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Q:
Pablo needs a visual aid for comparing the income rates of men and women in his hometown over the past decade. Which of the following would likely prove his best choice?
a. pictures of "real life" working men and women
b. a comparative line graph illustrating the relative growth of the income rates of men and women
c. a bulleted textual graphic with suggestions for obtaining local employment
d. handouts explaining how to get involved with the continuing fight for gender equality
Q:
Lisa needs a visual aid to illustrate how her university allocates its budget. What would be her most likely choice?
a. a picture
b. a pictograph
c. line graph
d. pie graph
Q:
Both quantitative and qualitative methods rely on empirical evidence.
Q:
What type of map is best to use in a presentation?
a. commercially prepared
b. brightly colored
c. detailed
d. simple and uncluttered
Q:
Qualitative research relies on logic of formal and statistical arguments.
Q:
Anything that the researcher can observe or capture can count as data in a qualitative study.
Q:
All of the following are benefits of using presentation aids except
a. they help to increase audience understanding.
b. well-prepared aids enhance your ethos as a speaker.
c. they make audience interaction less important.
d. they can help speakers cope with communication anxiety.
Q:
Hypotheses are seldom used in qualitative research.
Q:
What is important to remember when using graphics during a speech?
a. Graphics must be displayed for a long time during the speech.
b. Graphics must be very complex.
c. Graphics can make your speech conclusive.
d. Graphics must be instantly clear.
Q:
What are graphics?
a. iconic representations of stories
b. visual representations of information
c. posters developed for your presentation
d. listing of the main points of the speech
Q:
Because of its focus on subjectivity, qualitative research uses credibility rather than reliability and validity to evaluate the quality of data interpretation.
Q:
Researchers using qualitative methods try to provide a degree of objectivity to their research report by minimizing the voice of participants.
Q:
Researchers using qualitative methods refrain from using discourse or text to capture data.
Q:
When possible, what should the speaker do when using an object as a presentation aid?
a. select a living thing to strengthen audience involvement
b. select an object that will shock the audience to listen
c. keep the object out of sight until it is time to use it
d. display the object throughout the speech for emphasis
Q:
All of the following are true about using people as visual aids except
a. they should be willing to act as a presentation aid.
b. they should understand their role in illustrating your message.
c. they should sit up front and come forward at the right moment.
d. they should plan something themselves to contribute.
Q:
Handouts can be useful
a. for presenting extraneous information not related to the speech.
b. when distributed before a speech so that listeners can follow.
c. for presenting complex ideas or lots of statistical information.
d. when distributed during a speech for enhancing interaction.
Q:
Qualitative methods are also referred to as naturalistic research, ethnography, field research, or participant observation.
Q:
Qualitative research is that in which data are analyzed for their qualities, not their quantities.
Q:
Match the following terms and their descriptions:
1)Interdisciplinary triangulation
2)Investigator triangulation
3)Data triangulation
A. Using researchers from a variety of disciplines to collect and interpret data in the same study.
B. Using several different researchers or evaluators in one study.
C. Using a variety of data sources in one study.
Q:
Presentation aids should be used
a. when you cannot speak with responsible knowledge.
b. to emphasize the most important ideas and information in your speeches.
c. to highlight attractive people you are speaking about.
d. as often as possible during your presentation.
Q:
Match the following terms and their descriptions:
1)Macrolevel evidence
2)Researcher construction
3)Microlevel evidence
4)Contingent accuracy
5)Subjective valuing
A. So broad that many similar data can belong to the same classification.
B. Researcher develops an interpretation of qualitative data from his or her personal, subjective perspective.
C. Data can be identified at such a specific level that it stands on its own.
D. This interpretation of meaning relies on tangible artifacts and is the most objective.
E. This interpretation of meaning relies on a mix of both objective and subjective elements.
Q:
"Works Cited" lists all the works a speaker consulted while researching a speech.
Q:
Match the components of the model for qualitative research with the descriptions:
1)Credibility
2)Research purpose
3)Research methods
4)Conceptual context
5)Research questions
A. Addresses the extent to which interpretations of the data are true, correct, and dependable.
B. Identifies the goal of the research project and the concerns of the communicators.
C. Based upon the skills the researcher possesses or can learn.
D. Addresses the theories, previous findings, and conceptual framework related to the phenomenon the researcher wants to study.
E. Helps researcher uncover what is unknown.
Q:
The formal outline represents the completed plan of your speech.
Q:
The model for qualitative research demonstrates:
A.the independent steps of the research process.
B.the linear process of the research process.
C.why the qualitative research process cannot be planned in its entirety at the beginning of the project.
D.the role of member validation.
E.c and d.
Q:
The purpose of asking rhetorical questions is to get your audience to "speak up" and engage you as you speak.
Q:
The introduction and conclusion of a speech is so important that speakers should consider reading them in order to avoid mistakes.
Q:
In qualitative research, research questions:
A.are quite similar to research questions for quantitative research.
B.provide the researcher with a focus.
C.give the researcher considerable latitude.
D.usually ask "how" or "what."
E.all but a.
Q:
Inductive analysis is:
A.the same as deductive reasoning.
B.achieved when researchers create distance between the research participants and themselves.
C.the discovery and development of theory as they emerge from qualitative data.
D.a type of control required for qualitative methods.
E.the replacement of operationalization in qualitative research.
Q:
Well-planned transitions tend to make for a smoother presentation.
Q:
Using an internal summary is an example of using a stock phrase.
Q:
Short phrases do not make for good transitions.
Q:
Which of the following statements is not true?
A.Qualitative research preserves the form and content of human interaction.
B.Qualitative research is not empirically based.
C.The qualitative researcher is interested in the whole of the phenomenon under study.
D.Qualitative research aims for subjectivity.
E.The context in which qualitative data are collected cannot be imposed.
Q:
When writing the research report, it is sufficient to rely upon the spell checker in your word processing program to catch all spelling errors.
Q:
The principle of subordination means that you should carefully follow the instructions you have been given for preparing formal outlines.
Q:
The reference list must be complete and without error because it is the mechanism by which readers track backward from the research report to find other research reports.
Q:
In a formal outline, the more important a statement, the farther to the left it should be positioned.
Q:
Researchers should draw readers' attention to those limitations that are most likely to influence the research results.
Q:
The brief conclusion and description of statistical tests in the results section eliminates the need to interpret the results in the discussion section.
Q:
Tables and graphs should be well identified and labeled. Description of the table or graph is not required in the text.
Q:
When outlining, the principle of coordination requires that all statements at a given level be of similar importance.
Q:
Sub-subpoints strengthen and specify subpoints.
Q:
A working outline can be considered the tentative design for your speech.
Q:
Even when the results do support the researchers' expectations, the results must be reported.
Q:
Only empirical research reports are included in the literature review.
Q:
A spatial design is based on physical relationships, such as east-west, north-south, or points around a circle.
Q:
The problem statement is the same as and can act as a substitute for hypotheses and research questions.
Q:
A sequential design would be most appropriate for explaining historic developments.
Q:
A speech urging support for a local campaign against hunger should probably follow a problem-solution design.
Q:
A good literature review goes beyond a simple description of previously published work to include analysis, synthesis, and a critique of this work.
Q:
Match the following terms and descriptions of sections of a quantitative research report. Some responses can be used more than once.
1) Summary of the research completed prior to this study.
2) Describes how the research study was executed.
3) Conclusions of statistical tests are presented without interpretation.
4) Includes the researcher's interpretation of the results.
5) Includes both the literature that supports and contradicts the researcher's position
6) Conclusions presented in this section should be linked to the literature review.
7) Reporting accuracy is critical in this section.
8) The hypotheses and research questions are generally presented at the end of this section.
9) Includes information about the sampling techniques and sample size.
A. Discussion section
B. Literature review
C. Method section
D. Results section
Q:
A speech in favor of a disputed proposition should usually follow a narrative design.
Q:
Parallel construction uses the same or similar wording for the main points of a speech.
Q:
When dealing with unexpected results:
A.the researcher should throw out the results and discontinue writing the research report.
B.the researcher should consider alternative explanations for findings.
C.the researcher should talk to others with expertise in their research topic and methodology for useful insight.
D.all of the above.
E.b and c only.
Q:
The introduction and conclusion of a brief speech should be brief and approximately equal in length.
Q:
In the results section, the minimum information needed to be presented for each hypothesis or questions is:
A.statistical test used.
B.statistical test used and the results of the test.
C.the significance level of the test.
D.statistical test used, the results of the test, the significance level of the test, and a written description of the statistical test as support for or rejection of the hypothesis, or connecting the result of the statistical test to the answering of the research question.
Q:
In reading a quantitative research article, a consumer should:
A.independently assess the results in addition to reading the researcher's interpretation in the discussion section.
B.refer back to the method section to determine how the data were collected when assessing the researcher's interpretations in the discussion section.
C.look for other plausible interpretations of the data beyond those presented by the author.
D.assess the link the author has made from the results to the supporting theory or framework.
E.all of the above.
Q:
After reading the method section of a quantitative research report, the consumer should know:
A.what the researcher did to collect the data.
B.how the researcher analyzed the data.
C.the results of the statistical tests.
D.how the researcher interpreted the results.
E.why the researcher conducted the study.
Q:
The principle of order means that speeches should follow a consistent pattern of development.
Q:
Training coders for an interaction analysis research project will eliminate all differences in their application of the coding scheme.
Q:
The principle of balance suggest that each part of a speech should receive appropriate development.
Q:
Interaction analysis is best used to code the messages of an individual giving a speech.
Q:
A recent study indicated that students learn more from instructors who go off on humorous tangents and jump from idea to idea.
Q:
Calculating and identifying an acceptable level of intercoder reliability is fairly straightforward.
Q:
Why should you avoid speaking from a formal outline?
a. It shows a lack of respect for your instructor.
b. It suggests that you have not prepared a good speech.
c. You will most likely digress into reading.
d. It makes it obvious that you are using presentation notes.
Q:
When is it especially important to document sources of information orally during a presentation?
a. after presenting every piece of information
b. to validate technical or controversial assertions
c. after each major transition during a presentation
d. after completing the presentation
Q:
Intercoder reliability is calculated for either unitizing reliability or for categorizing reliability as calculating reliability for both decisions in content analysis is unnecessary.
Q:
You have been given all of the following advice for orally citing sources of information in your speeches except
a. cite everything used from researched sources.
b. use quotes that are brief, colorful, and dramatic.
c. highlight the credentials of expert sources.
d. identify the publisher or site sponsor.
Q:
For content analysis, even when the unit of analysis is obvious, explicit rules should be set to guide researchers in their identification of the unit.
Q:
Categories used in content analysis can be derived from theory or previous research, or can emerge from the data.
Q:
How should each main point and subpoint in a formal outline be worded?
a. as a memorable phrase
b. using qualifier and clauses
c. using a stock issues format
d. as simple declarative sentences
Q:
As a general rule, if more than 5% of coded elements in content analysis falls into the "other" category, the category system needs to be revised, or coding procedures need to be reexamined.
Q:
What parts of a speech might you write out verbatim and memorize for brief presentations?
a. the introduction and the body
b. the introduction and the conclusion
c. the body and the conclusion
d. the body
Q:
What is the most important consideration when deciding whether to offer a summary statement with your speech?
a. the complexity of your speech
b. the age of your audience
c. the time of day
d. the number of scheduled speakers
Q:
Content analysis is especially fruitful when researchers content analyze texts or messages without first specifying hypotheses or research questions.
Q:
In content analysis, the frequency with which elements occurs is always a direct reflection of this element's value.
Q:
To give his speech a sense of closure, Johnny closes by referring to the same involvement strategy used to open his speech. This is referred to as
a. a rhetorical question.
b. echoing your introduction.
c. strategic repetition.
d. an internal summary.
Q:
When addressing skeptical audiences on controversial issues, speakers are especially encouraged to open their speeches with
a. a humorous note.
b. a list of rhetorical questions.
c. references to shared moral goals.
d. the meaning of the occasion.
Q:
Content analysis is one type of data reduction technique. Regardless of the size of text or the number of messages, meaning can be classified into fewer categories.
Q:
What is a rhetorical question designed to do?
a. solicit an answer
b. make the audience think
c. present several alternatives
d. establish credibility