Q&A Hero

Q: According to Burgoon (1994), at least 65 percent of the interpretation of a message is accounted for by __________ communication. a. verbal b. nonverbal c. both verbal and nonverbal d. peripheral

Q: One of the first things we need to do to overcome gender differences in communication is to ________ them. a. ignore b. emphasize c. acknowledge d. overlook

Q: Males consider it _________ appropriate to ask for help as compared to females (Tannen, 1990). a. never b. equally c. more d. less

Q: Men often focus on the ________, whereas women emphasize on the __________ in conversation. a. details; status differences b. big picture; details c. relationship; status differences d. details; big picture

Q: One gender difference in communication involves the goal of communication. For men, it revolves around _________; for women, it revolves around a. equality; status. b. empathy; problem solving. c. relationships; power. d. problem solving; empathy.

Q: A world view that focuses on "getting ahead" will rely on _________ communication whereas a world view focusing on equality will rely on ______ communication. a. affective; instrumental b. collectivist; individualist c. empathic; problem-solving d. instrumental; affective

Q: According to Tannen's (1986) research on male and female communication patterns, men see the world in a(n) _________ way and women see the world in a(n) ________ way. a. egalitarian; hierarchical b. cooperative; competitive c. hierarchical, egalitarian d. holistic; individualistic

Q: In general, ________ cultures prefer __________ communication and _________ cultures prefer _________ communication. a. individualist, affective; collectivist, instrumental b. individualist, instrumental; collectivist, affective c. collectivist, succinct; individualist, elaborative d. collectivist, elaborative; individualist; succinct

Q: Dr. Mason sometimes seems short with students and appears more task oriented than relationship oriented. Which of the following choices best describes her communication style? a. Instrumental b. Language c. Abstract d. Person

Q: A third cultural difference in communication involves whether the goal of communication is task oriented or ________ oriented. a. message b. language c. abstract d. person

Q: Joe, a Native American college student, rarely speaks in class, and when he does, says very little. Although the other students think Joe is unintelligent, his professor knows better. She suspects his limited verbal expression is because his culture emphasizes _______ communication. a. succinct b. exacting c. elaborate d. melodic

Q: In Chinese and Native American cultures, __________ is valued over talk. a. task orientation b. silence c. facial expression d. written expression

Q: A more understated language that says very little and relies on the listener to understand the unspoken meaning is also known as _________ communication. a. succinct b. exacting c. elaborate d. melodic

Q: ________ communication is similar to the low context communication preferred by Americans. a. Succinct b. Exacting c. Elaborate d. Melodic

Q: ________ communication is clear and specific in that it states the facts and no more. a. Succinct b. Exacting c. Elaborate d. Melodic

Q: Using many metaphors, similes, and adjectives to add detail and exaggerate the message is typical of ________ language. a. succinct b. exacting c. elaborate d. melodic

Q: Using many colorful and expressive words to convey a message is typical of ________ language. a. succinct b. exacting c. elaborate d. melodic

Q: According to Gudykunst and Ting-Toomey (1988), cultural communication styles can be divided into elaborate, exacting, and _______ styles. a. metaphoric b. succinct c. melodic d. specific

Q: Phrases that typify direct communication, such as "Don"t beat around the bush," are characteristic of ________ context cultures. a. high b. low c. moderate d. personal

Q: According to your text, the culture with the lowest context culture is a. Greek. b. American. c. German-Swiss. d. Japanese.

Q: According to your text, the culture with the highest context culture is a. Greek. b. American. c. German-Swiss. d. Japanese.

Q: Individuals communicating in ________ context cultures do not pay the close attention to contextual detail that their ________ context counterparts do. a. high; low b. personal; impersonal c. impersonal; personal d. low; high

Q: ________ context communication relies on clear concrete and explicit language. a. High b. Low c. Moderate d. Personal

Q: According to Sumeko Iwao, greater value is placed on _______ understanding between individuals in Japan. a. intuitive b. direct c. low context d. individualistic

Q: Individuals communicating from a Western perspective prefer ______ context communication. a. high b. low c. moderate d. neutral

Q: Collectivist cultures prefer _______ context communication because of the value placed on group harmony. a. high b. low c. moderate d. neutral

Q: ________ context communication is more indirect, while ________ context communication is more direct. a. Low; high b. High; low c. Personal; situational d. Situational; personal

Q: ________ communication relies more on attention to contextual details and less on explicit language to transmit its message. a. High-context b. Low-context c. Western d. Eastern

Q: Using phrases such as "I"m worried that"¦" or "I"m wondering if"¦" before stating a consequence transmits the gravity of our concerns, but in a way that is ______ threatening to the receiver. a. less b. more c. equally d. not

Q: Serious consequences discussed in I-statements should be prefaced with statements that ________ the consequence. a. soften b. clarify c. increase d. define

Q: ________ involve behaviors that occur repeatedly in a relationship. a. One-time events b. Ongoing patterns c. Temporary issues d. Consequences

Q: The third component of an effective I-statement is to state the ________ or impact the behavior has on you. a. consequence b. feeling c. influence d. meaning

Q: "I felt taken for granted when you were late for dinner three times this week." This statement includes a behavioral description and a(n) ________ description. a. personal b. situational c. factual d. emotional

Q: The second component of an effective I-statement involves stating how you felt when the behavior occurred. This is also called a(n)_______ description. a. behavioral b. emotional c. factual d. personal

Q: "You didn"t take the trash out today" is an example of ________ description, an element of the I-statement. a. motivational b. emotional c. influential d. behavioral

Q: Within an I-statement, a(n) ________ description is a clear, specific, and factual description of a person's behavior. a. motivational b. emotional c. behavioral d. influential

Q: An effective I-statement includes three basic elements: a behavioral description, an emotional description, and a(n) a. closing statement. b. evaluative statement. c. consequence. d. status statement.

Q: Debra turned left at the light and was hit by an oncoming car. Her husband, Derek, responded with, "I was so scared when I found out you were hurt. What happened?" This is an example of a(n) ________ statement. a. I b. you c. personal d. situational

Q: Language that takes responsibility for the impact the other person's behavior has on you, rather than scolding or placing blame, is called ________ language. a. I b. you c. personal d. situational

Q: Debra turned left at the light and was hit by an oncoming car. Her husband, Derek, responded with, "You scared me so much! Why didn"t you look where you were going?" This is an example of a(n) ________ statement. a. I b. you c. personal description d. situation description

Q: When we use ________ language, it implies the other person is to blame for our feelings or the situation. a. I b. you c. behaviorally descriptive d. emotionally descriptive

Q: After his dog used the carpet for a restroom, Jake screamed, "You make me so mad!" This is an example of the a. fallacy of overgeneralization. b. fallacy of causation. c. I-language. d. internal attribution.

Q: _________ occurs when we blame someone else for our own feelings. a. Fallacy of overgeneralization b. Fallacy of causation c. I-language d. Internal attribution

Q: To avoid misunderstandings, replace abstract terms with ________ terms and include specific examples that describe what happened and when it occurred. a. concrete b. relative c. I-language d. relative

Q: Sometimes, static language also includes exaggerations of the behavior's frequency. This is also known as the a. acculturation. b. overregulation. c. fallacy of overgeneralization. d. elaboration.

Q: "You are never home!" is to ________ language as "You have been working a lot this week, and I miss you" is to ________ language. a. static; relative b. static; descriptive c. descriptive; static d. relative; static

Q: "Andrea is always late!" This statement is an example of ________ language. a. relative b. descriptive c. static d. specific

Q: Language that implies a situation or person is always the same is also known as ________ language. a. relative b. descriptive c. specific d. static

Q: Max wanted to stop by a friend's house on the way home from work. When his wife asked how long he would be, he replied, "Just a little while." Three hours later, he came home to an angry woman. The misunderstanding created here was a function of _______ language. a. specific b. static c. individual d. relative

Q: Within abstract language, _________ terms are interpreted in different ways by different people, based on each person's own experiences and preferences. a. specific b. static c. relative d. individual

Q: Two types of abstract language include ________ language and ________ language. a. descriptive; specific b. relative; static c. nonverbal; verbal d. individual; group

Q: One type of abstract language, ____________, involves words or phrases that gain their meaning by comparison. a. descriptive language b. relative language c. static language d. nonverbal language

Q: Sometimes, the use of abstract language isn"t intentional; rather, it stems from the assumption that others see things the same way we do. This is known as the a. conversational bias. b. False consensus bias. c. fundamental attribute error. d. internal attribution.

Q: Abstract language is often conceptualized as a(n) ________, with highly abstract language at the top and increasingly more specific language on the lower levels. a. continuum b. mountain c. ladder d. iceberg

Q: Vague language, also known as _________ language, forms the basis for many misunderstandings. a. abstract b. confusing c. irrelevant d. incongruent

Q: One of the best ways to maintain attention when dealing with a speaker's complex message involves organizing information. According to your text, this is also known as a. schematic organization. b. mentally summarizing key ideas. c. hierarchical organization. d. message evaluation.

Q: One way to consider the speaker's needs involves a. thinking about your own message. b. understanding what he or she needs from you. c. knowing your own limits of time and attention. d. listening for your own feelings, as well as thoughts.

Q: In a classroom situation, our listening goal involves listening a. to help. b. for information. c. to provide a service. d. as a habit.

Q: Christine gets frustrated when talking with her husband about work. When she wants to vent, he is "solving" her problems before she can even finish describing them. This fundamental difference in communication style comes from her tendency to take a(n) ____________ approach and his tendency to take a(n) _____________ approach. a. empathy-oriented; problem-solving b. problem-solving; empathy-oriented c. verbal; nonverbal d. questioning; minimally supporting

Q: Compared to men, women are more likely to take a(n) _________ approach to listening. a. empathy-oriented b. verbal c. problem-solving d. cooperative

Q: In general, men are more likely to take a(n) __________ approach to listening than are women. a. empathy-oriented b. verbal c. problem-solving d. cooperative

Q: According to Tannen (1990), men tend to communicate to ___________ and women tend to communicate to a. create harmonious relationships; gain status. b. gain status; create harmonious relationships. c. use less authentic styles; use more authentic styles. d. decrease authority; increase authority.

Q: Paraphrasing responses should be used a. across all situations. b. when you are short on time. c. when you are unable to expend a lot of effort. d. when the person with whom you are talking is important to you and when you have time to focus on the conversation.

Q: ______________ is a listening response that reflects what the speaker is feeling or thinking and is expressed in a way that encourages the speaker to continue. a. Paraphrasing b. Supporting c. Minimally encouraging d. Advising

Q: The most broadly effective, but difficult to master, response style is the a. supporting. b. minimally encouraging. c. questioning. d. paraphrasing.

Q: Which of the following styles would be less effective if a person has a lot to get off his or her chest? a. Minimally encouraging b. Supporting c. Analyzing d. Paraphrasing

Q: According to the _________ style of listening, we should say things that validate the speaker's thoughts or feelings and let him or her know we understand. a. supporting b. minimally encouraging c. paraphrasing d. questioning

Q: When we encourage the speaker to continue by giving short, yet unintrusive responses, we are relying on the __________ style. a. supporting b. minimally encouraging c. paraphrasing d. questioning

Q: One situation in which questioning responses may be ineffective involves asking questions a. targeted at helping the listener sort through the issue. b. which clarify the point. c. which satisfy the personal curiosity of the listener. d. which relate to the issue at hand.

Q: The ___________ style of listening encourages speakers to continue talking about their concerns and also shows the listener's interest. a. advising b. evaluating c. analyzing d. questioning

Q: One advantage of the analyzing style of listening is it offers the speaker a. support for his or her perspective. b. a possible explanation or alternative viewpoint he or she may not have considered. c. the opportunity to review only one side of a dilemma. d. to get something off his or her chest.

Q: One effective listening style involves offering a different perspective on the issue. This style is also known as a. advising. b. evaluating. c. analyzing. d. questioning.

Q: Nora isn"t doing well in her class, and she asks her friend, Jami, what she should do. Jami's response is, "Just drop it." Rather than listening to Nora's concerns about the class or her performance, Jami jumped to _________, one of the controversial listening styles. a. advising b. evaluation c. analyzing d. questioning

Q: When listeners respond to us with a statement that makes a judgment about us or our situation, this is known as a(n) ___________ listening style. a. advising b. evaluating c. analyzing d. questioning

Q: According to Goldsmith and Fitch (1997), even when someone asks us our opinion, the _________ listening style is typically the least helpful response. a. evaluating b. advising c. analyzing d. supporting

Q: A listening style in which the responder offers advice is known as the __________ style. a. evaluating b. advising c. analyzing d. supporting

Q: Of the available authentic listening styles, __________ and ____________ are considered controversial. a. paraphrasing; supporting b. advising; evaluating c. analyzing; questioning d. minimally encouraging; supporting

Q: According to your text, when we are using authentic listening styles, we show our interest through ________ and __________ responses. a. selective; proprietary b. temporary; permanent c. verbal; nonverbal d. prepared; unprepared

Q: Some listening styles are ___________ ways of responding to a speaker and show interest in, and empathy for, the person and situation. a. fake b. selective c. counterfeit d. authentic

Q: Although stagehogging is sometimes intended as a form of one-upmanship, it can also result from a sincere attempt to a. overwhelm the audience. b. relate to the speaker. c. relate to the message. d. show the person a lack of support.