenable to organizational changes that their friends support, so workplace friendships make the distribution and adoption of organizational change easier.

8. Organizational enhancement—the preceding seven functions combine to enhance the overall quality and efficiency of the organization.

Learning Objective: 12.3 Describe the values and functions of informal workplace friendships, and the unique values and challenges associated with romantic relationships in the workplace.

Topic: Informal Workplace Relationships: Friendship and Romance Difficulty Level: Difficult Skill Level: Apply What You Know 7) Using the research of Schaefer and Tudor, explain the guidelines you should keep in mind if involved in a workplace romance.

Answer:  Be professional in workplace interactions with your partner, be discreet, and avoid public displays of affection. 

Avoid romances with clients or suppliers; they pose a potential conflict of interest.



It is acceptable to ask a coworker for a date if the employer‘s policies allow it, but do not persist if you are rejected. Persistence may develop into harassing behavior. Harassment is strictly prohibited.



Be careful about sending personal messages on company communication systems because they might be monitored.



If you are employed by an international firm, be familiar with cultural differences in dating and acceptable behavior between individuals.

Learning Objective: 12.3 Describe the values and functions of informal workplace friendships, and the unique values and challenges associated with romantic relationships in the workplace.

Topic: Informal Workplace Relationships: Friendship and Romance Difficulty Level: Moderate Skill Level: Understand the Concepts 8) Explain leader–member exchange (LMX) theory.

Answer:  Leader–member exchange (LMX) theory recognizes that supervisors develop different types of relationships with different subordinates and seeks to explain those differences and their impact on subordinates‘ satisfaction and productivity. o For example, supervisory relationships are formal and task-oriented, and leadership relationships are less formal and characterized by free-flowing information.

o In addition to higher job satisfaction, strong person-centered communication (PCC) and LMX relationships improve employee commitment, autonomy, and negotiation latitude, and benefit supervisors and organizations by reducing turnover and increasing productivity.

Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 9) Briefly describe upward, downward, horizontal, and outward communication in organizations.

Answer:  Upward communication is information sent from subordinates to supervisors. 

Downward communication is information sent from supervisors to subordinates.



Horizontal communication is information shared among employees on the same hierarchical level, typically across the boundaries of departments and divisions.



Outward communication flows from members of an organization to clients or vendors.

Learning Objective: 12.4 Identify the four directions of formal workplace communication, and explain how they differ from informal workplace relationships and communication.

Topic: The Directions of Workplace Communication Difficulty Level: Easy Skill Level: Remember the Facts 10) Marlo has been told by their boss that if they do not ―put out,‖ they will never see that promotion to manager they want. Identify and define what type of harassment this is, as well as the other types of harassment discussed in the textbook.

Answer:  Quid pro quo is a Latin phrase that means ―You do something for me and I‘ll do something for you.‖ A supervisor who says or implies ―If you want this promotion, you should have sex with me‖ is using their positional power to gain sexual favors in exchange for something the employee wants. This scenario is a clear case of quid pro quo harassment. 

In a hostile environment situation, an employee feels their rights are being violated because of working conditions or offensive behavior on the part of other workers. o Hostile environments often have a sexual component, but can also emerge from issues of race, ethnicity, sexual orientation, or general bullying, such as telling lewd or obscene stories or jokes about members of the opposite sex, using degrading terms to describe coworkers, or posting cartoons that degrade a person because of race or sexual orientation.

Learning Objective: 12.5 Identify and describe the forms of the dark side of workplace communication.

Topic: The Dark Side of Workplace Communication Difficulty Level: Moderate Skill Level: Apply What You Know