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Question
Briefly describe each of the three models of interpersonal communication discussed in the text and identify the strengths and limitations of each model.
Answer
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Related questions
Q:
The author of your text argues that language is arbitrary, ambiguous, and abstract. Explain each of these terms and their implications for our communication with others.
Q:
Which rules specify when, how, where, and with whom to talk about certain things?
a. Intuitive
b. Constitutive
c. Comparative
d. Regulative
e. Constructive
Q:
Which technique involves reminding ourselves that our evaluations of people apply only to specific times and circumstances?
a. Loading
b. Monitoring
c. Abstracting
d. Indexing
e. Totalizing
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.
Q:
In general, masculine-gender speech communities follow this communication rule:
a. use talk cooperatively.
b. be expressive.
c. include others in conversations.
d. use talk to accomplish practical goals.
e. show caring through speaking.
Q:
Which type of rule specifies how to interpret different kinds of communication?
a. Intuitive
b. Constitutive
c. Comparative
d. Regulative
e. Constructive
Q:
Hate speech is language that
a. highlights peoples flaws and downplays their good qualities.
b. strongly slants perceptions and meanings.
c. radically dehumanizes members of a particular group.
d. is laden with values rather than being objective.
e. defines someone in terms of the characteristics of a group.
Q:
The I and me aspects of self are opposing forces.
a. True
b. False
Q:
As our symbols become increasingly abstract, the potential for confusion decreases.
a. True
b. False
Q:
The speech communities of men and women socialize the sexes to the same styles of listening.
a. True
b. False
Q:
What are the dimensions of attributions?
Q:
Use the ladder of abstraction to explain how you perceived and acted in a particular situation. Make sure that you include and label each level of the abstraction ladder in your example.
Q:
In order to avoid the fundamental attribution error, it is best to look for possible external causes for another persons failures and possible internal causes for your own failures.
a. True
b. False
Q:
Perception is an active process.
a. True
b. False
Q:
We use stereotypes to make predictions about people and situations.
a. True
b. False
Q:
Women and men tend to occupy different social locations in some senses, although they clearly share other social locations.
a. True
b. False
Q:
A personal construct is a mental yardstick we use to measure a person or situation along a bipolar dimension of judgment.
a. True
b. False
Q:
In the United States, the prototype of love focuses on passionate feelings over other qualities.
a. True
b. False
Q:
Stanton is giving a speech for the first time. He thinks he is doing well, but his audience can tell that he is very insecure and nervous. The nervousness that he shows but is not aware of can be categorized into which part of the Johari Window?
a. Open area
b. Blind area
c. Hidden area
d. Unknown area
e. Deceptive area
Q:
All of the following are panes of the Johari Window EXCEPT:
a. open
b. blind
c. hidden
d. known
e. unknown
Q:
You are a very smart girl, Tammy tells her daughter. Tammys statement is an example of a(n):
a. reflected appraisal.
b. direct definition.
c. identity script.
d. self-fulfilling prophecy.
e. social comparison.
Q:
All of the following are risks to self-disclosing communication EXCEPT:
a. others may reject us
b. others may think less of us
c. others may violate our confidences
d. others may increase closeness with us
e. none of these
Q:
Many scholars argue that race:
a. can be determined scientifically through DNA testing.
b. is a valid means of defining individual and group identities.
c. is a socially constructed category.
d. has little effect on identity today.
e. is easy to measure.
Q:
Irene observes that on the most-recent test in her engineering class, only two students out of 60 earned higher scores than she did. She concludes that she is smarter than most of the others in class, at least in the subject of engineering. This is an example of a(n):
a. reflected appraisal.
b. direct definition.
c. identity script.
d. self-fulfilling prophecy.
e. social comparison.
Q:
All of the following are guidelines for improving self-concept EXCEPT:
a. Make a firm commitment to personal growth.
b. Gain and use knowledge to support personal growth.
c. Set goals that are realistic and fair.
d. Seek contexts that support personal change.
e. Avoid self-disclosure.
Q:
Efforts to change how we see ourselves work best when we reach beyond realistic goals.
a. True
b. False
Q:
It is important to gain access to information in our blind and unknown areas. One way to do this is to expand our experiences by entering unfamiliar situations, trying novel things, and experimenting with new kinds of communication.
a. True
b. False
Q:
Reflected appraisal and direct definitions are important in shaping our self-concept in childhood but do not affect us in adulthood.
a. True
b. False
Q:
Researchers who have studied parents interactions with children conclude that fathers and mothers typically contribute in unique and valuable ways to their childrens development and self-esteem.
a. True
b. False
Q:
Men and boys are more likely to use social media as a venue for self-development.
a. True
b. False