Human Communication 6Th Edition By Judy Pearson - Test Bank

Human Communication 6Th Edition By Judy Pearson – Test Bank

 

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Sample Questions Are Posted Below

 

Chapter 05

Listening and Critical Thinking

 

1. Explain in a brief essay the difference between listening and hearing.

Answers will vary.

Bloom’s level: Understand

2. Reveal in steps how the process of listening works.

Answers will vary.

Bloom’s level: Remember

3. Explain the five kinds of distractions that are called noise.

Answers will vary.

Bloom’s level: Remember

4. Sometimes our self gets in the way of effective listening. Explain the concepts of egocentrism, defensiveness,

experiential superiority, and personal bias by telling how each obstructs effective listening.

Answers will vary.

Bloom’s level: Understand

5. Provide an explanation of why another person’s status would affect how we listen to him or her.

Answers will vary.

Bloom’s level: Understand

6. Explain how stereotypes can negatively affect listening, and give two examples.

Answers will vary.

Bloom’s level: Understand

7. Explain the role of working memory in the listening process.

Answers will vary.

Bloom’s level: Understand

8. Compare and contrast short-term memory with long-term recall.

Answer: Answers will vary.

Bloom’s level: Understand

9. Write a dialogue (a scripted conversation between two people) in which you demonstrate verbal skills of effective listening. In the right margin, label each skill.

Answers will vary.

Bloom’s level: Apply

10. List and explain at least five nonverbal skills of effective listening.

Answers will vary.

Bloom’s level: Understand

11. Write an essay in which you define active listening.

Answers will vary.

Bloom’s level: Remember

12. Write an essay in which you reveal the answer to the question, “What is critical thinking?”

Answers will vary.

Bloom’s level: Understand

13. What is the difference between observation and inference? Define the two terms and give an example of each in your essay.

Answers will vary.

Bloom’s level: Understand

14. List and explain three ways in which you can check your understanding of a speaker.

Answers will vary.

Bloom’s level: Understand

15. What are three ways to be effective at lecture listening?

Answers will vary.

Bloom’s level: Remember

16. Define information literacy and explain why it is important to be information literate.

Answers will vary.

Bloom’s level: Understand

17. Explain the differences between selective and automatic attention.

Answers will vary.

Bloom’s level: Understand

18. Identify and explain the four types of listening.

Answers will vary.

Bloom’s level: Understand

19. Interpretation is the goal of observation; reporting is the goal of inferences.

FALSE

Bloom’s level: Remember

20. The main goal of empathic listening is to understand what the other person is saying.

TRUE

Bloom’s level: Remember

21. Effective listening includes utilizing both verbal and nonverbal communication.

TRUE

Bloom’s level: Remember

22. Women listen in order to solve problems, and men listen to understand the other person’s emotions.

FALSE

Bloom’s level: Remember

23. When paraphrasing the speaker’s message to check your understanding of it, you should avoid “I statements.”

FALSE

Bloom’s level: Remember

24. Global polls of Internet use show that people typically spend over 1.5 hours on social media each day.

TRUE

Bloom’s level: Remember

25. Critical listening is an advanced type of empathic listening.

FALSE

Bloom’s level: Remember

26. Long-term recall can hold approximately seven chunks of information.

FALSE

Bloom’s level: Remember

27. Information in short-term memory is, on average, limited to about 20 seconds in duration.

TRUE

Bloom’s level: Remember

28. The lecture cues that indicate main and subordinate points are called importance cues.

FALSE

Bloom’s level: Remember

29. Listening is the process of receiving aural stimuli.

FALSE

Bloom’s level: Remember

30. Hearing is difficult to avoid because it is physiological; listening is easier to avoid because it is psychological.

TRUE

Bloom’s level: Remember

31. You hear with your brain; you listen with your ear.

FALSE

Bloom’s level: Remember

32. Listening for enjoyment involves challenging the speaker’s message by evaluating its accuracy, meaningfulness, and utility.

FALSE

Bloom’s level: Remember

33. Pseudolistening is a strategy for improving critical listening.

FALSE

Bloom’s level: Remember

34. When critically thinking about a message, considering the context in which the message is delivered is important in evaluating that message.

TRUE

Bloom’s level: Remember

35. A person responds by asking, “Are you suggesting that I am not doing my job on this project?” You could classify the response as an example of defensiveness.

TRUE

Bloom’s level: Understand

36. “You wouldn’t think that way if you had been a cop as long as I have” is an example of experiential superiority.

TRUE

Bloom’s level: Understand

37. Egocentrism is defensiveness carried to an extreme.

FALSE

Bloom’s level: Remember

38. Source credibility is the extent to which a speaker is perceived as competent to make the claims he or she is making.

TRUE

Bloom’s level: Remember

39. Critical listening challenges the speaker’s message and evaluates its accuracy, meaningfulness, and utility.

TRUE

Bloom’s level: Remember

40. Active listening is marked by involvement; empathetic listening, by judgment; and critical thinking, by understanding.

FALSE

Bloom’s level: Remember

41. Critical listening and critical thinking both involve gathering information, ideas, or arguments; establishing a basis for evaluation; and applying those standards to the information and ideas you have gathered.

TRUE

Bloom’s level: Remember

42. An effective way to use verbal communication is to be completely silent when engaged in a conversation.

FALSE

Bloom’s level: Remember

43. “Here is an example of uncertainty reduction theory…” When used by a teacher during a lecture, this statement is an example of a semantic cue.

TRUE

Bloom’s level: Understand

44. The warrant is the part of an argument where evidence is agreed upon by the speaker and listener.

FALSE

Bloom’s level: Remember

45. Active listening can be defined as involved listening with a purpose.

TRUE

Bloom’s level: Remember

46. College students tend to spend half of their communication time in face-to-face and mass media listening.

TRUE

Bloom’s level: Remember

47. To show you are interested in what a speaker is saying, you should try to sit or stand close to the speaker.

TRUE

Bloom’s level: Remember

48. Long-term memory is a relatively temporary storage place for information.

FALSE

Bloom’s level: Remember

49. Empathic listening is essentially the same as active listening, with the added provision that it includes a special effort to reach an understanding with another person.

TRUE

Bloom’s level: Remember

50. The phrases “This will be on your quiz Friday” and “The second type of listening is…” are examples of
51. A. lecture cues.
52. nonverbal cues.
53. schema.
54. ethical listening behaviors.

Bloom’s level: Understand

51. Which of the following is an example of a physical distraction to listening?
52. “I didn’t know what he said because I was so worried about what the kids were doing in my absence.”
53. “Are you kidding? All I could think about was my vacation that starts tomorrow.”
54. C. “The two people talking in the row ahead of me kept me from catching very much of his lecture.”
55. “I could not pay attention to anything she said after she mentioned feminist theory.”

Bloom’s level: Understand

52. Tinnitus is something that would be most likely to affect your
53. nonverbal gestures.
54. listening.
55. C.
56. speaking.

Bloom’s level: Remember

53. A person who gets so involved in the particulars that she misses the main point is demonstrating an example of a
54. semantic distraction.
55. B. factual distraction.
56. mental distraction.
57. physical distraction.

Bloom’s level: Understand

54. Which of the following is an example of hearing rather than listening?
55. He heard what she said and responded with an appropriate answer.
56. B. The sound of firecrackers filled the nighttime air.
57. He heard the sound outside and decided that the noise must have been a car accident.
58. She heard his cry for help and reacted by immediately calling the rescue squad.

Bloom’s level: Apply

55. Which of the following is not necessarily part of the process of listening?
56. The stimuli are picked up by the ear.
57. The nerves transmit sensations to the brain.
58. The brain assigns meanings to the stimuli.
59. D. The receiver responds with a return message.

Bloom’s level: Remember

56. Children with higher levels of language development are more likely to
57. A. have more efficient working memory.
58. have less efficient working memory.
59. develop better hearing skills.
60. develop less effective hearing skills.

Bloom’s level: Remember

57. One of the suggestions for being a better listener in the workplace is to “plan for nuggets.” The strategy recommended for doing this involves
58. being empathetic when listening to others.
59. asking others to provide you with feedback.
60. considering the source of the message.
61. D. using a separate column in your notes.

Bloom’s level: Remember

58. During a lecture Dr. Washington stated, “Now I will move on to my fourth topic…” What type of lecture cue was Dr. Washington using?
59. semantic
60. importance
61. nonverbal
62. D. organizational

Bloom’s level: Understand

59. Which two concepts seem most closely related?
60. A. egocentrism and personal bias
61. defensiveness and self-focus
62. experiential superiority and defensiveness
63. personal bias and defensiveness

Bloom’s level: Understand

60. During a lecture Ms. Gutierez stated, “Here is the conclusion you should draw from this example…” What type of lecture cue was Ms. Gutierez using?
61. semantic
62. B. importance
63. nonverbal
64. organizational

Bloom’s level: Understand

61. College students spend approximately what proportion of their time listening to others and the mass media?
62. A. 50 percent
63. 25 percent
64. 75 percent
65. 65 percent

Bloom’s level: Remember

62. Which of the following statements about active listening is FALSE?
63. Active listening is “involved listening with a purpose.”
64. B. Active listening and empathic listening are exactly the same thing.
65. Active listening is characterized by movement, change, and responsiveness on the part of the listener.
66. Active listening implies feedback to the speaker.

Bloom’s level: Remember

63. Empathic listening differs from active listening in that
64. active listening is one kind of empathic listening.
65. active and empathic listening are both purposeful.
66. C. empathic listening adds the goal of understanding.
67. empathic listening invites more feedback.

Bloom’s level: Remember

64. Which of the following is true about men’s listening behaviors as compared to women’s listening behaviors?
65. Women interrupt more often.
66. Men like more complex information that requires careful evaluation.
67. Women like short, concise communication.
68. D. Men listen in order to take action and solve problems.

Bloom’s level: Remember

65. “You need to remember this because it will be on the quiz.” What type of lecture cue is this statement?
66. semantic
67. B. importance
68. nonverbal
69. organizational

Bloom’s level: Understand

66. Which of the following is a limitation of short-term memory?
67. automatic attention
68. inability to access schema
69. lack of stimulus cues from working memory
70. D. can only hold five to nine “bits” of information on average

Bloom’s level: Remember

67. Which part of the listening process is responsible for interpreting and assigning meaning to stimuli?
68. attention
69. B. working memory
70. short-term memory
71. long-term memory

Bloom’s level: Remember

68. Which of the following best exhibits critical thinking?
69. You are able to memorize what you hear.
70. You are able to recall most of what you listen to.
71. You are able to interpret what you hear and apply it to other knowledge.
72. D. You are able to use what you know to apply standards to what you hear and decide the merits of the message.

Bloom’s level: Understand

69. Which of the following is an inference?
70. I see that road is narrow and curvy.
71. There is no shoulder, and there is no centerline.
72. C. The road appears dangerous for ordinary travel.
73. The trees grow close to the road, thus reducing light.

Bloom’s level: Understand

70. Dante was walking across campus in a hurry. On the way he saw his friend Aarav, who he hadn’t seen in quite some time. Dante stopped and told Aarav his cell phone number and told him to call him later. Just a few seconds after Dante left, Aarav already had forgotten the number. This would be because the information only went as far as Aarav’s
71. schema.
72. B. short-term memory.
73. long-term memory.
74. automatic attention.

Bloom’s level: Understand

71. When you analyze the speaker and the situation to make judgments about the message presented, you are engaging in
72. active listening.
73. B. critical thinking.
74. second-person observation.
75. long-term memory.

Bloom’s level: Remember

72. You have to give a speech on Hawaii. Which of the following sources would have the best source credibility?
73. a classmate’s friend who watched a TV show about the islands
74. you, because you want to go there
75. C. a friend who just got back from vacationing there
76. a tabloid that reported two celebrities were staying at a Hawaiian resort

 

Bloom’s level: Evaluate

 

73. Which of the following is NOT an effective means of using verbal communication when listening?
74. A. Use evaluative, nondescriptive comments.
75. Ask questions.
76. Provide affirmative and affirming statements.
77. Vary verbal responses.

Bloom’s level: Remember

74. Which of the following is essential to demonstrating active listening?
75. Lean back in your chair.
76. Keep a tense body posture.
77. Sit without crossing your arms or legs.
78. D. Sit or stand so you are directly facing the speaker.

Bloom’s level: Remember

75. When you paraphrase the speaker’s message and intent, ask questions, or invite corrections, you are
76. encountering a barrier to listening.
77. B. checking your understanding or perception of the speaker.
78. engaging in listening for enjoyment.
79. employing nonverbal listening behaviors.

Bloom’s level: Remember

Category                                                                                                 # of Questions

Bloom’s level: Apply                                                                                                                                         2

Bloom’s level: Evaluate                                                                                                                                     1

Bloom’s level: Remember                                                                                                                                  46

Bloom’s level: Understand                                                                                                                                 26