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Question
Listening skills need to be modified according to the goals, situations, and people to whom we are listening. Using different listening skills when listening for information and for relationship listening is known as ____.a. development of responses
b. selected passages
c. adapting listening appropriately
d. critical points of communication
e. background noise
Answer
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Related questions
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Eric Berne catalogued a number of games that people play. Define the concept of games as Berne does, describe their characteristics, and provide an example to illustrate this concept. From what you know about effective communication during conflict and constructive conflict, discuss two skills, guidelines, or behaviors that can help to minimize game playing in relationships
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a description
b provisionalism
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Q:
This communication confirms the worth of others and our concern for them. An examples is "I can understand why you feel that way."
a description
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This communication tends to cultivate supportive, confirming communication climates. It focuses on finding a solution that all parties find acceptable
a description
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Q:
The strategy doesn't evaluate others or what they think and feel
a description
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The counterpoint to superiority is ____
a description
b provisionalism
c spontaneity
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Q:
"I really know a lot more about this than you do, so you should listen to me." This comment is an example of communication that:
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b claims superiority of the speaker
c expresses a tentative conclusion
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Q:
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Q:
The interactive view of emotions rests on three key concepts: framing rules, feeling rules, and emotion work
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Describe a situation where you would (or would not) express an emotion for an ethical reason. Based on the guidelines for communicating emotions effectively that were raised in the textbook, discuss how two to three guidelines would influence how to act in the situation.
Q:
Some researchers assert that human experience one kind of emotions: some that are based in biology and thus instinctual and universal.
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Emotional intelligence is not linked to well-being.
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In Korea, Japan, China, Nepal, and other Asian countries, chopsticks often are the primary eating utensil.
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Men are more likely than women to use nonverbal behaviors to express how they feel.
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People with high status and/or power tend to touch others and invade others' space more than do people with less power and/or status.
Q:
Nonverbal communication do not reflect cultural values.
Q:
According to a former president of the Seirra Club, the term ____ was coined to describe a pattern in which toxic waste dumps and hazardous industrial plants are disproportionately located in low income neighborhoods and communities of color.
a. environmental racism
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Q:
Assuming an attentive posture, holding eye contact, and nodding to show you understand what another person is saying are nonverbal behaviors that convey which dimension of relational-level meanings?
a. responsiveness
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Q:
Your textbook states that respecting what others say about what they feel is a cornerstone of effective interpersonal communication. Describe some strategies for respecting what others say and feel.
Q:
Research shows that we are more likely to recall behaviors that are consistent with our labels for people than behaviors that are inconsistent.
Q:
Symbols are neutral descriptions of phenomena.
Q:
____ language is more honest.
a. I
b. You
c. We
d. They
e. Me
Q:
____ language provides concrete descriptions of behaviors we dislike without directly blaming the other person for how we feel.
a. I
b. You
c. We
d. They
e. Me
Q:
To take responsibility for your own feelings, rely on ____ language.
a. I
b. You
c. We
d. They
e. Me
Q:
These rules specify how to interpret different kinds of communication. We learn what counts as respect (paying attention), friendliness (smiles or smiley emoticons in online communication), affection (kisses, hugs), and professionalism (punctuality, competence).
a. intuitive
b. constitutive
c. comparative
d. regulative
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Q:
The five symbolic abilities described in your textbook are.
a. I, Me, We, She, and He
b. clarification, understanding, restructuring, continuity, and closure
c. definition, punctuation, interpretation, subjectivity, and self-concept
d. definition, evaluation, organization, hypothetical thought, self-reflection
e. circular, rectangular, oval, triangular, and octagonal