Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Question
Many parents and educators believe in the importance of children's self-esteem. In particular, they believe it's important to support girls' self-esteem so that girls don't lag behind boys in their academic or social skills. Suppose your community is voting on a new project that would allocate a great deal of money to a new program to raise the self-esteem of young girls in your town. Using what you know from empirical research, articulate a reasoned argument either in support of this idea or against it. Your argument needn't be based only on the research, but you should make explicit reference to empirical findings to support your position.
Answer
Answers will vary
Related questions
Q:
In every measurable way, women are more emotional than men.
Q:
Which of the following statements about communication technology is true?
A. People cannot experience genuine emotion caused by a technological device.
B. Social networking sites such as Facebook diminish people's capacity for emotion.
C. Online support communities are a viable option for helping people deal with a difficult situation.
D. The use of emoticons does not accurately convey emotion in computer-mediated communication.
Q:
__________ is the emotion we experience when we feel we have been wronged in some way.
A. disgust
B. jealousy
C. anger
D. contempt
Q:
This emotion involves feelings of joy and surprise, along with experiences of excitement and attraction for another person:
A. liking
B. love
C. attachment
D. passion
Q:
Your text discusses the confirmation bias as a barrier to effective informational listening, but it can actually be a barrier to critical and empathic listening as well. Explain what the confirmation bias is, and then use concrete examples to illustrate how it can impair each type of listening: informational, critical, and empathic.
Q:
Critical listening is more passive than informational listening.
Q:
Which of the following techniques will NOT help people improve their empathic skills?
A. listening non-judgmentally to the speaker
B. acknowledging the speaker's feelings
C. encouraging the speaker to focus on what he or she still has, instead of what was lost
D. communicating support to the speaker nonverbally
Q:
Rachel finished her oral exam in her Spanish class and her teacher, Seora Lopez, evaluated her performance. Although Rachel did well on the exam and most of Seora Lopez's comments were positive, Rachel only focused on the negative critiques and felt very bad about her performance. Rachel just engaged in which of the following behaviors?
A. pseudolistening
B. content-oriented listening
C. selective attention
D. negative attention bias
Q:
This type of listener engages messages for the intellectual challenges; in other words, he or she likes to think things through.
A. content-oriented listener
B. action-oriented listener
C. information-oriented listener
D. intellectual-oriented listener
Q:
This form of listening occurs when you are trying to experience what another person is thinking or feeling:
A. critical
B. empathic
C. informational
D. passive
Q:
Discuss at least two different ways that people use space to communicate relationship status.
Q:
Voices that have low amounts of inflection are said to be monotone.
Q:
Your textbook identifies several ways that speakers can use nonverbal communication to increase the persuasiveness of their statements. Which of the following nonverbal behaviors is not in line with these prescriptions?
A. speaking softly, slowly, and calmly
B. matching someone else's nonverbal behavior
C. casually touching someone on the arm
D. maintaining eye contact with someone while speaking
Q:
Which of the following items was not identified in your textbook as a demographic characteristic?
A. age
B. ethnic background
C. sexual orientation
D. socioeconomic status
Q:
Which of the following statements about facial or vocal expressions of emotions is factually incorrect?
A. Infants are unable to respond to pleasant stimuli before they are 12 months old.
B. Facial expressions of emotion are fairly consistent across cultures.
C. Disgust, boredom, and grief are typically accompanied by a lower vocal pitch.
D. People tend to speak faster when they are scared.
Q:
The tendency to assume that attractive people have other positive qualities is called what?
A. positive prototyping
B. character assumption
C. principle of facial primacy
D. halo effect
Q:
According to Edward T. Hall, this range of this type of distance is approximately 1 to 4 feet:
A. intimate distance
B. personal distance
C. social distance
D. public distance
Q:
When people get excited or aroused, this usually happens to their voice:
A. increased articulation
B. decreased loudness
C. reduced inflection
D. elevated pitch
Q:
Rick's manager, Susan, called him into her office one afternoon to discuss his annual evaluation. As soon as Rick sat down, Susan said, "Rick, your performance is unacceptable and I'm going to have to let you go." After a moment of silence, Susan grinned and winked at Rick and he knew she was joking. Susan used nonverbal communication to:
A. reinforce the interpersonal nature of her message
B. metacommunicate that she was teasing
C. convey emotional meaning
D. give her statement greater impact
Q:
Why do people tend to believe nonverbal messages even when they contradict verbal messages?
A. Nonverbal behaviors are completely involuntary and reflect people's true states.
B. People will only attempt to control their nonverbal behavior when they are lying.
C. It is harder for most people to control their nonverbal communication than their verbal communication.
D. All of these are true.
Q:
Research on humor has found that different cultures and societies have different ideas about what makes a joke funny. Using what you know about humor, about culture, and about language in general, explain why this should be the case? That is, why should cultures differ from each other in their appreciation of humor? In your explanation, make explicit reference to the principles of culture, language, and humor that support your argument.
Q:
Explain the concept of hate speech. Compare and contrast it with both profanity and slang.
Q:
Describe how language is tied to issues of credibility, and provide examples of at least three different factors that might affect one's credibility.
Q:
Which of the following phrases is an example of doublespeak?
A. sleep together
B. kick the bucket
C. jumbo shrimp
D. collateral damage
Q:
Saying that someone has been "let go" instead of "fired" is an example of which language behavior?
A. hate speech
B. slang
C. euphemism
D. profanity
Q:
One cultural myth about communication is that it can solve any relational problem. Offer reasoned speculation as to why people believe that idea. Do our shared social experiences lead us to think communication is a cure-all? How is that idea reinforced in our society? What role do the mass media play in perpetuating that idea? Finally, offer a brief but reasoned argument refuting this myth.
Q:
There is a long-standing debate in the field of communication about whether or not messages need to be intentional in order to convey meaning. Take a position in that debate. How important do you think intentionality is in communication? Are there instances in which someone is not communicating?
Q:
Compare and contrast effective and appropriate communication, giving examples of each.
Q:
Using specific examples, explain the idea that "meanings are in people."
Q:
Having empathy means feeling sorry for someone else.