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1 | |
In Richard's triangle of meaning, the link between a symbol and referent |
| | A) | refers to other causal relationships. |
| | B) | symbolizes a causal relationship. |
| | C) | confirms an imputed relationship. |
| | D) | stands for an imputed relationship. |
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2 | |
One characteristic of perception is that |
| | A) | we expect others to behave in an inconsistent manner. |
| | B) | it is an objective process. |
| | C) | we assume that what we perceive is meaningful. |
| | D) | we cannot select what we want or don't want to perceive. |
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3 | |
One way to overcome perceptual problems in small group meetings is to |
| | A) | try to anticipate what others are going to say. |
| | B) | resolve differences by discussing them with the meeting's leader. |
| | C) | repeat back word-for-word what others in the meeting have said. |
| | D) | avoid asking questions. |
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4 | |
Which one of the words below is the most abstract? |
| | A) | tulip |
| | B) | plant |
| | C) | flower |
| | D) | flora |
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5 | |
Most people can effectively work with ____ items of information at one time. |
| | A) | 1-4 |
| | B) | 5-9 |
| | C) | 11-15 |
| | D) | 17-23 |
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6 | |
"How useful is the public art program in our city?" is a question to |
| | A) | guide the discussion. |
| | B) | maintain a productive climate and relationships. |
| | C) | ensure adequate information. |
| | D) | reduce tensions among group members. |
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7 | |
"What is the main objective of today's meeting?" is a question to: |
| | A) | guide the discussion. |
| | B) | maintain a productive climate and relationships. |
| | C) | ensure adequate information. |
| | D) | reduce tensions among group members. |
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8 | |
Research on gender and small group communication has found that |
| | A) | women and men are capable of similar leadership behaviors in groups. |
| | B) | women seldom have real power in groups. |
| | C) | in mixed-sex groups, women have more status than men. |
| | D) | women are hesitant to challenge men and speak freely in small groups. |
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9 | |
One characteristic of communication in high-context cultures is: |
| | A) | much of the information is in the explicit verbal message |
| | B) | self-expression is important |
| | C) | eloquent speech is valued |
| | D) | relational harmony is important |
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10 | |
One dysfunctional response to diversity is: |
| | A) | changing one's communication style to fit those used by other group members |
| | B) | convey negative evaluations of other group members |
| | C) | include all group members in interactions |
| | D) | consider ideas that do not fit with the majority culture's perspective |
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11 | |
When a group leader uses eye contact, head nods, and gestures to encourage group members to participate, the leader is using nonverbal behavior for |
| | A) | modification. |
| | B) | substitution. |
| | C) | reinforcement. |
| | D) | regulation. |
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12 | |
Research has found that the face communicates |
| | A) | how much control group members have over each other. |
| | B) | the extent to which group members have prepared for a meeting. |
| | C) | how involved group members are in a meeting. |
| | D) | how group members will vote on an issue. |
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13 | |
When considering issues of time in small groups, group members should recall that |
| | A) | people can maintain a high level of attention for 3-4 hours. |
| | B) | use of time varies culturally. |
| | C) | it is unnecessary to take breaks during meetings. |
| | D) | being on time reflects negatively on individuals and the group. |
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14 | |
One problem associated with nonverbal messages is that they |
| | A) | frequently make communication too easy. |
| | B) | are very concrete. |
| | C) | are often unintentional. |
| | D) | are culturally universal. |
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15 | |
If you want to be more influential in a new group, you should |
| | A) | ask the group to discuss the problem. |
| | B) | approach each group member privately and lobby for her or his support. |
| | C) | avoid eye contact with group members who talk a lot. |
| | D) | sit at one end of the table if possible. |
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16 | |
The relationship between thoughts and symbols is one way. |
| | A) | True |
| | B) | False |
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17 | |
The more abstract the statements made by group members, the more the statements disrupt discussion. |
| | A) | True |
| | B) | False |
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18 | |
When describing others, "sex" refers to learned characteristics and psychological attributes of masculinity and femininity. |
| | A) | True |
| | B) | False |
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19 | |
A rectangular table is the best to use when trying to equalize communication flow among group members. |
| | A) | True |
| | B) | False |
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20 | |
Research has found that when allowed to arrange their desks as they wished, student groups chose a U-shaped pattern. |
| | A) | True |
| | B) | False |
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2002 McGraw-Hill Higher Education