Here you will find review terms, student questions and my questions...this should help, many questions are from this guide!

Unit 6 Social Perception

• What is perception?
• Remember that there are three stages in perception (ESPECIALLY STUDY THIS!):
• selection (also acceptable stimulation).

Some key terms here include selective perception = selective attention and selective exposure to certain sense data.
Selective attention:  that we only can take in selective sense data
Selective exposure = we expose ourselves to people or messages that will confirm our existing beliefs.
• Organization -- this stage helps us to determine how to categorize this information we took in during the selection stage.  Patterns of organization we covered include:

proximity
similarity
fore and ground
• Interpretation-Evaluation -- here we are now making a final conclusion of what it means and how to judge it accordingly.  These two terms are hyphenated due to the fact that they can not happen independently.
• Why do we differ in perceptions?
• Physical differences with our body (height, weight, sex, etc.)
• Current conditions (sick, tired, hungry, lonely, etc.)
• Past experiences.
• Theories of perception.
 
• halo effect -- "if you believe someone has positive qualities, you are likely to infer that she or he also possesses other positive qualities" (p. 121).
• self-fulfilling prophecy "when you make a prediction that comes true because you act on it as if it were true" (p. 122).
• stereotyping -- a fixed impression of a group of people" (p. 124).
• Perception Checking KNOW THIS!!!:
 
• Using owned language (your book does not make as big of a deal of using owned language here, but it is essential since we are describing their behavior from our eyes, not some fixed point in reality, it is a subjective call, so using owned language helps to qualify it!) describe what you have been noticing
• Give the person 2 or more ways that you have been interpreting this behavior.
• Ask for clarification.
• How can you improve perception?
• try to reduce uncertainty
• involve yourself in observation
• ask questions
• interact with the person
• active listening
• perception checking
• try not to judge others quickly and permanently.
• use critical thinking skills -- recognize your role in perception, avoid early conclusions, avoid the one-cue conclusion, avoid mind-reading, beware of your own biases.
• see notes for more information.
 
• http://phil.winona.msus.edu/lorihw/Present/Perception/index.htm
• http://phil.winona.msus.edu/lorihw/Present/PerceptionKCC/index.htm

Unit 7

• Listening defined a series of five steps :  receiving, understanding, remembering ,evaluating and responding.  It is different than hearing!
• Listening vs. hearing   Listening is a mental process whereas hearing is a physical process.
• Barriers to listening can include words (semantic noise), thoughts (psychological noise) and physical conditions such a ticking of clocks, coughs,etc (physical or environmental noise).
• Active listening (MOST DEFINITELY STUDY THIS AND PARAPHRASING!!) is a process of sending back to the speaker what the listeners thinks the speaker meant, both literally and emotionally.  Active listening does not mean simply repeating the speaker's exact words.  It is rather a process of putting into some meaningful whole your understanding of the speaker's total message - the verbal and the nonverbal, the content and the feelings.
 
• This includes a physical orientation with your body
 
• we discussed SOFTENS -- the use of smile, open posture, facial expressions, touch through shaking hands (although we mentioned that this is sometimes not appropriate with officers, for example), eye contact, nodding of your head to show interest and space.
• It also includes the hmm, ahhhh, ah huhs, as well as the go on's you bettcha, you go girl etc.
• It includes paraphrasing or restating what you heard in your own words.
• Finally, it includes asking open and closed questions.
• Paraphrasing for content, intent and tone (INDEED VERY IMPORTANT!!)
• Content paraphrases concentrate upon the basics of the message, the content.
• Intent focuses upon the reasons why you think that the speaker is telling you this.
• Tone focuses upon the emotional impact of the message.
• Use of owned language is essential in listening since it shows that the perceptions are your own.

onto the next unit!

• Mindfulness
 
• "being in the present"  this includes being intentional, purposeful.  You should try to create and recreate new categories when making perceptions, being open to new information and different points of view.  Here we also try not to rely too much on first impressions (pp. 154-155).
• Flexibility
 
• "be flexible when applying [the skills of interpersonal communication] and be sensitive to the unique factors of every situation" (p. 155).
• Cultural Sensitivity -- page 155 suggests:
 
• prepare yourself, read, listen and watch
• recognize and face fears
• recognize differences between yourself and the culturally different.
• be careful not to ignore differences among the culturally different group.
• recognize differences in meaning.
• avoid violating cultural rules and customs.

• Metacommunicaiton  is communicating about our communication.
 
• Page. 157 suggests:
• give clear feedforward
• confront contradictory or inconsistent messages
• explain feelings that go with the thoughts
• paraphrase your own complex messages as well as others
• negotiate meanings, talk about your talk only to gain an understanding of the other person's thoughts and feelings.
• avoid substituting talk about talk for talk about a specific problem.

• Humanistic Model (openness, empathy, supportiveness, positiveness, equality -- see the text for more information on each of these, or your notes from our class discussion of the Evening Star clip.)
• "This approach begins with the qualities that philosophers and humanists feel define superior human relationships, and from these generalizations, it derives specific behaviors that should characterize effective interpersonal communication" (pp. 158-159).
• Pragmatic Model (confidence, immediacy, interaction management, expressiveness-- see the text for more information on each of these, or your notes from our class discussion of the Evening Star clip)
• This approach to studying interpersonal communication focuses more on the pragmatics, or what practically speaking, should be done to be an effective speaker, it is considered the "hard" approach whereas the humanistic model if often called a "soft" approach."  It says if you have these skills, you will be effective in interpersonal communication.

Unit 9

• Verbal and Nonverbal Messages
• remember that these messages:
 
• Accent
• complement
• control
• repeat
• substitute
• Meanings and messages -- this is an active process created by cooperation between the source and the receiver. Thus, the message comes from the meanings in people, and that meanings are more than words and gestures.  The meanings are unique to each situation.  How we interpret it depends upon the context, how long we have known that person, our past experiences, the present circumstances, etc.

 

 
 
 
 
 

Finally we really concentrated on:

 
• denotative meaning (the literal meaning of the word remember Denotative = Dictionary meaning)
• connotative meaning (is the Common meaning, the more loose slang, common meaning which differs from person to person)
• Rules theory -- we discussed this as you broke the rules.  Remember that rules have rewards and sanctions, can be socially adjusted and taught, tend not to be explicit, and that they can take the if ____, then ____ format.

• Characteristics of messages -- they tend to be packaged, rule governed, direct or indirect, believable or not, and subject to metacommunication.

• Disconfirmation and confirmation
• Racism, sexism, hetreosexism, etc.
• Inclusion
• Owned language
• Connotative vs. denotative meaning
• Polarization
• Intesional Orientation
• Fact vs. Inference
• Allness
• Static Evaluation
• Indiscrimination
• Ethnocentrism

• Facial
• Eye
• Touch
• Smell
• Paralanguage
• Silence
• Spatial
• Territoriality
• Artifactual
• Space distances
• Time!

STUDENT QUESTIONS:

1.  An example of nonverbal communication is:
 
 

a.  telling someone that they look nice
b.  nodding your head when someone looks at you.
c.  when something tastes bad you say, “yuck!”
d.  using foul language toward others.
 

2.  When stereotyping someone, you:

a.  base your feelings about them from your own experiences
b.  talk to them and find out who they really are.
c.  approach them with an open mind
d.  ask others about that person to know more.
 

The tendency to evaluate the values, beliefs, and behaviors of your own culture as more positive, logical and natural than other ones is:

a.  racism
b.  ethnocentrism
c.  discrimination
d.  receiving

One purpose of active listening is:
a.  pretend to be interested
b.  show you are listening
c.  get your opinion across
d.  wait for your turn to talk.

Which of the following is an example of polarization? a.  “Well, are you for us or against us?” b.  “Rabbit, how could anyone eat rabbit? They’re so cute and cuddly!” c.  Your sales manager goes out to lunch with a co-worker, you assume that they are having an affair. d.  The ability to accompany and literally illustrate the verbal message. e.  The ability to satisfy some need without consciousness.

What are regulators?  Do they:

a.  monitor, maintain or control the speaking of an individual?
b.  Satisfy some need and occur without consciousness?
c.  Movements of the face that convey emotional meaning
d.  Accompany and literally illustrate the verbal messages?

The perception process has how many steps?

a.  1
b.  2
c.  3
d.  0

Which isn’t a nonverbal message?

a.  facial
b.  silence
c.  spatial
d.  polarization

______ you expose yourself to people or messages that will confirm your existing beliefs.

These adaptors satisfy a physical need, one that may make you more comfortable in a situation.  For example, scratching your head or moistening your lips, etc.

a.  alter adaptors
b.  object adaptors
c.  self-adaptors
d.  regulators
e.  illustrators

If  I think that I am going to spill on a white shirt and I do, I have:

a.  fulfilled a self-fullingfilling prophecy
b.  ESP
c.  foresight
d.  spoken to  a psychic who told me I would

If I give you the OK sign by placing my thumb and forth finger together, I am using a ________:

a.  illustrator
b.  regulator
c.  emblem
d.  adaptor

The process of sending back to the speaker what the listener thinks the speaker mean is known as:

a.  paraphrasing
b.  active listening
c.  feedback
d.  rephrasing

Listening begins with receiving the messages the speaker sends.  The messages are:

a.  verbal and nonverbal
b.  they consist of words as well as gestures
c.  consist of facial expressions
d.  all of the above.
 
 
 

These are resources, I am now updating, revising and writing -- use the questions as you would like...I have selected to post questions which are very relevant to the items listed above. They represent an excellent sampling of what will be on the test.  I am still adding your questions...

1. You and I serve on a jury together. However, we see the actions of the accused very differently. I believe the accused acted in self-defense while you see it as calculated murder. Such differences in perceptions can be influenced by:

a. Present feelings and circumstances.
b. Past experiences and roles.
c. Culture and co-culture.
d. Age
e. All of the above.

Feedback:
a. While this is true, look more closely.
b. While this is true, look more closely.
c. While this is true, look more closely.
d. Present feelings and circumstances, past experiences and roles, culture and co-culture and age all contribute to perceiving stimuli differently.
 
 

2. As I walk in the room, I immediately focus my eyes on the bright yellow walls you have just painted. My immediately focusing upon the walls occurs in the __________ stage of perception:

a. Selection
b. Organization
c. Co-creation
d. Interpretation

Feedback:
a. Selection is this process of tuning into some stimuli while not attending to others.
b. Try again, organization is the second stage of perception.
c. Try again, co-creation is not a step in the process of perception.
d. Try again, interpretation is the final stage of the process of perception.
 

3. Your teacher tells you, "Oh, you are Cathy and Cara's sister, oh you will be a very good student then. I didn't know that you are one of the Halverson girls!" Your teacher has used which of the following organization schemes:

a. Proximity
b. Figure and Ground
c. Similarity
d. Interpretation

Feedback:
a. Proximity is when you organize stimuli due to their physical closeness.
b. Try again. Figure and ground is the organization process of seeing something because it is foremost or seeing something because it is "background."
c. Similarity is correct because I am thinking that you and your sister are similar therefore will do similar things.
d. Try again, this is not a method of organization.
 

4. Little Johnny brings home a "B" on his report card and believes that he is bad student due to this score. He thinks that to be a good student he would need to receive all "A's" on his report card like is sister does. However, when his parents see his report card his parents reply, "WOW! Good job, Johnny! You are such a good student!" Which of the following is type of feedback did his parents use?

a. Continuation.
b. Rejection.
c. Confirmation
d. Disconfirmation

Feedback
a. Continuation is a persuasive goal of public speaking.
b. This is an example of rejection because the parents have rejected Johnny's notion of being a failure.
c. Had they confirmed Johnny, they would have agreed with Johnny that he was a bad student, thereby confirming his notion of self. Try again.
d. Disconfirmation is basically ignoring Johnny. To disconfirm this message, they would have said nothing.
 

5. Johnny's sister, Jane, sees his report card. Johnny tells her, "Well, I am not such a good student like you are." Jane agrees, "You bet you are not, I am the best. Only A's are good, a B is a sign of a poor student!" Jane's feedback is an example of:

a. Continuation.
b. Rejection.
c. Confirmation
d. Disconfirmation

Feedback
a. Try again, continuation is a persuasive goal.
b. Try again, rejection would occur if Jane disagreed with Johnny's definition of self.
c. Jane has confirmed Johnny's self definition. She agreed with him by stating that he was a bad student.
d. Disconfirmation is basically ignoring Johnny, to disconfirm this message; she would have said nothing.
 

6. I see a child alone by a busy street. I note her tattered clothes, disheveled appearance and dirty face and think to myself, "I have seen children like that before when I worked at the homeless shelter." After a moment, I finally say to my self, "Oh, she is a homeless child." When I draw a conclusion that she is homeless exemplifies the ________ stage of perception.

a. Interpretation.
b. Organization.
c. Selection
d. Polarity.

Feedback:
a. The text explains that interpretation is this process of making a conclusion based upon what you have observed and organized.
b. Organization is merely determining what category she fits in, it is not the final conclusion.
c. Selection was just focusing on the child.
d. This is not a step in the perception process.
 

7. I finally signed a lease for my first apartment! My older sister asks me to describe my new neighborhood. I tell her that all I can remember is that there is a mall very close by. When we move my furnishings into the apartment a month later, my sister says, "Why didn't you tell me that you were by a park, a lake and even a coffee shop! This is wonderful!" I say, "This is new to me. Really, I never even noticed the park, lake or coffee shop. I only saw the mall!" My focusing on the mall and not seeing the park, lake or coffee shop demonstrates which of the following:

a. Selective retention
b. Selective attention
c. Selective interpretation
d. Selective organization

Feedback:
a. Selective retention is only remembering parts of a message. Since I never attended to these characteristics of the neighborhood, the answer could not be a.
b. Selective attention is defined as only attending to parts of the whole. Since I attended to the mall and not the lake, park or coffee shop, I "selectively attended to the mall." .
c. Try again.
d. Try again.
 

8. Stephen runs to the store to purchase a bottle of liquid plumber since there is a plumbing emergency at home! He quickly goes into the store and hastily picks up his Liquid Plumber and hurriedly runs home. Later, Stephen's girlfriend, LaTisha says, "Why didn't you wait for me when I saw you in the store yesterday! I yelled your name three times!" Stephen says, "Sorry, I had only one thing on my mind. I did not even notice you." Stephen's failure to notice his girlfriend when he was focusing on the liquid plumber is an example of:

a. Selective retention
b. Selective attention
c. Selective interpretation
d. Selective organization

Feedback:
a. Selective retention is only remembering parts of a message. Since Stephen did not attend to his girlfriend, the answer can not be "a."
b. Selective attention is when you see only parts of the whole. Since he saw only the liquid plumber, this is an example of selective attention.
c. This is not part of selection.
d. This is not part of selection.
 

9. Which of the following would be an example of a physiological factor that affects perception?

a. Mental distractions such as thinking about your date tonight!
b. A promiscuous orientation and lifestyle.
c. An economic class of "middle class."
d. A man who weighs ninety-seven pounds

Feedback:
a. This is not physiological
b. This is not physiological
c. This is not physiological
d. These are a physiological, or bodily distinctions.
 

10. When you remember how wonderful your last roommate was as a cook, but forget how she could not clean up after herself, you are exhibiting the perception concept called:

a. Selective Retention
b. Stereotyping
c. Self-fulfilling prophecy
d. Selective attention

Feedback:

a. You are remembering only parts of the past; this is selective retention.
b. You are not stereotyping, just remembering parts of the whole, try again.
c. You are not engaged in a self-fulfilling prophecy.
d. This is not a matter of only initially attending to his or her cooking style and not the messy lifestyle; it is a matter of remembering only part of the picture.
 

11. Darren looks at himself and evaluates himself as unworthy of such a wonderful girlfriend as Patrice. His evaluation of himself falls under which term:

a. Self-awareness
b. Self-esteem
c. Egocentrism
d. Self-actualization

Feedback:

a. Self-awareness is being aware of who you are, knowing your talents and shortcomings.
b. Self-esteem is your judgement of yourself.
c. Egocentrism is a self-centered bias where you take as your own self as the starting point for your philosophical system.
d. Self-actualization
 
 

Chapter 5: Listening and Critical Thinking

Multiple Choice Questions

1. Yuko and Molly are studying the patterns of interpersonal relationships for their communication studies test. When Molly begins to recite the deterioration phases of relationships she says, "Deterioration is a word for the break-up time!" Just from hearing the phrase "break-up," Yuko loses all concentration and begins thinking about the problems she and her boyfriend are currently having. Which of the following barrier or distraction associated with language did Yuko experience while listening to Molly?

a. A physical distraction/barrier
b. A mental distraction/barrier
e. A factual distraction/barrier
d. A semantic distraction/barrier

Feedback:
a. Physical distractions are all stimuli in the physical environment that keeps you from focusing on the speaker and the message. For example, loud noises, cold temperatures, bright lights are all examples of physical distractions.
b. A mental distraction is the wandering of the mind when it is supposed to be focused on something.
c.  Factual distractions occur when you focus so intently on the details that you miss the main point of the message.
d. Semantic distractions occur when you over-respond to an emotion-laden word or concept.

2. Statia and Robert are discussing the math theorem they covered in class an hour ago. Robert just can't seem to understand the "main point" of the theory, but oddly he can recite every related detail! He continues thinking about the details and can't remember the main idea Statia is explaining to him. His listening distraction (or also called barrier)  is an example of a:

a. Physical Distraction
b. Mental Distraction
e. Factual Distraction
d. Semantic Distraction

Feedback:
a. Physical distractions are all stimuli in the physical environment that keeps you from focusing on the speaker and the message. For example, loud noises, cold temperatures, bright lights are all examples of physical distractions.
b. A mental distraction is the wandering of the mind when it is supposed to be focused on something.
c. Factual distractions occur when you focus so intently on the details that you miss the main point of the message.
d. Semantic distractions occur when you over-respond to an emotion-laden word or concept.
 

3. I find myself daydreaming during my communication course and have trouble concentrating on the materials that the teacher is presenting to us. My distraction is an example of a:

a. Physical Distraction
b. Mental Distraction
c. Factual Distraction
d. Semantic Distraction

Feedback:
a. Physical distractions are all stimuli in the actual physical environment that keep you from focusing on the speaker and the message, for example loud noises, cold temperatures, bright lights are all examples of physical distractions.
b. A mental distraction is the wandering of the mind when it is supposed to be focused on something.
c. Factual distractions occur when you focus so intently on the details that you miss the main point.
d. Semantic distractions occur when you over-respond to an emotion-laden word or concept.

4. During a meeting at work the air conditioning has made the room so cold that I can not even concentrate on what my boss is telling me! This is an example of a:

a. Physical Distraction
b. Mental Distraction
c. Factual Distraction
d. Semantic Distraction

Feedback:

a. Physical distractions are all stimuli in the actual physical environment that keep you from focusing on the speaker and the message, for example loud noises, cold temperatures, bright lights are all examples of physical distractions.
b. A mental distraction is the wandering of the mind when it is supposed to be focused on something.
c. Factual distractions occur when you focus so intently on the details that you miss the main point.
d. Semantic distractions occur when you over-respond to an emotion-laden word or concept.

5. As we sit in our philosophy class, I find myself not only taking notes, but also evaluating the accuracy of what the teacher is saying about Marxism. I am engaged in:

a. Active listening
b. Empathic listening
c. Critical listening
d. Mindless listening

Feedback:
a. Active listening is involved listening with a purpose.
b. Empathic listening, a form of active listening, is listening with a purpose while also attempting to understand the other person and their world view as if it were your own.
c. Critical listening challenges the speaker's message by evaluating its accuracy, meaningfulness, and utility.
d. Try again.

6. Nicole is listening to Jo talk about her frustrations with her mother. To better understand where Jo is coming from, Nicole applies the Native American adage, "put yourself in the other person's moccasins." She now not only listens to get the message correct but also tries to imagine what it must be like to be Jo. Nicole's form of listening is best described as:

a. Active listening
b. Empathic listening
c. Critical listening
d. Mindless listening

Feedback:
a. Active listening is involved listening with a purpose.
b. Empathic listening, a form of active listening, is listening with a purpose and attempting to understand the other person and their world view as if it were your own.
c. Critical listening challenges the speaker's message by evaluating its accuracy, meaningfulness, and utility.
d. Try again.

7. The general category of listening in which the receiver is fully involved in the listening process, has a purpose for listening and gives verbal and nonverbal feedback is called:

a. Active listening
b. Empathic listening
c. Critical listening
d. Mindless listening

Feedback:

a. Active listening is involved listening with a purpose.
b. Empathic listening, a form of active listening is listening with a purpose and attempting to understand the other person and their world view as if it were your own.
c. Critical listening challenges the speaker's message by evaluating its accuracy, meaningfulness, and utility.
d. Try again.

1. Research suggests that people listen most critically to those whom they regard as equals.

a. True
b. False

Feedback: people listen most critically to someone regarded as an equal because they feel they can argue and respond critically; someone regarded as being below someone else in intelligence , social status, or economic standing may be asked little and heeded less. On the other hand, high status individuals are often listened too uncritically.
 
 

2. Possessing an egocentric conception of self allows one to effectively focus upon listening.

a. True
b. False

Feedback: Egocentrism is an "excessive self-focus;"   thus, an egocentric individual sees him or her self and the central concern of every conversation or interaction with others. "Egocentric people do not listen effectively because the only thing that really matters to them is themselves;" any communication received not directly relating to themselves is often misperceived or missed altogether.

1. ___________ is simply the act of receiving sound, whereas __________ is the mental process of making sense or interpreting aural stimuli.

a. Hearing and Listening

Feedback:

a. Hearing is the physical process whereas listening is the mental process.

2. ___________ refers to interference in the communication process from external and internal sources.

a. Noise

Feedback:

a. Whenever communication is interrupted, it is referred to as "noise."
 
 

3. ________ distractions are distractions you might experience in the listening process due to hearing a particular word or phrase.

a. Semantic

Feedback:

a. Semantic distractions are due to an over-responding to an emotion-laden word or concept.

4. _________ listening is a type of active listening that challenges the speaker's message by evaluating its accuracy, meaningfulness, and utility.

a. Critical or  Evaluative

Feedback:  critical or  evaluative listening is listening which criticizes or evaluates the message.
 
 

5. __________ is excessive self-focus. Such self-absorption becomes an obstacle to listening.

a. Egocentrism

Feedback: Egocentrism  is defined as focusing so much on yourself that you are unable to listen to others. People who are egocentric think of themselves first and foremost.
 
 

6. __________ is defined as the ability to perceive another person's worldview as if it were your own.

a. Empathy

Feedback:  empathy is the ability to walk in someone else's shoes. When you empathize you try to understand them as they understand themselves.

1.  Which of the following in NOT a characteristic of language:

a.  Language has rules.
b.  Language is non-arbitrary.
c.  Language is representational and presentational.
d.  Language shapes perceptions.

Feedback:
a.  Try again, language has many rules
b.  Language IS arbitrary.  The understanding of the word is what is important, not the actual label.
c.  Try again, language is both representational (it represents a concrete and objective reality of objects and things) and presentational (it presents images, ideas, and perspectives).  information.
d.  Try again, language does shape our perceptions.

2.  You see a young woman run into the store, grab a box of baby food and run out of the store without paying.  Which of the following statements is/are (an) observations?

a.  The woman is a mother.
b.  The woman did not pay for the baby food.
c.  The woman was desperate.
d.  The woman's child was hungry.
e.  All of the above are observations.

Feedback
a.  We do not know this by reading this description, this is not an observation, and it is an inference.
b.  This is an observation, we did see this.
c.  We do not know this by reading this description, this is not an observation, and it is an inference.
d.  We do not know this by reading this description, this is not an observation, and it is an inference.
 
 

1. Juan is angry at  his girlfriend, Marguerite, for smiling at another man. She exclaims, "I was only smiling, I didn't intend to flirt, I was being friendly!"  The fact that Marguerite didn't mean for her smile to be a romantic advance is explained by this difficulty of encoding and decoding nonverbal communication:

a.  A variety of codes communicate the same meaning
b.  One code communicates a variety of meaning.
c.  Nonverbal communication is less involved in creating meaning than verbal communication.
d.  Interpretations of Intentionality vary.
 

Feedback:
a.  While this is true about nonverbal communication, the fact that Marguerite didn't mean for her smile to be decoded this way is another answer.  Try again.
b. While this is true about nonverbal communication, the fact that Marguerite didn't mean for her smile to be decoded this way is another answer. Try again.
c.  This is not true, nonverbal communication communicates more meaning than verbal codes do. Try again.
d.  The question focuses upon he fact that Marguerite didn't mean for her smile to be decoded, as flirtation is an issue of intentionality.  Her interpretation of her intent is different than her boyfriend's interpretation.
 
 

2. Marguerite tells Juan, "But while a smile could be a romantic advance, remember that a smile can mean many things.  A smile could be sarcasm, friendliness, and even anger."  Marguerite's explanation is best explained by this difficulty of encoding and decoding nonverbal communication:

A.  A variety of codes communicate the same meaning
B.  One code communicates a variety of meaning.
C.  Nonverbal communication is less involved in creating meaning than verbal communication.
D.  Interpretations of Intentionality vary.

Feedback:
a. While this is true about nonverbal communication, Marguerite is talking about one code, not a variety of codes.
b.  One symbol can mean many things.  A smile in the wrong time in the wrong place could cause much confusion!
c. This is just not true; it is just the opposite.
d.  While this is true about nonverbal communication, Marguerite is talking about one symbol meaning many things.

3.  " If you want to show friendliness, why not nod your head, just look up, or even wave!" Says Juan.  He is articulating this notion of nonverbal communication:

a.  A variety of codes communicate the same meaning.
b.  One code communicates a variety of meaning.
c.  Nonverbal communication is less involved in creating meaning than verbal communication.
d.  Interpretations of Intentionality vary.
 

Feedback:
a. Juan is discussing the notion that one meaning, friendliness, can be communicated with a variety of codes. b.  One symbol can mean many things.  A smile in the wrong time in the wrong place could cause much confusion! This is not what Juan is referring to though.  He is discussing how one message can by communicated by a variety of symbols.
c. This is just not true; it is just the opposite most meaning is communicated through nonverbal codes.
d.  While this is true about nonverbal communication, Juan is talking about one meaning being communicated by a variety of codes.
 

4.  I am looking at my watch throughout the entire evening.  I sigh and then look at the clock on the wall. Which of Ekman and Friesen's categories of bodily movements and gestures does this demonstrate?

a.  Emblems
b.  Illustrators
c.  Affect Displays
d.  Regulators
e.  Adaptors

Feedback:
a.  Emblems substitute for words, for example, putting your thumb up instead of saying, "good job."
b.  Illustrators illustrate and reinforce what you are saying, for example, nodding your head when you say yes. c.  Affect Displays demonstrate your emotions like slamming the door when you are mad or smiling when you are happy.
d.  Regulators do just that, attempt to regulate the communication.  Looking at watch when you are ready to signal you are about to leave is an example of a regulator.
e.  Adaptors are motions or gestures you do (instead of what you would normally do) to "adapt" to the situation.  For example you might wiggle rather than adjust an undergarment that is bothering you.
 

5.  When you see me win the race, you notice that I am looking right at you. Since you are so far away from me you raise your pointer finger high in the air, hoping that I will know that you are saying, "You won, you are number one!"   Your finger placed in the air in this manner is an example of a (n):

a.  Emblem
b.  Illustrator
c.  Affect Display
d.  Regulator
e.  Adaptor

 Feedback:
a.  Emblems substitute for words, for example, putting your thumb up instead of saying, "good job." See pages
b.  Illustrators illustrate and reinforce what you are saying, for example, nodding your head when you say yes.
c.  Affect Displays demonstrate your emotions like slamming the door when you are mad or smiling when you are happy.
d.  Regulators do just that, attempt to regulate the communication.  Looking at watch when you are ready to signal you are about to leave is an example of a regulator.
e.  Adaptors are motions or gestures you do (instead of what you would normally do) to "adapt" to the situation.  For example you might wiggle rather than adjust an undergarment that is bothering you.
 

6.  We just had an argument an hour ago.  In the heat of the moment, I threw out all of our joint possessions.  However, in the process I also threw out my grandmother's ring given to me at graduation.  I am now crying because I just lost this valued possession.  When you enter the room, I quickly dry my tears.   I did not want anyone to see me crying, especially you!  When you see my face, you think that I am crying because I "want my way" in the argument we just had.   The miscommunication that we are experiencing demonstrates which of the following obstacles of nonverbal communication:

a.  Intentional nonverbal communication interpreted as unintentional.
b.  An intentional code misperceived as having another intention.
c.  An unintentional code perceived as intentional.
d.  A verbal code sent and received unintentionally.

Feedback:
a.  This is not an intentional code, nor was it seen as unintentional.
b.  It was not an intentional code.
c.  This is an unintentional code; I did not want anyone to see me.  Further, you see me as intentionally crying to "get my way."
d. This is not a verbal code.  Crying is nonverbal.
 

7.  During the dinner party, I loudly clear my throat to try to tell you to stop talking so much. However, you don't think anything of my attempts to silence you since I have a cold, you don't even notice my ah…hmmmms. Which of the following principles of intentionality of nonverbal codes does this interaction demonstrate?

a.  Intentional nonverbal communication interpreted as unintentional.
b.  An intentional code misperceived as having another intention.
c.  An unintentional code perceived as intentional.
d.  A code sent and received unintentionally.

Feedback:
a.  This is an intentional code, but it was seen as unintentional.  You thought that I had a cold (and thus had no intention to communicate with the noise) not that I was trying to silence you.
b.  While it was an intentional code you did not even notice it since I have a cold.
c.  This is an intentional code.
d.  This is not a verbal code; it follows no grammatical structure or rules.
 

8.  Unknown to you, Stephanie has been up all night studying for her communication test.  As she is talking to you she yawns.  You tell her, "If you want to leave, just do!" She is confused about what she means.   Which principle of intentionality does your interpretation of Stephanie's yawn demonstrate?

a.  Intentional nonverbal communication interpreted as unintentional.
b.  An intentional code misperceived as having another intention.
c.  An unintentional code perceived as intentional.
d.  A verbal code sent and received unintentionally.
 

Feedback:
a.  This not an intentional code, but it was seen as intentional.
b.  Try again.
c.  This is an unintentional code and you saw it as intentional.
d.  This is not a verbal code; it follows no grammatical structure or rules.

9.  Which of the following is not a form of nonverbal communication?
a.  You're crossing your arms when talking to me.
b.  Use of the space in your room.
c.  Your new engagement ring on your left hand.
d.  Clearing your throat.
e.  A trucker saying, "10-4."

Feedback:
a.  This is nonverbal
b.  This is nonverbal
c.  This is nonverbal
d.  This is nonverbal
e.  This is verbal; it follows a grammatical structure.  It is a code used by a only a certain segment of the population, but a verbal code nonetheless.
 

10.  Mike is trying to determine what you mean by your head nod to the right.  What should Mike consider in his "reading" of your nonverbal communication?

a.  How does that person normally act?
b.  How does that person express emotions?
c.  What about the context should I take into account?
d.  All of the above.

Feedback:
a.  This is true, but look at the question again
b.  This is true, but look at the question again
c.  This is true, but look at the question again
d.  All of these factors must be considered.
 
 

1. You have just asked me, "Do you want to discuss this?" In response, I only sigh. Both of our messages are examples of verbal codes.

a. True
b. False

Feedback::  Your words are examples of verbal communication; my sigh is nonverbal communication. Verbal codes are those codes of communication consisting only of words and word vocalizations.

2. It has been a horrible day! You do not want to communicate with the world so you put your favorite hat and sweats on and take a walk by yourself. While you do not want to communicate with anyone, you are still communicating nonverbally through your clothes.

a. True
b. False

Feedback:  Clothing and other artifacts are examples of non-verbal communication.

3. Concerning touch, men are touched more than women are.

a. True
b. False

Feedback:: Men are not touched more than women are.

4. Body piercing is a not considered a type of non-verbal communication since it is an artifact, not part of your body itself.

a. True
b. False

Feedback: Artifactsdo communicate. They "are ornaments or adornments we display that hold communicative potential, including jewelry, hairstyles, cosmetics, automobiles, canes, watches, shoes, portfolios, hats, glasses, tattoos, body piercing, and even the fillings in your teeth." Further, "these cues show age, gender, status, role, socioeconomic class, personality, and relation to the opposite sex." They can also indicate "time in history, the time of day, and the climate."

5. The space from touch to 1 inch is called "personal distance."

a. True
b. False

Feedback: Hall's four categories of space include Intimate Distance: touch - 1 inches; Personal Distance: 18 inches to 4 feet; Social Distance: 4 feet to 12 feet; and Public Distance: exceeds 12 feet.

1. When I leave my backpack on my desk, as if saying this is my "space," I am demonstrating ___________.

Feedback:  Territoriality "refers to your need to establish and maintain certain spaces as your own" like "your parking space" or "your desk."

Feedback: Personal Space is your personal "bubble" which is always with you. You can see this when someone approaches you too closely. As they get "too close," you tend to move backward.

Feedback: Social distance is the distance between four feet to twelve feet. It tends to be the "comfort zone" for most people in social settings.