Test Questions & Answers Verbal Communication Ch.3

Chapter 3: Verbal Communication

Test Bank

Multiple Choice

1. Verbal messages are considered ______ codes which represent messages through symbols.

a. language

b. analog

c. personal

d. digital

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Easy

2. Nonverbal messages are considered ______ codes which represent messages through likeness or similarity.

a. language

b. analog

c. personal

d. digital

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Easy

3. We use ______ communication to convey clear and concise messages.

a. verbal

b. nonverbal

c. personal

d. relational

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Easy

4. We often use ______ communication when we want to communicate clearly.

a. verbal

b. nonverbal

c. personal

d. relational

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Medium

5. Which statement is true regarding the difference between verbal and nonverbal communication?

a. Verbal communication is more intentional, while nonverbal communication is less intentional.

b. Verbal communication conveys warmth, while nonverbal communication is more efficient.

c. Verbal communication is used to convey clear, concise messages, while nonverbal behavior is used to communicate our feelings and impressions.

d. Verbal communication is clearer, while nonverbal communication is more trusted.

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Medium

6. Verbal communication is best described as ______.

a. communication that is authentic and displays sincerity

b. a set of symbols used to express similarities and likeness

c. the way feelings and impressions are often expressed

d. a digital code used for content level meaning

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Medium

7. Jordan and Liz are arguing over which restaurant to choose for their dinner date Saturday night. Jordan blames Liz, stating, “You never care about my opinion.” Liz rolls her eyes at his statement and retorts, “I just don’t like the food at the restaurants you choose!” Which part of the communication is considered nonverbal communication?

a. Liz rolling her eyes

b. Jordan’s statement that “you never care about my opinion”

c. Liz saying, “I just don’t like the food at the restaurants you choose!”

d. the argument itself

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Hard

8. A system of words represented by symbols and used for a common purpose by a group of people is called (a) ______.

a. tongue

b. symbols

c. language

d. semantics

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: The Building Blocks of Language

Difficulty Level: Easy

9. Symbols that represent ideas, people, places, or concepts are known as ______.

a. words

b. semantics

c. phonemes

d. language

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Words as Symbols

Difficulty Level: Easy

10. The triangle of meaning is comprised of which three components?

a. symbol, referent, inference

b. word, meaning, inference

c. word, symbol, thought

d. symbol, thought, referent

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Words as Symbols

Difficulty Level: Easy

11. To say that symbols bear no likeness between the word (symbol) and the thing it represents suggests that symbols are ______.

a. abstract

b. intentional

c. arbitrary

d. uniquely human

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Symbols are Arbitrary

Difficulty Level: Medium

12. Symbols are ______ because they can represent whole ideas rather than specific or concrete cases.

a. intentional

b. abstract

c. arbitrary

d. uniquely human

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Symbols are Abstract

Difficulty Level: Medium

13. In the English language, there is social agreement on what type of furniture the word desk pertains to, even though desks have many distinct looks. This social agreement best demonstrates which characteristic of symbols?

a. Symbols are culturally bound.

b. Symbols are ambiguous.

c. Symbols are abstract.

d. Symbols are intentional.

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Symbols are Intentional

Difficulty Level: Hard

14. The ability to use and misuse symbols suggests that symbols are ______.

a. intentional

b. uniquely human

c. specific

d. contextually bound

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Symbols Are Uniquely Human

Difficulty Level: Medium

15. Tucker, a student from Texas, refers to all soft drinks as “Coke.” His roommate, Glen, from New Jersey, is very confused when Tucker hands him a root beer after offering him a Coke. This miscommunication occurred because symbols are ______.

a. uniquely human

b. mysterious

c. abstract

d. culturally bound

Learning Objective: 3-2: Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Symbols Are Culturally Bound

Difficulty Level: Hard

16. The phrase “It’s good!” has a completely different meaning for football fans than it does for people dining at a restaurant. This is an example of symbols as ______.

a. culturally bound

b. uniquely human

c. intentional

d. abstract

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Symbols Are Culturally Bound

Difficulty Level: Hard

17. In the English language, the word blue can refer to a color or a state of feeling melancholy. The word blue can be characterized as having which trait?

a. polysemy

b. coordination

c. symbolic meaning

d. social agreement

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Symbols Are Contextually Bound

Difficulty Level: Hard

18. The sounds of a language are called ______.

a. morphemes

b. phonemes

c. semantics

d. syntax

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Grammar and Meaning

Difficulty Level: Easy

19. ______ break(s) down words into their smallest units of meaning.

a. Syntax

b. Semantics

c. Morphemes

d. Phonemes

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Grammar and Meaning

Difficulty Level: Easy

20. Which word below has the largest number of morphemes?

a. plan

b. port

c. transport

d. transported

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Grammar and Meaning

Difficulty Level: Medium

22. The study of the meaning of words is called ______.

a. morphology

b. phonemics

c. syntax

d. semantics

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Grammar and Meaning

Difficulty Level: Easy

23. The study of ______ includes a recognition that misunderstanding may arise when connotative meanings are confused with denotative meanings?

a. phoneme

b. morpheme

c. semantics

d. syntax

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Grammar and Meaning

Difficulty Level: Medium

24. During his class, Peter often looks at an online dictionary to understand some of the words his professor uses. When Peter does this, he is looking for ______.

a. denotative meaning

b. synonyms

c. connotative meaning

d. syntax

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Grammar and Meaning

Difficulty Level: Hard

25. When she is with her musician friends, Tamar uses the word hot to describe music they create. She is aware that this is a good term because she is knowledgeable of its ______ meaning among her musician friends.

a. social

b. connotative

c. phonemic

d. denotative

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Grammar and Meaning

Difficulty Level: Hard

26. ______ meaning refers to a word’s formal or “dictionary” definition.

a. Phonemic

b. Social

c. Denotative

d. Connotative

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Grammar and Meaning

Difficulty Level: Easy

27. ______ meaning refers to a word’s informal meanings that are connected closely to our feelings and personal experiences.

a. Connotative

b. Denotative

c. Phonemic

d. Semantic

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Grammar and Meaning

Difficulty Level: Medium

28. ______ meanings are highly public and frame the “correct” or “accepted” use of a word.

a. Syntactic

b. Semantic

c. Connotative

d. Denotative

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Grammar and Meaning

Difficulty Level: Easy

29. Demetri tells his dance partner Ahlam to “break a leg” before she goes on stage. Ahlam is alarmed that Demetri would wish her harm. Ahlam is most likely focusing on which type of meaning for the phrase “break a leg”?

a. connotative

b. denotative

c. syntactic

d. semantic

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Grammar and Meaning

Difficulty Level: Hard

30. Understanding the denotative and connotative meanings of a culture, and knowing when to use each, is an important part of ______.

a. nonverbal communication competence

b. semantic competence

c. verbal communication competence

d. analogic competence

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Grammar and Meaning

Difficulty Level: Medium

31. The level of meaning from most simple to most complex is ______.

a. syntax, semantics, morpheme, phoneme

b. phoneme, morpheme, semantics, syntax

c. morpheme, syntax, phoneme, syntax

d. phoneme, syntax, denotative meaning, morpheme

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Grammar and Meaning

Difficulty Level: Medium

32. ______ deals with understanding how two or more words are arranged to produce more complex chains of meaning.

a. Syntax

b. Semantics

c. Phonemes

d. Morphemes

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Grammar and Meaning

Difficulty Level: Medium

33. Verbal messages aid in ______ social reality.

a. creating and changing

b. changing and predicting

c. creating and participating in

d. predicting and participating in

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Functions of Verbal Messages

Difficulty Level: Medium

34. The creation component of verbal communication has been shown to be important in ______.

a. disassembling computer-mediated communication to focus on face-to-face interaction

b. learning basic sounds of a language through continual exposure

c. employing strategies to communicate messages through gestures

d. establishing social, economic, and governmental systems

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Creation

Difficulty Level: Medium

35. What idea, coined by Sapir and Whorf, describes language as something we use to create and participate in social reality?

a. linguistic relativity hypothesis

b. maxim principle

c. mediated communication literacy theory

d. social constructionism

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Creation

Difficulty Level: Medium

36. Language that employs expressions and words that are broad enough to include rather than exclude particular groups of people is called ______ language.

a. inclusive

b. expressive

c. relational

d. cultural

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Creation

Difficulty Level: Easy

37. Which word below would most likely be considered inclusive language?

a. mailman

b. policeman

c. chef

d. mankind

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Creation

Difficulty Level: Hard

38. Language and its creation of social reality in the Hopi tribe and among English speakers is vastly different because ______.

a. there is no language system to express fear in among the Hopi tribe

b. the English language expresses time differently from the way the Hopi tribe expresses time

c. the way in which each language uses pronouns such as he and she is different

d. expressions of hope in the English language are different from the Hopi tribe

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Creation

Difficulty Level: Medium

39. The participation function of verbal communication allows us to participate in the social world by ______.

a. employing strategies to communicate messages through gestures

b. helping us establish social, economic, and governmental systems

c. allowing us to assert, promise, request, express, and perform

d. learn basic sounds of a language through continual interactions

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Participation

Difficulty Level: Medium

40. The ______ posits that we coordinate our actions with others to make and manage meaning.

a. coordinated management of meaning (CMM) theory

b. cooperative principle

c. theory of message design logic (MDL)

d. linguistic relativity hypothesis

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Managing Meaning

Difficulty Level: Easy

41. Which of these includes two of the levels of the CMM Theory?

a. gestures and speeches

b. mystery and literature

c. self and sounds

d. speech act and episode

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Managing Meaning

Difficulty Level: Easy

42. The various acts we perform through speech such as promises, threats, and assertions are known as ______.

a. speech acts

b. episodes

c. speech coordinator

d. speech rules

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Speech Acts

Difficulty Level: Hard

43. You tell a joke during family dinner; this prompts others to tell a joke. You and your family then spend 20 minutes laughing and telling jokes to see who is funnier. According to CMM, which level of interpretation is this?

a. content

b. episode

c. coordination

d. mystery

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Coordination

Difficulty Level: Hard

44. According to CMM theory, we establish rules that help guide us through our interactions with others. This is known as ______.

a. regulation

b. coordination

c. management

d. subordination

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Coordination

Difficulty Level: Easy

45. Ned and Bob recognize that they should wait in line until it’s their turn at the local burger place; otherwise, they might be seen as rude. This is an example of ______.

a. constitutive rules

b. social rules

c. interaction rules

d. regulative rules

Learning Objective: 3-5. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Coordination

Difficulty Level: Hard

46. ______ rules tell us what messages count as what and how our messages and behaviors are to be interpreted.

a. Social

b. Interaction

c. Constitutive

d. Regulative

Learning Objective: 3-5. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Coordination

Difficulty Level: Hard

47. ______ rules guide how we should behave in interactions and tell us how we should respond.

a. Social

b. Interaction

c. Constitutive

d. Regulative

Learning Objective: 3-5. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Coordination

Difficulty Level: Hard

48. Rebekka walks into class and sits in the front row. When the teacher asks a question, she raises her hand and waits to be called upon. Rebekka is following the ______ rules that govern the classroom.

a. regulative

b. constitutive

c. social

d. interaction

Learning Objective: 3-5. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Coordination

Difficulty Level: Hard

49. According to CMM theory, not all communication interactions unfold in predictable ways. Instead, some interactions are not easily explained or expected. This is known as which level of CMM?

a. mystery

b. relationships

c. episodes

d. changing content

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Mystery

Difficulty Level: Medium

50. In CMM theory, our greatest moments of mutual understanding, happiness, and fulfillment in interpersonal communication are referred to as ______.

a. awakenings

b. peak communication experiences

c. meaningful moments

d. comprehension elevations

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Mystery

Difficulty Level: Easy

51. What is the main idea of the cooperative principle?

a. We must be understanding of the differences of how others express themselves through verbal communication.

b. We must understand that there is an element of mystery to any message.

c. We must respond to conversations in ways that others expect as determined by the type or nature of the conversation.

d. We must allow for misunderstandings in communication and be cognitively complex in our approaches.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Cooperating in Conversations

Difficulty Level: Medium

52. Which of the following maxims in the cooperative principle is concerned with communicators offering the appropriate amount of information, given the situation?

a. quality maxim

b. quantity maxim

c. relevance maxim

d. manner maxim

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Quantity Maxim

Difficulty Level: Easy

53. According to the cooperative principle, the ______ maxim controls our topics of talk and suggests that diverting focus or shifting “off topic” violates expectations of interaction.

a. quality

b. quantity

c. relevance

d. manner

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Relevance Maxim

Difficulty Level: Easy

54. Distinct ways of thinking about communication situations, also known as our working models of communication that guide us in producing messages in response to difficult tasks, are called ______.

a. the cooperative principle

b. coordinated management of meaning

c. peak communication experiences

d. message design logics

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Designing Verbal Messages

Difficulty Level: Easy

55. Message design logics (MDL) involve ______.

a. choosing our thoughts and deciding how to express them

b. imagining how our interactions might play out

c. being synonymous with “small talk”

d. teaching language to our children

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Designing Verbal Messages

Difficulty Level: Medium

56. The ______ message design logic (MDL) is based on the idea that the goal of communication is to fully disclose our thoughts and feelings to others.

a. expressive

b. intentional

c. conventional

d. rhetorical

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Expressive

Difficulty Level: Medium

57. Barb, the newly elected president of Lambda Pi Eta, is shocked by the low attendance at weekly meetings. At the next meeting, she decides to tell everyone exactly how she feels by letting the members know she is angry and they are wasting their time. This is an example of which message design logic?

a. rhetorical

b. conventional

c. emotional

d. expressive

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Expressive

Difficulty Level: Hard

58. The ______ message design logic (MDL) is based on the idea that communication is a game to be played.

a. conventional

b. rhetorical

c. expressive

d. emotional

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Conventional

Difficulty Level: Easy

59. The ______ message design logic (MDL) is based on the idea that communication can be used to reshape situations and identities to create desirable social realities.

a. conventional

b. rhetorical

c. expressive

d. emotional

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Rhetorical

Difficulty Level: Easy

60.Which communication technique is used to accept responsibility for one’s own feelings?

a. “You” statements

b. “Us” statements

c. “I” statements

d. “They” statements

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Using “I” Statements

Difficulty Level: Easy

True/False

1. Verbal and nonverbal communication are not distinct from each other because they both send the same message.

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Medium

2. In nonverbal communication, things represented through likeness or similarity use an analog code.

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Easy

3. Verbal communication is an analog code.

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Medium

4. Nonverbal communication is more intentional than verbal communication.

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Medium

5. Symbols are used worldwide by both humans and animals.

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Words as Symbols

Difficulty Level: Medium

6. A physical apple is the referent of the word apple.

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Words as Symbols

Difficulty Level: Medium

7. The fact that the letters d, o, and g spell dog, yet nothing about the word resembles what a dog actually looks like, illustrates the arbitrariness of symbols.

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Symbols Are Arbitrary

Difficulty Level: Medium

8. Polysemic words sound like other words.

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Symbols Are Contextually Bound

Difficulty Level: Medium

9. Phonemes combine to form morphemes, which are the largest units of meaning in language.

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Grammar and Meaning

Difficulty Level: Medium

10. One must master the ability to make the required sounds of words to be considered articulate.

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Grammar and Meaning

Difficulty Level: Medium

11. Syntax takes into account sounds of word parts.

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Grammar and Meaning

Difficulty Level: Medium

12. People who are competent in the use of syntax are considered grammatically correct.

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Grammar and Meaning

Difficulty Level: Medium

13. According to linguistic relativity hypothesis, our nonverbal communication codes shape our realities more forcefully than verbal messages.

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Creation

Difficulty Level: Medium

14. Gender inclusive language includes words such as chairman and mankind.

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Creation

Difficulty Level: Medium

15. Verbal communication allows us to participate in the social world by asserting, promising, apologizing, requesting, expressing, and performing.

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Participation

Difficulty Level: Easy

16. An important part of verbal communication is the ability to listen to others.

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Participation

Difficulty Level: Easy

17. Promises, threats, apologies, questions, and assertions are known as speech acts.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Knowledge

Answer Location: Managing Meaning

Difficulty Level: Easy

18. According to the cooperative principle, our communication interactions are more successful when we act spontaneously and unpredictably.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Cooperative in Conversations

Difficulty Level: Medium

19. The conventional message design logic (MDL) is considered the most complex of the three message design logics.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Conventional

Difficulty Level: Medium

20. “I statements” consist of describing how you feel, indicating what makes you feel that way, and explaining why you feel the way you do.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Comprehension

Answer Location: Using “I Statements”

Difficulty Level: Medium

Short Answer

1. What is verbal communication? Give an example.

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Hard

2. How are symbols abstract? Give an example.

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Symbols Are Abstract

Difficulty Level: Hard

3. How are symbols uniquely human?

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Symbols Are Uniquely Human

Difficulty Level: Medium

4. What does it mean to say that “symbols are culturally bound?”

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Symbols Are Culturally Bound

Difficulty Level: Medium

5. What are phonemes? Give an example.

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Grammar and Meaning

Difficulty Level: Hard

6. What are denotative and connotative meanings? Give an example.

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Grammar and Meaning

Difficulty Level: Hard

7. What is inclusive language? Give an example of a word that may exclude people.

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Creation

Difficulty Level: Hard

8. Explain the content level of meaning according to CMM theory.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Content

Difficulty Level: Medium

9. What is the difference between constitutive rules and regulative rules?

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Coordination

Difficulty Level: Medium

10. What are “I statements”? Create an “I” statement to address a friend who always cancels plans.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Using “I” Statements

Difficulty Level: Hard

Essay

1. Explain the difference between verbal and nonverbal communication.

Learning Objective: 3-1. Explain how verbal communication differs from nonverbal communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Verbal Versus Nonverbal Communication

Difficulty Level: Medium

2. What are symbols? Using the notions of abstract, arbitrary, intentional, uniquely human, and culturally and contextually bound, discuss how these ideas apply to the word comfort.

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Words as Symbols

Difficulty Level: Medium

3. Burke (1966) states, “Humans are the symbol-using and symbol-misusing animals.” What might he have meant by this?

Learning Objective: 3-2. Describe the nature and characteristics of symbols.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Words as Symbols

Difficulty Level: Medium

4. What are semantics? How might misunderstandings arise in semantics?

Learning Objective: 3-3. Explain the importance of grammar and meaning for effective communication.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Grammar and Meaning

Difficulty Level: Medium

5. Explain the linguistic relativity hypothesis. Give an example to support your answer.

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Creation

Difficulty Level: Hard

6. In what ways can inclusive language shape our social world? Give an example.

Learning Objective: 3-4. Identify the important functions of verbal messages.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Creation

Difficulty Level: Hard

7. What does mystery mean in the CMM theory? Give an example.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Mystery

Difficulty Level: Hard

8. What is the cooperative principle? Explain the four maxims (or principles) that guide the cooperative principle.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Cooperating in Conversations

Difficulty Level: Medium

9. What are message design logics (MDL)? Explain the three types of MDLs.

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Analysis

Answer Location: Designing Verbal Messages

Difficulty Level: Medium

10. When might one choose to use each kind of the three message design logic responses?

Learning Objective: 3-5. Explain theories of message production and interpretation.

TOP: NCA Core Competency: 5. Expressing Messages

REF: Cognitive Domain: Application

Answer Location: Designing Verbal Messages

Difficulty Level: Hard