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Q:
Compare and contrast the fundamental attribution error and the self-serving bias as common attribution errors.
Q:
What is mindfulness and how can we engage that process when making attributions?
Q:
We have a tendency to discount first impressions as untrustworthy.
Q:
Egocentrism is a normal stage of human development.
Q:
Image management can be particularly difficult for people who represent a marginalized group or those who have to manage a serious illness. Discuss the difficulty these people might face in presenting their identity to others. How is the process similar to identity management for people who don't face these challenges? How is it different? What additional considerations in disclosure do these individuals face? How can people who don't face these challenges respond in ways that are appropriately supportive of their face needs?
Q:
Which of the following items was not suggested in your textbook as one of the ways to combat perceptual inaccuracies?
A. avoiding biased opinions
B. knowing yourself
C. focusing on the characteristics of others
D. considering the context
Q:
Which of the following techniques can help in the perception-checking process?
A. generate a meaningful interpretation as quickly as possible
B. generate alternative perceptions
C. avoid considering the context
D. none of these
Q:
Forming an accurate snap-judgment of someone else illustrates which of the following truisms of forming attributions?
A. Biases can be overcome if we are mindful of them.
B. Checking our perceptions is essential to forming correct attributions.
C. More information doesn't necessarily lead to better attributions.
D. You never get a second chance to make a first impression.
Q:
How are interpretations different from facts?
A. Interpretations are objective, whereas facts are subjective.
B. Facts speak to what occurred, whereas interpretations speak to the meaning of what occurred.
C. Interpretations are the same as descriptions, whereas facts are more similar to attributions.
D. They aren't different; facts and interpretations are the same.
Q:
When competent communicators discover that their perceptions were inaccurate, they will respond by:
A. seeking more information
B. considering alternative perceptions
C. revising their perceptions accordingly
D. all of these
Q:
Your senses are unable to attend to every stimulus in the environment at the same time.
Q:
Organization is the process of assigning meaning to something you have perceived.
Q:
The stages of perception happen in a very ordered and linear fashion.
Q:
Perceptual ability is influenced by social and occupational roles.
Q:
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.
Q:
Your textbook talks about the danger of basing personal evaluations on comparisons to unrealistic reference groups. The book focuses on the specific dangers dealing with issues regarding weight and body image. Besides weight, name at least three other areas that people improperly use reference groups to unfairly compare themselves to others. Now, imagine that someone you care about is unfairly comparing him or herself to someone in an unrealistic reference group. How would you help and/or encourage that friend to develop a more realistic self-concept?
Q:
Identify and define each of the interpersonal needs identified in Schutz's model. How is each of these needs related to self-esteem? Of the three, which is most important in your relationships? Why?
Q:
Describe how the idea of the "looking-glass self" affects the development of our self-concept.
Q:
Using concrete examples, articulate and explain three of the risks of self-disclosure identified in your text.Answers will vary
Q:
Describe what research has shown regarding the effects of culture and gender on self-esteem.
Q:
As people age, their self-concepts tend to change. Looking back over the last few years of your life, think about how you have changed the way you think about yourself. Identify and describe at least two of those changes. Next, describe the process by which your self-concept changed. Make sure to include ideas and concepts from the book and/or class in your answer.
Q:
American poet Alice Walker once wrote, "In search of my mother's garden, I found my own." Explain her statement with explicit reference to social comparison and reflected appraisal. Then, use examples from your own life to illustrate how Walker's statement does or does not apply to your own self-concept.
Q:
Image management is a complex, collaborative process.
Q:
Social penetration theory uses the metaphor of an onion to illustrate how self-disclosure develops over time in a relationship.
Q:
According to the norm of reciprocity, people expect the level of disclosures in their personal relationships to be relatively equivalent.
Q:
In personal relationships, it's always best to increase the breadth and depth of self-disclosure.
Q:
As articulated by Schutz, the need for affection refers to the need to have people love and appreciate us.
Q:
Most research supports the notion that low self-disclosure is the underlying cause of juvenile delinquency and anti-social behavior.
Q:
Compare and contrast social comparison and reflected appraisal as influences on the development of a self-concept.
Q:
Describe how the idea of the "looking-glass self" affects the development of our self-concept.
Q:
Articulate and describe two separate advantages of being a high self-monitor and two separate advantages of being a low self-monitor.
Q:
Identify and briefly define each of the three face needs articulated in your text.
Q:
Scientific studies have confirmed that girls have lower self-esteem than boys.
Q:
Fellowship face refers to our need to avoid being imposed upon by others.
Q:
Groups such as Alcoholics Anonymous encourage people to share about problems they are facing. This type of disclosure is based theoretically on which of the following principles?
A. self-disclosure enhances relationships and trust
B. self-disclosure has a norm of reciprocity
C. self-disclosure brings about emotional release
D. self-disclosure can help others
Q:
Your text discussed several potential risks of self-disclosure. Which of the following was not among them?
A. violating privacy boundaries
B. obligating others
C. rejection
D. damaging personal health
Q:
Your self-concept is made up of the perceptions you have about who you are as a person.
Q:
Self-concept is entirely subjective.
Q:
Research has shown that genetics have little or no influence on personality.
Q:
Low self-monitors are more likely than high self-monitors to appear unsophisticated or socially awkward.
Q:
Self-fulfilling prophecies that we make for ourselves often affect the behavior of others.
Q:
Anytime you expect something to happen, and then it does, that's a self-fulfilling prophecy.
Q:
When Sheila asked her friend Tommy to help her move at the end of the semester, she may have threatened his __________ face needs.
A. autonomy
B. competence
C. character
D. fellowship
Q:
Schutz identified three fundamental interpersonal needs. This particular need is the most similar in meaning to fellowship face:
A. need for control
B. need for inclusion
C. need for affection
D. need for autonomy
Q:
Martin disclosed something personal to his friend Tony. Afterward, Tony felt as though he had to disclose something personal in return. Tony's feelings exemplify which principle?
A. breadth
B. need for autonomy
C. norm of reciprocity
D. identity management
Q:
Regarding self-disclosure, which of the following statements is true?
A. depth refers to the range of topics you discuss with others
B. most relationships start out with a high degree of self-disclosure
C. self-disclosure is highly reciprocal
D. men and women do not differ from each other in how disclosive they are
Q:
According to social penetration theory, the __________ dimension concerns the number of topics disclosed whereas the __________ dimension concerns the level of detail in topics disclosed.
A. breadth, depth
B. depth, breadth
C. range, penetration
D. penetration, range
Q:
When Jon and Ernesto met in their English class, they were both hesitant to share much about their personal lives. As the semester progressed and they became better friends, they felt comfortable sharing more and more with each other. Which element of self-disclosure is reflected in their relationship?
A. self-disclosure varies in breadth and depth
B. self-disclosure must be intentional
C. self-disclosure follows a process
D. self-disclosure varies among relationships
Q:
Which of the following statements is NOT true about hyperpersonal communication?
A. hyperpersonal communication often occurs online
B. hyperpersonal communication involves a high level of disclosure
C. hyperpersonal communication involves feelings of increased inhibition
D. hyperpersonal communication is not the norm in most relationships
Q:
Which of the following claims about self-disclosure is true?
A. Europeans and North Americans are discouraged from sharing their feelings.
B. Asians are generally very disclosive.
C. Women disclose more than men.
D. All of these are true.
Q:
When we consider how we want to be perceived by other people, we are considering our:
A. identity
B. image
C. self-monitoring
D. self-concept
Q:
Which face need refers to our need to be respected for our abilities and intelligence?
A. autonomy face
B. competence face
C. character face
D. fellowship face
Q:
According to the textbook, which of the following statements about people with low self-esteem is NOT true?
A. People with low self-esteem are likely to magnify their failures.
B. People with low self-esteem are more likely to emphasize others' negative comments.
C. People with low self-esteem are more likely to engage in antisocial behavior.
D. People with low self-esteem are more likely to be depressed.
Q:
The way you tend to think and act in most situations defines your:
A. personality
B. self-concept
C. self-image
D. behavioral consistency
Q:
One of the ways we figure out who we are is by seeing who others think we are. The term for that process is:
A. social comparison
B. reflected appraisal
C. personality
D. evaluative assessment
Q:
When we evaluate our own merits with respect to certain reference groups, we are engaging in a process known as:
A. self-esteem maintenance
B. social comparison
C. the looking-glass self
D. impression formation
Q:
According to the text, your self-concept is influenced by all of the following except:
A. personality and biology
B. culture and gender roles
C. reflected appraisal
D. impression evaluation
Q:
Jason went to a party with several of his friends last weekend. While he was there, he made several inappropriate comments and did not notice that people were offended by what he was saying. Afterwards, several people at the party commented to Jason's friends that they were surprised and upset by his behavior. Which of the following statements is likely true of Jason?
A. Jason has low self-esteem.
B. Jason is a low self-monitor.
C. Jason has a poor self-concept.
D. Jason does not engage in self-fulfilling prophecies.
Q:
Judy thinks it's going to rain today, so she behaves in ways that are consistent with that prediction (e.g., she wears her raincoat, she carries her umbrella). In fact, it does rain, just as she predicted. Is this an example of a self-fulfilling prophecy? Pick the correct answer and explanation.
A. Yes, because she predicted it would rain, and it did
B. No, because she did not communicate her prediction to others
C. Yes, because she behaved in ways consistent with her prediction
D. No, because her behaviors did not cause the prediction to come true
Q:
Your subjective evaluation of yourself is known as:
A. self-evaluation
B. self-esteem
C. self-concept
D. self-image
Q:
Which of the following statements about people with high self-esteem is NOT true?
A. They score higher on standardized tests
B. They are comfortable initiating relationships
C. They have higher emotional intelligence
D. They are more likely to end a relationship that is in trouble
Q:
Regarding the benefits of high self-esteem, which of the following statements has been supported by the research?
A. Those with high self-esteem are less likely to drink, do drugs, or engage in risky sex
B. Those with high self-esteem do better in school
C. Those with high self-esteem are more outgoing and willing to communicate
D. All of these statements have been supported by the research
Q:
The research on sex and cultural differences in self-esteem has primarily disputed which of the following claims?
A. Caucasian men and women do not differ in reported levels of self-esteem.
B. Caucasians report the highest levels of self-esteem of any ethnic group in the U.S.
C. On the whole, Native Americans report lower levels of self-esteem than Caucasians.
D. Differences in self-esteem among various ethnic groups tend to be modest.
Q:
Consider the notion that "male" and "female" are different cultures. First, explain what is meant by that idea, making reference to the concepts of speech communities and gender clash in your explanation. Next, articulate a reasoned argument in favor of that idea (i.e., why we should consider the genders to be different cultures), and finally, articulate a reasoned argument against it.
Q:
Your own understanding of who you are as a person comprises your:
A. face
B. image
C. reference group
D. self-concept
Q:
According to the Johari Window, there are aspects of our personalities that others can see in us but that we are unaware of. These are known as the ___________ aspects of our self.
A. open
B. hidden
C. blind
D. unknown
Q:
Assume that you've just met someone whose cultural background is very different from your own. What cues would you pay the most attention to when forming an evaluation of that person? How would you engage in the process of checking or confirming your perceptions?
Q:
Describe your own culture in terms of whether it is individualistic or collectivistic, high-context or low-context, and high-power-distance or low-power-distance. Use concrete examples. Next, provide a brief critique of each of those characteristics of your culture. What do you find to be positive about it? Negative about it?
Q:
Although it can be easy to identify masculine and feminine gender roles, it is often difficult to determine where these ideas come from. Identify at least three different sources or influences that you think are important for defining gender roles in American culture. How important are each of those individual sources in defining gender roles? Next, identify three ways that you have seen gender roles change in your lifetime. How influential have the sources you identified been in bringing about those changes?
Q:
Consider the notion that "male" and "female" are different cultures. First, explain what is meant by that idea, making reference to the concepts of speech communities and gender clash in your explanation. Next, articulate a reasoned argument in favor of that idea (i.e., why we should consider the genders to be different cultures), and finally, articulate a reasoned argument against it.
Q:
People in positions of power frequently use words as a form of violence. How and why does that happen? Imagine that you are a friend of someone who has been subjected to linguistic violence. What would you tell that person? Now imagine that a friend of yours uses words as a form of violence. What would you say to this friend?
Q:
Student: ___________________________________________________________________________
Q:
Men are more likely than women to initiate touch with other adults, but women are more likely than men to initiate touch with children.
Q:
Most research has shown that femininity is positively related to affectionate communication, whereas masculinity is negatively related to it.
Q:
Explain the concept of co-cultures, using examples of co-cultures with which you identify.
Q:
The textbook mentions that students from individualistic and collectivistic cultures often approach public speaking very differently. What cultural characteristics underlay that distinction?
Q:
Compare and contrast the concepts of high-power-distance and low-power-distance as they relate to cultures.
Q:
Identify and briefly define each of the four sexual orientations articulated in your text.
Q:
Using concrete examples, define and discuss the concepts of instrumental talk and expressive talk.
Q:
Your text offered three possible reasons why women may be more affectionate than men. Identify and explain two of those reasons.