Interpersonal Communication Book, The, 16th edition Joseph A DeVito Test Bank

Interpersonal Communication Book, The, 16th edition BY Joseph A. DeVito

Email: richard@qwconsultancy.com

DeVito, The Interpersonal Communication Book 16e, Test Bank

Test Bank Chapter 01: Foundations of Interpersonal Communication Multiple Choice 1.1. A variety of studies show that employers rate which of the following as the most desired skill set forpotential employees? a. job-specific skills b. computer skills c. leadership qualities d. oral and written communication skills Answer: d Chapter: 01 Module: 1.1 Learning Objective: LO 1.1 Identify the personal and professional benefits of studying interpersonal communication.

Topic: The Benefits of Studying Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.2. Daniel asks Erin out on a date. Erin must now decide what she will say, how she will say it, what she won’t say, etc. Erin is being presented with a. feedback. b. physiological noise. c. choice points. d. a metamessage.

Answer: c Chapter: 01 Module: 1.1 Learning Objective: LO 1.1 Identify the personal and professional benefits of studying interpersonal communication.

Topic: The Benefits of Studying Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 1.3. The verbal and nonverbal interaction that takes place between two (or more) interdependent people is called ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

a. interpersonal communication. b. self-disclosure. c. punctuation. d. intrapersonal communication. .Answer: a Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.4. Interpersonal communication, by definition, involves a. people who know each other. b. only one person. c. at least two people. d. a minimum of four people.

Answer: c Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.5. Interpersonal competence refers to a. signals that serve as stimuli. b. the ability to communicate effectively. c. a person’s motive in communicating. d. feedforward messages. .Answer: b Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.6. What term refers to the act of producing messages? a. encoding b. source c. decoding d. feedback Answer: a Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.7. Terrell responded to an e-mail message sent to him the day before. This is an example of what kind of communication? a. convergent b. synchronous c. asynchronous d. automatic Answer: c Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 1.8. Metamessages are messages a. about other messages. b. that do not include feedback or feedforward. c. that include psychological noise. d. occurring only in the speaker’s head.

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Answer: a Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.9. Which of the following signals to a speaker whether they need to adjust, modify, strengthen, or change the content or form of a message? a. feedforward b. feedback c. noise d. code-switching Answer: b Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.10. When Ayana calls her father to tell him about the promotion she just received, the telephone would be considered what? a. the channel b. feedforward c. physical noise d. the physical dimension Answer: a Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know

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DeVito, The Interpersonal Communication Book 16e, Test Bank

1.11. Which of the following is an example of psychological noise in a classroom setting? a. someone coughing next to you b. worrying about your grade on a test c. experiencing hearing loss d. being confused by the meaning of a word Answer: b Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 1.12. Using jargon, or overly complex terms, can contribute to what kind of noise? a. psychological b. physical c. physiological d. semantic Answer: d Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.13. In the term “signal-to-noise ratio” the word “signal” refers to a. what we ignore in a communication situation. b. what we find useful in a communication situation. c. what we classify as noise in a communication situation. d. the gatekeeping function in communication situations.

Answer: b Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics. ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.14. What are two dimensions of context in interpersonal communication? a. temporal and social–psychological b. channel and noise c. cultural and gestural–visual d. social–psychological and semantic Answer: a Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.15. Which dimension of context refers to the beliefs and customs of the people communicating? a. cultural b. temporal c. physical d. social–psychological Answer: a Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.16. Which view of ethics argues that what is or is not ethical depends on a culture’s values and beliefs, as well as the particular circumstances? a. subjective b. objective c. absolute d. cultural Answer: a ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.17. According to the interpersonal continuum, a father/son relationship most likely follows a. social roles. b. rules of society. c. personally established rules. d. impersonal messages.

Answer: c Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.18. Luis and his boyfriend always strive to communicate with each other in a respectful manner. Because of this, they develop a supportive relationship. This reflects the idea that interpersonal communication is what? a. ambiguous b. transactional c. relational d. inevitable Answer: c Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 1.19. Which of the following is true of transactional communication? a. Speakers and listeners have clearly defined roles.

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DeVito, The Interpersonal Communication Book 16e, Test Bank

b. It’s a linear process. c. The elements are independent. d. Each person serves simultaneously as speaker and listener.

Answer: d Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.20. Madison texts her boyfriend throughout the day to let him know she’s thinking of him, and she always feels better when he responds in kind. In this case, their purpose for communication is to do what? a. help b. relate c. learn d. influence Answer: b Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 1.21. Messages often have more than one meaning, demonstrating the principle of a. punctuation. b. ambiguity. c. unrepeatability. d. irreversibility.

Answer: b Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

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

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DeVito, The Interpersonal Communication Book 16e, Test Bank

1.22. Which of the following is an example of strategic ambiguity? a. a worker asking for a raise for working overtime b. a boss complimenting an employee without offering them a promotion c. a romantic partner saying they want to break up d. a teacher giving an assignment to their students Answer: b Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.23. Messages that refer to the “real world” rather than to the connection between people are called what kind of messages? a. relationship b. objective c. content d. subjective Answer: c Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.24. When someone punctuates a sequence of events, it usually benefits what? a. the other person’s self-esteem b. the person’s self-image c. the quality of stimuli and responses d. an outsider to the conversation Answer: b Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Difficulty: Moderate Skill: Understand the Concepts 1.25. “You never get a second chance to make a first impression” exemplifies which principle? a. inevitability b. punctuation c. unrepeatability d. ambiguity Answer: c Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts

True/False 1.26. One study showed that more people believed a lack of effective communication was more to blame for marriage failure than money or in-law interference.

Answer: True Chapter: 01 Module: 1.1 Learning Objective: LO 1.1 Identify the personal and professional benefits of studying interpersonal communication.

Topic: The Benefits of Studying Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.27. Sending messages to your friends through Facebook is an example of interpersonal communication.

Answer: True Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 1.28. Good communicators are born, not made.

Answer: False Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.29. Feedforward tells the speaker what effect they are having on listeners.

Answer: False Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.30. Interpersonal communication can occur without messages being encoded and decoded.

Answer: False Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.31. Every communication act contains an ethical dimension.

Answer: True Chapter: 01

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.32. Interpersonal communication can take place in small, intimate groups such as families.

Answer: True Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.33. In interpersonal communication, the individuals are interdependent but the elements of communication are independent.

Answer: False Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.34. Research shows that men tend to focus on the relationship dimension of a message, whereas women tend to focus on the content dimension.

Answer: False Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.35. The fact that we communicate even though we might not think we are communicating demonstrates the principle of inevitability. ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Answer: True Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts

Fill-in-the-Blank 1.36. Anyone who receives your message that isn’t part of your immediate audience is known as the_____ audience.

Answer: remote Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.37. Using different language styles depending on the situation illustrates

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Answer: code-switching Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.38. receiver.

are the media through which messages pass and act as a bridge between source and

Answer: Channels Chapter: 01 Module: 1.2

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.39. The inevitable physical, physiological, psychological, and semantic interference that distorts messages is called .

Answer: noise Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.40. The dimension of context includes the time of day, moment in history, and where a particular message fits into the sequence of communication events.

Answer: temporal Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.41. Interpersonal communication always has an impact on its participants; the _ effect refers to changes in attitude, values, beliefs, and emotions related to the conversation.

Answer: affective Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

1.42. In a(n) view of ethics, the morality of an act depends on the specific culture’s values and beliefs as well as the particular circumstances.

Answer: subjective Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.43. Messages in interpersonal communication include two dimensions: the content dimension and the dimension.

Answer: relationship Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 1.44. A view of interpersonal communication that is currently favored and is opposed to the linear view is the view.

Answer: transactional Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.45. influence is the major characteristic that distinguishes traditional media from social media in transactional communication.

Answer: Mutual Chapter: 01 Module: 1.3

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

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

Short Answer/Essay 1.46. Discuss two ways that studying interpersonal communication could benefit someone, providing examples of each.

Answer: Interpersonal communication is a major part of human existence that every educated person needs to understand. Understanding how people interact (communicate interpersonally) and form relationships (both face-to-face and online) will help you learn skills that will yield both personal and professional benefits. All relationships—from family and friends to romantic and workplace interaction—are based on your ability to engage in satisfying conversation. In addition, the ability to communicate interpersonally is widely recognized as crucial to professional success. From the initial interview at a college job fair to interning, to participating in and then leading meetings, your skills at interpersonal communication will largely determine your success.

Chapter: 01 Module: 1.1 Learning Objective: LO 1.1 Identify the personal and professional benefits of studying interpersonal communication.

Topic: The Benefits of Studying Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 1.47. Define and explain three types of noise and provide an example of each.

Answer: Physical noise refers to interference that impedes the physical transmission of the signal or message. For example, a car alarm going off would make it difficult for someone to hear a message. Physiological noise refers to barriers within the sender or the receiver. An example of this might be hearing loss. Psychological noise refers to mental interference in the speaker or the listener. A student who is not paying attention in class because they are worried their partner might break up with them is experiencing psychological noise. Semantic noise refers to different meaning systems. A mechanic who knows all of the elements of a car talking to a customer who knows little about cars might create semantic noise if their explanation is too technical.

Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.48. Differentiate between feedback and feedforward, describing the purposes of each.

Answer: Feedback is a message sent to the speaker concerning reactions to what is said. It tells the speaker what effect they are having on the listeners and also allows the speaker to adjust, modify, strengthen, deemphasize, or change content or form as appropriate. In contrast, feedforward is information you provide before sending your primary message. It reveals something about the message to come, indicating that you have something to say or providing a type of preview.

Chapter: 01 Module: 1.2 Learning Objective: LO 1.2 Define interpersonal communication and its essential elements including source–receiver, messages, channels, noise, context, effects, and ethics.

Topic: The Elements of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 1.49. Interpersonal communication exists along a continuum that ranges from impersonal to highly personal. Using your own contrasting examples, explain the distinctions between an impersonal relationship and an interpersonal one.

Answer: The three characteristics are role versus personal information, societal versus personal rules, and social versus personal messages. In impersonal relationships, we respond to roles and rules of society, while in interpersonal roles, we respond to others as unique individuals and follow personally established rules. In impersonal communication, we exchange little personal information, and in interpersonal relationships, we can exchange highly personal information.

For example, one impersonal relationship is between a customer and a server. When you go to a restaurant, you would interact with your server as you would any other server, you would follow societal rules by maintaining a certain amount of distance between you and the server, and you would not walk away from the interaction having shared any personal information or having learned anything personal about the server. In contrast, an interpersonal relationship would be between spouses. You would interact with your spouse in a manner that you don’t interact with others, you would display physical closeness in the manner that you have established in your relationship, and you would discuss highly personal information during your conversations.

Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Difficulty: Moderate Skill: Apply What You Know 1.50. Explain what is meant by the sentence, “Interpersonal communication is inevitable, irreversible, and unrepeatable.” In your answer, explain why these characteristics are true in both face-to-face and online communication.

Answer: Interpersonal communication will take place even when we don’t plan it. Once we say or do something, it has already been received by another and has made an impact. You can’t duplicate a message because of ever-changing variables. With online communication, there is more permanence.

Chapter: 01 Module: 1.3 Learning Objective: LO 1.3 Paraphrase the principles of interpersonal communication.

Topic: The Principles of Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Test Bank Chapter 02: Culture and Interpersonal Communication Multiple Choice 2.1. What term refers to the relatively specialized lifestyle of a group of people? a. race b. nationality c. culture d. religion Answer: c Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.2. Individuals acquire their culture primarily through what? a. place of birth b. communication c. education d. genetics Answer: b Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Moderate Skill: Understand the Concepts 2.3. What of the following is biologically determined? a. masculinity b. gender c. gender identity ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

d. sex Answer: d Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.4. One of the most essential reasons for learning about the importance of culture in interpersonal communication is a. the rise of the 24/7 news cycle. b. increasing demographic changes. c. the rise of the melting pot culture. d. the prevalence of internet dating sites Answer: b Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Moderate Skill: Understand the Concepts 2.5. Modern U.S. culture has been described as a tossed salad, a metaphor that indicates which of the following? a. All cultural influences blend into one. b. All individuals have adopted the distinctive “American” culture. c. There is some blending of cultures, but specific and differing tastes remain. d. There is no blending of cultures, and each unique flavor remains distinct.

Answer: c Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Moderate ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Skill: Understand the Concepts 2.6. After emigrating, Antonia immediately embraced the language, values, and attitudes of her new country, and ignored all reminders of her former homeland and customs. Antonia’s behavior is an example of what? a. cultural sensitivity b. enculturation c. cultural assimilation d. cultural imperialism Answer: c Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Moderate Skill: Apply What You Know 2.7. What is the process through which you learn your native culture? a. enculturation b. ethnicity c. acculturation d. assimilation Answer: a Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.8. A commitment to the beliefs and philosophy of your culture is called a. ethnic identity. b. ethical obligation. c. ethnocentrism. d. cultural sensitivity.

Answer: a

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.9. Of the following phrases or scenarios, which best reflects a collectivist culture? a. “Looking out for Number One” b. the “Me Generation” c. the Lone Ranger, riding into the sunset d. “There is no ‘I’ in ‘Team’” Answer: d Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Apply What You Know 2.10. Success in an individualist culture is measured by a. your similarity to others in the group. b. how much you surpass other members of your group. c. your contribution to the achievements of the group. d. how satisfying your home life is. .Answer: b Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Understand the Concepts 2.11. Which of the following signifies a high-context culture? a. “Let’s get right down to business.” b. “Say what you mean, and mean what you say.” ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

c. “A verbal contract isn’t worth the paper it’s written on.” d. “But first, let’s all get to know each other better.”

Answer: d Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Apply What You Know 2.12. Of the following characteristics, which fits best within low-power-distance cultures? a. friendships occur within your social class b. assertiveness with a superior is viewed positively c. students are expected to never challenge instructors d. people rely more on symbols of power Answer: b Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Understand the Concepts 2.13. According to research, which of these countries has the most feminine culture? a. the United States b. Japan c. Venezuela d. Sweden Answer: d Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Skill: Understand the Concepts 2.14. Which of the following values is most embraced by masculine cultures? a. strength b. harmony c. negotiation d. modesty Answer: a Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.15. Liam loves the freedom in his creative writing class and the way the writing assignments are open to interpretation. He is probably a member of what kind of culture? a. feminine b. masculine c. low-ambiguity-tolerant d. high-ambiguity-tolerant Answer: d Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Apply What You Know 2.16. Which of the following is a characteristic of people in a short-term oriented culture? a. They believe old age is an unpleasant time of life. b. They are more apt to save for the future. c. They believe humility is a virtue for men and women. d. They believe marriage is a practical arrangement.

Answer: a Chapter: 02 ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.17. Which of the following is true of people in cultures high in restraint? a. They have more rigid gender roles. b. They do not place great value on thriftiness. c. They are more optimistic and have more positive attitudes. d. They encourage indulgence.

Answer: a Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Understand the Concepts 2.18. Cultures high in indulgence measure happiness in terms of a. wealth and health. b. longevity and interpersonal relationships. c. leisure and life control. d. uncertainty avoidance and long-term orientation. .Answer: c Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Understand the Concepts 2.19. The U.S. is considered which of these types of cultures? a. feminine b. collectivist c. high context

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d. indulgent Answer: d Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Understand the Concepts 2.20. Which of the following is a good way to improve intercultural communication? a. increasing your ethnocentrism b. learning about other cultures c. overlooking the rules and customs of other cultures d. accepting that deep down, all humans are exactly alike Answer: b Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Moderate Skill: Understand the Concepts 2.21. A fixed impression of a group of people is called a. a schema. b. a stereotype. c. discrimination. d. sensitivity. .Answer: b Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Easy Skill: Remember the Facts

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2.22. Seeing your own culture as inherently better than other cultures is known as what? a. stereotyping b. enculturation c. ethnocentrism d. ethnic pride Answer: c Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Moderate Skill: Understand the Concepts 2.23. The final stage in culture shock is the a. crisis. b. honeymoon. c. adjustment. d. recovery.

Answer: c Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Easy Skill: Remember the Facts 2.24. When Shayna was traveling overseas for work, she was surprised to receive an invitation to a client’s home after a business meeting. The client was clearly upset when she declined. Shayna might have been more successful if she had followed which rule for improving intercultural communication? a. Reduce your ethnocentrism. b. Adjust your communication. c. Confront your stereotypes. d. Recognize differences in dialect.

Answer: b Chapter: 02 ..

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Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Moderate Skill: Apply What You Know 2.25. Speakers make their communication styles similar to their listeners’styles to gain approval and achieve greater efficiency according to which of the following? a. communication accommodation theory b. the linguistic relativity hypothesis c. cultural sensitivity d. the principle of adjustment Answer: a Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Moderate Skill: Understand the Concepts

True/False 2.26. Culture is absorbed genetically.

Answer: False Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.27. Acculturation is the process by which you learn the rules and norms of a culture different from your native culture.

Answer: True

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Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.28. We develop ethnic identities through enculturation.

Answer: True Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.29. Cultural understanding implies that you should accept all cultural practices.

Answer: False Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.30. Immigrants who are younger and better educated tend to become acculturated more quickly.

Answer: True Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Moderate

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Skill: Understand the Concepts 2.31. Members of cultures that teach short-term orientation are more likely to prepare for the future academically.

Answer: False Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Understand the Concepts 2.32. A universalist culture is one in which people are treated as individuals rather than in terms of the groups to which they belong.

Answer: True Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.33. In high-context cultures, criticism is more effective when it takes place in private.

Answer: True Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.34. Day-to-day interpersonal interactions on social media display little intercultural context or meaning.

Answer: False

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Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Moderate Skill: Understand the Concepts 2.35. According to communication accommodation theory, we are more attracted to people who have communication patterns similar to our own.

Answer: True Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 2.36. includes everything that members of that group have produced and developed—their values, beliefs, artifacts, and language; their ways of behaving; their art, laws, religion; and communication theories, styles, and attitudes.

Answer: Culture Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.37. refers to the beliefs, attitudes, and behaviors that a culture assigns to masculine and to feminine.

Answer: Gender Chapter: 02 ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.38. An individual who believes that people should leave behind their native culture and adapt to their new one supports the idea of cultural .

Answer: assimilation Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Moderate Skill: Understand the Concepts 2.39. The process by which you learn the culture into which you are born is referred to as Answer: enculturation Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts 2.40. Your ethnic _____ is a commitment to the beliefs and philosophy of your culture.

Answer: identity Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Easy Skill: Remember the Facts

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2.41. A(n) culture stress the importance of values such as power, achievement, hedonism,and stimulation.

Answer: individualist Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.42. In a low-context culture, most of the information communicated is explicitly stated in the ____ message, or clearly written out in a formal transaction.

Answer: verbal Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Moderate Skill: Understand the Concepts 2.43. Levels of

tolerance refer to a culture’s ability to tolerate or to avoid

uncertainty.

Answer: ambiguity Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Easy Skill: Remember the Facts 2.44. Culture is the psychological reaction you experience when you are in a culture hugely different from your own.

Answer: shock Chapter: 02 Module: 2.3 ..

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Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Easy Skill: Remember the Facts 2.45.

are variations in a language, primarily in grammar and semantics.

Answer: Dialects Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 2.46. What is enculturation? How were you encultured into your native culture?

Answer: Enculturation is a process by which you learn the culture in which you are born.

Parents, peer groups, schools, religious institutions, and government agencies are your main teachers of culture. For example, in my family, the enculturation process began long before birth, when my family dreamed of adding a boy to carry on the tradition of a name passed down generation-to-generation. It continued with a baptism ceremony and religious schooling from the age of three, and the parental assumption that education is the most important job of a young person, with college—and a well-paying, traditional job—as the ultimate goal.

Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Moderate Skill: Apply What You Know 2.47. Why is cultural awareness important in the modern world? How can you benefit by increasing your own cultural awareness?

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Answer: Cultural awareness is important because of (1) increasing demographic changes in the U.S., (2) increased sensitivity to cultural differences, (3) global economic and political interdependence, (4) advances in communication technology, and (5) the culture-specific nature of interpersonal communication. As an individual, it is impossible to communicate effectively without being aware of how culture influences human communication in all aspects of life.

Chapter: 02 Module: 2.1 Learning Objective: LO 2.1 Define culture, enculturation, and acculturation and explain the relevance of culture to interpersonal communication.

Topic: Culture Difficulty: Moderate Skill: Understand the Concepts 2.48. What are seven major distinctions among cultures? How does the United States typically lean on each of those distinctions?

Answer: Seven cultural distinctions are as follows: 1. Individualistic vs. collectivist cultures: The U.S. is an individualistic culture.

2. High-context vs. low-context cultures: The U.S. is a low-context culture.

3. High-power-distance vs. low-power-distance cultures: The U.S. is a low-power-distance culture.

4. Masculine vs. feminine cultures: The U.S. is a masculine culture.

5. High-ambiguity-tolerant vs. low-ambiguity tolerant cultures: The U.S. is a high-ambiguitytolerant culture.

6. Long-term vs. short-term orientation: The U.S. is less long-term than most countries.

7. Indulgence vs. restraint: The U.S. is more indulgent.

Chapter: 02 Module: 2.2 Learning Objective: LO 2.2 Explain the seven cultural differences identified here and how these impact on interpersonal communication.

Topic: Cultural Differences Difficulty: Difficult Skill: Understand the Concepts 2.49. Define ethnocentrism and identify the five distances on the ethnocentric continuum.

Answer: Ethnocentrism is the tendency to see others and their behaviors through your own cultural filters, often as distortions of your own behavior. The five distances from high degree of ethnocentrism to low degree are: disparagement, avoidance, indifference, sensitivity, and equality.

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Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Difficult Skill: Understand the Concepts 2.50. Describe at least three ways to improve intercultural communication.

Answer: To improve your intercultural communication, you can educate yourself by reading about or talking to people from that culture. You can recognize differences between yourself and those from other cultures, including differences in meaning, dialect, and accents. You can confront your stereotypes. You can reduce your ethnocentrism by recognizing your own cultural filters. You can recognize your culture shock and be open to seeking help in adjusting. You can adjust your communication by finding out as much as possible about a culture’s nonverbal communication.

Chapter: 02 Module: 2.3 Learning Objective: LO 2.3 Define intercultural communication and explain the principles for making intercultural communication more effective.

Topic: Principles for Effective Intercultural Communication Difficulty: Moderate Skill: Apply What You Know

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Test Bank Chapter 03: Perception of the Self and Others Multiple Choice 3.1. The four contributors to self-concept are others’ images of you, social comparisons, your self-evaluations, and a. your genetic makeup. b. regional characteristics. c. your schooling. d. cultural teachings.

Answer: d Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.2. C. H. Cooley’s concept of the looking-glass self says that a. you compare yourself to persons in groups you are with and see how you measure up. b. your culture instills in you beliefs about your own success. c. you interpret and evaluate your own behavior. d. your self-concept develops through looking at the image of yourself that others reveal to you.

Answer: d Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.3. The extent to which you know yourself and your strengths and weaknesses is referred to as what? a. the self b. self-concept ..

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c. self-awareness d. self-esteem Answer: c Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.4. Which one of the four selves represents truths about yourself that neither you nor others know? a. hidden self b. blind self c. open self d. unknown self Answer: d Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.5. As a college freshman, Jaden is determined to get along with everyone. For the time being, he decides to keep his strong religious views to himself. This knowledge is an example of Jaden’s a. hidden self. b. blind self. c. open self. d. unknown self.

Answer: a Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

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Topic: The Self in Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 3.6. Sighing heavily when you get angry, fight strategies, and defense mechanisms are all examples of what? a. the hidden self b. the blind self c. the open self d. the unknown self Answer: b Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 3.7. In order to increase your self-awareness, the text advises you to do which of the following? a. find fault within yourself b. increase your open self c. ignore most nonverbal messages d. praise and compliment others Answer: b Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 3.8. Cognitive self-esteem is a. your preoccupancy with your weaknesses. b. your feelings about yourself in light if your analysis of your strengths and weaknesses. c. your thinking about your strengths and weaknesses. d. your verbal and nonverbal behaviors.

Answer: c ..

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

Topic: The Self in Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 3.9. Which of the following statements is an example of a self-affirmation? a. I don’t blame that girl for saying no, I’m kind of a loser. b. I’m a worthy person, but there’s always room for improvement. c. My sister is so much smarter than I will ever be. d. I barely studied for this test, so I’m going to do poorly.

Answer: b Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 3.10. Frank is daydreaming in class and doesn’t hear what the instructor is saying until his name is called. This is an example of what? a. selective attention b. selective exposure c. perceptual accentuation d. the halo effect Answer: a Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 3.11. Buying a car and then being more apt to listen to or read ads for the car is an example of a. selective attention. ..

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b. selective exposure. c. proximity. d. resemblance.

Answer: b Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 3.12. You see a group of people physically close together and conclude they are friends or coworkers. This is the principle of a. proximity. b. similarity. c. selective attention. d. selective exposure. .Answer: a Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 3.13. Rachael assumed Darnell and Louise had the same job because they were both dressed in scrubs. This is an example of the rule of what? a. contrast b. similarity c. stereotyping d. proximity Answer: b Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

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Topic: Perception in Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 3.14. You make judgments as to whether or not the behavior of others is appropriate or inappropriate based on your schema during what phase of perception? a. stimulation b. organization c. interpretation–evaluation d. memory Answer: c Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 3.15. In what stage of the perception process do we create “cognitive tags”? a. organization b. memory c. recall d. stimulation Answer: b Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.16. Reggie is well-dressed, friendly, and on time to his job interview. As the interview begins, the interviewer assumes Reggie is also intelligent and capable. This is an example of what? a. self-serving bias b. self-fulfilling prophecy c. the halo effect d. the reverse halo effect Answer: c ..

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Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Moderate Skill: Apply What You Know 3.17. After saving up for a month, Sienna is dining at the most exclusive and expensive restaurant in town. As she eats, she believes that every dish is the best she ever tasted, although in truth, the restaurant is having an off night. Sienna is likely experiencing which of the following? a. consistency b. self-serving bias c. a reverse halo effect d. perceptual accentuation Answer: d Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Moderate Skill: Apply What You Know 3.18. The perceptual process in which you’re more influenced by what you sense first is a. proximity. b. primacy. c. recency. d. consistency.

Answer: b Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Easy Skill: Remember the Facts 3.19. You take credit for the positive and deny responsibility for the negative as a result of ..

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a. self-serving bias. b. self-fulfilling prophecy. c. personality theory. d. the Pygmalion effect.

Answer: a Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Easy Skill: Remember the Facts 3.20. Which of the following is a suggestion for how to increase accuracy in impression formation? a. Increase cultural sensitivity. b. Ignore your role in perception. c. Accept uncertainty. d. Draw early conclusions.

Answer: a Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Moderate Skill: Understand the Concepts 3.21. Affinity-seeking strategies increase a. our chances of being liked. b. our cultural identification. c. judgment. d. self-awareness. .Answer: a Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to

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confirm your self-image.

Topic: Impression Management: Goals and Strategies Difficulty: Easy Skill: Remember the Facts 3.22. Credibility strategies seek to establish your competence, character, and what? a. creativity b. capability c. comprehension d. charisma Answer: d Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm your self-image.

Topic: Impression Management: Goals and Strategies Difficulty: Moderate Skill: Understand the Concepts 3.23. Self-handicapping strategies serve the purpose of a. excusing failure. b. confirming self-image. c. securing help. d. hiding faults.

Answer: a Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm your self-image.

Topic: Impression Management: Goals and Strategies Difficulty: Easy Skill: Remember the Facts 3.24. Using logic, stressing similarity, and providing social proof are all examples of what kind of strategies? a. affinity-seeking b. self-monitoring ..

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c. influencing d. image-confirming Answer: c Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm your self-image.

Topic: Impression Management: Goals and Strategies Difficulty: Moderate Skill: Understand the Concepts 3.25. If you use image-confirming strategies too frequently, you risk being seen as what? a. freethinking b. self-absorbed c. dishonest d. modest Answer: b Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm your self-image.

Topic: Impression Management: Goals and Strategies Difficulty: Moderate Skill: Understand the Concepts 3.26.

Jayla typically talks very informally with her friends and uses a lot of crude humor, but she avoids this kind of behavior when she is at work. Jayla is employing which of these strategies? a. self-monitoring b. self-deprecating c. image-confirming d. affinity-seeking Answer: a Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm your self-image.

Topic: Impression Management: Goals and Strategies ..

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Difficulty: Moderate Skill: Apply What You Know

True/False 3.27. The self-concept, unlike other communication constructs, is rather independent of cultural influence.

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

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.28. The Johari window represents the four major components of self-awareness.

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

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.29. The measure of how valuable you think you are is self-esteem.

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

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.30. The process of perception occurs in three continuous stages that blend into one another.

Answer: False Chapter: 03 ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.31. Schemata are mental templates that help you organize millions of pieces of information.

Answer: True Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.32. The tendency to infer that people have many positive attributes based on the belief that they have some positive qualities is called the Pygmalion effect.

Answer: False Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Moderate Skill: Understand the Concepts 3.33. Perception checking reduces uncertainty and helps make perceptions more accurate.

Answer: True Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Easy Skill: Remember the Facts ..

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3.34. The tendency to maintain balance among perceptions or attitudes is called attribution of control.

Answer: False Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Moderate Skill: Understand the Concepts 3.35. Self-deprecating strategies can be used to secure help.

Answer: True Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm your self-image.

Topic: Impression Management: Goals and Strategies Difficulty: Easy Skill: Remember the Facts 3.36. Politeness in interpersonal communication refers to behavior that allows others to maintain both positive and negative face.

Answer: True Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm your self-image.

Topic: Impression Management: Goals and Strategies Difficulty: Moderate Skill: Understand the Concepts

Fill-in-the-Blank 3.37. Self-____ consists of your feelings and thoughts about your strengths and weaknesses, yourabilities and limitations, and your aspirations and worldview.

Answer: concept ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

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

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.38. When we look to the image of ourselves that others reveal to us through the way they treat and react to us, this is the concept of the looking-glass _____.

Answer: self Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.39. self-esteem refers to your feelings about yourself in light of your analysis of strengths and weaknesses.

Answer: Affective Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.40. According to psychologist Carl Rogers, us feel good about ourselves.

people are positive, are optimistic, and help

Answer: nourishing Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Moderate ..

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Skill: Understand the Concepts 3.41. The refers to the tendency to disregard outward signs of success and to consider yourself a fraud who doesn’t deserve to be considered successful.

Answer: imposter phenomenon Chapter: 03 Module: 3.1 Learning Objective: LO 3.1 Define self-concept, self-awareness, and self-esteem and identify the suggestions for increasing awareness and esteem.

Topic: The Self in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.42. The active process by which we become aware of objects, events, and people through our senses is .

Answer: perception Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.43. A(n) is an organized body of information about some action, event, or procedure, generalizing how the event should play out or unfold.

Answer: script Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Easy Skill: Remember the Facts 3.44. The memory.

stage of perception involves accessing the information you have stored in

Answer: recall Chapter: 03 ..

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Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 3.45. The _____ attribution error occurs when you assess someone’s behavior but overvalue the contribution ofinternal factors and undervalue the influence of external factors.

Answer: fundamental Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Moderate Skill: Understand the Concepts 3.46. management refers to the processes you go through to communicate the image of yourself thatyou want others to have of you.

Answer: Impression Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm your self-image.

Topic: Impression Management: Goals and Strategies Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 3.47. What specific tools are offered by social media to help us conduct a social comparison?

Answer: Social media have provided us with the tools to compare ourselves to others, to estimate our individual worth, and to make us feel better about ourselves. We can use search engine reports; analyze our network spread and use websites to help us contact more social network friends; use network sites such as Hootsuite and BuzzSumo to manage our online presence; review our Twitter activities, and assess our blog presence. ..

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

Topic: The Self in Interpersonal Communication Difficulty: Moderate Skill: Understand the Concepts 3.48. What are self-destructive beliefs? Provide some examples, and explain what can you do to reverse them.

Answer: Self-destructive beliefs are ideas you have about yourself that are unproductive or that make it more difficult for you to achieve your goals. These beliefs set unrealistically high standards, and therefore almost always end in failure. Common self-destructive beliefs are: • I should be liked by everyone.

• I should be successful in everything I do.

• I should always win.

• I should be totally in control of my life.

• I should always be productive.

In order to counteract self-destructive beliefs, they must be replaced with more productive and realistic ones.

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

Topic: The Self in Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 3.49. Briefly explain the five stages of perception. Provide examples of each stage.

Answer: Perception is the process by which you become aware of objects, events, and especially people through your senses: sight, smell, taste, touch, and hearing. Stage one is stimulation, when sense organs are stimulated. An example is smelling a yeasty aroma. Stage two is organization, in which we organize the information our senses pick up using rules, schemata, and scripts. A script tells us that if we smell yeast, someone is probably baking. Stage three is interpretation–evaluation. This is greatly influenced by your experiences; needs; wants; values; beliefs about the way things are or should be; expectations; physical and emotional state; and so on. Your interpretation–evaluation is influenced by your rules, schemata, and scripts as well as by your gender. An example is that when we experience the smell of yeast and then see flour and an oven, we may interpret this perception as baking bread. Stage four is memory, which is the storage of perceptions for later retrieval. For example, we remember the smell of baking bread ..

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from our grandmother’s kitchen, and this fits the template we are currently experiencing. Stage five is recall, which involves assessing the information you have stored in memory.

Chapter: 03 Module: 3.2 Learning Objective: LO 3.2 Explain the five stages of perception and how they influence how you receive messages.

Topic: Perception in Interpersonal Communication Difficulty: Moderate Skill: Apply What You Know 3.50. Define self-fulfilling prophecy. In what ways might a self-fulfilling prophecy be positive or negative? How might you use the concept to your benefit?

Answer: A self-fulfilling prophecy is a prediction that becomes true because you act on it as if it were true. They can be positive in that they can help you achieve a goal, but negative in that you may see what you predict, rather than what's actually there. The self-fulfilling prophecy can also be seen when you make predictions about yourself and fulfill them. Self-fulfilling prophecies can short-circuit critical thinking and influence others’ behavior (or your own) so that it conforms to your prophecies.

Chapter: 03 Module: 3.3 Learning Objective: LO 3.3 Define the major impression formation processes and the ways to increase accuracy in perception.

Topic: Impression Formation Difficulty: Moderate Skill: Understand the Concepts 3.51. The text identifies seven impression-management strategies to shape our image and put forth a good impression.Choose three, and describe how you can use them in interpersonal communication.

Answer: The seven impression management goals are to be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm self-image. For example, you can use an affinity-seeking strategy (to be liked) by offering help to a classmate who is struggling to complete an assignment when you are already done. In a job interview, you can use a credibility strategy (to be believed) by emphasizing your enthusiasm, qualifications, and past successes. You can use a self-handicapping strategy (to excuse failure) when you say before serving a meal to your friends, “I’m really just making this dish up—I don’t even have a real recipe to follow.”

Chapter: 03 Module: 3.4 Learning Objective: LO 3.4 Explain the impression management strategies that may help you to ..

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be liked, to be believed, to excuse failure, to secure help, to hide faults, to be followed, and to confirm your self-image.

Topic: Impression Management: Goals and Strategies Difficulty: Moderate Skill: Apply What You Know

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Test Bank Chapter 04: Verbal Messages Multiple Choice 4.1. What does the text mean when it states “messages are packaged”? a. Verbal and nonverbal messages occur in spite of each other. b. Messages always come with mixed signals. c. Verbal and nonverbal signals often contradict each other. d. Verbal and nonverbal messages occur simultaneously.

Answer: d Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.2. You do not receive meaning from verbal and nonverbal message elements. Rather, you a. compare messages. b. create meaning. c. measure abstraction. d. dictate outcomes.

Answer: b Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.3. Which of the following statements is correct regarding the meaning of messages? a. Elaboration plays no role in determining meaning. b. Meanings are primarily found in verbal messages. c. Many messages mean the same thing across cultural groups. d. Meanings change over time as we change.

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Answer: d Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Understand the Concepts 4.4. The subjective description of a word is known as its a. connotation. b. denotation. c. definition. d. abstraction.

Answer: a Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.5. The denotative meaning of a message is relatively a. emotional. b. universal. c. personal. d. subjective.

Answer: b Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.6. When considering words for pets, the term Australian Red Border Collie would be where on the ladder of abstraction? a. at the top b. near the middle c. at the bottom ..

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d. both on the top and bottom Answer: c Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Apply What You Know 4.7. Each of us wants to be viewed in a good light by others. This is known as maintaining what? a. negative face b. positive face c. politeness d. self-enhancement Answer: b Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Understand the Concepts 4.8. What kind of message allows us to politely express a desire or preference, and allows others to maintain autonomy? a. indirect b. impolite c. direct d. abstract Answer: a Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Understand the Concepts 4.9. Which of the following describes a preferred netiquette strategy? a. Market yourself whenever possible. ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

b. Use exclusive language. c. Write in all caps. d. Be brief.

Answer: d Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Understand the Concepts 4.10. What does it mean for a message to be onymous? a. The speaker is clearly identified. b. The message contains only nonverbal signals. c. The speaker is unknown. d. The channel is mediated.

Answer: a Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.11. A lie told to achieve some good is called what kind of deception? a. prosocial b. self-enhancement c. selfish d. antisocial Answer: a Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.12. Rita is angry that Beatrice turned their group project in late, resulting in an automatically ..

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lowered grade. However, rather than holding her anger in or aggressively confronting Beatrice, Rita states her frustration while keeping Beatrice’s feelings in mind. Rita is communicating a. passive-aggressively. b. assertively. c. indiscriminately. d. passively.

Answer: b Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Apply What You Know 4.13. A communication pattern in which you ignore a person’s presence and his/her communication is known as what? a. confirmation b. rejection c. disconfirmation d. indiscrimination Answer: c Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Easy Skill: Remember the Facts 4.14. Which of the following is the best example of a disconfirming behavior? a. making nonverbal contact b. jumping to interpretation c. asking questions d. creating dialogue Answer: b Chapter: 04

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Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Moderate Skill: Understand the Concepts 4.15. Which of the following statements about microaggressions is true? a. They often combat stereotypes. b. They are often intentional rather than unintentional. c. They usually focus on a person’s age. d. They can be verbal, behavioral, and environmental.

Answer: d Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Moderate Skill: Understand the Concepts 4.16. Elmer constantly complains about the disrespectful and lazy attitudes of young people these days. What kind of language is Elmer engaging in? a. racist b. heterosexist c. sexist d. ageist Answer: d Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

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

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DeVito, The Interpersonal Communication Book 16e, Test Bank

4.17. “Policeman” and “fireman” are words that demonstrate a. allness. b. ethnocentrism. c. polarization. d. sexist language.

Answer: d Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Moderate Skill: Understand the Concepts 4.18. “White,” “Native American,” and “Hispanic” are examples of what? a. cultural identifiers b. racist language c. negative labels d. polarizing language Answer: a Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Moderate Skill: Understand the Concepts 4.19. The preferred use of gay is as a. a verb. b. a noun. c. a qualifier. d. an adjective.

Answer: d Chapter: 04 ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Moderate Skill: Understand the Concepts 4.20. Omar assumes his ancient history professor is pompous, as that is what he has always beentold about professors. Omar is basing his opinion on what? a. extensional orientation b. individuality c. cultural identifiers d. intensional orientation Answer: d Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Moderate Skill: Apply What You Know 4.21. Dana likes to argue about politics with her friends. When she comes across someone who disagrees with her viewpoint, Dana assumes that she has heard it all before, and that there is nothing more to be discussed or learned. This pattern of illogical thinking is termed a. extensional orientation. b. polarization. c. allness. d. fact–inference confusion.

Answer: c Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Moderate ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Skill: Apply What You Know 4.22. A verbal or mental subscript that identifies each person in a group as an individual even though all members of the group may be covered by the same label is known as what? a. allness b. an index c. metacommunication d. an inference Answer: b Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Moderate Skill: Understand the Concepts 4.23. Which of the following statements is the best example of indiscrimination? a. “Bill Jonsen is just like the rest of them: lazy and uneducated.” b. “I don’t want Barbara Jones on the city council.” c. “I don’t like Bill Jonsen because of the way he treated my father.” d. “Barbara Jones and Bill Jonsen are lazy and uneducated.”

Answer: a Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Moderate Skill: Apply What You Know 4.24. Polarizing statements tend to describe events and people in terms of what? a. extremes b. allness c. connotations d. similarities Answer: a ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Moderate Skill: Understand the Concepts 4.25. Alan’s old friends from his childhood neighborhood still call him “Little Al” when they run into each other, even though he is now middle-aged and over six feet tall. When they ask if he still “gets into trouble,” they are demonstrating which of the following? a. fact–inference confusion b. polarization c. static evaluation d. indiscrimination Answer: c Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Moderate Skill: Apply What You Know

True/False 4.26. Verbal messages act independently of nonverbal messages.

Answer: False Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.27. You construct meaning out of the messages you receive combined with your own social and ..

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cultural perspectives.

Answer: True Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.28. Snarl and purr words are denotative in meaning.

Answer: False Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Understand the Concepts 4.29. It is always preferable to use concrete language over abstract language.

Answer: False Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.30. Generally, women are more polite in their speech and use more indirect statements when makingrequests than do men.

Answer: True Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

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

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DeVito, The Interpersonal Communication Book 16e, Test Bank

4.31. All self-enhancement involves deception.

Answer: False Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.32. Disconfirmation is the same as disagreeing with someone.

Answer: False Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Moderate Skill: Understand the Concepts 4.33. Overattribution tends to activate and perpetuate stereotypes.

Answer: True Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Easy Skill: Remember the Facts 4.34. Extensional orientation is the tendency to be guided by what we see happening rather than by the label for what is happening.

Answer: True Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal

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language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Easy Skill: Remember the Facts 4.35. Inferential statements are based on observations and your own conclusions.

Answer: True Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 4.36. The

of a word is its subjective or emotional meaning.

Answer: connotation Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.37. The degree to which a word is general or specific is its level of Answer: abstraction Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

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

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DeVito, The Interpersonal Communication Book 16e, Test Bank

4.38. messages include all people present, acknowledge the relevance of others, and are normally considered polite.

Answer: Inclusive Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.39. Messages or works that do not identify the author are categorized as

.

Answer: anonymous Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Easy Skill: Remember the Facts 4.40. is the communication pattern in which you not only acknowledge the presence of the other person but also indicate your acceptance of this person, of this person’s definition of self, and of your relationship as defined or viewed by this other person.

Answer: Confirmation Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Easy Skill: Remember the Facts 4.41.

language is language that denigrates an ethnic or racial group.

Answer: Racist Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define

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racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Easy Skill: Remember the Facts 4.42.

language includes derogatory terms used for lesbians and gay men.

Answer: Heterosexist Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Easy Skill: Remember the Facts 4.43. orientation refers to a tendency to view people, objects, and events in terms of how they are talked about or labeled rather than in terms of how they actually exist.

Answer: Intensional Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Easy Skill: Remember the Facts 4.44.

is the tendency to look at the world and to describe it in terms of extremes.

Answer: Polarization Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Easy ..

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Skill: Remember the Facts 4.45. When you retain an evaluation of a person, despite the inevitable changes in the person, you are engaging in evaluation.

Answer: static Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 4.46. Identify and explain at least six netiquette/twittiquette guidelines.

Answer: Key guidelines include: • Familiarize yourself with the site before contributing—you could do this by reading the frequently asked questions about the site.

• Be brief—communicate only the information that is needed.

• Be gentle—refuse requests gently.

• Don’t shout—writing in all capital letters implies anger.

• Be discreet.

• Don’t spam or flame—don’t send unsolicited messages repeatedly.

• Avoid offensive language—avoid racist and sexist language.

• Be considerate—avoid asking to join a network you may not be welcome in.

• Don’t advertise—don’t market yourself or a product.

• Don’t plagiarize—give credit to others when using their ideas.

• Don’t brag—the norm for social networking is modesty.

Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Understand the Concepts 4.47. List and briefly define four types of lies, and give an example of each. ..

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Answer: Prosocial deception is designed to benefit the person lied to or lied about. An example is telling new parents their newborn baby is beautiful, even when he/she is not. Self-enhancement deception is used to make yourself look good. An example is telling your parents on the phone that you are doing great in class, even after you have failed a midterm exam. Selfish deception is designed to protect yourself. An example is ignoring the doorbell when you are watching your favorite television program. Antisocial deception is designed to hurt another person. An example is accusing your coworker of failing to send an important email to you when you accidently deleted it yourself.

Chapter: 04 Module: 4.1 Learning Objective: LO 4.1 Paraphrase the principles of verbal messages.

Topic: Principles of Verbal Messages Difficulty: Moderate Skill: Apply What You Know 4.48. What is the difference between disconfirmation and confirmation?

Answer: Disconfirmation is a communication pattern in which you ignore a person’s presence as well as that person’s communications. You say, in effect, that the person and what they have tosay are not worth serious attention. In confirmation, you not only acknowledge the presence of the other person but also indicate your acceptance of this person, of this person’s definition of self, and of your relationship as defined or viewed by this other person. Disconfirming responses often lead to loss of self-esteem, while confirming responses often lead to gains in self-esteem.

Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Moderate Skill: Understand the Concepts 4.49. Define heterosexist language. What strategies can be used to avoid it?

Answer: Heterosexist language includes derogatory terms used for lesbians and gay men. This includes the presumption of heterosexuality. Individuals should examine their own communication behaviors for possible signs of heterosexism, keeping in mind the following strategies: • Avoid offensive nonverbal mannerisms that parody stereotypes when talking about gay men and lesbians.

• Do not stereotype.

• Avoid overattribution. ..

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• Remember that relationship milestones are important to everyone.

• Acknowledge the relationship status of gay and lesbian relatives.

Chapter: 04 Module: 4.2 Learning Objective: LO 4.2 Distinguish between confirmation and disconfirmation; define racism, ageism, heterosexism, and sexism; and provide examples of appropriate cultural identifiers.

Topic: Confirmation and Disconfirmation Difficulty: Moderate Skill: Understand the Concepts 4.50. Explain the difference between extensional orientation and intensional orientation. Give an example of each, and discuss how intensional orientation can be avoided.

Answer: Intensional orientation refers to a tendency to view people, objects, and events in terms of how they are talked about or labeled rather than in terms of how they actually exist.

Extensional orientation is the opposite; it is a tendency to look first at the actual people, objects, and events andthen at the labels—a tendency to be guided by what you see happening rather than by the way something or someone is talked about or labeled. For example, with intensional orientation, you may wish to avoid someone who supports “family values” because you are convinced that they will have nothing in common with you, and that the other individual is sexist, racist, ageist, etc.

However, the corrective to intensional orientation is to focus first on the object, person, or event and then on the way in which the object, person, or event is talked about. Labels are certainly helpful guides, but do not allow them to obscure what they are meant to symbolize.

Chapter: 04 Module: 4.3 Learning Objective: LO 4.3 Explain the guidelines for avoiding the major misuses of verbal language: intensional orientation, allness, fact–inference confusion, indiscrimination, polarization, and static evaluation.

Topic: Verbal Message Competence Difficulty: Moderate Skill: Apply What You Know

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Test Bank Chapter 05: Nonverbal Messages Multiple Choice 5.1. A clear benefit of studying nonverbal communication is a. the ability to convey and spot hidden meaning. b. improvement of your understanding of all kinds of people. c. comprehension of universal nonverbal behaviors. d. the ability to consistently detect lying.

Answer: b Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.2. When you lean forward to indicate that you want to ask a question, you are using nonverbal communication to do what to the verbal message? a. complement b. contradict c. repeat d. control Answer: d Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.3. Smiling while telling a humorous story does what to your verbal message? a. accents b. complements c. controls d. contradicts ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Answer: b Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.4. Winking while you are lying is an example of what method of verbal and nonverbalmessage interaction? a. repeating b. complementing c. substituting d. contradicting Answer: d Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.5. During her second interview for the ad agency job, Annabeth dressed professionally but with accessories that signaled her creativity. Annabeth is using nonverbal messages to a. be liked. b. secure help. c. confirm her self-image. d. hide her faults.

Answer: c Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 5.6. When Marquis was trying to close the sale with a new customer, he used direct eye contact, a confident stance, and open gestures. Marquis was using nonverbal messages to

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DeVito, The Interpersonal Communication Book 16e, Test Bank

a. secure help. b. confirm self-image. c. hide faults. d. be believed.

Answer: d Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 5.7. When Darla reaches for Regan’s hand in the cafeteria, it is the first public affirmation of their feelings for each other. Darla is using nonverbal signals to do which of the following? a. structure conversation b. influence and deceive c. communicate the nature of the relationship d. contradict verbal messages Answer: c Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 5.8. Which of the following exists in situations in which individuals assume that what others are saying is a lie because lying is so prevalent and such an important survival skill in that environment? a. deception bias b. boundary c. truth bias d. emotional expression Answer: a Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Moderate ..

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Skill: Understand the Concepts 5.9. The ecologist held his hands in a wide circle as he discussed the size of tree it takes to produce just ten cartons of paper. This is an example of a. an adaptor. b. an illustrator. c. a regulator. d. an emblem.

Answer: b Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 5.10. What aspect of physical appearance is nonverbally significant in a variety of situations, as shown by one study involving corporate recruiters who were shown near-identical résumés? a. hair color b. face shape c. height d. weight Answer: c Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.11. What nonverbal channel best seems to communicate the degree of pleasantness, agreement, and sympathya person feels? a. facial movements b. posture c. pupil dilation d. gestures ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Answer: a Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.12. Covering up your own joy in the presence of a friend who did not receive such goodnews is called what? a. intensifying b. deintensifying c. neutralizing d. masking Answer: b Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.13. The concept that if you mimic sad expressions, you will feel sad is an example of a. artifactual communication. b. the facial feedback hypothesis. c. expectancy violations theory. d. the spiral of silence theory.

Answer: b Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.14. When we avert our gaze in a crowded gym locker room to indicate respect for ..

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someone’s privacy, we are practicing the behavior known as what? a. proximity b. personal space c. civil inattention d. territoriality Answer: c Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 5.15. Which behavior demonstrates the concept of the spiral of silence? a. When a controversial issue arises, the minority position tends to become more vocalized. b. When a controversial issue arises, you are more likely to voice your opinion. c. You are more likely to voice your opinions when you disagree with the majority than whenyou agree. d. You are more likely to voice your opinions when you agree with the majority than when youdisagree.

Answer: d Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.16. The broad study of spatial communication, theories about use of space, and territoriality is referred to as what? a. kinesics b. haptics c. proxemics d. chronemics Answer: c Chapter: 05 ..

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Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.17. Jocelyn stood six inches away from Mary’s face when she told her how angry she was.

Jocelyn invaded Mary’s a. intimate space. b. public space c. personal space. d. social space.

Answer: a Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 5.18. Which theory about the use of space says that we establish a buffer zone around ourselves to rebuff unwanted interactions? a. territoriality theory b. expectancy violations theory c. equilibrium theory d. protection theory Answer: d Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.19. Which of the following behaviors is an example of artifactual communication? a. Aldonsa stands close to her parents at the funeral. ..

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b. Lisa wears perfume when she goes out on a date. c. Braden tries to make eye contact when he meets someone for the first time. d. Izaak feels more comfortable meeting clients in his own office.

Answer: b Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 5.20. Which aspect of appearance can best communicate one’s position within the hierarchy of the business world? a. clothing b. age c. hair length d. eye color Answer: a Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.21. The importance we place on the past, present, or future is called what? a. cultural time b. biological time c. psychological time d. physiological time Answer: c Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Difficulty: Moderate Skill: Understand the Concepts 5.22. Social network sites enable us to appear to be doing more than one thing at once. This is an example of a. a polychronic time orientation. b. a monochromic time orientation. c. social clock. d. formal time.

Answer: a Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.23. When decoding verbal messages, it is suggested that you a. see messages as coming from one channel. b. be tentative in drawing conclusions. c. disregard the cultural context. d. avoid judging behavior based on baselines.

Answer: b Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Identify the competencies for effectively encoding and decoding nonverbal messages.

Topic: Nonverbal Communication Competence Difficulty: Moderate Skill: Understand the Concepts 5.24. In using nonverbal messages to express meaning, nonverbal messages should a. contradict hurtful messages. b. supplement other nonverbal messages. c. be consistent with verbal messages. d. foreshadow future messages.

Answer: c ..

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Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Identify the competencies for effectively encoding and decoding nonverbal messages.

Topic: Nonverbal Communication Competence Difficulty: Easy Skill: Remember the Facts 5.25. The best general advice regarding touching in nonverbal communication is to a. avoid it. b. overdo it. c. engage in it. d. consistently use it.

Answer: a Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Identify the competencies for effectively encoding and decoding nonverbal messages.

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

True/False 5.26. Effective nonverbal communication can enhance attraction, popularity, and well-being.

Answer: True Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.27. Nonverbal communication can substitute for verbal messages.

Answer: True Chapter: 05 Module: 5.1 ..

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Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.28. Kinesics is the study of communication through the eyes.

Answer: False Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.29. Emblems have rather specific verbal translations.

Answer: True Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.30. Affect displays cannot be consciously controlled.

Answer: False Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.31. Scent can communicate attraction, taste, and identification.

Answer: True

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.32. An enlarged pupil usually indicates attraction and interest.Answer: True Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.33. Paralinguistics has more to do with how you say something than with what you say.

Answer: True Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.34. Terms like “forever” and “soon” are examples of formal time divisions.

Answer: False Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

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

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5.35. When decoding nonverbal messages, you should interpret your judgments and conclusions against a cultural context.

Answer: True Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Identify the competencies for effectively encoding and decoding nonverbal messages.

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

Fill-in-the-Blank 5.36. When we communicate electronically, we can add nonverbal content through the use of emoticons and smileys, or their more sophisticated and advanced counterpart, the ____.

Answer: emoji Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.37. The real or genuine smile is known as the

smile.

Answer: Duchenne Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.38. Tactile communication, or communication by touch, is also known as Answer: haptics

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.39. The facial _____ hypothesis holds that your facial expressions influence your physiological arousal.

Answer: feedback Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.40. Society’s cultural _____ rules are rules about the appropriate display of emotions in public.

Answer: display Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.41.

is the study of the messages communicated by the eyes.

Answer: Oculesics Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Skill: Remember the Facts 5.42. The highness or lowness of vocal tone is known as paralanguage.

_, which is an aspect of

Answer: pitch Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.43. theory holds that intimacy and interpersonal distance vary together: the greater the intimacy, the closer the distance.

Answer: Equilibrium Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.44. territories, or home territories, are those that you might call your own, such as your room or desk.

Answer: Primary Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Easy Skill: Remember the Facts 5.45. The term for creating and sending verbal and nonverbal messages is Answer: encoding Chapter: 05 Module: 5.3 ..

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Learning Objective: LO 5.3 Identify the competencies for effectively encoding and decoding nonverbal messages.

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

Short Answer/Essay 5.46. Briefly describe the six ways that nonverbal messages interact with verbal messages.

Include examples that help explain this interaction.

Answer: Verbal and nonverbal messages interact with each other in six major ways: to accent, to complement, to contradict, to control, to repeat, and to substitute for each other. To accent is to emphasize some part of the verbal message. An example is slamming the door during an argument with a spouse. To complement is to add nuances of meaning not communicated by the verbal message. An example is smiling as you relate a story about your eccentric grandmother. To contradict is to deliberately go against the verbal message. An example is shaking your head “no” as you are saying to your students that this will be the hardest exam they have ever taken. To control is to indicate your desire to control the flow of verbal messages. An example is holding up a flat hand to indicate to the other speaker to stop talking so that you may talk. To repeat is to restate the verbal message. An example is holding up three fingers as you are discussing three steps in a process. To substitute is to replace the verbal message. An example is nodding “yes” during a movie when asked if you want popcorn.

Chapter: 05 Module: 5.1 Learning Objective: LO 5.1 Explain the principles of nonverbal messages.

Topic: Principles of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 5.47. Discuss the importance of oculesics in nonverbal messages. What functions can eye contact play in communication?

Answer: Messages communicated by the eyes vary depending on the duration, direction, and quality of the eye behavior. They are also bound by cultural rules. For instance, in much of the United States, direct eye contact is considered an expression of honesty and forthrightness, but the Japanese often view eye contact as a lack of respect. The direction of the eye also communicates. When directional rules are broken, different meanings are communicated— abnormally high or low interest, self-consciousness, nervousness over the interaction, and so ..

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on. The quality of the gaze also communicates meaning. Eye contact serves several important functions: to monitor feedback, to secure attention, to regulate the conversation, to signal the nature of the relationship, to signal status, and to compensate for physical distance.

Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.48. Identify four functions of silence.

Answer: Silence can be sued to provide to think, to hurt, to respond to personal anxiety, to prevent communication, to communicate emotions, and to achieve specific effects such as making your idea stand out.

Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Understand the Concepts 5.49. Describe and provide an example of three types of adaptors.

Answer: Self-adaptors usually satisfy a physical need, generally serving to make you more comfortable. An example is pushing your hair out of your eyes. Alter-adaptors are the body movements you make in response to your interactions. An example is crossing your arms over your chest when someone unpleasant approaches. Object-adaptors involve your manipulation of some object and are usually signs of negative feelings. An example is clicking a ballpoint pen when you are feeling hostile.

Chapter: 05 Module: 5.2 Learning Objective: LO 5.2 Explain the channels through which nonverbal messages are sent and received.

Topic: Channels of Nonverbal Communication Difficulty: Moderate Skill: Apply What You Know 5.50. How can you improve the way you encode and decode nonverbal messages? Identify at ..

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least three strategies for encoding and three for decoding that will most benefit you as a communicator.

Answer: Strategies for encoding include the following: • Identify choices.

• Be consistent.

• Self-monitor.

• Avoid extremes and monotony.

• Analyze the situation.

• Maintain eye contact with the speaker.

• Avoid certain adaptors in public.

• Avoid strong cologne or perfume.

• Be careful with touching.

Strategies for decoding include the following: • Be tentative.

• Mindfully seek alternatives when making judgments.

• See messages as multi-channeled.

• Consider the possibility that you are incorrect.

• Interpret your judgments and conclusions against a cultural context.

• Consider the multitude of factors.

• Measure behaviors against a baseline.

Chapter: 05 Module: 5.3 Learning Objective: LO 5.3 Identify the competencies for effectively encoding and decoding nonverbal messages.

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

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Test Bank Chapter 06: Listening Multiple Choice 6.1. The listening process is best defined as a. linear. b. one-directional. c. circular. d. self-serving.

Answer: c Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.2. As depicted in the five-stage model, what is the correct order of the stages of listening? a. receiving, understanding, remembering, evaluating, responding b. receiving, evaluating, understanding, remembering, responding c. receiving, understanding, evaluating, remembering, responding d. receiving, evaluating, remembering, understanding, responding Answer: a Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.3. At the receiving stage of listening, you should try to a. analyze distractions. b. evaluate the message. c. ask questions often to show you are paying attention. ..

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d. focus your attention on what is said and what is omitted.

Answer: d Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.4. At the understanding stage of listening, you should try to do which of the following? a. judge the speaker’s message before he or she stops speaking b. anticipate what you will say next c. ask questions, if necessary, for clarification d. utilize disclaimers Answer: c Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.5. At which stage of listening should listeners work to distinguish facts from opinions and identify any biases the speaker might have? a. receiving b. evaluating c. understanding d. organizing Answer: b Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts ..

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6.6. In the remembering stage of listening, a listener should a. focus on only minor details. b. treat new information as apart from all else they know. c. summarize the message in a more easily retained form. d. prepare or rehearse a response.

Answer: c Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Moderate Skill: Understand the Concepts 6.7. Jose remembered the highlights of the lecture by grouping the information into categories.

This is an example of which strategy for moving information into long-term memory? a. organizing b. focusing c. uniting d. repeating Answer: a Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Moderate Skill: Apply What You Know 6.8. Travis told Bradley to join his fraternity because “everyone” on campus is joining. This is an example of which fallacy? a. name-calling b. testimonial c. agenda-setting d. bandwagon Answer: d Chapter: 06 ..

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Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Moderate Skill: Apply What You Know 6.9. In face-to-face communication, an appropriate responding strategy for a listener is a. completing the speaker’s thoughts. b. focusing attention on the other person. c. eliminating listening cues. d. solving the other person’s problem.

Answer: b Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Moderate Skill: Understand the Concepts 6.10. Adrienne misses much of today’s history lecture because she is worried about her biology exam tomorrow. What barrier to listening did Adrienne experience? a. bias b. mental distraction c. physical distraction d. lack of focus Answer: b Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Moderate Skill: Apply What You Know 6.11. Assuming you already know what the speaker is going to say exhibits which barrier to listening? a. premature judgment b. prejudice ..

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c. mental distraction d. lack of focus Answer: a Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Moderate Skill: Understand the Concepts 6.12. Which of the following scenarios represents an example of a physical listening barrier? a. Jeanine’s excitement for her date on Saturday keeps her from focusing on the speaker. b. Julio refuses to listen to Sven because Sven has a thick accent. c. Lorelai can barely hear over the hum of the air conditioning unit above her. d. Horatio listens to only the part of the message that interests him.

Answer: c Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Moderate Skill: Apply What You Know 6.13. When you dismiss a valid argument because the speaker is of a particular race, affectional orientation, age group, or gender, you are demonstrating which of the following? a. hearing impairment b. prejudiced listening c. lack of focus d. mental distraction Answer: b Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Moderate Skill: Understand the Concepts 6.14. Nonbiased listeners are willing to ..

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a. get detoured by unimportant details b. demonstrate closed-mindedness c. listen to information contradicting their viewpoint d. reflect back stereotypical views Answer: c Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Moderate Skill: Understand the Concepts 6.15. Listeners with hearing impairments face what kind of barrier to listening? a. psychological b. emotional c. cognitive d. physiological Answer: d Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Easy Skill: Remember the Facts 6.16. The style of listening we use is mostly dependent upon a. the listener’s cognitive skill. b. the speaker’s biases. c. the amount and depth of information presented. d. the listening situation.

Answer: d Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts ..

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6.17. In what kind of listening do you attempt to feel as the speaker feels? a. polite b. empathic c. critical d. active Answer: b Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 6.18. When Devin listens to his boyfriend, he maintains eye contact and gives supportive listening cues like saying “yes, that is true.” Devin is employing strategies associated with which listening style? a. active b. critical c. empathic d. polite Answer: d Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Moderate Skill: Apply What You Know 6.19. What term refers to stating in your own words what you think the speaker means and feels? a. back-channel b. feedback c. paraphrase d. empathize Answer: c Chapter: 06 ..

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Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 6.20. Although Lupe disagrees with Mike’s political views, she waits until Mike has finished making his points before critiquing his claims. This is an example of which strategy for critical listening? a. filtering out difficult messages b. keeping an open mind c. recognizing your own biases d. avoiding sharpening Answer: b Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Moderate Skill: Apply What You Know 6.21. Cultural rules that govern what nonverbal behaviors are appropriate or inappropriate in a public setting are known as a. feedback. b. disclaimers. c. listening cues. d. display rules.

Answer: d Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe some of the cultural and gender differences in listening.

Topic: Culture, Gender, and Listening Difficulty: Easy Skill: Remember the Facts 6.22. Cultural differences influence our listening because of differences between language and speech, nonverbal behaviors, and ..

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a. feedback. b. rapport. c. cognition. d. learning styles.

Answer: a Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe some of the cultural and gender differences in listening.

Topic: Culture, Gender, and Listening Difficulty: Moderate Skill: Understand the Concepts 6.23. According to Deborah Tannen in You Just Don’t Understand: Men and Women in Conversation, which statement is true about gender and listening behavior? a. Men and women listen in the same way. b. Women listen less to men than men listen to women. c. Men ask more argumentative questions than women do. d. Women tend to dominate all interactions.

Answer: c Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe some of the cultural and gender differences in listening.

Topic: Culture, Gender, and Listening Difficulty: Moderate Skill: Understand the Concepts 6.24. According to Deborah Tannen, listening places an individual in what kind of position? a. superior b. neutral c. inferior d. isolated Answer: c Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe some of the cultural and gender differences in listening.

Topic: Culture, Gender, and Listening Difficulty: Moderate Skill: Understand the Concepts ..

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6.25. Gender differences in communication a. are shown more in speaking than listening. b. are outnumbered by similarities. c. are not well documented in research. d. do not vary from culture to culture.

Answer: b Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe some of the cultural and gender differences in listening.

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

True/False 6.26. Disclaimers can get you in trouble if you use them too often.

Answer: True Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.27. Listening and hearing are the same thing.

Answer: False Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.28. Listening is a relatively passive process. ..

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Answer: False Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.29. It’s easy to tell where one listening stage ends and another begins.

Answer: False Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.30. We look for fallacies in reasoning during the evaluating stage of listening.

Answer: True Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.31. To overcome listening barriers, it is important to suspend biases, prejudices, and judgments.

Answer: True Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

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

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6.32. It’s a good listening strategy to listen strictly for information relevant to yourself.

Answer: False Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Easy Skill: Remember the Facts 6.33. Cell phones and texting have all but eliminated problems associated with politeness in listening.

Answer: False Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 6.34. Active listening is one of the most important communication skills you can learn.

Answer: True Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 6.35. Even if a speaker and listener speak the same language, they speak it with different meanings.

Answer: True Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe some of the cultural and gender differences in listening.

Topic: Culture, Gender, and Listening

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Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 6.36. is the process of receiving, understanding, remembering, evaluating, and responding to verbal and/or nonverbal messages.

Answer: Listening Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.37. The listening stage at which you learn what the speaker means and grasp both the thoughts and the emotions expressed is known as .

Answer: understanding Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.38. consists of judging the messages we receive in some way, including examining the speaker’s underlying intensions or motives.

Answer: Evaluating Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts ..

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6.39. The responses that listeners make to the speaker, either immediate or delayed, are known as .

Answer: feedback Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Easy Skill: Remember the Facts 6.40. A type of bias marked by refusing to listen to a speaker who presents a contradicting viewpoint or perspective from your own is closed-____.

Answer: mindedness Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Easy Skill: Remember the Facts 6.41. Assuming you know exactly what a speaker is going to say and then tuning out is a listening barrier named judgment.

Answer: premature Chapter: 06 Module: 6.2 Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Easy Skill: Remember the Facts 6.42. listening is demonstrated by trying to see the world as the speaker sees it, and to feel what the speaker feels.

Answer: Empathic Chapter: 06 Module: 6.3

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Learning Objective: 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 6.43. listening involves thinking logically and dispassionately and will especially help you analyze and evaluate messages.

Answer: Critical Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Easy Skill: Remember the Facts 6.44. listening helps us to check understanding and let the speaker know that we acknowledge and accept his or her feelings.

Answer: Active Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Moderate Skill: Understand the Concepts 6.45. The cultural rules that govern what nonverbal behaviors are appropriate or inappropriate in a public setting are known as rules.

Answer: display Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe some of the cultural and gender differences in listening.

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

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Short Answer/Essay 6.46. What are the stages in the listening process? Briefly explain each step, and give examples.

Answer: The first stage is receiving, which is hearing and attending For example, you are attending a concert and hear the first notes of music. You focus attention on the concert and not on your companions. The second stage is understanding, which is learning and deciphering meaning. For example, when hearing a presentation on an unfamiliar topic, you strive to grasp what the speaker is saying. The third stage is remembering, which is recalling and retaining. For example, after leaving the doctor’s office, you strive to recall what her treatment instructions were. The fourth stage is evaluating, which is judging and criticizing the messages. For example, you hear proposals from two firms and must critically examine the speaker and the presentation before making a selection. The fifth and final stage is responding, which is answering and giving feedback. For example, you applaud a speaker at the end of a keynote address.

Chapter: 06 Module: 6.1 Learning Objective: LO 6.1 Define listening, describe its five stages, and identify some of the skills for improving listening at each stage.

Topic: The Process and Skills of Listening Difficulty: Moderate Skill: Apply What You Know 6.47. Describe three listening barriers and explain how you can reduce these barriers.

Answer: Listening barriers include physical and mental distractions, biases and prejudices, lack of appropriate focus, premature judgment, and hearing impairment. You can reduce these barriers through the following techniques: • Physical and mental distractions: eliminate physical distractions and use focused listening • Biases and prejudices: be willing to subject your biases and prejudices to contradictory information • Lack of appropriate focus: focus on important details and focus on the speaker (not your own responses) • Premature judgment: let the speaker say what they are going to say before you decide that you already know it • Hearing impairment: eliminate background noise, move closer to the speaker, and ask for adjustments and additional cues Chapter: 06 Module: 6.2

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Learning Objective: LO 6.2 Explain the major barriers to effective listening.

Topic: Listening Barriers Difficulty: Moderate Skill: Understand the Concepts 6.48. Describe the function of and the techniques or guidelines for practicing active listening.

Answer: Active listening enables you to check understanding, allows you to acknowledge and accept the speaker’s feelings, and encourages the speaker to explore his or her feelings and thoughts. The techniques for active listening include paraphrasing the speaker’s meaning, expressing understanding of the speaker's feelings, and asking questions.

Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Moderate Skill: Understand the Concepts 6.49. Briefly describe empathic listening. How can you listen empathically?

Answer: Empathic listening involves understanding and listening to what the other person is saying with his or her feelings as well as attempting to feel what the other person is feeling. With effective empathy, you feel what the other is feeling but retain your own thoughts and feelings.

Recommendations for empathic listening include see the events from the speaker’s point of view, engage in equal conversation, and seek to understand both thoughts and feelings.

Chapter: 06 Module: 6.3 Learning Objective: LO 6.3 Define the four styles of listening and explain how each may be used effectively.

Topic: Styles of Effective Listening Difficulty: Moderate Skill: Understand the Concepts 6.50. Explain how culture affects listening.

Answer: First, culture affects language, which affects speech. Even when speaker and listener speak the same language, they speak it with different meanings and with different dialects and accents. Second, culture affects nonverbal behaviors. Speakers from different cultures have different display rules. If nonverbals are drastically different from what you expect on the basis of the verbal message, you may experience them as a kind of noise or interference. Also, different cultures may give very different meanings to the same nonverbal gesture. Third, culture affects ..

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feedback. Members of some cultures give very direct and very frank feedback. In other cultures, it’s more important to be positive than to be truthful, so people may respond with positive feedback even though they don’t agree with what is being said.

Chapter: 06 Module: 6.4 Learning Objective: LO 6.4 Describe some of the cultural and gender differences in listening.

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

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Test Bank Chapter 07: Emotional Messages Multiple Choice 7.1. Cognitive labeling theory describes a sequence in which we interpret emotions. Which step comes last in that sequence? a. interpreting arousal b. experiencing emotions c. an event occurs d. physiological responses Answer: b Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Understand the Concepts 7.2. Another term for emotional intelligence is a. social intelligence. b. strategic emotionality. c. empathy. d. emotional communication.

Answer: a Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.3. Joanna sees her girlfriend is frustrated with a situation at work, so she shares her feelings about how frustrating her own job is in an effort to help her friend. Joanna is expressing her feelings to a. bond. b. vent. ..

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c. seek advice. d. seek attention.

Answer: a Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Apply What You Know 7.4. Which of the following is an example of a primary emotion? a. awe b. remorse c. optimism d. disgust Answer: d Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Understand the Concepts 7.5. Plutchik’s emotional model depicts emotions using what shape? a. cloud b. square c. wheel d. line Answer: c Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.6. Which of the following is an example of a blended emotion? a. disgust b. love ..

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c. anticipation d. anger Answer: b Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Understand the Concepts 7.7. We experience emotions in which of the following ways? a. physically, but not psychologically b. mentally, but not physically c. both bodily and mentally d. unconsciously and consciously Answer: c Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Understand the Concepts 7.8. Socially acceptable norms regarding the expression of emotion are referred to by what term? a. emotional contagion b. display rules c. emotional labor d. strategic emotionality Answer: b Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.9. Kat is a good student, but she is sick during one test and can’t focus; therefore, she doesn’t do as well as she would have liked. She is sure that this is the beginning of her academic decline and that her GPA will plummet, leading to difficulties to finding a job later. This is an example of ..

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what? a. catastrophizing b. flexibility c. emotional contagion d. anger communication Answer: a Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Apply What You Know 7.10. When Ignacio attends his younger sister’s wedding, he is surprised to find tears in his own eyes as he sees his mother crying. Ignacio is experiencing emotional a. labor. b. blackmail. c. consequences. d. contagion.

Answer: d Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Apply What You Know 7.11. Jesse used an example of a family in need to get his listeners to give money to his charity.

Jesse used which of the following? a. a display rule b. an emotional appeal c. emotional blackmail d. emotional labor Answer: b Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages ..

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Difficulty: Moderate Skill: Apply What You Know 7.12. Research indicates that men are more likely to express which of these emotions more than women are? a. disgust and sadness b. jealousy and fear c. anger and aggression d. embarrassment and modesty Answer: c Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Understand the Concepts 7.13. It is important to note that emotional expression has a. consequences. b. a typically negative function. c. a typically positive reception. d. little to no impact.

Answer: a Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Understand the Concepts 7.14. Which of the following statements is correct regarding the impact of personality factors on emotional expression? a. Personality influences the emotions you feel and the extent to which you feel them. b. Levels of introversion or extroversion are the dominant factor in emotional expression. c. Emotional expression and communication apprehension are not correlated. d. Our personalities have little impact on the type or level of emotional expression we experience.

Answer: a Chapter: 07 ..

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Module: 7.2 Learning Objective: LO 7.2 Identify the major obstacles that could prevent the effective communication of emotions.

Topic: Obstacles to Communicating Emotions Difficulty: Moderate Skill: Understand the Concepts 7.15. Perhaps the most important obstacle to effective emotional communication a. are gender display rules. b. is the lack of interpersonal skills. c. are cultural display rules. d. is the lack of formal education.

Answer: b Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Identify the major obstacles that could prevent the effective communication of emotions.

Topic: Obstacles to Communicating Emotions Difficulty: Moderate Skill: Understand the Concepts 7.16. The so-called “cowboy syndrome” is a form of poor emotional expression brought about by what? a. fear b. inadequate interpersonal skills c. social and cultural restraints d. personality factors Answer: c Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Identify the major obstacles that could prevent the effective communication of emotions.

Topic: Obstacles to Communicating Emotions Difficulty: Moderate Skill: Understand the Concepts 7.17. Bao will not tell Lizzie that he loves her because he worries she will reject him. This is an example of what? a. emotional blackmail ..

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b. strategic emotionality c. fear hindering emotional expression d. cognitive labeling theory Answer: c Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Identify the major obstacles that could prevent the effective communication of emotions.

Topic: Obstacles to Communicating Emotions Difficulty: Moderate Skill: Apply What You Know 7.18. Before expressing or responding to emotions, we should a. think positively. b. examine others’ emotional competence. c. talk extensively about our feelings. d. develop self-awareness.

Answer: d Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Moderate Skill: Understand the Concepts 7.19. Rather than just saying she is angry, Angie says, “I’m angry because someone yelled at me in traffic today.” She is utilizing which step in achieving emotional understanding? a. addressing mixed feelings b. asking for what she wants c. being specific d. respecting emotional boundaries Answer: c Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions. ..

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Topic: Emotional Competence Difficulty: Moderate Skill: Apply What You Know 7.20. In regard to expressing emotions, “owning feelings” means a. knowing you can’t influence the emotions of others. b. taking responsibility for your feelings. c. controlling your negative emotions. d. finding the root cause of your feelings.

Answer: b Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Easy Skill: Remember the Facts 7.21. The belief that expressing anger is healthier than bottling it up is best expressed as or in a. emotional contagion theory. b. anger communication. c. the ventilation hypothesis. d. strategic emotionality.

Answer: c Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Easy Skill: Remember the Facts 7.22. It’s suggested that the most effective way to communicate anger is how? a. violently b. fearfully c. dispassionately d. aggressively Answer: c ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Easy Skill: Remember the Facts 7.23. Which strategy for emotional responding would apply to almost every situation? a. Remember the reversibility of communication. b. Use active listening techniques. c. Focus on yourself. d. Use “you”-messages.

Answer: b Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Moderate Skill: Understand the Concepts 7.24. Purvi’s husband has been diagnosed with terminal cancer. Her initial reaction is assuming that the doctors have made a dire mistake. Which stage of grief is Purvi in? a. anger b. bargaining c. depression d. denial Answer: d Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Moderate Skill: Apply What You Know 7.25. When helping someone through grief, it is suggested that you a. ignore leave-taking cues. b. try not to talk too much about the loss. ..

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c. choose the appropriate channel of communication. d. encourage the person to look on the bright side.

Answer: c Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

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

True/False 7.26. People who are poor senders and receivers of emotions are likely to have relationship problems.

Answer: True Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.27. Emotion is encoded nonverbally but not verbally.

Answer: False Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.28. An example of a primary emotion is sadness.

Answer: True Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression. ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.29. Our interpretations of an event have a greater impact on our emotions than the actual event.

Answer: True Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.30. Gender display rules permit men to talk about their feelings and display more emotional expressions than women.

Answer: False Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.31. Emotional contagion can apply to both happiness and depression.

Answer: True Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Understand the Concepts 7.32. Fear can be both adaptive and maladaptive.

Answer: True Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Identify the major obstacles that could prevent the effective communication of emotions. ..

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Topic: Obstacles to Communicating Emotions Difficulty: Moderate Skill: Understand the Concepts 7.33. Before expressing your emotions, a good rule of thumb is to think about your own emotions as objectively as possible.

Answer: True Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional CompetenceDifficulty: Moderate Skill: Understand the Concepts 7.34. In describing your feelings, it is important to use you-messages instead of I-messages.

Answer: False Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Easy Skill: Remember the Facts 7.35. Emotional communication involves both expressing your feelings and listening and responding to the feelings of others.

Answer: True Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

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

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Fill-in-the-Blank 7.36. Our own level of emotional ____ enables us to distinguish between those emotions that are relevantto our choices and those emotions that are irrelevant and thereby improve decision making.

Answer: intelligence Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.37. Contempt is considered a(n) ___ emotion because it is a combination of anger and disgust.

Answer: blended Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Understand the Concepts 7.38. According to ____ labeling theory, you interpret a physiological arousal and, on the basis of this,then experience the specific emotion(s).

Answer: cognitive Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.39. Basic or anticipation.

emotions include joy, trust, fear, surprise, sadness, disgust, anger, and

Answer: primary Chapter: 07 ..

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Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.40. _____ display rules permit women to talk more about feelings and emotions and to display moreemotional expression than they do for men.

Answer: Gender Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.41. The effort it takes to manage your emotional expression is referred to as emotional _____.

Answer: labor Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.42. If someone uses emotions such as crying for their own personal ends, this person is using ____ emotionality.

Answer: strategic Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Easy Skill: Remember the Facts 7.43. Feeling vulnerable to attack after emotional expression is a manifestation of the barrier of , which can be both adaptive and maladaptive. ..

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Answer: fear Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Identify the major obstacles that could prevent the effective communication of emotions.

Topic: Obstacles to Communicating Emotions Difficulty: Easy Skill: Remember the Facts 7.44. Emotional ____ refers to the skills needed for expressing your emotions and responding to theemotions of others.

Answer: competence Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Easy Skill: Remember the Facts 7.45. In the five-stage model of grief,

is the fifth and final stage.

Answer: acceptance Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

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

Short Answer/Essay 7.46. Explain the cognitive labeling theory and provide an example of its application.

Answer: The emotional sequence of events according to the cognitive labeling theory is: (1) An event occurs. (2) You respond physiologically. (3) You interpret this arousal. (4) You experience an emotion; for example, you feel joy or sadness. For example, if you are nominated for and then win an award, you may feel both happiness and embarrassment. When your name is called, you may immediately feel warm and tingly, almost light-headed. A flush may immediately cover ..

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your face and neck. You realize that these feelings are a result of pride and satisfaction in the work you did to win this award. As you walk up to the stage to accept the award, you then feel intensely happy, as well as embarrassed to be the center of attention.

Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Apply What You Know 7.47. Explain the process of emotional contagion. Give an example of how this can occur in a small group setting.

Answer: In emotional contagion, emotions pass from one person to another. It applies to both happiness and depression. According to one view of the process, you perceive an emotional expression of another person, you mimic this emotional expression (unconsciously or otherwise), and the feedback you get from expressing the emotion creates in you a replication of the other person’s feelings. For example, a group of people are watching a movie together in a theater. One of them begins to laugh at a particular character, and soon others are laughing too. Whenever this character appears, someone begins to laugh, which continually leads to even more laughter throughout the theater. At the end, someone begins to applaud and soon everyone is applauding.

This is the result of emotional contagion.

Chapter: 07 Module: 7.1 Learning Objective: LO 7.1 Describe the principles of emotions and emotional expression.

Topic: Principles of Emotions and Emotional Messages Difficulty: Moderate Skill: Apply What You Know 7.48. Explain how fear can be adaptive or maladaptive.

Answer: A variety of types of fear stand in the way of emotional expression. Fear can be adaptive by leading you to avoid saying things you may be sorry for later. It also may lead you to consider more carefully whether you should express yourself and how you might do it. However, it can be maladaptive when it debilitates you and contradicts what logic and reason may tell you.

Chapter: 07 Module: 7.2 Learning Objective: LO 7.2 Identify the major obstacles that could prevent the effective communication of emotions.

Topic: Obstacles to Communicating Emotions Difficulty: Moderate Skill: Understand the Concepts ..

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7.49. Discuss five guidelines for emotional expression. Which guideline(s) do you find most personally beneficial?

Answer: Although each situation is different, general guidelines for positive emotional expression include: • Be specific.

• Describe the reasons you’re feeling as you are.

• Address mixed feelings.

• Try to anchor your emotions in the present.

• Ask for what you want.

• Respect emotional boundaries.

• Own your feelings; take personal responsibility for your feelings.

Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Moderate Skill: Understand the Concepts 7.50. Consider the expression of anger, both positively and negatively. Compare Darwin’s view of the expression of anger with the ventilation hypothesis.

Answer: Anger varies from mild annoyance to intense rage, and it’s an emotion that can create considerable problems if not managed properly. Charles Darwin observed in his The Expression of the Emotions in Man and Animals that the outward expression of anger, particularly with regards to violence, often intensifies it. He felt that expressing anger doesn’t get rid of it but makes it grow: angry expression increases anger, which promotes more angry expression, which increases anger, and on and on. In contrast, the ventilation hypothesis holds that expressing emotions allows you to ventilate your negative feelings and that this has a beneficial effect on your physical health, your mental well-being, and even your interpersonal relationships. Today, research supports the idea that people who felt and expressed emotions became emotionally aroused faster than did those who only felt the emotion.

Chapter: 07 Module: 7.3 Learning Objective: LO 7.3 Summarize the guidelines for emotional competence in expressing and responding to emotions.

Topic: Emotional Competence Difficulty: Difficult Skill: Analyze It ..

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Test Bank Chapter 08: Conversational Messages Multiple Choice 8.1. Which of the following is the best example of phatic communication? a. “You are incorrect.” b. “What’s the problem?” c. “Hi, how are you today?” d. “I will follow up on that.”

Answer: c Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Apply What You Know 8.2. The first step in initiating a conversation should involve what? a. stating the business b. indicating cooperation c. making a request d. giving a greeting or opening Answer: d Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the facts 8.3. To settle the crowd and get down to business, Carl says, “Okay folks, today’s meeting is going to focus on our new advertisement.” This is an example of a. feedforward. b. a self-reference c. feedback. d. a conversational maxim. ..

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Answer: a Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Apply What You Know 8.4. Feedforward in conversation can help identify topics and a. tone. b. compliments. c. feedback. d. satisfaction.

Answer: a Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Understand the Concepts 8.5. Madison gets annoyed when her friend Susannah rambles on and on about every individual question on the test when she only asked Susannah about how she did overall on the test. Susannah is violating the maxim of what? a. quality b. quantity c. manner d. relation Answer: b Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Apply What You Know 8.6. Using terms the listener will understand is part of the maxim of a. quantity. b. quality. ..

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c. relation. d. manner.

Answer: d Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.7. Maxims of tact, generosity, approbation, and modesty are all part of which conversational principle? a. principle of process b. principle of cooperation c. principle of dialogue d. principle of politeness Answer: d Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.8. When you avoid taking credit for some accomplishment or make less of some ability or talent you have, you are using which of the following? a. the maxim of agreement b. the maxim of tact c. the maxim of self-denigration d. the manner maxim Answer: c Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

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

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8.9. In the meeting about improving workflow, Frank’s boss goes on and on and never lets anyone else speak. Frank’s boss is demonstrating which of the following? a. monologic communication b. back-channeling c. dialogic communication d. the maxim of quantity Answer: a Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Apply What You Know 8.10. Cupping your hand near your ear to indicate that you can’t adequately hear the speaker is an example of what? a. a speaker cue b. turn-requesting c. a back-channeling cue d. an interruption Answer: c Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Apply What You Know 8.11. An interruption in a conversation is an attempt to a. express sympathy. b. assert power. c. show respect. d. acknowledge the audience.

Answer: b Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation ..

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Difficulty: Moderate Skill: Understand the Concepts 8.12. A listener who wishes to become the speaker should use which of the following? a. turn-requesting cue b. turn-yielding cue c. turn-maintaining cue d. back-channeling cue Answer: a Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Understand the Concepts 8.13. Kelly just acquired a blue puzzle piece tattoo on her arm to symbolize autism awareness.

Kelly’s tattoo is an example of what? a. intrapersonal communication b. hidden values c. self-disclosure d. disinhibition Answer: c Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Moderate Skill: Apply What You Know 8.14. Self-disclosure always involves which of the following? a. disinhibition b. public information c. at least one other individual d. nonverbal communication Answer: c Chapter: 08 ..

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Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Easy Skill: Remember the Facts 8.15. Which of the following is an example of self-disclosure? a. “Jeanine does not like Franny for some reason.” b. Kelly tells herself, “I can do this.” c. “Len told Carla that Richard is having an affair.” d. “I really enjoyed that restaurant. Let’s eat there more often.”

Answer: d Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Moderate Skill: Apply What You Know 8.16. Self-disclosure is best viewed as a. obtrusive. b. involuntary. c. an ongoing process. d. a single event.

Answer: c Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Moderate Skill: Understand the Concepts 8.17. We seem less reluctant to communicate (what?) via e-mail or social media than we do in face-to-face interactions. This may be attributed to what? a. a disinhibition effect b. politeness maxims ..

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c. the quality maxim d. back-channel cues Answer: a Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Easy Skill: Remember the Facts 8.18. Which of the following is a suggested guideline for resisting pressure to self-disclose? a. Allow yourself to be pushed, but only a little. b. Be aggressive in your refusal. c. Delay a decision. d. Tackle the question head-on.

Answer: c Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Easy Skill: Remember the Facts 8.19. Questions such as, “How are you?” “What major are you?” and “Are you ready for the exam?” are all examples of what? a. expressiveness b. small talk c. advising d. introductions Answer: b Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Moderate ..

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Skill: Understand the Concepts 8.20. The first step in introducing yourself to someone in person is to do what? a. ask a question b. state your full name c. make eye contact d. extend your hand Answer: c Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 8.21. According to research, in the United States, an effective excuse should a. express a lack of sincerity. b. avoid acknowledging displeasure. c. minimize the issue. d. acknowledge your responsibility.

Answer: d Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Moderate Skill: Understand the Concepts 8.22. What term refers to an expression of regret or sorrow for having done something that you shouldn’t have? a. excuse b. disclaimer c. apology d. rationalization Answer: c Chapter: 08 ..

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Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 8.23. According to the Harvard Business School Working Knowledge website, apologies are useful to help repair the reputation of the wrongdoer and to do what? a. deliver feedback b. demonstrate empathy c. eliminate future conflict d. help repair relationships Answer: d Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 8.24. Which of the following functions as a way of relating to another person positively and immediately? a. apology b. compliment c. advice d. excuse Answer: b Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 8.25. When delivering advice to another individual, it is suggested that the advice giver must a. apologize and excuse. ..

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b. be forceful and clear. c. listen and empathize. d. offer absolutes.

Answer: c Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Moderate Skill: Understand the Concepts

True/False 8.26. A smile or a handshake or elbow bump may serve as an opening to a conversation.

Answer: True Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.27. There is a total of four distinct stages in every conversation.

Answer: False Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.28. The business stage of a conversation is typically the longest.

Answer: True Chapter: 08 Module: 8.1 ..

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Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.29. The purpose of the feedback stage is to schedule future conversations.

Answer: False Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.30. Communicating with respect for the maxim of tact helps to maintain others’ autonomy or negative face.Answer: True Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.31. Each person is both a speaker and a listener, a sender and a receiver, in dialogue.

Answer: True Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.32. Slips of the tongue do not count as self-disclosure.

Answer: False Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the

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guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Easy Skill: Remember the Facts 8.33. Culture has a significant influence on rate and type of disclosure.

Answer: True Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Easy Skill: Remember the Facts 8.34. When asking for a favor, you should provide some reason why you need it.

Answer: True Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 8.35. When receiving a compliment, it is usually better to deny or minimize it than to accept it.

Answer: False Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

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

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Fill-in-the-Blank 8.36. The term for a message that establishes a connection between two people and opens up the channels for more meaningful interaction is ____ communication.

Answer: phatic Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.37. The second step in the five-stage model of conversation is provides some type of preview.

, in which the speaker

Answer: feedforward Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.38. During the phase of a conversation, you reflect on the conversation to signal that the business is completed. It can also help to improve the situation or process you are discussing.

Answer: feedback Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.39. The principle of _____ includes the maxim of quantity and themaxim of quality.

Answer: cooperation Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation. ..

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Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.40. Conversational _____ refers to the changing (or maintaining) of the speaker or listener role during conversations. In hearing people, this is regulated by both audio and visual signals.

Answer: turns Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.41. ___-channeling cues are used to communicate various types of information back to the speakerwithout assuming the role of speaker.

Answer: Back Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Easy Skill: Remember the Facts 8.42.

means communicating information about yourself to another person.

Answer: Self-disclosure Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Easy Skill: Remember the Facts 8.43. When we appear less inhibited in online communication than in face-to-face communication, this is referred to as a(n) ____ effect.

Answer: disinhibition Chapter: 08 ..

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Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Easy Skill: Remember the Facts 8.44. are explanations that are designed to reduce any negative reactions to what you’ve said or done in order to maintain your positive image.

Answer: Excuses Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Easy Skill: Remember the Facts 8.45. is the process of giving another person a suggestion for thinking or behaving, usually to effect a change.

Answer: Advice Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

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

Short Answer/Essay 8.46. Briefly explain the five-stage model of conversation.

Answer: The five-stage model of conversation shows the sequence, or stages of conversation, as follows: opening (usually a greeting), feedforward (a preview), business (the substance or focus), feedback (signals business is concluded and how you might feel about it), and closing (the ending, and possibly the scheduling of the next interaction). These stages and the way

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people follow them vary depending on the personalities of the communicators, their culture, the context in which the conversation occurs, and the purpose of the conversation.

Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Understand the Concepts 8.47. Explain the six maxims of politeness and how they operate in everyday conversation.

Answer: The six maxims are (1) the maxim of tact, which helps to maintain the other’s autonomy or negative face; (2) the maxim of generosity, which helps to confirm the other person’s importance; (3) the maxim of approbation, which refers to praising someone or complimenting the person in some way; (4) the maxim of modesty, which minimizes any praise or compliments you might receive; (5) the maxim of agreement, which refers to your seeking out areas of agreement and expressing them; and (6) the maxim of sympathy, which refers to the expression of understanding, sympathy, empathy, supportiveness, and the like, for the other person.

Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Understand the Concepts 8.48. Distinguish between turn-maintaining and turn-yielding cues. Discuss their importance in conversation.

Answer: The defining feature of conversation is that the speaker and listener exchange roles throughout the interaction. You accomplish this through a wide variety of verbal and nonverbal cues that signal conversational turns. Turn-maintaining cues are designed to help you maintain the speaker’s role. You can do this with a variety of cues, such as audibly inhaling to show that you have more to say, continuing a gesture or gestures to show that you have not completed the thought, avoiding eye contact with the listener so there’s no indication that you’re passing the speaking turn to them, sustaining your intonation pattern to indicate that you intend to say more, or vocalizing pauses to prevent the listener from speaking. Turnyielding cues, in contrast, tell the listener that you’re finished and wish to exchange the role of speaker for that of listener. These cues tell the listener (sometimes a specific listener) to take over the role of speaker. You can also indicate that you’ve finished speaking by dropping your intonation, by prolonged silence, by making direct eye contact ..

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with a listener, by asking some general question, or by nodding in the direction of a particular listener. We expect a speaker to yield the role of speaker, and also expect the listener to assume the speaking role willingly. These cues help facilitate this process.

Chapter: 08 Module: 8.1 Learning Objective: LO 8.1 Describe the major principles of conversation.

Topic: Principles of Conversation Difficulty: Moderate Skill: Understand the Concepts 8.49. Explain the rewards and dangers of self-disclosure, and identify at least two guidelines for self-disclosing to others.

Answer: Self-disclosure means communicating information about yourself to another person.

It may help increase self-knowledge, communication and relationship effectiveness, physiological well-being, and likeability. Dangers include personal risks, relational risks and professional risks. Guidelines for making self-disclosures include having the proper motivation, using the correct context, disclosing gradually, and not burdening yourself or others.

Chapter: 08 Module: 8.2 Learning Objective: LO 8.2 Define self-disclosure, its potential rewards and dangers, and the guidelines for disclosing, responding to disclosures, and resisting the pressure to disclose.

Topic: Conversational Disclosure Difficulty: Moderate Skill: Understand the Concepts 8.50. What is the purpose of small talk? What types of topics are most appropriate for it?

Provide a few examples.

Answer: Small talk can be used to preface a big talk. It is also a politeness strategy and a bit more extensive way of saying hello. It can also be used to pass the time more pleasantly than you might in silence. Topics that are most appropriate for small talk are noncontroversial, trivial, or part of the context. Examples include the weather, sports news, or trivia about movie and television stars. It is most often very brief in duration.

Chapter: 08 Module: 8.3 Learning Objective: LO 8.3 Identify the guidelines for small talk; making introductions, excuses, and apologies; asking a favor; and giving and receiving compliments and advice.

Topic: Everyday Conversations Difficulty: Moderate ..

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Skill: Apply What You Know

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Test Bank Chapter 09: Interpersonal Relationship Stages, Communication, and Theories Multiple Choice 9.1. Paulina and Avery met during freshman orientation at college and decided to room together when school begins next month. It is accurate to say that in this relationship, a. both parties see their relationship the same way. b. both parties have the relationship they are striving for. c. there are several types of relationships involved. d. everyone else sees their relationship in the same way. .Answer: c Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Moderate Skill: Apply What You Know 9.2. The first stage of a relationship, according to the six-stage model, is what? a. involvement b. contact c. interaction d. intimacy Answer: b Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.3. According to some research, how long does it take us to decide if we want to pursue a ..

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relationship? a. 4 minutes b. 15 minutes c. 1 day d. 4 days Answer: a Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.4. In what relationship stage does a sense of mutuality develop? a. deterioration stage b. contact stage c. intimacy stage d. involvement stage Answer: d Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.5. After their first date, Miguel sends flowers to Cara to see how she will respond. This most likely took place during what stage of the relationship? a. involvement b. intimacy c. contact d. bonding Answer: a Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact ..

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through (possible) dissolution.

Topic: Relationship Stages Difficulty: Moderate Skill: Apply What You Know 9.6. Interpersonal commitment and social bonding are two phases in what stage of a relationship? a. involvement b. repair c. contact d. intimacy Answer: d Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.7. Ana and Heather announced their engagement at a party Friday night. They are in what stage of their relationship? a. interpersonal commitment b. social bonding c. involvement d. intensifying Answer: b Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Moderate Skill: Apply What You Know 9.8. Intrapersonal dissatisfaction is a phase during which relationship development stage? a. contact b. intimacy c. deterioration ..

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d. dissolution Answer: c Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Moderate Skill: Understand the Concepts 9.9. In what stage of a relationship do partners begin to look at themselves as individuals rather than halves of a pair? a. dissolution b. repair c. involvement d. deterioration Answer: a Chapter: 09 Module: 9.1 Learning Objective: 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.10. Tara is ready to have her boyfriend meet her child. A significant relationship event, such as this, is known as what? a. a turning point b. relationship license c. interpersonal separation d. relationship repair Answer: a Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Moderate ..

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Skill: Apply What You Know 9.11. After they move in together, Joel begins to answer his partner’s phone without asking permission. This is an example of what? a. relationship repair b. interpersonal commitment c. interpersonal separation d. relationship license Answer: d Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Moderate Skill: Apply What You Know 9.12. The degree of “personalness” to which you pursue topics with someone is known as a. breadth. b. depth. c. width. d. height.

Answer: b Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Easy Skill: Remember the Facts 9.13. According to social penetration theory, we can categorize our relationships according to a. the types of similarities we share. b. the number and depth of the topics we discuss. c. the kinds of differences we have. d. the length of time we have known each other.

Answer: b

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Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Moderate Skill: Understand the Concepts 9.14. When a relationship deteriorates, the breadth and depth often reverse themselves, a process known as what? a. intrapersonal dissatisfaction b. disengagement c. depenetration d. dissolution Answer: c Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Easy Skill: Remember the Facts 9.15. As relationships break down, which of the following is most likely to increase? a. deception b. disclosure c. positivity d. depth Answer: a Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Easy Skill: Remember the Facts 9.16. Which communication strategy is intended to reduce the intensity of a relationship? a. justification ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

b. increased disclosure c. de-escalation d. negative identity management Answer: c Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Moderate Skill: Understand the Concepts 9.17. The REPAIR strategy for repairing a relationship begins with what? a. reviewing solutions b. recognizing the problem c. risking honesty d. reevaluating the relationship Answer: b Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Easy Skill: Remember the Facts 9.18. Smiling or winking at your partner, kissing them goodbye, and texting messages such as “I’m thinking of you” are examples of what? a. immediacy b. other-orientation c. cherishing behaviors d. risky behaviors Answer: c Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Difficulty: Moderate Skill: Understand the Concepts 9.19. Hugo is willing to make the first move to say sorry, change or adapt his behavior, and realize a significant part of the problem in his relationship was himself. These are all examples of which relationship repair strategy? a. taking risks b. affirming one another c. engaging in productive communication d. integrating solutions into normal behavior Answer: a Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Moderate Skill: Apply What You Know 9.20. A preference to like individuals who look and behave like us is known as a. complementarity. b. proximity. c. reinforcement. d. the similarity principle.

Answer: d Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 9.21. What theory predicts that people in a relationship experience ongoing tensions between conflicting pairs of opposite motives or desires? a. relationship dialectics b. social penetration ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

c. social exchange d. equity Answer: a Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Moderate Skill: Understand the Concepts 9.22. Belinda wants the security of knowing she will spend each weekend with her boyfriend, but she also wants the excitement of doing new things from time to time. This illustrates the tension between what? a. closedness and openness b. autonomy and connection c. security and spontaneity d. novelty and predictability Answer: d Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Moderate Skill: Apply What You Know 9.23. An analysis of the costs and rewards in a relationship is part of which theory of relationships? a. attraction b. social exchange c. social penetration d. relationship rules Answer: b Chapter: 09 Module: 9.3 ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Moderate Skill: Understand the Concepts 9.24. Which theory claims that you develop and maintain relationships in which the ratio of your rewards relative to the costs is approximately equal to your partner’s? a. social exchange b. attraction c. equity d. social penetration Answer: c Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Moderate Skill: Understand the Concepts 9.25. Our estimate of the kinds of rewards we expect to get out of a new relationship is known as what? a. positive tone b. identity management c. comparison level d. justification Answer: c Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts

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DeVito, The Interpersonal Communication Book 16e, Test Bank

True/False 9.26. According to much research, the most important contributor to happiness is a close interpersonal relationship.

Answer: True Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.27. In any interpersonal relationship, there are actually several relationships.

Answer: True Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.28. It is possible to move to a more intense relationship stage, but not to a less intense one.

Answer: False Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.29. In the intimacy stage of a relationship, people ask questions such as “Do you like country music?” and “What do you do for a living?”

Answer: False Chapter: 09 ..

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Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.30. An example of a turning point in a relationship is the first date.

Answer: True Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Moderate Skill: Understand the Concepts 9.31. Deteriorating relationships always go through the repair stage.

Answer: False Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.32. Social penetration theory predicts that the breadth and depth of topics of conversation increase as a relationship develops.

Answer: True Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

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

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9.33. The communication patterns we use have little to do with the fate of our relationships.

Answer: False Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Easy Skill: Remember the Facts 9.34. According to politeness theory, relationships develop when both positive and negative face needs are met.

Answer: True Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 9.35. Generally speaking, people who complement each other are more attracted to one another than people who are similar to each other.

Answer: False Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts

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Fill-in-the-Blank 9.36. At the networks.

stage of relationship development, you start to share each other’s social

Answer: intimacy Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.37. At the

stage of relationships, the bonds between the individuals are broken.

Answer: dissolution Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Easy Skill: Remember the Facts 9.38. Feeling comfortable enough to reach over and taste something off someone else’s plate during dinner, without specific permission to do so, is indicative of a relationship _____.

Answer: license Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Moderate Skill: Apply What You Know 9.39. As a relationship develops, both the breadth and the depth of the communication increase.

These communication behaviors are explained by social _____ theory.

Answer: penetration Chapter: 09 ..

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Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship

stages.

Topic: Relationship Communication Difficulty: Easy Skill: Remember the Facts 9.40. The communication pattern of anddecline in self-disclosure.

includes withdrawal, depenetration, deception,

Answer: deterioration Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Easy Skill: Remember the Facts 9.41. theory holds that people form relationships with those they consider desirable or good-looking.

Answer: Attraction Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 9.42. Although we are generally attracted to those who are similar to us, if an extroverted person is attracted to someone who is introverted, this demonstrates the pattern.

Answer: complementarity Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness). ..

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Topic: Relationship Theories Difficulty: Moderate Skill: Understand the Concepts 9.43. We initiate potential friendships and romantic relationships with people who we think like us; this is an example of ____ of liking.

Answer: reciprocity Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 9.44. In social exchange theory,

are anything that you would incur costs to obtain.

Answer: rewards Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts 9.45. ____ rules concern three main interpersonal issues: what you can talk about, how you can talkabout something, and to whom you can talk.

Answer: Family Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Easy Skill: Remember the Facts ..

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Short Answer/Essay 9.46. Describe the six-stage model of relationships.

Answer: The six-stage model of relationships, in order, is contact, involvement, intimacy, deterioration, repair, and dissolution. Contact is superficial and relatively impersonal. It includes perceptual and interactional contact. Involvement is a sense of mutuality and of being connected.

This stage involves testing. Intimacy involves further commitment and the establishment of a relationship in which you become best friends, lovers, or companions. Both the quantity and the quality of your interpersonal exchanges increase, and you begin to share social networks. Stages include the interpersonal commitment phase and the social bonding phase. Deterioration is characterized by a weakening of the bonds between friends or lovers. The first phase is intrapersonal dissatisfaction, followed by interpersonal deterioration. Repair is pursued in some relationships. In this stage, one or both partners try to mend the relationship. Phases include intrapersonal repair and interpersonal repair. Dissolution involves a breaking of the bonds between the individuals. This includes interpersonal separation and then social or public separation.

Chapter: 09 Module: 9.1 Learning Objective: LO 9.1 Describe the process of relationship development—from contact through (possible) dissolution.

Topic: Relationship Stages Difficulty: Moderate Skill: Understand the Concepts 9.47. What are the general strategies for disengagement? Provide an example for each one.

Answer: The four general strategies for disengagement are positive tone, negative identity management, justification, and de-escalation. An example of positive tone is saying, “I really care for you a great deal, but I’m not ready for such an intense relationship.” An example of negative identity management is saying, “I can’t stand your jealousy, your constant suspicions, your checking up on me. I need my freedom.” An example of justification is saying, “I’m going away to college for four years; there’s no point in not dating others.” An example of de-escalation is saying, “I’m just not ready for an exclusive relationship.

I think we should see other people.”

Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Moderate ..

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Skill: Apply What You Know 9.48. Identify and explain three suggestions for effectively dealing with a breakup, whether it is between friends or lovers.

Answer: First, you should break the loneliness–depression cycle. Engage in social activities with others in your support system, seek support, and avoid negative individuals. Second, you should take time out. Do not swear off relationships, but at the same time do not jump right into another one. Third, you should bolster your self-esteem. Regain a positive self-image, especially if you are feeling guilty, unwanted, or unloved. Fourth, you should remove or avoid uncomfortable relationships symbols. Do not throw out the reminders (photographs, etc.), but instead remove them. You can go back to enjoy them after you have achieved emotional distance. Fifth, you should become mindful of your own relationship patterns. Do not enter the next relationship with the same blinders, faulty preconceptions, or unrealistic expectations.

Chapter: 09 Module: 9.2 Learning Objective: LO 9.2 Explain the role of communication at the different relationship stages.

Topic: Relationship Communication Difficulty: Moderate Skill: Understand the Concepts 9.49. Explain the principles of relationship rules theory. Give three examples of rules you learned in your family.

Answer: The general assumption of relationship rules theory is that friendship and love, in particular, are held together by adherence to certain rules. When those rules are broken, the relationship may deteriorate and even dissolve. The rules help you identify successful versus destructive behavior; pinpoint more specifically why relationships break up; and master social skills involved in relationship development and maintenance. In my family, most of the rules were unspoken. They included the following: 1. It is rude and unacceptable to talk about money.

This includes not asking someone how much money they make. For instance, I was never able to discern how much money my father made at his job at any point in his life. 2. Another rule was that you did not purchase something unless the old version was completely broken or useless.

This could apply to a coat, shoes, a refrigerator, or even a car. 3. Another rule was that reading was more important than television. Almost every evening, my parents, sisters, and I could be found reading a book after dinner.

Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, ..

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equity, and politeness).

Topic: Relationship Theories Difficulty: Moderate Skill: Apply What You Know 9.50. Explain politeness theory and its role in maintaining relationships.

Answer: Politeness theory focuses on politeness as a major force in developing, maintaining, and deteriorating relationships. It says that two people develop a relationship when each respects, contributes to, and acknowledges the positive and negative face needs of the other; the same relationship deteriorates when they don’t. In communication terms, respect for positive face entails the exchange of compliments, praise, and general positivity. Respect for negative face entails the exchange of permission requests (rather than demands), messages indicating that a person’s time is valuable and respected, and few if any imposed obligations. Relationships develop and are maintained when these needs are met. And relationships deteriorate when the rules of politeness are bent, violated too often, or ignored completely.

Chapter: 09 Module: 9.3 Learning Objective: LO 9.3 Summarize the major theories that explain relationship development, deterioration, and repair (attraction, relationship rules, relationship dialectics, social exchange, equity, and politeness).

Topic: Relationship Theories Difficulty: Moderate Skill: Understand the Concepts

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Test Bank Chapter 10: Interpersonal Relationship Types Multiple Choice 10.1. An interpersonal relationship between two interdependent people that is mutually productive and characterized by mutual positive regard is a. a friendship. b. an affiliation. c. an acquaintance. d. a colleague.

Answer: a Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.2. Friendships, by definition, cannot be a. mutually productive. b. stimulating. c. destructive. d. secure.

Answer: c Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.3. What kind of friendship is transitory, like the kind with classmates and neighbors? a. acquaintance b. reciprocity c. receptivity ..

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d. association Answer: d Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.4. Which of the following is a friendship need that is based on someone who helps you recognize your unique attributes, such as artistic talent or emotional intelligence? a. utility b. stimulation c. affirmation d. ego support Answer: c Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Moderate Skill: Understand the Concepts 10.5. The first stage of friendship is what? a. contact b. stimulation c. involvement d. initiation Answer: a Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.6. Which of the following refers to how friends, online or face-to-face, begin to share their networks of other communicators? ..

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a. networking b. network convergence c. assimilation d. network symmetry Answer: b Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Moderate Skill: Understand the Concepts 10.7. Which kind of lover sees love as a useful relationship that makes life much easier for them? a. pragma b. agape c. storge d. eros Answer: a Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 Describe the various types of love.

Topic: Love Relationships Difficulty: Moderate Skill: Understand the Concepts 10.8. What type of love is considered compassionate and selfless? a. ludus b. pragma c. storge d. agape Answer: d Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 Describe the various types of love.

Topic: Love Relationships Difficulty: Easy Skill: Remember the Facts ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

10.9. Bernard sees love as a game. He enjoys the entertainment and excitement of new relationships, and he often breaks them off when they no longer amuse him. Which type of lover is Bernard? a. storgic b. ludic c. erotic d. pragma Answer: b Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 Describe the various types of love.

Topic: Love Relationships Difficulty: Moderate Skill: Apply What You Know 10.10. Which of the following is one of the clearest nonverbal indicators of love? a. use of a higher pitch b. extensive flush of the skin c. focused eye contact d. overt displays of affection Answer: c Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 Describe the various types of love.

Topic: Love Relationships Difficulty: Easy Skill: Remember the Facts 10.11. Compared to a primary relationship, the term family a. denotes a very specific set of people. b. is exclusive to heterosexual couples. c. is defined by religious customs. d. denotes a broader group of people.

Answer: d Chapter: 10 Module: 10.3

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Learning Objective: 10.3 Summarize the characteristics of families and distinguish among couple and family types.

Topic: Family Relationships Difficulty: Moderate Skill: Understand the Concepts 10.12. In their relationship, Kim and Robin eat their meals together, present themselves to others as a unified couple, and seldom if ever have sex-role conflicts with regard to their relationship.

They exemplify which type of couple? a. separate b. traditional c. independent d. pluralistic Answer: b Chapter: 10 Module: 10.3 Learning Objective: 10.3 Summarize the characteristics of families and distinguish among couple and family types.

Topic: Family Relationships Difficulty: Moderate Skill: Apply What You Know 10.13. Blair’s family members usually go their separate ways, don’t eat meals together, and rarely disclose personal information to one another. They are an example of what kind of family? a. consensual b. protective c. pluralistic d. laissez-faire Answer: d Chapter: 10 Module: 10.3 Learning Objective: 10.3 Summarize the characteristics of families and distinguish among couple and family types.

Topic: Family Relationships Difficulty: Moderate Skill: Apply What You Know 10.14. Conflict in Cecil and Leslie’s relationship is lessened by the fact that Cecil is in charge of all choices regarding child care, and Leslie is in charge of all major financial decisions. Such a ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

relationship is said to exhibit which interpersonal pattern? a. monopoly pattern b. unbalanced split pattern c. balanced split pattern d. equity pattern Answer: c Chapter: 10 Module: 10.3 Learning Objective: 10.3 Summarize the characteristics of families and distinguish among couple and family types.

Topic: Family Relationships Difficulty: Moderate Skill: Apply What You Know 10.15. Bitter and hurtful conflicts about authority may result from which relationship pattern? a. monopoly pattern b. unbalanced split pattern c. balanced split pattern d. equity pattern Answer: a Chapter: 10 Module: 10.3 Learning Objective: 10.3 Summarize the characteristics of families and distinguish among couple and family types.

Topic: Family Relationships Difficulty: Moderate Skill: Understand the Concepts 10.16. Caroline receives a letter from her manager praising her recent report. Which type of workplace communication is this? a. grapevine b. lateral c. downward d. upward Answer: c Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Describe how to create and maintain successful workplace ..

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relationships.

Topic: Workplace Relationships Difficulty: Moderate Skill: Apply What You Know 10.17. Kwan gave several suggestions to his supervisor as to how to improve telephone customer service. Kwan’s communication can be described as what? a. lateral b. upward c. grapevine d. downward Answer: b Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Describe how to create and maintain successful workplace relationships.

Topic: Workplace Relationships Difficulty: Moderate Skill: Apply What You Know 10.18. Which of the following is a guideline for effective workplace communication? a. The office is a shared zone; treat it as if everything is your territory. b. Avoid touching, except when shaking hands or bumping elbows. c. Treat those politely who deserve it or are superior to you. d. Use the same abbreviations used in electronic communication.

Answer: b Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Describe how to create and maintain successful workplace relationships.

Topic: Workplace Relationships Difficulty: Moderate Skill: Understand the Concepts 10.19. You make connections with people who can help you get a job, answer your questions, or help you relocate in what kind of relationships? a. mentoring b. networking c. romantic ..

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d. balanced split Answer: b Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Describe how to create and maintain successful workplace relationships.

Topic: Workplace Relationships Difficulty: Moderate Skill: Understand the Concepts 10.20. A relationship where an experienced individual helps train a less experienced person is what kind of relationship? a. mentoring b. reciprocal c. networking d. pragmatic Answer: a Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Describe how to create and maintain successful workplace relationships.

Topic: Workplace Relationships Difficulty: Easy Skill: Remember the Facts 10.21. A serious disadvantage for workplace romantic relationships is the a. opportunities for promotion. b. lack of potential for increased work satisfaction. c. potential for charges of sexual harassment. d. opportunity to spend more time with the person you are dating.

Answer: c Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Describe how to create and maintain successful workplace relationships.

Topic: Workplace Relationships Difficulty: Moderate Skill: Understand the Concepts ..

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10.22. Which of the following is a good rule of thumb to follow while tweeting? a. Treat criticism as the start of a dialogue. b. Use fast-following tools to promote your feed. c. Tweet both positive and angry tweets. d. Use your account primarily to advertise your brand.

Answer: a Chapter: 10 Module: 10.5 Learning Objective: LO 10.5 Explain the nature and function of some of the varied online relationships.

Topic: Online Relationships Difficulty: Moderate Skill: Understand the Concepts 10.23. Frankie cannot stop worrying that her boyfriend is interested in someone else. She even creates imagined scenarios in which he is with another girl. This is known as what kind of jealousy? a. cognitive b. emotional c. behavioral d. erotic Answer: a Chapter: 10 Module: 10.6 Learning Objective: LO 10.6 Explain the nature of, and the guidelines for dealing with, jealousy and violence.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Moderate Skill: Apply What You Know 10.24. Which kind of abuse involves humiliation, economic control, stalking, and isolation? a. physical b. sexual c. physiological d. verbal Answer: d Chapter: 10 Module: 10.6 ..

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Learning Objective: LO 10.6 Explain the nature of, and the guidelines for dealing with, jealousy and violence.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts 10.25. Unwanted touching is a form of relationship violence defined as what? a. economic abuse b. sexual abuse c. verbal abuse d. control and isolation Answer: b Chapter: 10 Module: 10.6 Learning Objective: LO 10.6 Explain the nature of, and the guidelines for dealing with, jealousy and violence.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts

True/False 10.26. Throughout history, in many parts of the world, friendships and relationships have always been voluntary.

Answer: False Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.27. Lauren befriended Jack because he is a math genius and she is struggling in her math class. Jack is filling a utility need for Lauren.

Answer: True Chapter: 10 Module: 10.1 ..

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Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Moderate Skill: Apply What You Know 10.28. In general, friendships in collectivist cultures are closer than friendships in individualist cultures.

Answer: True Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.29. Men’s friendships are often centered around shared activities.

Answer: True Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.30. Eros love focuses on establishing a companionable relationship.

Answer: False Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 Describe the various types of love.

Topic: Love Relationships Difficulty: Easy Skill: Remember the Facts 10.31. Research shows that long-distance relationships are less satisfying than shared-space relationships.

Answer: False Chapter: 10

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Module: 10.3 Learning Objective: LO 10.3 Summarize the characteristics of families and distinguish among couple and family types.

Topic: Family Relationships Difficulty: Easy Skill: Remember the Facts 10.32. The equality relationship pattern exists more among same-sex couples.

Answer: True Chapter: 10 Module: 10.3 Learning Objective: 10.3 Summarize the characteristics of families and distinguish among couple and family types.

Topic: Family Relationships Difficulty: Easy Skill: Remember the Facts 10.33. Networking is now largely conducted online.

Answer: True Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Describe how to create and maintain successful workplace relationships.

Topic: Workplace Relationships Difficulty: Easy Skill: Remember the Facts 10.34. Blogs are more effective when authors reply to comments.

Answer: True Chapter: 10 Module: 10.5 Learning Objective: LO 10.5 Explain the nature and function of some of the varied online relationships.

Topic: Online Relationships Difficulty: Easy Skill: Remember the Facts 10.35. Relationship violence includes belittling and controlling behavior. ..

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Answer: True Chapter: 10 Module: 10.6 Learning Objective: LO 10.6 Explain the nature of, and the guidelines for dealing with, jealousy and violence.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts

Fill-in-the-Blank 10.36. In a friendship of

, one person is the primary giver and one is the primary receiver.

Answer: receptivity Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.37. In a friends with _____relationship, individuals engage in sexual relationships without anyromantic involvement or dating.

Answer: benefits Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.38. A(n)

is an enemy disguised as a friend.

Answer: frenemy Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy ..

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Skill: Remember the Facts 10.39. A friend who introduces you to new ideas and new ways of seeing the world is filling the friendship need of .

Answer: stimulation Chapter: 10 Module: 10.1 Learning Objective: LO 10.1 Define friendship and explain how it develops.

Topic: Friendship Relationships Difficulty: Easy Skill: Remember the Facts 10.40. The type of love known as

is characterized by extreme highs and extreme lows.

Answer: mania Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 Describe the various types of love.

Topic: Love Relationships Difficulty: Easy Skill: Remember the Facts 10.41. is a feeling characterized by closeness and caring and by intimacy, passion, and commitment.

Answer: Love Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 Describe the various types of love.

Topic: Love Relationships Difficulty: Easy Skill: Remember the Facts 10.42. A(n)_____ relationship denotes a relationship between two principal parties—the husband and wife,the lovers, the domestic partners, for example.

Answer: primary Chapter: 10 Module: 10.3 Learning Objective: 10.3 Summarize the characteristics of families and distinguish among

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couple and family types.

Topic: Family Relationships Difficulty: Easy Skill: Remember the Facts 10.43. couples live together but view their relationship more as a matter of convenience than a result of their mutual love or closeness.

Answer: Separate Chapter: 10 Module: 10.3 Learning Objective: 10.3 Summarize the characteristics of families and distinguish among couple and family types.

Topic: Family Relationships Difficulty: Easy Skill: Remember the Facts 10.44. communication occurs between equals in the workplace, such as manager to manager, or worker to worker.

Answer: Lateral Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Describe how to create and maintain successful workplace relationships.

Topic: Workplace Relationships Difficulty: Easy Skill: Remember the Facts 10.45. is a form of anger, and a common reaction to a relationship threat. It can be cognitive, emotional, or behavioral.

Answer: Jealousy Chapter: 10 Module: 10.6 Learning Objective: LO 10.6 Explain the nature of, and the guidelines for dealing with, jealousy and violence.

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

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Short Answer/Essay 10.46. What are the different types of love? Describe and provide an example of each.

Answer: Eros focuses on beauty and physical attractiveness. An individual who “loves” someone because she is beautiful is exhibiting eros love. Ludus love is experienced as a game, as fun, and sexual fidelity is of little importance. A woman who dates several men at a time, telling each one that she loves him, but refusing to make a lasting commitment, is exhibiting ludus. Storge love lacks passion and intensity. The lovers wish to establish a companionable relationship with someone they know, and with whom they can share interests and activities. A couple who are part of a singles group, and experience no sexual interest, but find they are very companionable, are experiencing storge. The pragma lover is practical and seeks a relationship that will work.

Pragma lovers want compatibility and a relationship in which their important needs and desires will be satisfied. A man who is seeking a mate who will be a good mother for his future children is likely this type of lover. Mania is characterized by extreme highs and extreme lows. A man who falls in love instantly with someone he has just met, and then is in the depths of despair because she does not feel as intensely as he does, is demonstrating this type of love. Agape is a compassionate, egoless, self-giving love. The woman who dedicates her life to fostering special needs children, even at great emotional cost to herself, is an example of this type of love.

Chapter: 10 Module: 10.2 Learning Objective: LO 10.2 Describe the various types of love.

Topic: Love Relationships Difficulty: Moderate Skill: Apply What You Know 10.47. Describe the characteristics of an independent couple.

Answer: Independent couples stress their individuality. The relationship is important, but never more important than each person’s individual identity. Although independents spend a great deal of time together, they don’t ritualize it, for example, with schedules. Each individual spends time with outside friends. Independents see themselves as relatively androgynous—as individuals who combine the traditionally feminine and the traditionally masculine roles and qualities. The communication between independents is responsive. They engage in conflict openly and without fear. Their disclosures are quite extensive and include high-risk and negative disclosures that are typically absent among traditional couples.

Chapter: 10 Module: 10.3 Learning Objective: 10.3 Summarize the characteristics of families and distinguish among couple and family types. ..

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Topic: Family Relationships Difficulty: Moderate Skill: Understand the Concepts 10.48. Describe the various types of families based on conformity and conversation orientation.

Answer: Consensual families are high in conversation and high in conformity; they encourage open communication and agreement. Protective families are high in conformity and low in conversation; they stress agreement and strive to avoid conflict. Pluralistic families are low in conformity and high in conversation; they express different attitudes and points of view and engage in open, supportive communication. Laissez-faire families are low in conformity and low in conversation; they avoid interaction and encourage privacy and a “do what you want” attitude.

Chapter: 10 Module: 10.3 Learning Objective: 10.3 Summarize the characteristics of families and distinguish among couple and family types.

Topic: Family Relationships Difficulty: Moderate Skill: Understand the Concepts 10.49. In what ways are mentoring relationships beneficial to the protégé, the mentor, and theorganization?

Answer: The protégé learns how to achieve their goals, including rising in a hierarchy and developing skills. The mentor benefits from clarifying their thoughts, seeing the job from the perspective of a newcomer, and considering and formulating answers to a variety of questions.

The organization benefits with improved morale, deceased turnover, and positioningof junior staffed members for advancement.

Chapter: 10 Module: 10.4 Learning Objective: LO 10.4 Describe how to create and maintain successful workplace relationships.

Topic: Workplace Relationships Difficulty: Moderate Skill: Understand the Concepts 10.50. List at least three warning signs of relationship violence. What can a victim of relationship violence do to deal with the situation?

Answer: Warning signs of relationship violence include if the partner: • belittles, insults, or ignores you

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• controls pieces of your life • gets jealous without reason • can’t handle sexual frustration without anger • is so angry or threatening that you’ve changed your life to avoid provoking additional anger Tips for victims of relationship violence include: • It is important to seek professional help (and, of course, the help of friends and family where appropriate).

• Realize that you’re not alone.

• Realize that you’re not at fault.

• Plan for your safety.

• Know your resources—the phone numbers you need to contact for help, and the locations of money and a spare set of keys.

Chapter: 10 Module: 10.6 Learning Objective: LO 10.6 Explain the nature of, and the guidelines for dealing with, jealousy and violence.

Topic: The Dark Side of Interpersonal Relationships Difficulty: Moderate Skill: Understand the Concepts

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Test Bank Chapter 11: Interpersonal Conflict and Conflict Management Multiple Choice 11.1. Interpersonal conflict occurs when people are mutually aware that their goals are incompatible, perceive each other as interfering with the attainment of their own goals, and a. have an unhealthy relationship. b. work together closely. c. are interdependent. d. have previously experienced conflict.

Answer: c Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.2. What kind of conflict centers on objects, events, and persons in the world that are usually externalto the involved people? a. content b. relationship c. factual d. inferential Answer: a Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.3. What kind of conflicts are often hidden and disguised as content conflicts? ..

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a. workplace b. money c. social allergen d. relationship Answer: d Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.4. Which of the following is the most common source of conflict in couples? a. social issues such as parents and politics b. personal flaw issues such as drinking or personal grooming c. intimacy issues such as love and sex d. distrust issues such as previous relationships and lying Answer: c Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.5. Which of the following is the most common cause of workplace conflict? a. lack of openness b. grapevine rumors c. allocation of resources d. personality clashes Answer: d Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

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Topic: Preliminaries to Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.6. One drawback of conflict is that a. it forces us to examine a problem. b. it can lead to increased negative feelings. c. it airs grievances in a relationship. d. it can foster an open environment.

Answer: b Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.7. Members of which of these cultures tend to avoid conflict more? a. individualist b. high-context c. collectivist d. low-context Answer: c Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.8. Jaxson’s style of conflict is to shrink away from any argument, change the topic when the argument is brought up, and withdraw from the scene either physically or psychologically. This is known as what style? a. accommodating b. competing c. avoiding d. collaborating Answer: c ..

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Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know 11.9. Which conflict style is considered the ideal? a. competing b. avoiding c. accommodating d. collaborating Answer: d Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.10. Which style of conflict management represents great concern for your own needs and desires, and little concern for the needs and desires of others? a. avoiding b. competing c. accommodating d. collaborating Answer: b Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.11. Antony did not want to take on another Saturday shift, but he did not want to cause trouble with his supervisor, so he said yes. This is an example of which conflict style? a. accommodating b. avoiding c. collaborating ..

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d. compromising Answer: a Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know 11.12. When working to manage a conflict, it is important to first a. set the stage. b. identify the goal. c. weigh costs and benefits. d. evaluate your choices.

Answer: a Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.13. When you define the conflict during conflict management, it is recommended that you do which of the following? a. focus on the present b. try to read the other person’s mind c. define only content issues d. use abstract terms Answer: a Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.14. When Shayna and Kris argue, Shayna’s strategy is to bring up Kris’s previous failures that she has been storing up over time. Shayna’s behavior is best described as what? ..

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a. face-detracting b. spamming c. gunnysacking d. beltlining Answer: c Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know 11.15. According to critical thinking pioneer Edward deBono, which “thinking hat” asks you to become a devil’s advocate when trying to solve a conflict? a. the negative argument hat b. the fact hat c. the control of thinking hat d. the feeling hat Answer: a Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.16. The final step in the conflict management process is to do what? a. experience your negative feelings b. wrap it up c. evaluate your opinions d. accept or reject the choice Answer: b Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy ..

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Skill: Remember the Facts 11.17. During the final stage of conflict management, it is recommended that you a. avoid apologizing to ease guilt on both parties. b. decrease cherishing behaviors to give each other space. c. identify any fight strategies that aggravated the situation. d. recognize that future disagreements will happen.

Answer: c Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.18. Physical flight, falling asleep, or just mentally withdrawing are all examples of which conflict strategy? a. avoidance b. redefinition c. empathy d. gunnysacking Answer: a Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 11.19. According to one study on violence and force, what percentage of married people experienced physical and symbolic violence? a. 10 percent b. 30 percent c. 50 percent d. 70 percent Answer: d Chapter 11 ..

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Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 11.20. Refusing to discuss the conflict and listen to the other person’s point of view is a form of what? a. nonnegotiation b. gunnysacking c. force d. silencers Answer: a Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 11.21. Which techniques help the other person maintain a positive image? a. face-detracting b. face-enhancing c. avoidance d. verbal aggression Answer: b Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Moderate Skill: Understand the Concepts 11.22. What is the most popular tactic of verbal aggressiveness for its effectiveness in inflicting psychological pain? a. hostility ..

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b. argumentativeness c. loss of credibility d. character attack Answer: d Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 11.23. When Lea and Tina argue, Lea usually starts crying and claims she feels sick. What unproductive strategy is Lea using? a. empathizing b. gunnysacking c. beltlining d. silencers Answer: d Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Moderate Skill: Apply What You Know 11.24. Which of the following is a type of disconfirmation and an unproductive conflict strategy in which one person tries to win an argument by inflicting psychological pain? a. face-detracting b. verbal argumentativeness c. verbal aggressiveness d. force Answer: c Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management. ..

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Topic: Conflict Management Strategies Difficulty: Moderate Skill: Understand the Concepts 11.25. One strategy for cultivating argumentativeness is to a. attack the person, not the argument. b. treat disagreements subjectively. c. remain passionate. d. stress equity.

Answer: d Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Moderate Skill: Understand the Concepts

True/False 11.26. Conflict should be avoided whenever possible in order to maintain relationship harmony.

Answer: False Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.27. Typical arguments involving same-sex and opposite-sex friends involve violations of friendship rules and shared living spaces.

Answer: True Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict. ..

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Topic: Preliminaries to Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.28. Camille gets annoyed at telling Bryce over and over to stop texting when he is talking to her. This is an example of a social allergen.

Answer: True Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know 11.29. Rashid gives in to his girlfriend when they fight just to keep the peace in the relationship.

He is engaging in the compromising style of conflict management.

Answer: False Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Apply What You Know 11.30. Conflict is a sign of a troubled relationship.

Answer: False Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.31. Research shows that men are more likely to withdraw from a conflict situation than women.

Answer: True

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Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.32. All cultures define what constitutes conflict in the same way.

Answer: False Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.33. Conflict styles are influenced by personality, family history, and emotional state.

Answer: True Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 11.34. To be more effective in conflict situations, you should state your thoughts and feelings objectively.

Answer: True Chapter: 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 11.35. Aggressiveness is destructive, while argumentativeness is constructive. ..

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Answer: True Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts

Fill-in-the-Blank 11.36. Interpersonal _____ is disagreement between or among connected individuals who perceive their goalsas incompatible.

Answer: conflict Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.37. A social ____ is a personal habit of a friend or romantic partner that you find annoying,unpleasant, distasteful, impolite, inconsiderate, or uncouth.

Answer: allergen Chapter: 11 Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.38. Gossiping, treating others as inferior, verbal insults, and excessive blaming that take place during online communication are referred to as ____ .

Answer: cyberbullying Chapter: 11 ..

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Module: 11.1 Learning Objective: LO 11.1 Define interpersonal conflict, some popular myths, and some issues that create conflict.

Topic: Preliminaries to Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.39.

An “I win/you lose” style of conflict management is known as a _____ style.

Answer: competing Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts conflict style, you sacrifice your own needs for the sake of the needs of the

11.40. In the other person.

Answer: accommodating Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.41. In the conflict style, your concern is with both your own and the other person’s needs. This style is often considered the ideal.

Answer: collaborating Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.42. The negative practice of storing up grievances so they may be unloaded at another time is ..

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referred to as

.

Answer: gunnysacking Chapter 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Easy Skill: Remember the Facts 11.43. When you refuse to direct any attention to managing the conflict or to listening to the other person’s argument, you are practicing the strategy of .

Answer: nonnegotiation Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 11.44. Face-____ strategies are those that attack a person’s positive or negative face.Answer: attacking Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts 11.45. The positive tactic of refers to your willingness to argue for a point of view, and your tendency to speak your mind on significant issues.

Answer: argumentativeness Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

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Topic: Conflict Management Strategies Difficulty: Easy Skill: Remember the Facts

Short Answer/Essay 11.46. Conflict can have both positive and negative effects. Discuss two positive and two negative effects of conflict, based on the text and your personal experiences.

Answer: Positive effects of conflict include forcing you to examine a problem and work toward a solution, creating a stronger relationship, and preventing a problem from festering. Negative effects of conflict include negative feelings, closing yourself off from the other person, and losing intimacy as well as the depletion of energy better spent in other areas. As conflict and its costs increase, the relationship may ultimately deteriorate or dissolve.

Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.47. Describe the five conflict styles. Which is the ideal style and why?

Answer: The five conflict styles are competing, avoiding, accommodating, collaborating, and compromising.

The competing style (I win, you lose) represents great concern for your own needs and desires and little for those of others. As long as your needs are met, the conflict has been dealt with successfully (for you).

Using the avoiding style (I lose, you lose) suggests that you are relatively unconcerned with your own or with the other’s needs or desires. The avoider shrinks from any real communication about the problem, changes the topic when the problem is brought up, and generally withdraws from the scene both psychologically and physically.

In the accommodating style (I lose, you win), you sacrifice your own needs for the sake of the needs of the other person. Your major purpose is to maintain harmony and peace in the relationship or group.

In the collaborating style (I win, you win), your concern is with both your own and the other person’s needs. It is often considered the ideal, as it allows each person’s needs to be satisfied. It promotes resolutions in which you both get something.

The compromising style (I win and lose, you win and lose) is in the middle; there’s some concern for your own needs and some concern for the other’s needs. This strategy is likely to ..

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result in maintaining peace, but there also will be dissatisfaction over the inevitable losses that have to be endured.

Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.48. Identify the seven steps in the multistep conflict management process described in the text, and explain what occurs at each step.

Answer: The steps are as follows: 1. Set the stage: Try to fight in private, as fighting in public can lead you to desire to save face by using strategies that win the argument but leave the conflict unresolved. Make sure you are both ready to fight.

2. Define the conflict: Define the conflict in both content and relationship terms and in specific terms. Focus on the present, empathize, and avoid mind reading.

3. Identify your goals: Ask yourself what you want to accomplish.

4. Identify and evaluate your choices: Brainstorm by yourself or with your partner. Look for solutions that enable both parties to win.

5. Act on the selected choice: Act first mentally, and then put it into operation.

6. Evaluate the choice: Determine if the choice worked and effectively resolved the conflict. If not, re-enter the conflict resolution process. You can use “thinking hats” to evaluate—fact hat, feeling hat, negative argument hat, positive benefits hat, creative new idea hat, and control of thinking hat.

7. Wrap it up: Ensure conflict is fully resolved and will not generate more significant conflicts.

Learn from the conflict and the process. Keep the conflict in perspective. Attack your negative feelings. Finally, increase the exchange of rewards and cherishing behaviors to demonstrate your positive feelings toward each other.

Chapter: 11 Module: 11.2 Learning Objective: LO 11.2 Describe the major principles of interpersonal conflict.

Topic: Principles of Interpersonal Conflict Difficulty: Moderate Skill: Understand the Concepts 11.49. Explain the differences between face-attacking strategies and face-enhancing strategies, then discuss the different methods of face-attacking and face-enhancing. Include examples in your response.

Answer: Face-attacking strategies are those that attack a person’s positive face (for example, ..

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comments that criticize the person’s contribution to a relationship or any of the person’s abilities) or a person’s negative face (for example, making demands on a person’s time or resources or comments that attack the person’s autonomy). Face-enhancing strategies are those that support and confirm a person’s positive (praise, a pat on the back, a sincere smile) or negative face (for example, giving the person space and asking rather than demanding). Face-attacking strategies include beltlining and affixing blame. For example, bringing up the fact that someone has been unable to get a permanent job would be beltlining. Using personal attacks to say a person caused an issue instead of focusing on the real causes or finding a solution is casting blame.

Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Moderate Skill: Apply What You Know 11.50. Explain the differences between verbal aggressiveness and argumentativeness. Explain their relative advantages and disadvantages.

Answer: Verbal aggressiveness is an unproductive conflict strategy in which one person tries to win an argument by inflicting psychological pain and attacking the other person’s self-concept.

It’s a type of disconfirmation in that it seeks to discredit the individual’s view of self.

Aggressiveness is destructive, leads to relationship dissatisfaction, may lead to relationship violence, prevents meaningful communication, decreases the user’s credibility, and decreases the user’s power of persuasion. Argumentativeness, in contrast, refers to a quality to be cultivated rather than avoided. Argumentativeness is your willingness to argue for a point of view, your tendency to speak your mind on significant issues. It is constructive, leads to relationship satisfaction, may prevent relationship violence, enhances communication, increases the user’s credibility, and increases the user’s power of persuasion.

Chapter 11 Module: 11.3 Learning Objective: LO 11.3 Describe the influences on, and the strategies for, effective conflict management.

Topic: Conflict Management Strategies Difficulty: Moderate Skill: Understand the Concepts

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Test Bank Chapter 12: Interpersonal Power and Influence Multiple Choice 12.1. The ability of one person to influence what another person thinks or does is called what? a. power b. empathy c. coercion d. intimidation Answer: a Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Easy Skill: Remember the Facts 12.2. Which of the following statements concerning power is correct? a. Power is usually equally shared among people. b. Power is asymmetrical. c. Power cannot be shared. d. Power is viewed the same across cultures.

Answer: b Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Moderate Skill: Understand the Concepts 12.3. The number of followers you have and the frequency with which you post or tweet are generally measures of a. expert power. b. the sharing of power. c. social media power. d. privilege. ..

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DeVito, The Interpersonal Communication Book 15e, Test Bank

Answer: c Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Moderate Skill: Understand the Concepts 12.4. Francine is less dependent on their relationship than Derek is, and she would find it easy to break up. Francine holds the power in this relationship according to which of the following? a. the power of privilege b. the symmetry of power c. the principle of less interest d. negative identity management Answer: c Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Moderate Skill: Apply What You Know 12.5. Marie imagined scenarios in which she was especially powerful and confident before her job interview. The interviewer was impressed by her persuasiveness and confidence. Marie performed a. manipulation. b. prosocial communication. c. expert power. d. power priming. .Answer: d Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Moderate Skill: Apply What You Know 12.6. Which of the following is a privilege those more powerful can use on those less powerful, such as a doctor putting their arm around a patient? ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

a. breaking the rules b. having the final word c. touch d. back-channeling Answer: c Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Moderate Skill: Apply What You Know 12.7. According to the text, in many Asian, African, and Arab cultures, the power distance is most pronounced between a. the educated and opinionated. b. religious officials. c. men and women. d. siblings in the same household.

Answer: c Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Easy Skill: Remember the Facts 12.8. Jon admires and respects Bodhi and would do anything to be like Bodhi. What type of power does Bodhi have over Jon? a. legitimate b. referent c. persuasive d. coercive Answer: b Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Difficulty: Moderate Skill: Apply What You Know 12.9. Which of the following is most likely to be perceived as having legitimate power? a. a classmate b. a brother c. a professor d. a friend Answer: c Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Understand the Concepts 12.10. Jill has denied Joe’s leave-of-absence request as punishment for being uncooperative in meetings. Jill has exhibited what kind of power? a. referent b. expert c. persuasive d. coercive Answer: d Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Apply What You Know 12.11. Kalvin told his son not to play with matches, and in response his son intentionally lit one.

This is an example of what kind of power? a. negative b. legitimate c. reward d. information Answer: a ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Apply What You Know 12.12. Ralph’s coworkers believe he is honest, trustworthy, and sincere. This dimension of credibility is known as what? a. coherence b. charisma c. competence d. character Answer: d Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Apply What You Know 12.13. During his speech, Tomas stuttered and frequently added er, um, and ah in the middle of his sentences. These examples of powerless language are known as a. hesitations. b. slang. c. disqualifiers. d. intensifiers.

Answer: a Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Apply What You Know 12.14. Which of the following suggestions is a way to nonverbally communicate power? ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

a. Utilize adaptors. b. Maintain eye contact. c. Walk quickly. d. Use vocalized pauses.

Answer: b Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Understand the Concepts 12.15. You are trying to convince others that many people have done what you’re requesting, therefore it is a good idea to follow when you use which of these strategies? a. authority b. social validation c. liking d. reciprocation Answer: b Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Understand the Concepts 12.16. What term refers to a person’s attempt to resist a request by trying to manipulate the image of the other person making the request? a. identity management b. negotiation c. justification d. impression management Answer: a Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Easy Skill: Remember the Facts 12.17. Joshua’s roommate Vanessa is taking the same geology class that Joshua took the previous semester. Vanessa knows Joshua did well in the class, and she asks him if she can copy one of his essays. Joshua says, “No. I would lose my scholarship if I were caught cheating.”

What type of resistance to influence did he use? a. justification b. positive identity management c. negative identity management d. negotiation Answer: a Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Apply What You Know 12.18. Displaying a calendar in your work station depicting nude male firefighters is like to be perceived as an example of what? a. workplace bullying b. quid pro quo harassment c. inappropriate sexual advances d. hostile environment harassment Answer: d Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Moderate Skill: Apply What You Know 12.19. Patterns of behavior that are used to take unfair advantage of another person are called what? ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

a. disqualifiers b. power plays c. privileges d. power priming Answer: b Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Easy Skill: Remember the Facts 12.20. In responding to power plays, you have three choices in reacting: ignore it, neutralize it, or a. cooperate. b. hide from it. c. report it. d. retaliate.

Answer: a Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Easy Skill: Remember the Facts 12.21. Candice and Phil are arguing about his purchase of costly season tickets for his favorite team. While Phil is trying to explain why he made the purchase, Candace interrupts him midsentence by saying, “But we don’t have the money to afford that!” She is using which type of powerplay? a. nobody upstairs b. you owe me c. thought stopper d. metaphor Answer: c Chapter: 12 ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Moderate Skill: Apply What You Know 12.22. Which of the following is the best example of prosocial communication? a. Aidan discusses the movie they just saw with his date. b. Junie compliments her roommate on her new haircut. c. Darrin completes the report his supervisor asked for ahead of schedule. d. Mandi agrees to help her mother with the laundry this week.

Answer: b Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Define prosocial communication and identify some influences on and some effects of such communication.

Topic: Prosocial Communication Difficulty: Moderate Skill: Apply What You Know 12.23. We are more apt to engage in prosocial communication with a. individuals with whom we share relationship bonds. b. those we feel superior to. c. individuals dissimilar to us. d. those being ignored by others who need friends.

Answer: a Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Define prosocial communication and identify some influences on and some effects of such communication.

Topic: Prosocial Communication Difficulty: Moderate Skill: Understand the Concepts 12.24. People in a crowd who are demonstrating the bystander effect are likely to a. rush to help someone in need. b. display negative power. c. exhibit pluralistic ignorance. ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

d. demonstrate prosocial communication.

Answer: c Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Define prosocial communication and identify some influences on and some effects of such communication.

Topic: Prosocial Communication Difficulty: Moderate Skill: Understand the Concepts 12.25. It’s highly likely that exhibiting prosocial behavior will a. have little effect on us. b. increase our legitimate power. c. decrease our referent power. d. have a positive effect on us.

Answer: d Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Define prosocial communication and identify some influences on and some effects of such communication.

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

True/False 12.26. Power is always symmetrical in a relationship.

Answer: False Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Easy Skill: Remember the Facts 12.27. Some people are born powerful. ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Answer: True Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Easy Skill: Remember the Facts 12.28. When you empower someone, you always lose power yourself.

Answer: False Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Easy Skill: Remember the Facts 12.29. The statement “I said so because I’m your mother” is an example of referent power.

Answer: False Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Apply What You Know 12.30. The most common compliance-gaining strategy by both women and men is the direct request.

Answer: True Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Easy Skill: Remember the Facts 12.31. People usually use only one base of power to influence others. ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Answer: False Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Easy Skill: Remember the Facts 12.32. There are two general categories of sexual harassment: quid pro quo and the creation of a hostile environment.

Answer: True Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Easy Skill: Remember the Facts 12.33. When responding to sexual harassment, it is recommended that you talk directly to the harasser.

Answer: True Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Easy Skill: Remember the Facts 12.34. Threatening messages via social media or text messages are a form of cyberbullying.

Answer: True Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Difficulty: Easy Skill: Remember the Facts 12.35. Types of prosocial communication are consistent from culture to culture.

Answer: False Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Define prosocial communication and identify some influences on and some effects of such communication.

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

Fill-in-the-Blank 12.36.

is the ability of one person to influence what another person thinks or does.

Answer: Power Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Easy Skill: Remember the Facts 12.37. If we imagine a time when we have power, we increase our power through the idea of power ____.

Answer: power priming Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Easy Skill: Remember the Facts 12.38. If others believe you have the right, by virtue of your position, to influence or control their behavior, you are said to have power.

Answer: legitimate ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Easy Skill: Remember the Facts 12.39.

consists of competence, character, and charisma.

Answer: Credibility Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Easy Skill: Remember the Facts 12.40. _____ -gaining strategies use verbal, nonverbal, and listening skills to exert influence over others. Examplesinclude reciprocation, commitment, and scarcity.

Answer: Compliance Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Easy Skill: Remember the Facts 12.41. Through positive ____ management, you resist complying by making the other person feel good about him- orherself.

Answer: identity Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Easy ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Skill: Remember the Facts 12.42. Putting explicit and offensive messages on an office bulletin board is a form of ____ environment harassment.

Answer: hostile Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Easy Skill: Remember the Facts 12.43. A pattern of behavior that consists of abusive acts repeatedly committed by an individual or group against another is referred to as .

Answer: bullying Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Easy Skill: Remember the Facts 12.44. In the ____ upstairs power play, the individual refuses to acknowledge the request, regardless ofhow many times it is made.

Answer: nobody Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Easy Skill: Remember the Facts 12.45. Communication that benefits another individual, group, society, or the entire species in some way is referred to as _____communication.

Answer: prosocial ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Define prosocial communication and identify some influences on and some effects of such communication.

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

Short Answer/Essay 12.46. How can you empower others? Name and explain three ways to empower others.

Answer: First, you can raise the person’s self-esteem. To do this, resist faultfinding, only provide constructive criticism, be willing to offer your perspective, and avoid aggressiveness and abusiveness. Second, you can be open, positive, empathic, and supportive. To do this, be attentive and listen actively. Third, you can share skills and decision making. To do this, relinquish control and allow the other person the freedom to make decisions.

Chapter: 12 Module: 12.1 Learning Objective: LO 12.1 Describe the major principles of interpersonal power and influence.

Topic: Principles of Power and Influence Difficulty: Moderate Skill: Understand the Concepts 12.47. Explain the differences among information power, persuasion power, reward power, and coercive power. Provide an example of each.

Answer: You have information or persuasion power over others when others see you as having the ability to communicate logically and persuasively. For example, someone seen as a persuasive speaker will have persuasive power, and someone seen as knowledgeable at work will have information power. You have reward power over others if you have the ability to reward people through material or social means. For example, teachers have reward power because they control students’ grades. You have coercive power over others when you have the ability to gain compliance by administering punishments or removing rewards if others fail to yield to your influence. Usually, if you have reward power, you also have coercive power. For example, parents have coercive power because they can ground their children for not obeying.

Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence. ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Apply What You Know 12.48. Identity at least three verbal messages that are likely to communicate power and three that are likely to weaken power.

Answer: Verbal messages that communicate power include direct requests, bargaining, promising, ingratiation, manipulation, and threatening. Verbal messages that weaken powerinclude hesitations, intensifiers, disqualifiers, tag questions, self-critical statements, slang expressions, and vulgar expressions.

Chapter: 12 Module: 12.2 Learning Objective: LO 12.2 Describe the types of power that reside in the relationship, in the person, and in the message and some of the ways to resist power and influence.

Topic: Relationship, Person, and Message Power Difficulty: Moderate Skill: Understand the Concepts 12.49. Define the two types of sexual harassment. Identity some suggestions for people to follow if they fall victim to sexual harassment?

Answer: In quid pro quo harassment, employment opportunities (as in hiring and promotion) are dependent on the granting of sexual favors. Hostile environment harassment is a much broader term and includes all sexual behaviors (verbal and nonverbal) that make a worker uncomfortable.

Guidelines for dealing with sexual harassment include talk to the harasser; collect evidence; begin with appropriate channels within the organization; file a complaint; and don’t blame yourself.

Chapter: 12 Module: 12.3 Learning Objective: LO 12.3 Explain sexual harassment, bullying, and power plays as misuses of power.

Topic: Misuses of Power Difficulty: Moderate Skill: Understand the Concepts 12.50. Briefly describe prosocial communication and its benefits.

Answer: Prosocial communication is communication that benefits another individual, group, society, or the entire species in some way. The communication may be verbal or nonverbal or, as usual, some combination of verbal and nonverbal messages. Prosocial behavior can benefit an individual’s self-esteem, help those needing assistance, advance knowledge, or demonstrate ..

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DeVito, The Interpersonal Communication Book 16e, Test Bank

support for accepted values in our culture. It also personally benefits the communicator.

Chapter: 12 Module: 12.4 Learning Objective: LO 12.4 Define prosocial communication and identify some influences on and some effects of such communication.

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

..

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