Listening Ch.5 Test Bank

CHAPTER 5

LISTENING

MULTIPLE CHOICE

1. Because not all speakers speak the same and present their ideas in the same manner, we must _________ to become effective listeners.
2. critically listen and harshly judge what they say
3. hold our rebuttals *
4. interrupt whenever we disagree
5. think about what they might be wanting to say
6. suggest they present their ideas as we would

Bloom’s: Understanding

A-head: Becoming an Effective Listener

1. When we give verbal and non-verbal feedback, our listening becomes _________.
2. behavioral *
3. reciprocal
4. objective
5. sharper
6. transcendental

Bloom’s: Remembering

A-head: What is Listening?

1. Those who claim to be “good listeners” but don’t bother to practice good listening habits typically think that listening is __________.
2. easy, natural, and effortless *
3. slow, unnatural, and strained
4. pointless, easy, yet hard to master
5. dependent on the skill of the speaker
6. someone else’s duty

Bloom’s: Understanding

A-head: Misconceptions about Listening

1. Because listening is important to maintaining our interpersonal relationships, ___________.
2. listening can be defined as something that is only sometimes used
3. we must listen to benefit the other person in the relationship
4. listening is essential to our sense of self *
5. we must hope that our friends are effective speakers
6. we must rely on the speaker to encourage our listening

Bloom’s: Understanding

A-head: What is Listening?

1. There are indeed differences in the way males and females typically communicate; for example, ________.
2. males tend to engage in rapport-talk while females engage in report-talk
3. females tend to be overly emotional and thus may not to listen as well
4. females tend to engage in rapport-talk while males engage in report-talk *
5. males tend to be dominant and thus may not listen as well
6. males tend to be overly emotional and thus may not to listen as well

Bloom’s: Remembering

A-head: Misconceptions about Listening

1. _________ is an example of physiological noise.
2. Loud music coming from your next door neighbor’s house
3. Hunger *
4. Stress
5. Bias against the speaker
6. Political disagreement

Bloom’s: Remembering

A-head: Barriers to Effective Listening

1. Those who badly want only to gain appreciation from their conversational partner, instead of truly effectively listen are _________.
2. noisy listeners
3. dependent listeners *
4. unwarranted listeners
5. biased listeners
6. awkward listeners

Bloom’s: Remembering

A-head: Barriers to Effective Listening

1. When you are in a listening situation and you can’t seem to follow what is being said, what can you do in order to improve your effectiveness as a listener?
2. Tune out completely and begin listening again when you are ready.
3. Focus on something similar that you have heard before and try to connect themes in order to gain interest.
4. Begin rebutting the speaker’s points to build your interest level.
5. Critique the speaker’s delivery style
6. Search for something useful in what’s being said. *

Bloom’s: Understanding

A-head: Becoming an Effective Listener

1. Which of the following is a common misconception about hearing?
   1. Hearing and listening are the same thing. *
   2. Listening is difficult to master.
   3. Being a good listener is an easy skill to learn.
   4. Listening is more important than speaking when trying to communicate.
   5. There is no relationship between intelligence and listening

Bloom’s: Remembering

A-head: Misconceptions about Listening

1. It takes _______ to become a good listener.
   1. a natural gift
   2. effort and practice *
   3. a competent speaking partner
   4. more reading
   5. being a good speaker

Bloom’s: Remembering

A-head: Misconceptions about Listening

1. Feminine communication styles tend to place emphasis on __________.
   1. facts
   2. emotional messages *
   3. outcomes
   4. the residual message
   5. grammar and syntax

Bloom’s: Remembering

A-head: Misconceptions about Listening

1. One of your professors has an accent that makes it almost impossible for you to understand him. This is an example of __________.
   1. psychological noise
   2. external distractions
   3. physiological noise
   4. semantic noise *
   5. ethnocentrism

Bloom’s: Understanding

A-head: Barriers to Effective Listening

1. People who cannot resist offering input because they are overly concerned about what they have to say are ___________.
   1. intellectual listeners
   2. interrupters
   3. self-conscious listeners *
   4. fakers
   5. barkers

Bloom’s: Remembering

A-head: Barriers to Effective Listening

1. When you’re listening to your favorite band’s new song, you’re engaging in ________.
   1. informative
   2. relational
   3. critical
   4. appreciative *
   5. artistic

Bloom’s: Understanding

A-head: Types of Listening

1. Your friend just broke up with her significant other and is feeling very upset. She calls you and starts to talk about what went wrong. You do your best to comfort her and listen to what she has to say. You’re practicing _________ listening.
   1. informative
   2. relational *
   3. critical
   4. appreciative
   5. artistic

Bloom’s: Analyzing

A-head: Structure of Language

1. Making your own judgments based on what you have heard involves the __________ component of the HURIER model.
   1. interpreting
   2. understanding
   3. evaluating *
   4. hearing
   5. remembering

Bloom’s: Understanding

A-head: The Components of Effective Listening

1. When at a lecture you intend to gather information and understand the professor’s message. The type of listening most appropriate for accomplishing this goal is _____.
   1. appreciative
   2. critical
   3. informative *
   4. relational
   5. artistic

Bloom’s: Understanding

A-head: Types of Listening

1. Listening is cognitive, affective, and ___________.
   1. metaphysical
   2. physiological
   3. ontological
   4. behavioral *
   5. underestimated

Bloom’s: Remembering

A-head: What is Listening?

1. ___________ is an example of a psychological noise barrier to effective listening.
   1. A loud ambulance driving past as your friends is trying to tell you about her night
   2. Taking notes only on the parts of the lecture that agree with your position. *
   3. A Dominican waiter misunderstanding your English as you try to order a lobster on vacation.
   4. A professor frantically covering three chapters of the book in one lecture because of limited class time.
   5. Your math professor’s insistence at talking over your mathematical skill level

Bloom’s: Analyzing

A-head: Barriers to Effective Listening

1. Fakers, dependent listeners, and _______ are examples of counterproductive listening styles.
   1. autodidacts
   2. retainers
   3. informatives
   4. interrupters *
   5. returners

Bloom’s: Remembering

A-head: Barriers to Effective Listening

1. Offering appropriate feedback is an example of being a _________ listener.
   1. transactive *
   2. transmissional
   3. transnational
   4. transitional
   5. transcendental

Bloom’s: Understanding

A-head: Becoming an Effective Listener

1. An effective way to provide feedback when you are listening is to offer ___________, noncommittal responses such as “Hmm,” “Yeah,” “I see,” and “Interesting.”
   1. kinetic cues
   2. emotional paralanguage
   3. cognitive paralanguage
   4. affective cues
   5. backchannel cues *

Bloom’s: Remembering

A-head: Becoming an Effective Listener

1. Another way to offer that feedback beyond those noncommittal responses is to ________.
   1. remain nonverbally immediate
   2. remain nonverbally accessible
   3. ask clarifying questions when necessary *
   4. engage in appropriate touching
   5. smile constantly

Bloom’s: Remembering

A-head: Becoming an Effective Listener

1. While we may devote 75 percent of a typical day to speaking and listening, we actually spend more time listening—___ percent daily—than we do speaking.
   1. 40
   2. 45 *
   3. 50
   4. 55
   5. 60

Bloom’s: Remembering

A-head: What is Listening?

1. With respect to the HURIER Model, a message “going in one ear and out the other” applies to:
   1. Hearing
   2. Understanding
   3. Remembering *
   4. Interpreting
   5. Engaging

Bloom’s: Remembering

A-head: The Components of Effective Listening

1. ____________ tend to listen mostly with their heads, hearing only what they want to hear.
   1. Intellectual listeners *
   2. Interrupters
   3. Dependent listeners
   4. Fakers
   5. Self-conscious listeners

Bloom’s: Remembering

A-head: Barriers to Effective Listening

1. Being intelligent may mean having a better vocabulary, __________.
   1. and that obviously aids listening
   2. and social science has found a strong correlation between brain power and listening
   3. but there is no direct link between brain power and listening skill *
   4. so two intelligent communicators make for the best listening dyad
   5. but unless the speaker has the same vocabulary listening will not improve

Bloom’s: Remembering

A-head: Misconceptions about Listening

1. The first “R” in the HURIER model represents ____________.
   1. remembering *
   2. reinforcing
   3. reflecting
   4. rehearsing
   5. replicating

Bloom’s: Remembering

A-head: The Components of Effective Listening

1. ____________ is the mutual and simultaneous exchange of feedback, typically subtly and nonverbally, that ensures the efficient transaction of meaning making between speaker and listener.
   1. Paralanguage
   2. Speaker-listener immediacy
   3. The feedback loop
   4. Sender-receiver reciprocity *
   5. The second “R” in the HURIER model

Bloom’s: Remembering

A-head: The Components of Effective Listening

1. The mutual and simultaneous exchange of feedback that ensures the efficient transaction of meaning making between speaker and listener is an important part of the ________ component of the HURIER model.
   1. H, hearing
   2. U, understanding
   3. I, interpreting *
   4. E, evaluating
   5. R, responding

Bloom’s: Remembering

A-head: The Components of Effective Listening

1. You’re trying to listen to the instructor’s lecture, but the music from the jazz class next door is simply too loud. This ______ noise interferes with the __________ component of the HURIER model.
   1. physical/hearing *
   2. physical/responding
   3. physiological/hearing
   4. psychological/understanding
   5. external/understanding

Bloom’s: Analyzing

A-head: Barriers to Effective Listening

1. Hearing what you want to hear, biased listening, and errors in connotative meaning are all examples of _________ noise.
   1. physiological
   2. semantic
   3. psychological *
   4. social
   5. external

Bloom’s: Remembering

A-head: Barriers to Effective Listening

1. Your instructor calls you by name before class and asks you to see her when the session is over. She says she need to talk to you about…, well, you really don’t remember what she said because you heard nothing after “Please see me…” You were a victim of ___________ noise.
   1. physiological
   2. semantic
   3. psychological *
   4. social
   5. external

Bloom’s: Analyzing

A-head: Barriers to Effective Listening

1. Your instructor calls you by name before class and asks you to see her when the session is over. She says she need to talk to you about…, well, you really don’t remember what she said because you heard nothing after “Please see me…” “Please see me….” were _________, hot-button words that carry so much emotion that they cloud reason and impact listening behavior.
   1. interrupters
   2. green-flag words *
   3. red-flag words
   4. deflectors
   5. shot-across-the-bow words

Bloom’s: Understanding

A-head: Barriers to Effective Listening

1. You’re trying to listen to the instructor’s lecture, but you are simply too tired and hungry from the 8 hours you put in at your off-campus job. This ______ noise interferes with __________ component of the HURIER model.
   1. physical/the remembering
   2. physiological/the responding
   3. physiological/every *
   4. psychological/every
   5. affective/the remembering

Bloom’s: Analyzing

A-head: Barriers to Effective Listening

1. You’re trying to listen to the waiter’s description of that night’s specials, but his accent is simply too heavy. This ______ noise interferes with __________ component of the HURIER model.
   1. physical/every
   2. physiological/the responding
   3. semantic/the responding
   4. semantic/the understanding *
   5. physical/the responding

Bloom’s: Analyzing

A-head: Barriers to Effective Listening

1. Your project partner insists on twirling her hair and swaying back and forth while she’s talking, making it difficult for you to focus on what she has to say about her portion of the work. This ______ noise interferes with __________ component of the HURIER model.
   1. physical/every
   2. external distraction/every
   3. external distraction/the hearing *
   4. physiological/the hearing
   5. affective/every

Bloom’s: Analyzing

A-head: Barriers to Effective Listening

1. A particularly counterproductive style is that of ________, know-it-alls who automatically write off topics or people as irrelevant or uninteresting. Social convention, however, requires that they at least look like they are listening.
   1. dependent listeners
   2. fakers *
   3. interrupters
   4. intellectual listeners
   5. barkers

Bloom’s: Remembering

A-head: Barriers to Effective Listening

1. Another counterproductive style is that of ________, people so focused on what they want to say that they cannot resist offering input.
   1. dependent listeners
   2. fakers
   3. interrupters *
   4. intellectual listeners
   5. barkers

Bloom’s: Remembering

A-head: Barriers to Effective Listening

1. ___________ listening happens when we need to make a decision based on the information offered us, that is, when we want to evaluate or analyze what’s being said.
   1. discriminative
   2. relational
   3. critical *
   4. appreciative
   5. thoughtful

Bloom’s: Understanding

A-head: Types of Listening

1. _________ listening occurs when we pay close attention to more than the simple denotative meaning of the words we hear. We listen for changes in speakers’ emphasis, tone, force, and nuance; we attend to the nonverbal communication as intently as we do the verbal.
   1. discriminative *
   2. relational
   3. critical
   4. appreciative
   5. thoughtful

Bloom’s: Understanding

A-head: Types of Listening

1. Because effective listening takes effort, we should ________, listening actively and with purpose.
   1. pay attention
   2. not get distracted
   3. be transactive
   4. expend energy *
   5. focus on the main message

Bloom’s: Remembering

A-head: Becoming an Effective Listener

1. ___________ is the difference between most people’s rate of speech and the rate at which they can cognitively process language.
   1. The language gap
   2. The speech/hearing ratio
   3. Spare-brain time *
   4. The speech/hearing differential
   5. McLuhan’s Quandary

Bloom’s: Remembering

A-head: Becoming an Effective Listener

1. People normally speak at a rate of about _____ words per minute, but think at a much faster rate, at least 400 words a minute and much faster than that for some people.
   1. 125 *
   2. 175
   3. 200
   4. 250
   5. 300

Bloom’s: Remembering

A-head: Becoming an Effective Listener

1. Because thinking happens at a much faster rate than speaking, effective listening requires that we _________________.
   1. focus attention on central ideas
   2. take meaningful notes
   3. use mnemonics
   4. focus on the main points of a speech
   5. reconcile thought speed and speech speed *

Bloom’s: Understanding

A-head: Becoming an Effective Listener

1. ____________ are memory devices based on patterns drawn from what’s heard.
   1. Heuristics
   2. Mnemonics *
   3. Green-flag words
   4. Schemas
   5. Listening aids

Bloom’s: Remembering

A-head: Becoming an Effective Listener

1. Your politically-opposite uncle has perfect hearing but simply never listens to you. This suggests that _____________.
   1. hearing and listening are not the same *
   2. hearing and listening are related
   3. he is letting semantic noise interfere with meaning making
   4. you must work harder to get him to listen
   5. your conversations are infected with affective noise

Bloom’s: Understanding

A-head: Misconceptions about Listening

1. When your politically-opposite uncle does seem to listen to you, he never really understands what you have to say. Clearly his political biases are creating ________.
   1. psychological noise *
   2. external distractions
   3. physiological noise
   4. semantic noise
   5. affective noise

Bloom’s: Understanding

A-head: Barriers to Effective Listening

1. When listeners prejudge a speaker or a topic as either old-news, boring, overly complex, or unimportant, __________ is likely to occur.
   1. semantic noise
   2. biased listening *
   3. an error in connotative meaning
   4. a cultural error
   5. unintended feedback

Bloom’s: Remembering

A-head: Barriers to Effective Listening

1. You friend says he loves spending time with you, but you two may have quite different meanings for the word love. So when you tell him “I love you” and get only a sad smile in return, it’s clear that __________ got in the way of effective meaning making.
   1. semantic noise
   2. biased listening
   3. an error in connotative meaning *
   4. cultural error
   5. outside distractions

Bloom’s: Remembering

A-head: Barriers to Effective Listening

SHORT ANSWER

1. Explain why listening is essential to our sense of self.

Main theme: We strive to be understood because it means we matter. We want to be heard to escape isolation and cement relationships with others.

Answer must have: Commentary on respect for what we have to say (and therefore ourselves) and the need to reveal what’s in our minds and hearts. The more we are understood by others, the more we understand ourselves.

Answer may have: Mention of Looking Glass Self.

A-head: What is Listening?

1. Explain why the statement “speakers are primarily responsible for communication success” is false.

Main theme: Communication is mutual meaning making; it requires feedback; it is a transaction. Speakers and listeners share equally in their meaning-making responsibilities.

Answer must have: Recognition that speakers cannot command listening; they cannot learn, understand, or interpret for the listener.

Answer may have: Mention of “we cannot not communicate” and role of noise in impeding listening.

A-head: Misconceptions about Listening

1. Explain the difference between listening and hearing. Offer an example.

Main theme: Listening is actively making meaning from the spoken messages of others; hearing is the physical process of receiving sounds.

Answer may have: Mention of “we cannot not communicate,” the role of noise in impeding listening, and HURIER model.

A-head: What is Listening?

1. List and explain the six elements of the HURIER model and offer an example of how effective listening is accomplished in each of those elements.

Main theme: HURIER model describes the elements necessary involved in effective listening: Hearing, Understanding, Remembering, Interpreting, Evaluating, and Responding.

Answer must have: Accurate description of what each of those components is and how it contributes to effective listening. Example must make sense.

Answer may have: Discussion of how failure in any one damages all to impede listening and the role of noise.

A-head: The Components of Effective Listening

1. List and describe the four forms of noise. Offer an example of each one and a means to overcome its effects on effective listening.

Answer must have: List of the 4 forms of noise—physical, psychological, physiological, and semantic—and accurate descriptions, examples, and means of overcoming of each.

Answer may have: Mention of external distractions and the relationship between counterproductive listening styles and noise.

A-head: Barriers to Effective Listening

ESSAY

1. Think about the last time someone important in your life told you some really big news. Perhaps it was celebratory, such as an engagement or a pregnancy, or maybe it was bad news, such as a parent losing a job or becoming ill. Assess your listening skills during the situation. How did you confirm to the speaker that you were actively engaged in the conversation? How did the content of the message affect how you listened?

Main theme: Relational listening is lending someone a sympathetic ear, trying to identify with him or her. It requires discriminative listening is a part of all types of listening, paying close attention to more than the simple denotative meaning of the words, listening for changes in the friend’s emphasis, tone, force, and nuance, and attending to the nonverbal communication as intently as we do the verbal.

Answer must have: Mention and correct explanation of relational listening and understanding of the role played by discriminative listening. Examples of how feedback was offered and the impact of content on listening must make sense.

Answer may have: Mention of importance of listening to relationship building and maintenance.

A-head: Types of Listening

1. Consider the phrase “I’m a good listener.” In your own words, describe what that phrase truly entails and explain how it may or may not apply to you.

Main theme: Effective listening requires hearing, understanding, remembering, interpreting, evaluating, and responding, and just as there are different kinds of noise, there are different kinds of counterproductive listening styles.

Answer must have: Well-founded explanation of why or why not the description applies. Answers will vary.

Answer may have: Mention of HURIER, different forms of noise, different types of listening, and different kinds of counterproductive listening styles in some combination.

A-heads: The Components of Effective Listening and Barriers to Effective Listening

1. It is sometimes said that, in general, men and women communicate in different ways. What are the major differences in male and female communication styles and explain why those differences should have no bearing on men and women’s ability to listen effectively.

Main theme: A feminine communication style places greater value on empathy, compassion, connection, and emotional messages; a masculine communication style favors facts and outcomes.

Answer must have: Recognition that these are general differences in communication style, with neither better than the other and commentary on rapport versus report talk and how that shapes listening and kinds of feedback offered.

Answer may have: Mention of positive and negative face and barriers to listening.

A-head: Misconceptions about Listening

1. You’ve studied 16 tools for becoming a more effective listener, and now you’ve been tasked with presenting a talk on “Becoming a Better Listener” to the campus club that you belong to. Bad news, though, they’ve given you only 15 minutes, so you must choose the 5 of those tools you think are most important. What are they and why did they make your list?

Main theme: Effective listening requires that listeners search for something useful, be aware of what isn’t said, be transactive, expend energy, reconcile thought speed and speech speed, focus attention on central ideas, make meaningful notes, use mnemonics, resist external distractions, hold rebuttal, be on the alert for hot-button words, keep an open mind, analyze nonverbal messages, evaluate and critique content, not delivery, practice, and behave like a discriminative listener.

Answer must have: Although answers will vary, the 5 chosen tools must be from the list of 16 and described accurately. Reasons for inclusion in the talk must make sense.

Answer may have: Mention of connection to HURIER, misconceptions about listening, and counterproductive listening styles.

A-head: Becoming an Effective Listener

1. Call them hot-button words or green-flag words; either way, they interfere with effective listening and therefore, meaning making. As such, they are noise. What kind of noise do they represent and why are they so problematic? Explain your answer in terms of listening’s role in self-identity or our sense of self.

Main theme: These words are psychological noise that carry so much emotion that they cloud reason.

Answer must have: Although answers will vary, there should be some recognition of this type of noise interfering with almost all elements of effective listening as described in the HURIER model (although direct reference to the model is not necessary) and the importance of listening in the maintenance of self.

Answer may have: Direct reference to HURIER model, role of culture, and positive and negative face.

A-head: Barriers to Effective Listening