Interpersonal communication 4th Edition by Floyd - Test Bank

Interpersonal communication 4th Edition by Floyd – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 05

Test Bank

1. A structured system of symbols used for creating meaning is known as a(n)
2. alphabet.
3. symbolic system.
4. C.
5. semantic triangle.

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Bloom’s: Remember

Learning Objective: Define language.

Topic: The Nature of Language

2. The use of a “thumbs-up” gesture to symbolize the statement “good luck”
3. illustrates that meaning can be conveyed without the use of words.
4. does not qualify as a form of language.
5. has a specific meaning that is culturally understood.
6. D. All of these answers are correct.

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Bloom’s: Understand

Learning Objective: Distinguish between symbols that do and do not qualify as language.

Topic: The Nature of Language

3. Which of the following terms is onomatopoetic?
4. good-natured
5. mumbo jumbo
6. mumquall
7. D. splash

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Bloom’s: Remember

Learning Objective: Define onomatopoeia.

Topic: The Nature of Language

4. Which type of language rule deals with the correct pronunciation of words?
5. A. phonological
6. syntactic
7. semantic
8. pragmatic

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Bloom’s: Remember

Learning Objective: Define the phonological language rule.

Topic: The Nature of Language

5. To an American, the phrase, “How are you today?” sounds correct whereas the phrase “Today you are how?” sounds incorrect. The second phrase violates which rule of language?
6. phonological
7. B. syntactical
8. semantic
9. pragmatic

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Bloom’s: Understand

Learning Objective: Define the syntactic language rule.

Topic: The Nature of Language

6. When Jesse first met Nicolette, he extended his hand and said warmly, “Nice to meet you.” In response, Nicolette sighed, rolled her eyes, and simply said, “Yah,” in a very sarcastic tone. Jesse inferred from her reaction that Nicolette was not excited about meeting him. On which rule of language did Jesse likely base his interpretation?
7. phonological rule
8. syntactic rule
9. semantic rule
10. D. pragmatic rule

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Bloom’s: Remember

Learning Objective: Define the pragmatic language rule.

Topic: The Nature of Language

7. The literal, “dictionary” definition of a word is its ________ meaning.
8. A. denotative
9. connotative
10. abstract
11. referent

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Bloom’s: Remember

Learning Objective: Define denotative meaning.

Topic: The Nature of Language

8. Words that evoke strongly positive or negative connotations are known collectively as
9. emotion language.
10. connotative words.
11. C. loaded language.
12. hot-button words.

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Bloom’s: Remember

Learning Objective: Define loaded language.

Topic: The Nature of Language

9. The word set has nearly 200 discrete meanings in the English language. Imprecise use of set illustrates which of the following statements about language?
10. Language is often confusing because of multiple connotations.
11. B. Language can be unclear because of multiple meanings for the same word.
12. Languages around the world do not have a clear definition of referents for words.
13. Language symbols are arbitrary and hard to define.

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Bloom’s: Remember

Learning Objective: Explain how language varies in clarity.

Topic: The Nature of Language

10. Which of the following statements about language and culture is true?
11. When people speak more than one language, their language use has no effect on their culture identity.
12. When people speak more than one language, their language use might have a small effect on their cultural identity, but the result is too small to be noticed.
13. C. When people speak more than one language, their language use often affects their cultural values.
14. None of these statements is true.

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Bloom’s: Remember

Learning Objective: Explain the Sapir-Whorf hypothesis.

Topic: The Nature of Language

11. Which of the following statements would be true according to the Sapir-Whorf hypothesis?
12. A. If a culture does not have a word for an emotion, its members will not be able to experience that emotion.
13. Regardless of the language that individuals from different cultures might speak, people see the world in basically the same way.
14. The culture that you are raised in determines the languages you will speak in your lifetime.
15. The distinction between nouns and verbs does not exist in most languages.

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Bloom’s: Remember

Learning Objective: Define linguistic determinism.

Topic: The Nature of Language

12. Which of the following statements about smoking is the best example of an appeal to pathos?
13. When you add it all up, smoking costs a person almost $7,000 a year.
14. Smoking is the number one cause of emphysema.
15. Most employers can legally discriminate against smokers.
16. D. Aren’t you angry about cigarettes controlling your life?

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Bloom’s: Understand

Learning Objective: Explain pathos and how it is used to persuade others in interpersonal contexts.

Topic: The Power of Language

13. Which of the following is not one of the criticisms that have been levied against the Sapir-Whorf hypothesis?
14. It is unclear whether language produces thought or thought produces language.
15. B. Children who grow up in a bilingual family experience a great deal of cognitive dissonance because of the conflicting languages.
16. Just because people in a culture don’t have a word to describe an experience doesn’t mean they don’t have that experience.
17. People who have cognitive deficiencies for learning language can still engage in thought, despite their language limitations.

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Bloom’s: Remember

Learning Objective: Critique the Sapir-Whorf hypothesis.

Topic: The Nature of Language

14. When they marry, some women retain their original last name, some adopt their spouse’s last name as their own, and some hyphenate their original last name to include their spouse’s last name. According to research, which of the following statements is true?
15. Women who keep their birth name give more importance to their relationships than to their personal concerns.
16. Name-changers score higher than name-keepers on measures of self-esteem and autonomy.
17. Name-changers rate their personal concerns as more important than their relationships.
18. D. Name-keepers score higher than name-changers on measures of feminist attitudes.

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Bloom’s: Remember

Learning Objective: Explain how names define and differentiate individuals

Topic: The Power of Language

15. Which persuasion strategy takes advantage of the speaker’s credibility?
16. appeal to logos
17. B. appeal to ethos
18. appeal to pathos
19. None of the answers is correct.

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Bloom’s: Remember

Learning Objective: Explain ethos and how it is used to persuade others in interpersonal contexts.

Topic: The Power of Language

16. Which of the following linguistic features was NOT identified in the textbook as affecting a speaker’s credibility?
17. use of clichés
18. a speaker’s dialect
19. C. incorrect diction
20. equivocal statements

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Bloom’s: Remember

Learning Objective: Explain the relationship between language and credibility.

Topic: The Power of Language

17. The claim that “4 out of doctors 5 prefer” a certain medication for a headache is an example of what kind of statement?
18. an equivocal statement
19. B. weasel words
20. a red herring
21. an allness claim

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Bloom’s: Remember

Learning Objective: Describe weasel words.

Topic: The Power of Language

18. According to research, a joke must contain what in order to be considered funny?
19. a put-down
20. B. an expectancy violation
21. at least one funny-sounding word
22. All of these answers are correct.

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Bloom’s: Remember

Learning Objective: Identify the most important aspect of humor.

Topic: Using Language

19. Saying that someone has been “let go” instead of “fired” is an example of which language behavior?
20. hate speech
21. slang
22. C. euphemism
23. profanity

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Bloom’s: Remember

Learning Objective: Define euphemism.

Topic: Using Language

20. Which of the following phrases is an example of doublespeak?
21. sleep together
22. kick the bucket
23. jumbo shrimp
24. D. collateral damage

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Bloom’s: Remember

Learning Objective: Define doublespeak.

Topic: Using Language

21. Which of the following statements about slang is false?
22. Slang is closely related to jargon.
23. Slang can help people identify individuals who belong to their social network.
24. Slang is neither inherently good nor inherently bad.
25. D. Slang is an exception to the Sapir-Whorf hypothesis.

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Bloom’s: Remember

Learning Objective: Define slang.

Topic: Using Language

22. Regarding defamation, which of the following is true?
23. Slander concerns statements made either aloud or in print.
24. Whether or not a statement is true is only relevant to slander, not libel.
25. Libel is more common than slander in interpersonal interaction.
26. D. Libel involves only statements made in print.

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Bloom’s: Remember

Learning Objective: Define defamation.

Topic: Using Language

23. Which of the following examples illustrates the idea of reclaiming a phrase?
24. Politicians limiting their use of the word “poor” when describing citizens of lower economic status.
25. B. Homosexual men referring to one another as “queer.”
26. A white speaker using only the term “African American” when referring to black audience members.
27. The NAACP holding a ceremonial funeral for the “n-word.”

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Bloom’s: Remember

Learning Objective: Explain the practice of “reclaiming the term.”

Topic: Using Language

24. Which of the following is true about I-statements?
25. They ignore the problem.
26. They allow us to shift the blame.
27. C. They allow us to claim ownership of our thoughts and feelings.
28. They shift responsibility for one’s own thoughts or feelings to the listener.

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Bloom’s: Understand

Learning Objective: Describe an I-statement.

Topic: Improving Language Skills

25. Technically speaking, which of the following is a factual claim?
26. “Candidate L is the best choice for our future.”
27. B. “Candidate C accepted illegal bribes.”
28. “Candidate C has impeccable morals.”
29. “Electing Candidate L would be a mistake.”

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Bloom’s: Remember

Learning Objective: Distinguish between factual claims and opinions.

Topic: Improving Language Skills

26. Verbal communication includes both spoken and written language.

TRUE

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Bloom’s: Remember

Learning Objective: Recall that verbal communication applies to both spoken and written communication.

Topic: The Nature of Language

27. All language is symbolic, and all symbolic systems constitute language.

FALSE

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Bloom’s: Understand

Learning Objective: Know the difference between symbols and the objects they represent.

Topic: The Nature of Language

28. Phonological rules deal with the correct pronunciation of words.

TRUE

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Bloom’s: Remember

Learning Objective: Define the phonological language rule.

Topic: The Nature of Language

29. Using emotion to persuade is known as an appeal to ethos.

FALSE

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Bloom’s: Remember

Learning Objective: Explain ethos and how it is used to persuade others in interpersonal contexts.

Topic: The Power of Language

30. An allness statement is one in which the speaker intentionally misleads the hearer by arguing that everyone else agrees with his or her position.

FALSE

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Bloom’s: Remember

Learning Objective: Describe an allness statement.

Topic: The Power of Language

31. Pennebaker’s research shows that verbal communication has little ability to provide comfort and healing.

FALSE

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Bloom’s: Remember

Learning Objective: Recall that language can be used to provide comfort.

Topic: The Power of Language

32. Slang can serve an important social function by helping people distinguish between those who do and do not belong to their social networks.

TRUE

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Bloom’s: Remember

Learning Objective: Explain how slang can serve a social function.

Topic: The Power of Language

33. Profanity is highly context-specific.

TRUE

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Bloom’s: Remember

Learning Objective: Define profanity.

Topic: The Power of Language

34. Only false statements can ever qualify as libel.

FALSE

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Bloom’s: Remember

Learning Objective: Define Libel.

Topic: The Power of Language

35. An I-statement claims ownership of what one is feeling or thinking, whereas a you-statement shifts that responsibility to the other person.

TRUE

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Bloom’s: Remember

Learning Objective: Describe a you-statement.

Learning Objective: Describe an I-statement.

Topic: Improving Language Skills

36. Explain the Sapir-Whorf hypothesis and give examples that illustrate its assertions.

Answers will vary

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Bloom’s: Understand

Learning Objective: Explain the Sapir-Whorf hypothesis.

Topic: The Nature of Language

37. Identify and define each of the four types of language rules articulated in your text.

Answers will vary

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Bloom’s: Remember

Learning Objective: Recall that language is governed by four types of rules.

Topic: The Nature of Language

38. What are the elements of the Semantic Triangle? List, define, and provide an example of how they work together.

Answers will vary

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Bloom’s: Understand

Learning Objective: Recall the three elements of the semantic triangle.

Topic: The Nature of Language

39. Describe how language is tied to issues of credibility and provide examples of at least three different factors that might affect one’s credibility.

Answers will vary

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Bloom’s: Understand

Learning Objective: Explain the relationship between language and credibility.

Topic: The Power of Language

40. Explain the concept of hate speech. Compare and contrast it with both profanity and slang.

Answers will vary

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Bloom’s: Understand

Learning Objective: Define hate speech.

Learning Objective: Define profanity.

Learning Objective: Define slang.

Topic: Using Language

41. Articulate how a factual claim differs from an opinion. Using concrete examples, be specific about what each type of statement involves and what kind of evidence each statement requires.

Answers will vary

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Bloom’s: Analyze

Learning Objective: Distinguish between factual claims and opinions.

Topic: Improving Language Skills

42. People often use language that is intentionally vague or unclear. Create a situation in which someone might use vague language intentionally to mislead someone. How might you improve this situation? Finally, comment on the ethical considerations of intentionally using language that is vague or misleading. Is it unethical to use language that is intentionally vague in order to give someone the wrong impression? Are there situations in which intentionally misleading someone is acceptable?

Answers will vary

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Bloom’s: Analyze

Learning Objective: Define ambiguous language.

Learning Objective: Define equivocation.

Learning Objective: Describe weasel words.

Learning Objective: Recall when equivocal language is commonly used.

Topic: The Power of Language

43. Do you agree with some of the criticisms scholars have offered against the Sapir-Whorf hypothesis? How important is language in shaping our worldview? How important is our worldview in shaping language development? Make a case either for or against the Sapir-Whorf hypothesis.

Answers will vary

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Bloom’s: Analyze

Learning Objective: Critique the Sapir-Whorf hypothesis.

Topic: The Nature of Language

44. What are some of the benefits of using language in positive ways that express affection, intimacy, comfort, and support? Think about implications for the speaker, the hearer, and their relationship. What are some of the different ways we can use language to express these sentiments?

Answers will vary

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Bloom’s: Analyze

Learning Objective: Explain how language is used to expressed affection.

Learning Objective: Identify tips for using language to comfort others who have experienced loss.

Learning Objective: Recall that communicating intimacy and affection can be good for relationships.

Topic: The Power of Language

45. 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.

Answers will vary

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Bloom’s: Analyze

Learning Objective: Explain how language is bound by context and culture.

Topic: The Nature of Language

46. Your text has made the suggestion that generally positive forms of language, such as humor, can sometimes have negative consequences, and that generally negative forms of language, such as profanity, can sometimes be positive. This point illustrates how much the effects of language depend on the context in which it is used. In a short essay, explain this point by using concrete examples of humor and profanity (as both positive and negative). Then, extend your discussion to the other forms of speech discussed in the chapter, including euphemism, slang, libel, slander, and hate speech. It is true that each of these forms of language could have either positive or negative effects, depending on the context?

Answers will vary

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Bloom’s: Analyze

Learning Objective: Expalin the good and bad points of euphemisms.

Learning Objective: Explain how humor can be used negatively.

Learning Objective: Explain how humor can be used to enhance interpersonal interactions.

Topic: Using Language

47. How prevalent is hate speech in American culture today? What types of environments promote or foster this type of language? What, if anything, should be done to eliminate hate speech and/or protect the targets of hate speech? Finally, using some of the concepts from the textbook and/or class, make some recommendations for ways that hate speech can be avoided at your college or university.

Answers will vary

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Bloom’s: Analyze

Learning Objective: Explain the controversey arround hate laws and regulations.

Topic: Using Language

Category                                                                                                                                                                              # of Questions

Accessibility: Keyboard Navigation                                                                                                                                                          47

Bloom’s: Analyze                                                                                                                                                                                       7

Bloom’s: Remember                                                                                                                                                                                   31

Bloom’s: Understand                                                                                                                                                                                 9

Learning Objective: Critique the Sapir-Whorf hypothesis.                                                                                                                       2

Learning Objective: Define ambiguous language.                                                                                                                                    1

Learning Objective: Define defamation.                                                                                                                                                    1

Learning Objective: Define denotative meaning.                                                                                                                                      1

Learning Objective: Define doublespeak.                                                                                                                                                 1

Learning Objective: Define equivocation.                                                                                                                                                 1

Learning Objective: Define euphemism.                                                                                                                                                   1

Learning Objective: Define hate speech.                                                                                                                                                   1

Learning Objective: Define language.                                                                                                                                                       1

Learning Objective: Define Libel.                                                                                                                                                             1

Learning Objective: Define linguistic determinism.                                                                                                                                  1

Learning Objective: Define loaded language.                                                                                                                                           1

Learning Objective: Define onomatopoeia.                                                                                                                                               1

Learning Objective: Define profanity.                                                                                                                                                       2

Learning Objective: Define slang.                                                                                                                                                             2

Learning Objective: Define the phonological language rule.                                                                                                                    2

Learning Objective: Define the pragmatic language rule.                                                                                                                         1

Learning Objective: Define the syntactic language rule.                                                                                                                          1

Learning Objective: Describe a you-statement.                                                                                                                                         1

Learning Objective: Describe an allness statement.                                                                                                                                  1

Learning Objective: Describe an I-statement.                                                                                                                                            2

Learning Objective: Describe weasel words.                                                                                                                                            2

Learning Objective: Distinguish between factual claims and opinions.                                                                                                   2

Learning Objective: Distinguish between symbols that do and do not qualify as language.                                                                    1

Learning Objective: Expalin the good and bad points of euphemisms.                                                                                                    1

Learning Objective: Explain ethos and how it is used to persuade others in interpersonal contexts.                                                       2

Learning Objective: Explain how humor can be used negatively.                                                                                                            1

Learning Objective: Explain how humor can be used to enhance interpersonal interactions.                                                                  1

Learning Objective: Explain how language is bound by context and culture.                                                                                          1

Learning Objective: Explain how language is used to expressed affection.                                                                                              1

Learning Objective: Explain how language varies in clarity.                                                                                                                    1

Learning Objective: Explain how names define and differentiate individuals                                                                                          1

Learning Objective: Explain how slang can serve a social function.                                                                                                        1

Learning Objective: Explain pathos and how it is used to persuade others in interpersonal contexts.                                                     1

Learning Objective: Explain the controversey arround hate laws and regulations.                                                                                  1

Learning Objective: Explain the practice of “reclaiming the term.”                                                                                                         1

Learning Objective: Explain the relationship between language and credibility.                                                                                     2

Learning Objective: Explain the Sapir-Whorf hypothesis.                                                                                                                       2

Learning Objective: Identify the most important aspect of humor.                                                                                                          1

Learning Objective: Identify tips for using language to comfort others who have experienced loss.                                                      1

Learning Objective: Know the difference between symbols and the objects they represent.                                                                   1

Learning Objective: Recall that communicating intimacy and affection can be good for relationships.                                                  1

Learning Objective: Recall that language can be used to provide comfort.                                                                                              1

Learning Objective: Recall that language is governed by four types of rules.                                                                                          1

Learning Objective: Recall that verbal communication applies to both spoken and written communication.                                          1

Learning Objective: Recall the three elements of the semantic triangle.                                                                                                  1

Learning Objective: Recall when equivocal language is commonly used.                                                                                               1

Topic: Improving Language Skills                                                                                                                                                            4

Topic: The Nature of Language                                                                                                                                                                 20

Topic: The Power of Language                                                                                                                                                                 14

Topic: Using Language                                                                                                                                                                              9