Chapter 11: Chronemics and Olfactics: Codes of Time and Scent

Test Bank

Multiple Choice

1. In what way are the nonverbal code dealing with smells and the nonverbal code dealing with time similar?

A. Both of them are consistent across cultures.

B. They are both the result of cultural differences.

C. They both reflect dynamic cultural change.

D. Both of them are expressions of cultural power.

Learning Objective: 11-3: Describe the meaningful ways that culture influences the chronemic and olfactic codes.

Cognitive Domain: Analysis

Answer Location: Created by Culture

Difficulty Level: Medium

2. When nonverbal behaviors and norms are repeated in the same way by many people throughout a culture, those nonverbal behaviors and norms ______.

A. spread to other cultures

B. are associated with certain verbal behaviors

C. lose their meaning

D. give meaning to a culture

Learning Objective: 11-3: Describe the meaningful ways that culture influences the chronemic and olfactic codes.

Cognitive Domain: Comprehension

Answer Location: Created by Culture

Difficulty Level: Medium

3. The nonverbal code chronemics expresses a person’s attitude toward ______.

A. their culture

B. their biology

C. time

D. digital technology

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Chronemics
Difficulty Level: Easy

4. The body’s 24-hr cycle that regulates hormones and other natural functions necessary to survive is known as ______.

A. circadian rhythm

B. epigenetic rhthym

C. biological clock

D. epigenetic clock

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Biological Chronemics
Difficulty Level: Easy

5. How does a person’s biological clock differ from their epigentic clock?

A. A person’s biological clock regulates their daily life cycle, whereas their epigentic clock regulates their annual life cycle.

B. A person’s biological clock tracks their expectancy of fertility, whereas their epigentic clock tracks their life expectancy.

C. A person’s biological clock determines their waking cycle, whereas their epigentic clock determines their sleeping cycle.

D. A person’s biological clock measures daily energy output, whereas their epigentic clock measures daily energy conservation.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Analysis

Answer Location: Biological Chronemics

Difficulty Level: Hard

6. When Alexandra flew to Australia to begin her semester abroad, she was on a plane for more than 20 hr. She didn’t sleep the day before her trip because she was too excited, she didn’t sleep on the plane because it was too uncomfortable, and she didn’t sleep the day she arrived because she didn’t want to miss a moment. When it was finally time to sleep, Alexandra was wide awake because her ______ was disrupted.

A. biological clock

B. epigenetic clock

C. circadian rhythm

D. epigenetic rhthym

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Application

Answer Location: Biological Chronemics

Difficulty Level: Medium

7. The term standard time refers to ______.

A. focusing our attention essentially on one thing at a time

B. the passage of moments of time along a continuum

C. the ways that we mark that time within a culture

D. the scientifically based measurement and precise understanding of how time passes

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

8. The way that we mark time within a culture is referred to as ______ time.

A. technical

B. formal

C. cultural

D. chronological

Learning Objective: 11-1: Compare the communicative impact of different time orientations

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

9. How does our experience of subjective time differ from chronological time?

A. Our experience of subjective time is personal while our experience of chronological time is cultural.

B. Our experience of subjective time is dependent on our feelings about the activity we’re engaging with while our experience of chronological time is dependent on how long that activity takes to complete.

C. Our experience of subjective time is based on our personal relationship to time while our experience of chronological time is based on the passage of moments along a measurable continuum.

D. Our experience of subjective time is based on our personal relationship to time while our experience of chronological time is based on how we choose to use our time during a particular time period.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Analysis

Answer Location: Conceptualizations of Time

Difficulty Level: Hard

10. Amrita grew up surrounded by digital technology. At home, she kept track of time by glancing at the digital display on her family’s kitchen appliances or on her own smartphone. At college, Amrita noticed that every classroom had a wall clock, a representation of ______ time that she perceived to be old fashioned and confusing to read.

A. formal

B. technical

C. subjective

D. committed

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Application

Answer Location: Conceptualizations of Time

Difficulty Level: Medium

11. People often exhibit a bias toward attending to either the past, present, or future known as ______.

A. time perspective

B. subjective perspective

C. temporal conceptualization

D. subjective conceptualization

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

12. During the cold, dark winter months Christian was a conscientious student who always attended class and completed his coursework on time. But on the first sunny day of spring Christian dropped his studies, forgot about classes, hopped in his car and drove 3 hr to the nearest beach demonstrating a ______ orientation toward time.

A. past

B. present

C. future

D. gratification

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Application

Answer Location: Conceptualizations of Time

Difficulty Level: Medium

13. Which of the following is an example of how a person with a past orientation toward time differs from person with a future orientation toward time?

A. A person with a past orientation will be less likely to procrastinate while a person with a future orientation will be more likely to procrastinate.

B. A person with a past orientation will be more likely to delay gratification while a person with a future orientation will be more likely to seek immediate gratification.

C. A person with a past orientation will spend a lot of time focusing on remembrances of past experiences while a person with a future orientation will be more focused on the potential rewards associated with future experience.

D. A person with a past orientation will spend a lot of time focusing on sharing stories of personal pain and loss while a person with a future time orientation will be more focused on sharing stories of personal happiness and gain.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Analysis

Answer Location: Conceptualizations of Time

Difficulty Level: Hard

14. Mia is always busy juggling her college classes, part time job, and planned community activities which include playing in a women’s volleyball league and volunteering at her local YMCA. Clearly, Mia has plenty of work time and committed nonwork time but little or no ______.

A. noncommitted time

B. committed free time

C. prioritized time

D. master plan

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Application

Answer Location: Conceptualizations of Time

Difficulty Level: Medium

15. People who focus on the limitations and concerns of the present are ______.

A. less likely to orient toward to past

B. more likely to orient toward the past

C. less likely to project a long future

D. more likely to project a long future

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Comprehension

Answer Location: Conceptualizations of Time

Difficulty Level: Medium

16. Our perception of that point of time in the future when we no longer exist is known as our ______.

A. life horizon

B. time horizon

C. time expectation

D. expected

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

17. Monochronism is the act of ______.

A. accomplishing one thing well over an extended time frame

B. accomplishing many things well in a limited time frame

C. focusing our attention on accomplishing many things at once

D. focusing our attention on accomplishing one thing at a time

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

18. How are monochronism and polychronism similar?

A. Both monochronism or polychronism approaches to time lead to equally successful outcomes.

B. Both monochronism and polychronism approaches to time are influenced by cultural attitudes about how to use time.

C. Both monochronism and polychronism approaches to time determine how we perceive our time horizon.

D. Both monochronism and polychronism approaches to time are applicable to work time and committed nonwork time but not to noncommitted time.

Learning Objective: 11-3: Describe the meaningful ways that culture influences the chronemic and olfactic codes.

Cognitive Domain: Analysis

Answer Location: Conceptualizations of Time

Difficulty Level: Hard

19. What determines whether a person will experience positive emotions when they perceive a particular smell?

A. A person will experience positive emotions when they perceive a particular smell if that smell reaches a certain level of intensity.

B. A person will experience positive emotions when they perceive a particular smell if that smell is sweet.

C. A person will experience positive emotions when they perceive a particular smell if that smell is associated with a positive memory.

D. A person will experience positive emotions when they perceive a particular smell if that person is familiar with the smell.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension

Answer Location: Olfactics

Difficulty Level: Medium

20. The term microsmatic refers to ______.

A. the micromolecules that induce smell

B. the biological process of smell

C. having a good sense of smell

D. having a poor sense of smell

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Knowledge

Answer Location: Olfactics

Difficulty Level: Easy

21. The nonverbal code of olfactics as unique because it ______.

A. is comprised of an evaluative continuum

B. can be easily defined through the chemistry of smell

C. offers guidelines to determine which smells are good and which are bad

D. has little influence on communication interactions

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension

Answer Location: Olfactics

Difficulty Level: Medium

22. Businesses, like Disneyland, choose to actively add desirable scent to a space in an attempt to ______.

A. disguise foul smells

B. set a mood and drive behavior

C. sell brandname perfume

D. stimulate conversation

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience

Cognitive Domain: Comprehension

Answer Location: Active Scents

Difficulty Level: Medium

23. When people are repeatedly immersed in a scent, they become desensitized to that smell through a process known as ______.

A. olfactic continuum

B. evaluative continuum

C. smell adaptation

D. smell resonance

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Knowledge

Answer Location: Active Scents

Difficulty Level: Easy

24. Body odor communicates information about a person’s ______.

A. sleep habits

B. sense of humor

C. level of intelligence

D. overall health

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension

Answer Location: Passive Scents

Difficulty Level: Medium

25. When Lisa’s boyfriend Aaron said he was leaving to study abroad for a semester, she became extremely anxious. He reassured her that he would be back before she knew it, but nothing he said calmed her down. At a loss for words, Aaron took off his favorite sweatshirt and wrapped it around her. Lisa pressed her nose into the fabric, smiled, and relaxed due to Aaron’s ______.

A. active scent

B. scent signature

C. smell adaptation

D. smell resonance

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Application

Answer Location: Passive Scents

Difficulty Level: Medium

True/False

1. Cultural attitudes toward smell may imbue cultural meaning to certain jobs and tastes that may, in turn, influence perceptions of the culture.

Learning Objective: 11-3: Describe the meaningful ways that culture influences the chronemic and olfactic codes.

Cognitive Domain: Knowledge

Answer Location: Created by Culture

Difficulty Level: Easy

2. Our circadian rhythm is thought to be responsible for as much as 50% of our genetic patterns of gene expression.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Biological Chronemics

Difficulty Level: Easy

3. Our chronological clock is a way that can actually be used to accurately measure one’s physical age based upon the decline of one’s DNA chemistry.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Biological Chronemics

Difficulty Level: Easy

4. There is very little difference between technical time and formal time, including how these types of time are measured and how we feel about them.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Analysis

Answer Location: Conceptualizations of Time

Difficulty Level: Medium

5. Our time perspective can influence the things that we care about as we navigate our daily lives.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Comprehension

Answer Location: Conceptualizations of Time

Difficulty Level: Medium

6. A person with a past orientation may be so focused on today’s experience that they don’t plan for or even seem to care much about the future.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

7. A person with a future orientation may be more willing to delay gratification.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

8. Noncommitted time is associated with planned activities that aren’t work-related.

Learning Objective: 11-1: Compare the communicative impact of different time orientations

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

9. Polychronism is the term used to describe those times when we focus on accomplishing many things at once.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

10. Research has found that dual-tasking generally results in poorer performance on both tasks.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Knowledge

Answer Location: Conceptualizations of Time

Difficulty Level: Easy

11. People generally describe smells as either “good” smells or “bad” smells but rarely somewhere in between.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension

Answer Location: Olfactics

Difficulty Level: Medium

12. When compared with other mammals, humans are microsmatic.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Knowledge

Answer Location: Olfactics

Difficulty Level: Easy

13. The “smellitzer,” which was created in the early days of Disneyland to pump smells of delicious sweet treats to drive consumer behavior, is rarely used by 21st century businesses.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension

Answer Location: Active Scents

Difficulty Level: Medium

14. We give off barely perceptible pheromones that reveal our basic genetic makeup through scent which can influence our sexual attractiveness to others.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience

Cognitive Domain: Comprehension

Answer Location: Passive Scents

Difficulty Level: Medium

15. Unlike other mammals whose scent signature is only shared across their species, the scent signature of human beings is not species-specific and only exists as unique to each individual.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Comprehension

Answer Location: Passive Scents

Difficulty Level: Medium

Essay

1.Explain how biological chronemics impact your everyday life. In your answer, indicate a specific type of biological chronemic, as well as a relevant example from your personal experience.

Learning Objective: 11-1: Compare the communicative impact of different time orientations

Cognitive Domain: Application

Answer Location: Chronemics

Difficulty Level: Medium

2. What is the relationship between the chrometrics and culture?

Learning Objective: 11-1: Compare the communicative impact of different time orientations

Cognitive Domain: Analysis

Answer Location: Chronemics

Difficulty Level: Hard

3. Identify the three types of time orientation and explain the impact of time perspective in each case.

Learning Objective: 11-1: Compare the communicative impact of different time orientations.

Cognitive Domain: Comprehension

Answer Location: Chronemics

Difficulty Level: Medium

4. What is the relationship between the “evaluative continuum” of scent and personal subjective experience? Include in your answer examples of scent evaluation based on your own experience, using the scent scale of extremely pleasant to neutral to extremely unpleasant.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Application

Answer Location: Olfactics

Difficulty Level: Medium

5. Differentiate the purpose and effects of active scent and passive scent.

Learning Objective: 11-2: Explain the evaluative continuum for olfactory scents in human experience.

Cognitive Domain: Analysis

Answer Location: Olfactics

Difficulty Level: Hard