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Question
Briefly describe three elements of your schema for how people will behave in a college classroom.Answer
Answers will vary.
Related questions
Q:
Peter feels frustrated because he and his girlfriend, Julie, seem to have fallen into a rut. Although the relationship is comfortable, he feels that it's too predictable. He says to her, "I feel like we do the same things day after day, and I feel like we're getting old and boring." Peter's frustration is related to which tension?
A) autonomy"connection
B) openness"closedness
C) predictability"novelty
D) growth"stability
Q:
Diego wants to surprise Louisa, whom he has only been dating for a month, with a gift. He decides to ask Louisa's sister what her favorite flowers are so that he can get her the perfect bouquet. Diego is using which strategy for reducing uncertainty?
A) monitoring strategy
B) active strategy
C) passive strategy
D) interactive questioning
Q:
Andy and Jeff have decided to move in together after being friends for a couple of years. Although moving into a larger apartment won't save them any money, they feel that with their busy schedules they'll benefit from sharing a living space and seeing each other more often. Which type of reward seems to be motivating their choice?
A) extrinsic reward
B) intrinsic reward
C) instrumental reward
D) social exchange reward
Q:
When considering past generations, we find that it was common for people to form interpersonal relationships with people who lived in the same geographic area that they did. However, greater mobility and communication technologies like social networking sites have made _____ a less important factor in the formation of interpersonal relationships today.
A) intimacy
B) proximity
C) achieving goals
D) locus
Q:
Which of the following terms refers to how physically near another person is to us, which influences how attractive they are to us as a relational partner?
A) proximity
B) availability
C) locus
D) intimacy
Q:
One of your friends has recently dissolved her marriage. Your friend and her spouse have one child, and your friend sincerely hopes that the two of them can repair the relationship. Synthesizing what you have learned throughout this chapter, what would you explain to your friend to help her understand the role communication might play in the redefining and repairing of her relationship? Considering that your friend has a child, what additional advice might you have for her?
Q:
Lilly and her significant other have been having trouble lately. She had hoped that they were just going through a rough patch, but now she's starting to wonder if their relationship is, indeed, in serious decline. What tactics can Lilly use to repair her relationship? Make sure to explain each strategy and provide concrete examples to illustrate your ideas.
Q:
Using one of your own terminated or reconciled relationshipseither a friendship or a romantic relationshipdiscuss its progression through the stages of relationship development from initiation through termination. Provide specific examples to illustrate the types of interpersonal communication that were common in each stage.
Q:
The state of uneasiness, anxiety, fear, or dread associated with a listening opportunity is referred to as
A) audience reservation.
B) listening apprehension.
C) receiver interference.
D) listener avoidance.
Q:
Which of the following statements is true of listening barriers?
A) Deaf people are unable to listen.
B) Hearing does not decline with age.
C) Multitasking interferes with listening.
D) It's easier to listen when the subject is uninteresting.
Q:
Appreciative listening offers no benefit to the listener besides the enjoyment he or she receives from the activity.
A) True
B) False
Q:
Listening is an involuntary passive activity.
A) True
B) False
Q:
___________is listening in order to control the communication interaction.
Q:
_________ listeners listen with relationships in mind. They tend to be most concerned with others' feelings and are usually good at assessing others' moods. By contrast, _______ listeners are most concerned with efficiency; they prefer information that is clear and to the point and have little patience for speakers who talk too much or wander off topic.
Q:
List the three components of the listening process.
Q:
Briefly describe the differences between hearing and listening.
Q:
What listening behaviors would you characterize as unethical? Synthesizing what you know about ethics and the transactional nature of communication, explain why these behaviors would be characterized as unethical and not merely ineffective.
Q:
What are the goals of informational, critical, empathic, and appreciative listening? What, specifically, can a listener do to improve his or her ability to meet each of these listening goals?
Q:
People within a co-cultural group tend to communicate in the same style.
A) True
B) False
Q:
Provide an example of a high-context culture.
Q:
Contrast the differences between high- and low-context cultures.
Q:
_________ is the framework through which you interpret the world and the people in it.
Q:
_________ is the communication between people from different cultures who have different worldviews.
A) Intracultural communication
B) Intercultural communication
C) Cultural communication
D) Diversity communication
Q:
Describe and illustrate social identity theory using yourself as an example. How do the groups you identify with affect the way you perceive yourself and others? Can you identify ways in which your perception and behavior may change depending on which group you are with at a given moment?
Q:
Based on what you learned throughout this chapter, why do you think intercultural communication competence is considered more important today than it was a generation or two ago?
Q:
List the four spatial zones identified by Edward Hall and discussed in your textbook.
Q:
Define oculesics and provide an example of how someone would use it to communicate.
Q:
Briefly describe the interaction management function of nonverbal communication and give an example of a behavior that regulates the back-and-forth flow of communication.
Q:
Dan is seventy-five years old and recently got his first personal computer. He has discovered the world of chatting online and is excited about the opportunity to make friends with similar interests throughout the world. Unfortunately, he's also discovered that it's tricky to navigate this new communication world because of the lack of nonverbal cues. He often finds himself being misunderstood by others and is confused about how to interpret what others communicate to him. What advice do you have for Dan about how to encode and decode or interpret subtle nonverbal cues when communicating online?
Q:
Kiyomi has recently moved to the United States from Japan in order to attend college. She has also decided to work part-time to gain some experience in a Western workplace. What would you explain to her about the cultural elements of our various nonverbal codes to help her learn to communicate competently?