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Speech
Q:
The type of listening that would be most important for you to employ if you were at the car dealership listening to the salesperson as he attempted to sell you a vehicle would be
a. appreciative listening.
b. empathic listening.
c. critical listening.
d. informational listening.
Q:
Communication researchers believe that social interaction is a key aspect in developing ones self-concept.
Q:
Informative speakers take a subjective perspective on the information they present.
Q:
Use a group that you have belonged to, either in the past or currently, to illustrate how a group moves through each of the five stages of group development. Describe specific examples to illustrate how the group functioned at each stage.
C = comprehension and application; D = 1
Q:
During class, your goal as a listener is to comprehend the basic ideas, concepts, and theories communicated to you by your professors. We would characterize your listening as
a. critical listening.
b. empathic listening.
c. appreciative listening.
d. informational listening.
Q:
Negative stereotypes about a group often lead to prejudice against that group.
Q:
Informative speakers dont need to present new information as long as the information is interesting or relevant.
Q:
List and explain the characteristics that all groups share. Analyzing a group that you belong to, explain how each of these characteristics plays out in that group.
C = comprehension and application; D = 1
Q:
Brad is thought of as a valuable member of his presentation group. During their meetings, he is usually the one who keeps the group focused on the task they are trying to accomplish rather than becoming sidetracked by gossip or irrelevant details. We would describe Brad as which type of listener?
a. people-oriented
b. action-oriented
c. management-oriented
d. time-oriented
Q:
Men dont like to show their emotions is an example of a stereotype.
Q:
The objective of an informative speaker is, essentially, to have the audience learn something.
Q:
What are the three identified causes of communication apprehension within a group communication context?
Q:
Critical listeners who carefully evaluate what they hear are referred to as
a. people-oriented listeners.
b. action-oriented listeners.
c. content-oriented listeners.
d. time-oriented listeners.
Q:
Stereotypes are by definition negative and unflattering.
Q:
The authors of your textbook explain that informative speakers have several goals and strategies at their disposal as they tailor a speech to their audience. Which of the following is not one of those goals or strategies?
a. to get the audience interested in the speech
b. to choose a clear organization and structure
c. to get the audience to follow through on their commitment to the topic
d. to build on what the audience already knows
Q:
In a/an __________ culture, members of a group seek consensus and group harmony.
Q:
The step in the listening process where the listener focuses his or her attention on a particular message or sound is referred to as
a. selection.
b. attending.
c. understanding.
d. remembering.
Q:
Communication scholars believe that if we all embrace cultural myopia, we will understand one another better.
Q:
The isokinetic resistance mechanism used in most rehabilitative exercise equipment works on centripetal force, similar to the way the Gravitron carnival ride doesthe faster the motor or the patient moves, the faster the resistance mechanism spins, and the more resistance is created. What method of explanation is employed in this example?
a. elucidating explanation
b. quasi-scientific explanation
c. transformative explanation
d. demonstrative explanation
Q:
Define groupthink.
Q:
While talking on the phone with your friend, you are confronted with competing stimuli including the sounds of the television and your brother and sister playing a game in the living room. You choose the sound of your friends voice over those other sounds. This process is referred to as
a. selecting.
b. attending.
c. hearing.
d. understanding.
Q:
Factors such as age and race can have a strong influence on our perception.
Q:
What type of explanation presents the details that illuminate a concepts meaning and use?
a. elucidating explanation
b. quasi-scientific explanation
c. transformative explanation
d. demonstrative explanation
Q:
How does your textbook suggest that you can determine the cohesion of a group?
Q:
Which of the following is not one of the steps in the listening process?
a. selecting
b. attending
c. critiquing
d. responding
Q:
When Michaela is not asked to interview for the part-time job she wants at her favorite store, she says, I guess its all about who you know and not what you know. Michaelas perception may be challenged by the fundamental attribution error.
Q:
A speech that delves deeper into more complexity by providing reasons or causes and demonstrating relationships is a/an
a. explanatory speech.
b. definition speech.
c. demonstration speech.
d. description speech.
Q:
List two antigroup roles.
Q:
The physiological process of perceiving sound is best associated with what term?
a. listening
b. hearing
c. attending
d. selecting
Q:
Attributing the success of a rival team to the referees making bad calls during the game may be an example of the fundamental attribution error influencing our perception.
Q:
Today, the term dry run is often used to refer to a rehearsal of some sort. This meaning originated in the field of firefighting, where dry represented a practice drill where the hoses were turned off, and run simply meant a response to a fire alarm, whether real or for a drill. What type of definition is represented in this statement?
a. operational definition
b. definition by example
c. definition by synonym
d. definition by etymology
Q:
A/An __________ seeks to smooth over tension in a group by settling differences among members.
Q:
Dan is sixty 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, hes also discovered that its tricky to navigate this new communication world because of the lack of nonverbal cues. He often finds himself being misunderstood by others, and he 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:
A teenage basketball player who purchases the shoes his favorite professional athlete endorses is probably making this choice because of the fundamental attribution error.
Q:
A definition that defines something by explaining what it is or what it does is a/an
a. definition by etymology.
b. definition by example.
c. definition by negation.
d. operational definition.
Q:
What purpose does an elaborator serve in a group?
Q:
Jade 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?
Q:
Undue influence is not a concern for teens who question their parents authority.
Q:
Which of the following specific purpose statements represents a demonstration speech?
a. To explain to my audience how the process of becoming a U.S. citizen has changed over time so that they have greater awareness of the current immigration debate in our country.
b. To help my audience understand the reasons why immigrants choose to leave their country and move to the United States.
c. To show and explain to my audience how to fill out the paperwork to become a naturalized citizen of the United States so that they will be aware of how complicated the process is.
d. To show my audience the impact anti-immigrant bias has had on public policy in the United States, including drug laws, zoning laws, and even education policies.
Q:
In a/an __________ network, all members are an equal distance from one another and all members interact with one another.
Q:
Describe the ways in which physical appearance and artifacts serve as communication behaviors. How does being physically attractive appear to benefit a person?
*Greater synthesis between chapters can be achieved by adding the following line of questioning: Based on what you learned in Chapter 2, why do you think that physically attractive people reap these social benefits?
Q:
Selective perception is a challenge to our perception, but is also usually active, critical thought.
Q:
The goal of a/an __________ presentation is to answer the how questions.
a. descriptive
b. demonstration
c. definitive
d. explanatory
Q:
Briefly describe a hypothetical chain network.
Q:
How is the voice used to communicate nonverbally? What distinguishes vocal nonverbal communication from verbal communication? Describe a scenario where a person would communicate vocally as a substitution for a verbal message.
Q:
Researchers have found that reduced cognitive activity is a common sign of selective perception
Q:
Which of the following types of informative topics do the authors of your textbook caution are difficult to do as an informative speech because it is difficult to keep ones own opinions from influencing the speech?
a. places
b. events
c. issues
d. processes
Q:
What is the difference between centrality and isolation in a network?
Q:
Synthesizing what you have learned throughout this chapter, explain the functions that facial expressions serve in our communication. Explain how we know that some facial expressions are inborn rather than learned behaviors.
C = comprehension and synthesis; D = 2
Q:
When Bo gets in line to use the cash machine, he uses a schema to make choices about behaviors such as where to stand, where to look, and what to say.
Q:
Andrews informative speech will help his audience understand how to upgrade and replace the hard drive in their computers. What type of topic has he chosen?
a. concept
b. process
c. issue
d. event
Q:
Define social loafing.
Q:
How do humans use their eye behavior to communicate with one another? Pulling together information from throughout this chapter, describe how eye behavior functions as part of the communication process. What should we be aware of with respect to eye behavior when we communicate with someone from another culture?
Q:
We are presented with so much detailed information that it would be difficult to make sense of it all if we didnt have schemas to organize our perceptions.
Q:
Which of the following adjectives describes an informational speaker?
a. subjective
b. objective
c. opinionated
d. biased
Q:
Contrast what is meant by a clique and a countercoalition.
Q:
List and define the categories of body movements, or kinesic behaviors, discussed in your book. Using a detailed narrative example, illustrate how all of these behaviors might be used to communicate within a single conversation.
C = comprehension and application; D = 2
Q:
The act of voluntarily revealing information that is not easily known about oneself, to others, is called
a. self-monitoring.
b. self-fulfilling prophecy.
c. self-presentation.
d. self-disclosure.
Q:
Synthesizing what you have learned throughout this chapter, what advice would you give Alex, who is preparing to give a speech in class, and who is planning to use PowerPoint as a presentation aid? Specifically, what would you remind Alex about vocal and physical delivery, about presentation aid usage, and about practicing the speech?
Q:
Name three challenges a group faces as it grows larger.
Q:
What types of cues might a police officer look for as a sign of deception in a suspects behavior? Why would these cues be considered reliable as a sign of deception? Why would the officer want to be skeptical of assuming that these cues are a sign of deception?
Q:
Intentional communication designed to show elements of self for strategic purposes is referred to as
a. self-monitoring.
b. self-fulfilling prophecy.
c. self-presentation.
d. self-disclosure.
Q:
Weve all heard the saying, Practice makes perfect, but youve learned in this chapter that there are effective and also not-so-effective ways to practice. Synthesizing what you have learned throughout this chapter (and, quite possibly, others), explain what you understand to be effective methods of practicing for a speech.
Q:
Describe one of the norms that has developed in one of your groups.
Q:
List, describe, and provide an example of the six functions of nonverbal communication discussed in your textbook.
C = knowledge; D = 2
Q:
What does research find is ANS: True of low self-monitors?
a. They lack self-esteem.
b. They have positive self-esteem.
c. They are less sensitive to social cues.
d. They implement situation-appropriate communication.
H = Self-Presentation (pp. 44‒45); C = knowledge; D = 2
Q:
List and describe the various types of presentation aids a speaker could use to clarify his or her message. Based on what you have learned in this chapter, what would you recommend as some guidelines for creating good presentation aids and for using them well during a presentation?
Q:
List the five stages that groups go through as they develop.
Q:
Explain what is meant when nonverbal communication is described as often spontaneous and unintentional communication that is ambiguous and more believable than verbal communication.
Q:
Joe watches other peoples nonverbal behavior carefully for cues to what topics they find interesting and what personality traits they consider desirable, and he modifies his behavior in order to create a positive impression on them. We would refer to Joe as a
a. person who has low self-esteem.
b. person who is a high self-monitor.
c. person who has low self-efficacy.
d. person who has low self-monitoring skills.
Q:
Imagine that youve finished this course, have done well, and have been hired to tutor students who are taking a course similar to this one. What would you say to help them understand the importance of effective speech delivery, as well as to help them learn how to deliver their presentations more effectively?
Q:
Provide an example of a problem-solving group.
Q:
Contrast the public-private dimension of the situational context with the informal-formal dimension.
Q:
When you feel as though you have negotiated a communication situation as well as you possibly could, you experience
a. self-presentation.
b. self-denigration.
c. self-adequacy.
d. self-actualization.
Q:
Its not just what you say, but also how you say it. With this expression in mind, explain how nonverbal elements of vocal delivery help to make a message clear.
Q:
What three characteristics do all groups have in common?
Q:
What is one example of something people do when sending an e-mail or chatting online to substitute for the lack of nonverbal communication channels?
Q:
Because she believes she is no good at speaking in public, Deanna puts off choosing and researching her topic, and therefore she doesnt have adequate time to prepare and practice for her presentation. Ultimately, she earns a failing grade on her speech, and walks away with her perception confirmed: shes just not a good speaker. Unfortunately, Deannas __________ set her up for failure.
a. self-esteem
b. self-concept
c. self-fulfilling prophecy
d. self-denigration
Q:
Impromptu speaking is difficult to do effectively. How can a speaker prepare himself or herself to speak effectively in this context?
Q:
Define the term group.