Ch10 Communicating In Close Relationships Complete Test Bank - Ethical Practice in Human Services Test Bank by Richard L. West. DOCX document preview.
Test Bank
Chapter 10: Communicating in Close Relationships
Multiple Choice
1. The relationship between a bus driver and a rider is what type of relationship?
a. close
b. role
c. distant
d. personal
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Analysis
Answer Location: Understanding Close Relationships
Difficulty Level: Medium
2. People in role relationships are ______.
a. distant
b. close
c. interchangeable
d. consistent
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Understanding Close Relationships
Difficulty Level: Easy
3. If the participants in a relationship are irreplaceable to each other, the relationship would be defined as ______.
a. close
b. role
c. personal
d. interchangeable
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Understanding Close Relationships
Difficulty Level: Medium
4. In close relationships, the ______ have variety and depth.
a. roles
b. conflicts
c. interactions
d. connections
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Understanding Close Relationships
Difficulty Level: Medium
5. A relationship where the participants go to the movies, go to the gym, and go to church together reflects which pattern common to close relationships?
a. The interactions are intimate.
b. The interactions are deep.
c. The interactions contain affection.
d. The interactions are diverse.
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Analysis
Answer Location: Understanding Close Relationships
Difficulty Level: Medium
6. Maria’s mom tells her she loves her, which is an example of a(n) ______ expression of affection.
a. indirect
b. direct
c. gender-related
d. role-related
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Analysis
Answer Location: Understanding Close Relationships
Difficulty Level: Hard
7. Emma’s dad got up early every morning to warm up the car for her before she had to drive to school. This is a(n) ______ expression of affection.
a. role-related
b. gender-related
c. direct
d. indirect
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Analysis
Answer Location: Understanding Close Relationships
Difficulty Level: Hard
8. Relationship actions, such as the use of pet names and confession of personal secrets, are signs of ______ interactions.
a. appropriate
b. role
c. intimate
d. direct
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Analysis
Answer Location: Understanding Close Relationships
Difficulty Level: Medium
9. An engagement ring is a sign of ______ in a relationship.
a. satisfaction
b. commitment
c. intimacy
d. consistency
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Analysis
Answer Location: Understanding Close Relationships
Difficulty Level: Easy
10. “You are the greatest friend that I could ever have,” says Herbert. Herbert is expressing ______.
a. commitment
b. consistency
c. similarities
d. satisfaction
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Analysis
Answer Location: Understanding Close Relationships
Difficulty Level: Hard
11. We consider getting married, moving in together, buying wedding rings to be ______.
a. cultural performances
b. intimate
c. commitment
d. appropriate
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Relationships as Cultural Performances
Difficulty Level: Medium
12. Which of these reflects the fact that relationships include cultural performance?
a. Jonathan is not sure if he’s ready to label himself “in a relationship” with Nicola.
b. Jonathan’s “narrow script” for a first date includes the man paying for dinner.
c. Jonathan and Nicola vow to watch over their friends’ new baby as its godparents.
d. Jonathan’s father indirectly expresses his affection by doing small home repairs.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Application
Answer Location: Relationships as Cultural Performances
Difficulty Level: Hard
13. We make up rules called ______ about how relationships should be.
a. accounts
b. relational cultures
c. relational schema
d. relationship scripts
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Relationships as Cognitive Constructs
Difficulty Level: Easy
14. Which of these reflects the fact that relationships are cognitive constructs?
a. Jonathan is not sure if he’s ready to label himself “in a relationship” with Nicola.
b. Jonathan’s “narrow script” for a first date includes the man paying for dinner.
c. Jonathan and Nicola vow to watch over their friends’ new baby as its godparents.
d. Jonathan’s father indirectly expresses his affection by doing small home repairs.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Application
Answer Location: Relationships as Cognitive Constructs
Difficulty Level: Hard
15. Norma has no idea how her relationship should progress with Bill; all she knows is that she wants to spend the rest of her life with him. This is because relationship scripts can be ______.
a. narrow
b. inconsistent
c. broad
d. diverse
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Analysis
Answer Location: Relationships as Cognitive Constructs
Difficulty Level: Medium
16. Jordan knows he’s in some sort of relationship with Amy, but they have not progressed further than that. This is a ______ image of their relationship.
a. basic
b. complex
c. narrow
d. broad
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Analysis
Answer Location: Relationships as Cognitive Constructs
Difficulty Level: Medium
17. Sam doesn’t mention his feelings about his mother-in-law to his wife because he knows how she will react. Their communication has become ______.
a. narrow
b. patterned
c. inconsistent
d. basic
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Analysis
Answer Location: Relationships as Cognitive Constructs
Difficulty Level: Medium
18. Reza has no idea what his relationship is with Audrey because Audrey refuses to give it ______.
a. commitment
b. consistency
c. a label
d. rules
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Relationships as Linguistic Constructions
Difficulty Level: Medium
19. ______ language helps to shape how we see a relationship.
a. Scripted
b. Patterned
c. Labeled
d. Figurative
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Relationships as Linguistic Constructions
Difficulty Level: Easy
20. “Shirlee and Harold’s marriage is a well-oiled machine” is an example of a ______ metaphor.
a. natural
b. food-related
c. clothing-related
d. mechanical
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Relationships as Linguistic Constructions
Difficulty Level: Easy
21. ______ will influence whether you will initially date someone and whether the relationship will continue.
a. Attraction
b. Cultural practices
c. Gender and sex
d. Social media
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Influences on Close Relationships
Difficulty Level: Easy
22. The first time Eva saw Lee, she knew she wanted to get to know him better. What is at work in this situation?
a. matching hypothesis
b. long-term attraction
c. short-term attraction
d. relational scripts
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Analysis
Answer Location: Attraction
Difficulty Level: Hard
23. After many years in a relationship, ______ motivates the desire to sustain it.
a. long-term attraction
b. short-term attraction
c. matching hypothesis
d. cultural practices
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Attraction
Difficulty Level: Easy
24. Societal standards consider thin women as the most attractive, but Seamus is a little plump and prefers girls who are, as well. This is an example of ______.
a. short-term attraction
b. reciprocity
c. long-term attraction
d. matching hypothesis
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Analysis
Answer Location: Attraction
Difficulty Level: Medium
25. What term describes partners’ shared understanding, roles, and rituals that are unique to their relationship?
a. cultural practices
b. relational culture
c. matching hypothesis
d. familism
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Culture
Difficulty Level: Easy
26. Because society has deemed what is feminine and what is masculine, gender behaviors are ______.
a. consistent
b. innate
c. natural
d. learned
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Gender and Sex
Difficulty Level: Medium
27. Aaron’s mother prohibited him from watching a cartoon that was deemed too “girly.” This illustrates the idea that gender behaviors are ______.
a. unnatural
b. natural
c. learned
d. consistent
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Analysis
Answer Location: Gender and Sex
Difficulty Level: Hard
28. An advantage of online dating over face-to-face dating is that ______.
a. it is hard to determine attraction face-to-face
b. you know something about how the person thinks and writes
c. it is easy to get the full picture based on an online profile
d. people are more honest on online platforms
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Electronic Media
Difficulty Level: Medium
29. The theory that focuses on how people communicate online is called ______ theory.
a. cultural performance
b. matching hypothesis
c. relational culture
d. social information processing
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Electronic Media
Difficulty Level: Easy
30. Gene quickly disclosed private details to Leah online, so much so that their communication felt intimate. We could refer to this as ______.
a. interdependent
b. natural
c. hyperpersonal
d. intensifying
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Analysis
Answer Location: Electronic Media
Difficulty Level: Medium
31. The most prominent stage model on relationship development is the ______ model.
a. Knapp
b. Johari
c. Jourard
d. SIP
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Knowledge
Answer Location: Developing Interpersonal Relationships Through Stages
Difficulty Level: Easy
32. Karen realized she was standing next to someone in Starbucks who was also attempting to wave down an employee. “Hard to get the barista’s attention, isn’t it?” Karen says. They are in which stage of relationship development?
a. experimenting
b. initiating
c. intensifying
d. integrating
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Analysis
Answer Location: Initiating
Difficulty Level: Easy
33. Bea and Dmitri get coffee in the break room at the same time most days. They don’t talk about anything deep, but they’re getting to know each other. This stage of the Knapp model is called ______.
a. initiating
b. experimenting
c. bonding
d. intensifying
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Analysis
Answer Location: Experimenting
Difficulty Level: Hard
34. Uncritical, relaxed, and pleasant interactions are known as ______.
a. small talk
b. intensifying
c. initiating
d. experimenting
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Analysis
Answer Location: Experimenting
Difficulty Level: Medium
35. When Sharon and Ron begin to use “we” statements, their relationship can be said to be in the ______ stage.
a. integrating
b. initiating
c. intensifying
d. experimenting
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Comprehension
Answer Location: Intensifying
Difficulty Level: Medium
36. George updates his relationship status on Facebook to announce that he and Clement are in a relationship. Their relationship can be said to be in the ______ stage.
a. initiating
b. intensifying
c. experimenting
d. integrating
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Analysis
Answer Location: Integrating
Difficulty Level: Medium
37. Sophie felt honored that Jasmine asked her to be her maid of honor. Standing next to Jasmine on her wedding day would be a public acknowledgment of their friendship. Sophie and Jasmine’s relationship is in the ______ stage.
a. intensifying
b. bonding
c. integrating
d. differentiating
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Analysis
Answer Location: Bonding
Difficulty Level: Hard
38. Initiations to sororities and fraternities, marriages, and baby naming ceremonies are examples of ______.
a. bonding
b. integrating
c. initiating
d. differentiating
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Comprehension
Answer Location: Bonding
Difficulty Level: Hard
39. If Cheyenne is noticing that Walter has other interests outside of their relationship, their relationship is in the ______ stage.
a. stagnating
b. circumscribing
c. differentiating
d. avoiding
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Analysis
Answer Location: Circumscribing
Difficulty Level: Medium
40. “Carla and I used to go to that coffee shop every morning. Now I make sure to go to the one down the street so I don’t see her,” says Eliza. Carla and Eliza’s relationship is in the ______ stage.
a. differentiating
b. avoiding
c. stagnating
d. circumscribing
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Analysis
Answer Location: Avoiding
Difficulty Level: Medium
41. The ______ theory compares relationships to living systems.
a. social information processing
b. social exchange
c. dialectic
d. systems
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Systems Theory
Difficulty Level: Easy
42. ______ is the idea that it’s impossible to understand a system by taking it apart and studying each of its parts in isolation.
a. Wholeness
b. Interdependence
c. Hierarchy
d. Boundaries/openness
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Wholeness
Difficulty Level: Medium
43. When someone close to you is having a bad day, you shift your communication accordingly because of ______.
a. boundaries/openness
b. wholeness
c. interdependence
d. hierarchy
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Interdependence
Difficulty Level: Medium
44. Kira and Felicia’s close friendship exists within the broader relationship system of their sorority. This reflects ______.
a. interdependence
b. hierarchy
c. boundaries/openness
d. wholeness
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Hierarchy
Difficulty Level: Medium
45. Amelie and Evan’s close sibling relationship is a ______ of their family’s relationship.
a. dialectic
b. relational script
c. suprasystem
d. subsystem
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Hierarchy
Difficulty Level: Medium
46. ______ make(s) systems distinct from one another in the systems model.
a. Openness
b. Hierarchies
c. Boundaries
d. Calibration
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Boundaries/Openness
Difficulty Level: Medium
47. Setting the rules of a system is referred to as ______.
a. calibration
b. boundaries
c. interdependence
d. hierarchy
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Calibration
Difficulty Level: Easy
48. Martha and Rashid play tennis every week, but Rashid wants to spend more time stamp collecting. Martha protests, so Rashid decides to continue their weekly games. Martha’s reaction reflects ______.
a. interdependence
b. hierarchy
c. positive feedback
d. negative feedback
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Calibration
Difficulty Level: Hard
49. The desire for two seemingly incompatible goals forms the foundation for ______ theory.
a. systems
b. dialectic
c. social exchange
d. dualism
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Relational Dialectic Theory
Difficulty Level: Hard
50. Ariana enjoys being Clint’s wife, but she also wants to be known for the things she does on her own. This is an example of ______.
a. openness and protection
b. autonomy and connection
c. affection and instrumentality
d. judgment and acceptance
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Relational Dialectic Theory
Difficulty Level: Medium
51. Robin is interested in Cassidy, so she calls up their mutual friend, Joan, to find out more. Robin is using the skill of ______.
a. offering
b. approaching
c. networking
d. sustaining
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Communication Skills for Beginning Relationships
Difficulty Level: Medium
52. Sam learned Tina’s jogging path and changed his path so he could casually run into her. This is an example of ______.
a. approaching
b. networking
c. sustaining
d. offering
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Communication Skills for Beginning Relationships
Difficulty Level: Medium
53. Trying to find common ground when you first meet someone is what kind of strategy?
a. affinity-seeking
b. offering
c. networking
d. approaching
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Communication Skills for Beginning Relationships
Difficulty Level: Medium
54. Paying attention to a relationship even when there are no issues is an example of ______.
a. offering assurances
b. expressing openness
c. preventative maintenance
d. reflecting positivity
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Communication Skills for Maintaining Relationships
Difficulty Level: Hard
55. Expressing support, sharing skills, or reflecting positivity are skills for ______.
a. beginning a relationship
b. maintaining a relationship
c. terminating a relationship
d. contemplating a relationship
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Communication Skills for Maintaining Relationships
Difficulty Level: Medium
56. Clarence cheated on Kirsten. This would be considered a ______.
a. recalibration
b. negative contagion
c. relational transgression
d. social exchange
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Communication Skills for Repairing Relationships
Difficulty Level: Medium
57. In spite of Justin’s infidelity, Alexia decided to stay with him. Now they must ______.
a. perform preventative maintenance
b. offer assurances
c. share tasks
d. perform corrective maintenance
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Communication Skills for Repairing Relationships
Difficulty Level: Hard
58. Talking about talking is referred to as ______.
a. co-rumination
b. social exchange
c. meta-communication
d. dialectic
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Communication Skills for Repairing Relationships
Difficulty Level: Easy
59. “I missed our date because we have a huge deadline at work and my boss wouldn’t let me leave at the normal time,” says Ira. Ira is providing a(n) ______.
a. offering
b. apology
c. account
d. recalibration
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Communication Skills for Repairing Relationships
Difficulty Level: Hard
60. “I am so sorry that I missed our date. It was completely my fault, and it will never happen again. I can make it up to you on Thursday, if you’ll let me,” says Catherine. Catherine is providing a(n) ______.
a. offering
b. apology
c. account
d. recalibration
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Communication Skills for Repairing Relationships
Difficulty Level: Hard
True/False
1. People are relatively interchangeable in role relationships.
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Understanding Close Relationships
Difficulty Level: Medium
2. Close relationships have independent participants.
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Understanding Close Relationships
Difficulty Level: Easy
3. The interactions in close relationships have a high level of intimacy.
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Understanding Close Relationships
Difficulty Level: Medium
4. Relationships are independent of the culture that surrounds them.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Relationships as Cultural Performances
Difficulty Level: Medium
5. The patterns for what is expected in a relationship are referred to as relationship scripts.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Relationships as Cognitive Constructs
Difficulty Level: Easy
6. Figurative language can help us understand our relationships.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Relationships as Cognitive Constructs
Difficulty Level: Medium
7. Long-term attraction motivates us in the beginning of a relationship.
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Attraction
Difficulty Level: Easy
8. It is far easier to initiate conversations with others who have different values and opinions.
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Attraction
Difficulty Level: Medium
9. Chris and Charles hang out and do all kinds of things that define their relationship. They have created a relational culture.
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Culture
Difficulty Level: Medium
10. You could say something like, “Good morning,” to initiate communication.
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Knowledge
Answer Location: Developing Interpersonal Relationships Through Stages
Difficulty Level: Easy
11. You engage in small talk in the intensifying stage.
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Comprehension
Answer Location: Experimenting
Difficulty Level: Medium
12. Allison’s post on Twitter that she and Jill are a couple is reflective of the integrating stage.
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Comprehension
Answer Location: Integrating
Difficulty Level: Medium
13. Didi and William’s friends refer to them as two peas in a pod because they do everything together. They are in the differentiating stage.
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Comprehension
Answer Location: Differentiating
Difficulty Level: Medium
14. Systems theory considers relationships similar to cells.
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Systems Theory
Difficulty Level: Easy
15. Harper likes to go to the movies with Elise and to church with Oliver. She considers each friend close even though she maintains her friendships in different ways. This is called equifinality.
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Equifinality
Difficulty Level: Medium
16. The desire for stability and excitement is covered in openness and protection dialectic.
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Relational Dialectic Theory
Difficulty Level: Easy
17. Ann knows that Larry’s behavior is unbecoming but she just accepts him as he is. This is the judgment and acceptance dialectic.
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Relational Dialectic Theory
Difficulty Level: Medium
18. Clyde gave Lawrence a nod to let him know that he wanted to initiate contact. This is known as offering.
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Communication Skills for Beginning Relationships
Difficulty Level: Easy
19. Spontaneity is helpful for maintaining a relationship.
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Communication Skills for Maintaining Relationships
Difficulty Level: Medium
20. Apologies are not always necessary following a relational transgression.
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Comprehension
Answer Location: Communication Skills for Repairing Relationships
Difficulty Level: Medium
Short Answer
1. As a barista, Connor interacts with several dozen people every day. Identify and explain the kind of relationship that Connor has with his customers.
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Analysis
Answer Location: Understanding Close Relationships
Difficulty Level: Hard
2. Your text provides several criteria that describe the unique communication patterns in close relationships. Choose one of them and provide an example of a close relationship in your life that fulfills that criterion.
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Application
Answer Location: Understanding Close Relationships
Difficulty Level: Hard
3. Explain cognitive constructs specifically in relation to how we frame close relationships.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Analysis
Answer Location: Relationships as Cognitive Constructs
Difficulty Level: Medium
4. “We’ve been on a few dates, and I really like her, but I don’t know if she is my ‘girlfriend’ yet,” says Angelina. Explain Angelina’s statement in terms of how relationships are constructed.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Analysis
Answer Location: Relationships as Linguistic Constructions
Difficulty Level: Medium
5. When two romantic partners are of disparate attractiveness levels, the stereotypical interpretation is that the more attractive one is with the less attractive one for material reasons. Analyze this stereotype using your knowledge of attraction.
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Analysis
Answer Location: Attraction
Difficulty Level: Hard
6. “Can we please not keep talking about that? We always get so angry at each other when we do,” says Florence. Identify and explain the stage of Knapp’s model that Florence’s statement reflects.
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Analysis
Answer Location: Circumscribing
Difficulty Level: Hard
7. “I would love to go out to a see a play, but I won’t even bring it up with Jesse. I already know what he would say,” says Corinne. Identify and explain the stage of Knapp’s model that Corinne’s statement reflects.
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Analysis
Answer Location: Stagnating
Difficulty Level: Hard
8. Explain the relationship between hierarchy and boundaries/openness.
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Knowledge
Answer Location: Boundaries/Openness
Difficulty Level: Easy
9. Explain the novelty and predictability dialectic and provide an example of a relationship that exhibits it.
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Application
Answer Location: Relational Dialectic Theory
Difficulty Level: Easy
10. Marcel was interested in Randy’s analysis during class on Monday, so on Tuesday he made sure to sit near him so they could chat. Identify and explain the behavior Marcel is using to initiate a relationship.
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Communication Skills for Beginning Relationships
Difficulty Level: Medium
Essay
1. Compare and contrast role relationships and close relationships. Give an example of each.
Learning Objective: 10-1: Develop a definition of close relationships
REF: Cognitive Domain: Application
Answer Location: Understanding Close Relationships
Difficulty Level: Hard
2. Explain the concept that close relationships are cultural performances. Illustrate your explanation using an example.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Application
Answer Location: Relationships as Cultural Performances
Difficulty Level: Hard
3. Define relationship scripts and give an example of both types.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Application
Answer Location: Relationships as Cognitive Constructs
Difficulty Level: Hard
4. Explain the use of linguistic constructions in relationships. Give an example of two types of figurative language.
Learning Objective: 10-2: Detail the ways that we talk and think about close relationships
REF: Cognitive Domain: Application
Answer Location: Relationships as Linguistic Constructions
Difficulty Level: Hard
5. The Internet has provided new ways for people to initiate and maintain friendly and romantic relationships. Illustrate how you have used electronic media for relationship initiation and maintenance in your own life, discussing the advantages and disadvantages.
Learning Objective: 10-3: Explain the influences impacting close relationships
REF: Cognitive Domain: Application
Answer Location: Electronic Media
Difficulty Level: Hard
6. Nessa and Ian are married, but at first they just noticed each other from across the room at a work function. Illustrate their likely progress through the stages of their relationship coming together using Knapp’s model of relationship development, briefly describing what occurs in each stage.
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Application
Answer Location: Developing Interpersonal Relationships Through Stages
Difficulty Level: Hard
7. Grace and Cherie used to do everything together, but then they had a big fight. Now their friendship is quickly waning. Illustrate the stages of their friendship coming apart using Knapp’s model of relationship development and briefly describe what occurs in each stage.
Learning Objective: 10-4: Discuss stage model approaches to relationship development
REF: Cognitive Domain: Application
Answer Location: Systems Theory
Difficulty Level: Hard
8. Choose at least two of the common tensions in the dialectic theory of relationships and illustrate how they have played a role in one of your own relationships.
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Application
Answer Location: Relational Dialectic Theory
Difficulty Level: Hard
9. Your friend Yuuka has never had a relationship before but is interested in her classmate, Roger. Use your knowledge of the communication skills for beginning relationships to provide advice for Yuuka if she wants to initiate a relationship with Roger.
Learning Objective: 10-5: Understand explanations for communication in close relationships
REF: Cognitive Domain: Application
Answer Location: Social Exchange Theory
Difficulty Level: Hard
10. “I really messed up with Isaac the other day. I forgot his birthday, and he had been dropping hints that he wanted to do something nice,” says Gerald. Identify the negative behavior that Gerald has engaged in within his relationship with Isaac, and explain some ways that he can make it right.
Learning Objective: 10-6: Demonstrate a variety of skills and techniques to enhance and maintain your communication in close relationships
REF: Cognitive Domain: Analysis
Answer Location: Communication Skills for Beginning Relationships
Difficulty Level: Hard