Test Bank for Your Interpersonal Communication , 1st Edition
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Your Interpersonal Communication, First Edition
91
Test Bank
Katrina M. Eicher
Elizabethtown Community & Technical College
91
Test Bank
Katrina M. Eicher
Elizabethtown Community & Technical College
Your Interpersonal Communication, First Edition
93
Chapter 1 Test Bank
1-1 Multiple Choice Questions
1-1.1
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: C
When you send and receive messages simultaneously, you
are creating a communication
a. transfer.
b. termination.
c. transaction.
d. tactic.
1-1.2
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: A
Professor Barnett presents her class notes orally, on
PowerPoint, using the white board, and sometimes through
in-class skits and TV and movie clips. Her variety of ways to
express herself is termed
a. encoding.
b. outsourcing.
c. encrypting.
d. interpreting.
1-1.3
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: B
The process of interpreting and evaluating another person’s
message is called
a. deciphering.
b. decoding.
c. defracting.
d. denoting.
1-1.4
Page Ref: 6
Topic: Defining
Interpersonal
Communication
Answer: D
In the hallway outside of class, Jaclyn is recounting to
Donovan the events of her weekend party, complete with
details of the beer pong contest and the arrival of the police.
When they enter the classroom, however, Jaclyn lowers her
voice, greets her professor, and settles in to her seat politely.
Her changes of behavior reflect Jaclyn’s sensitivity to which
key element of communication?
a. Source
b. Noise
c. Channel
d. Context
93
Chapter 1 Test Bank
1-1 Multiple Choice Questions
1-1.1
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: C
When you send and receive messages simultaneously, you
are creating a communication
a. transfer.
b. termination.
c. transaction.
d. tactic.
1-1.2
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: A
Professor Barnett presents her class notes orally, on
PowerPoint, using the white board, and sometimes through
in-class skits and TV and movie clips. Her variety of ways to
express herself is termed
a. encoding.
b. outsourcing.
c. encrypting.
d. interpreting.
1-1.3
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: B
The process of interpreting and evaluating another person’s
message is called
a. deciphering.
b. decoding.
c. defracting.
d. denoting.
1-1.4
Page Ref: 6
Topic: Defining
Interpersonal
Communication
Answer: D
In the hallway outside of class, Jaclyn is recounting to
Donovan the events of her weekend party, complete with
details of the beer pong contest and the arrival of the police.
When they enter the classroom, however, Jaclyn lowers her
voice, greets her professor, and settles in to her seat politely.
Her changes of behavior reflect Jaclyn’s sensitivity to which
key element of communication?
a. Source
b. Noise
c. Channel
d. Context
Your Interpersonal Communication, First Edition
93
Chapter 1 Test Bank
1-1 Multiple Choice Questions
1-1.1
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: C
When you send and receive messages simultaneously, you
are creating a communication
a. transfer.
b. termination.
c. transaction.
d. tactic.
1-1.2
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: A
Professor Barnett presents her class notes orally, on
PowerPoint, using the white board, and sometimes through
in-class skits and TV and movie clips. Her variety of ways to
express herself is termed
a. encoding.
b. outsourcing.
c. encrypting.
d. interpreting.
1-1.3
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: B
The process of interpreting and evaluating another person’s
message is called
a. deciphering.
b. decoding.
c. defracting.
d. denoting.
1-1.4
Page Ref: 6
Topic: Defining
Interpersonal
Communication
Answer: D
In the hallway outside of class, Jaclyn is recounting to
Donovan the events of her weekend party, complete with
details of the beer pong contest and the arrival of the police.
When they enter the classroom, however, Jaclyn lowers her
voice, greets her professor, and settles in to her seat politely.
Her changes of behavior reflect Jaclyn’s sensitivity to which
key element of communication?
a. Source
b. Noise
c. Channel
d. Context
93
Chapter 1 Test Bank
1-1 Multiple Choice Questions
1-1.1
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: C
When you send and receive messages simultaneously, you
are creating a communication
a. transfer.
b. termination.
c. transaction.
d. tactic.
1-1.2
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: A
Professor Barnett presents her class notes orally, on
PowerPoint, using the white board, and sometimes through
in-class skits and TV and movie clips. Her variety of ways to
express herself is termed
a. encoding.
b. outsourcing.
c. encrypting.
d. interpreting.
1-1.3
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: B
The process of interpreting and evaluating another person’s
message is called
a. deciphering.
b. decoding.
c. defracting.
d. denoting.
1-1.4
Page Ref: 6
Topic: Defining
Interpersonal
Communication
Answer: D
In the hallway outside of class, Jaclyn is recounting to
Donovan the events of her weekend party, complete with
details of the beer pong contest and the arrival of the police.
When they enter the classroom, however, Jaclyn lowers her
voice, greets her professor, and settles in to her seat politely.
Her changes of behavior reflect Jaclyn’s sensitivity to which
key element of communication?
a. Source
b. Noise
c. Channel
d. Context
Instructor’s Manual and Test Bank
94
1-1.5
Page Ref: 6 - 8
Topic: Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: D
Liam has Asperger Syndrome, an autism spectrum disorder
that is characterized by significant difficulties in social
interaction. His parents have enrolled him in various
therapies to teach him communication skills such as making
eye contact and properly greeting others. According to your
textbook’s authors, are Liam’s parents wasting their time
and money?
a. Yes, because communication skills are biological.
b. No, because communication skills are cultural, not
biological.
c. Yes, because communication skills are
unrepeatable.
d. No, because communication skills are influenced by
nature and nurture.
1-1.6
Page Ref: 6
Topic: Defining
Interpersonal
Communication
Answer: B
Although Kimberly is not hungry when she drives to the
movie theatre, she is immediately starving when she smells
the popcorn in the lobby. To what component of
interpersonal communication is Kimberly responding?
a. context
b. channel
c. code
d. culture
1-1.7
Page Ref: 7
Topic: Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: B
Julia was a timid baby who grew into a shy teenager. Her
consistent communication style is probably attributed to
a. normal influences.
b. nature influences.
c. neural influences.
d. nurture influences.
1-1.8
Page Ref: 7
Topic: : Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: D
Alan’s parents are both attorneys who have included their
son in their professional lives since his birth. He is known as
a polite young man who greets others with a firm handshake
and direct eye contact. Alan’s communication behaviors are
probably attributed to
a. normal influences.
b. nature influences.
c. neural influences.
d. nurture influences.
94
1-1.5
Page Ref: 6 - 8
Topic: Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: D
Liam has Asperger Syndrome, an autism spectrum disorder
that is characterized by significant difficulties in social
interaction. His parents have enrolled him in various
therapies to teach him communication skills such as making
eye contact and properly greeting others. According to your
textbook’s authors, are Liam’s parents wasting their time
and money?
a. Yes, because communication skills are biological.
b. No, because communication skills are cultural, not
biological.
c. Yes, because communication skills are
unrepeatable.
d. No, because communication skills are influenced by
nature and nurture.
1-1.6
Page Ref: 6
Topic: Defining
Interpersonal
Communication
Answer: B
Although Kimberly is not hungry when she drives to the
movie theatre, she is immediately starving when she smells
the popcorn in the lobby. To what component of
interpersonal communication is Kimberly responding?
a. context
b. channel
c. code
d. culture
1-1.7
Page Ref: 7
Topic: Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: B
Julia was a timid baby who grew into a shy teenager. Her
consistent communication style is probably attributed to
a. normal influences.
b. nature influences.
c. neural influences.
d. nurture influences.
1-1.8
Page Ref: 7
Topic: : Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: D
Alan’s parents are both attorneys who have included their
son in their professional lives since his birth. He is known as
a polite young man who greets others with a firm handshake
and direct eye contact. Alan’s communication behaviors are
probably attributed to
a. normal influences.
b. nature influences.
c. neural influences.
d. nurture influences.
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Your Interpersonal Communication, First Edition
95
1-1.9
Page Ref: 8 - 9
Topic: Valuing
Interpersonal
Communication
Answer: B
Which of the following is NOT a value of interpersonal
communication?
a. It enhances the quality of your physical health.
b. It enhances the quality of your practical life.
c. It enhances the quality of your personal life.
d. It enhances the quality of your professional life.
1-1.10
Page Ref: 9
Topic: Valuing
Interpersonal
Communication
Answer: B
Lindsey has big plans for her life: graduate from college with
a degree in business, secure a junior executive position in a
Fortune 500 company, and work through the ranks to
executive status. According to a survey from the University
of Pittsburgh, for what main reason should Lindsey study
interpersonal communication?
a. Interpersonal communication skills will improve
her physical health, giving her the stamina to
complete her goals.
b. Interpersonal communication skills were cited as
the single most important decisive factor in
selecting new employees.
c. Interpersonal communication skills lead to
academic, social, and emotional health.
d. Interpersonal communication skills allow us to get
others to do things for us, so she’ll know how to
convince managers to hire her.
1-1.11
Page Ref: 10
Topic: Interpersonal
Communication Creates
Meaning on Content and
Relational Levels
Answer: C
Adding “LOL” or a smiley to a text-message is one way to
express the __________ level of your communication.
a. content
b. context
c. relational
d. relative
95
1-1.9
Page Ref: 8 - 9
Topic: Valuing
Interpersonal
Communication
Answer: B
Which of the following is NOT a value of interpersonal
communication?
a. It enhances the quality of your physical health.
b. It enhances the quality of your practical life.
c. It enhances the quality of your personal life.
d. It enhances the quality of your professional life.
1-1.10
Page Ref: 9
Topic: Valuing
Interpersonal
Communication
Answer: B
Lindsey has big plans for her life: graduate from college with
a degree in business, secure a junior executive position in a
Fortune 500 company, and work through the ranks to
executive status. According to a survey from the University
of Pittsburgh, for what main reason should Lindsey study
interpersonal communication?
a. Interpersonal communication skills will improve
her physical health, giving her the stamina to
complete her goals.
b. Interpersonal communication skills were cited as
the single most important decisive factor in
selecting new employees.
c. Interpersonal communication skills lead to
academic, social, and emotional health.
d. Interpersonal communication skills allow us to get
others to do things for us, so she’ll know how to
convince managers to hire her.
1-1.11
Page Ref: 10
Topic: Interpersonal
Communication Creates
Meaning on Content and
Relational Levels
Answer: C
Adding “LOL” or a smiley to a text-message is one way to
express the __________ level of your communication.
a. content
b. context
c. relational
d. relative
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Instructor’s Manual and Test Bank
96
1-1.12
Page Ref: 10
Topic: Interpersonal
Communication Creates
Meaning on Content and
Relational Levels
Answer: D
Jayne and William had their first relational conflict. William
has apologized more than once to Jayne, but her behavior
toward him is still cold. Finally, William blows up and says,
“I told you I was sorry! What more do you want?”, to which
Jayne replies, “It’s not what you said, it’s how you said it.”
How can their conflict be explained?
a. Jayne is focused on the source, whereas William is
focused on the receiver.
b. Jayne is focused on the context, whereas William is
focused on the content.
c. Jayne is focused on the problem, whereas William is
focused on the person.
d. Jayne is focused on the relational level, whereas
William is focused on the content level.
1-1.13
Page Ref: 10
Topic:
Interpersonal
Communication
Creates Meaning on Content
and Relational Levels
Answer: D
Emoticons, goose bumps, a sunburn, and a ring tone are all
examples of
a. contextual clues.
b. feedback.
c. channels.
d. nonverbal messages.
1-1.14
Page Ref: 10 - 11
Topic: Interpersonal
Communication Occurs on
an Impersonal-Intimate
Continuum
Answer: A
Your usual small talk to the cashier at your cafeteria is an
example of
a. impersonal communication.
b. interpersonal communication.
c. intimate communication.
d. impolite communication.
1-1.15
Page Ref: 11
Topic: Interpersonal
Communication Occurs on
an Impersonal-Intimate
Continuum
Answer: B
The communication you have with your best friend, spouse,
or relational partner is found at the __________ end of the
relationship continuum.
a. interpersonal
b. intimate
c. impersonal
d. impolite
96
1-1.12
Page Ref: 10
Topic: Interpersonal
Communication Creates
Meaning on Content and
Relational Levels
Answer: D
Jayne and William had their first relational conflict. William
has apologized more than once to Jayne, but her behavior
toward him is still cold. Finally, William blows up and says,
“I told you I was sorry! What more do you want?”, to which
Jayne replies, “It’s not what you said, it’s how you said it.”
How can their conflict be explained?
a. Jayne is focused on the source, whereas William is
focused on the receiver.
b. Jayne is focused on the context, whereas William is
focused on the content.
c. Jayne is focused on the problem, whereas William is
focused on the person.
d. Jayne is focused on the relational level, whereas
William is focused on the content level.
1-1.13
Page Ref: 10
Topic:
Interpersonal
Communication
Creates Meaning on Content
and Relational Levels
Answer: D
Emoticons, goose bumps, a sunburn, and a ring tone are all
examples of
a. contextual clues.
b. feedback.
c. channels.
d. nonverbal messages.
1-1.14
Page Ref: 10 - 11
Topic: Interpersonal
Communication Occurs on
an Impersonal-Intimate
Continuum
Answer: A
Your usual small talk to the cashier at your cafeteria is an
example of
a. impersonal communication.
b. interpersonal communication.
c. intimate communication.
d. impolite communication.
1-1.15
Page Ref: 11
Topic: Interpersonal
Communication Occurs on
an Impersonal-Intimate
Continuum
Answer: B
The communication you have with your best friend, spouse,
or relational partner is found at the __________ end of the
relationship continuum.
a. interpersonal
b. intimate
c. impersonal
d. impolite
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Your Interpersonal Communication, First Edition
97
1-1.16
Page Ref: 11
Topic: Interpersonal
Communication Occurs on
an Impersonal-Intimate
Continuum
Answer: A
Most of our relationships are found in the __________ of the
relationship continuum.
a. middle zone between impersonal and intimate
b. interpersonal zone
c. far right impersonal zone
d. far left intimate zone
1-1.17
Page Ref: 11
Topic: Interpersonal
Communication is
Irreversible and
Unrepeatable
Answer: C
The clearest interpretation of the idea that “communication
is unrepeatable” is
a. it can’t be taken back.
b. it leaves different impressions on all receivers.
c. it cannot be recreated, even if we try.
d. it’s impossible to communicate all the time.
1-1.18
Page Ref: 13
Topic: Understanding Your
Personality
Answer: B
Robin, a theatre major, is often sought out for his creative
ideas for class projects, Halloween costumes, and marketing
campaigns. Robin is likely to score high on what personality
trait?
a. agreeableness
b. openness
c. extraversion
d. neuroticism
1-1.19
Page Ref: 14
Topic: Understanding Your
Personality
Answer: D
Susan is known as a “party girl”—always the center of
attention and great at making friends with a wide variety of
people. Susan is likely to score high on what personality
trait?
a. agreeableness
b. conscientiousness
c. openness
d. extraversion
97
1-1.16
Page Ref: 11
Topic: Interpersonal
Communication Occurs on
an Impersonal-Intimate
Continuum
Answer: A
Most of our relationships are found in the __________ of the
relationship continuum.
a. middle zone between impersonal and intimate
b. interpersonal zone
c. far right impersonal zone
d. far left intimate zone
1-1.17
Page Ref: 11
Topic: Interpersonal
Communication is
Irreversible and
Unrepeatable
Answer: C
The clearest interpretation of the idea that “communication
is unrepeatable” is
a. it can’t be taken back.
b. it leaves different impressions on all receivers.
c. it cannot be recreated, even if we try.
d. it’s impossible to communicate all the time.
1-1.18
Page Ref: 13
Topic: Understanding Your
Personality
Answer: B
Robin, a theatre major, is often sought out for his creative
ideas for class projects, Halloween costumes, and marketing
campaigns. Robin is likely to score high on what personality
trait?
a. agreeableness
b. openness
c. extraversion
d. neuroticism
1-1.19
Page Ref: 14
Topic: Understanding Your
Personality
Answer: D
Susan is known as a “party girl”—always the center of
attention and great at making friends with a wide variety of
people. Susan is likely to score high on what personality
trait?
a. agreeableness
b. conscientiousness
c. openness
d. extraversion
Loading page 7...
Instructor’s Manual and Test Bank
98
1-1.20
Page Ref: 16
Topic: Ethics in
Interpersonal
Communication
Answer: A
When Seth was elected president of his fraternity, Corey, his
former best friend, felt uneasy. Corey recognized Seth’s
influential personality as attractive for this leadership role,
but he’d seen him abuse his authority before. In fact, Corey
would go so far as to call Seth’s “whatever it takes”
leadership style manipulative and unethical. Corey would
accurately describe Seth as a
a. high Mach.
b. high extravert.
c. low ethos.
d. low conscientious.
1-1.21
Page Ref: 17
Topic: Connecting
Personality,
Communication, and
Biology
Answer: A
The research of Beatty, McCroskey, and their colleagues has
produced convincing evidence that our communication
behavior is
a. largely influenced by genetics.
b. largely learned through our nurturing at home.
c. equally influenced by nature and nurture.
d. largely Machiavellian.
1-1.22
Page Ref: 17
Topic: Connecting
Personality,
Communication, and
Biology
Answer: D
Neurology, psychology, and communication are related in
that
a. communication is developed in the brain
(psychology) but not in our DNA (neurology).
b. communication is the means by which our
psychological states are known.
c. neurons are fired when we communicate for
specific needs.
d. personality is the result of specific brain structures
that are genetically inherited.
1-1.23
Page Ref: 19
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: D
According to Rebecca Rubin, a __________ is something that is
lacking in your relationships, and a __________ is a reason for
action.
a. dearth/motive
b. dearth/objective
c. need/objective
d. need/motive
98
1-1.20
Page Ref: 16
Topic: Ethics in
Interpersonal
Communication
Answer: A
When Seth was elected president of his fraternity, Corey, his
former best friend, felt uneasy. Corey recognized Seth’s
influential personality as attractive for this leadership role,
but he’d seen him abuse his authority before. In fact, Corey
would go so far as to call Seth’s “whatever it takes”
leadership style manipulative and unethical. Corey would
accurately describe Seth as a
a. high Mach.
b. high extravert.
c. low ethos.
d. low conscientious.
1-1.21
Page Ref: 17
Topic: Connecting
Personality,
Communication, and
Biology
Answer: A
The research of Beatty, McCroskey, and their colleagues has
produced convincing evidence that our communication
behavior is
a. largely influenced by genetics.
b. largely learned through our nurturing at home.
c. equally influenced by nature and nurture.
d. largely Machiavellian.
1-1.22
Page Ref: 17
Topic: Connecting
Personality,
Communication, and
Biology
Answer: D
Neurology, psychology, and communication are related in
that
a. communication is developed in the brain
(psychology) but not in our DNA (neurology).
b. communication is the means by which our
psychological states are known.
c. neurons are fired when we communicate for
specific needs.
d. personality is the result of specific brain structures
that are genetically inherited.
1-1.23
Page Ref: 19
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: D
According to Rebecca Rubin, a __________ is something that is
lacking in your relationships, and a __________ is a reason for
action.
a. dearth/motive
b. dearth/objective
c. need/objective
d. need/motive
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Your Interpersonal Communication, First Edition
99
1-1.24
Page Ref: 19
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: B
Whitney hates to be alone, so she always asks friends into
her dorm room to hang out. Clearly, she has a high __________
need to communicate.
a. affection
b. inclusion
c. pleasure
d. relaxation
1-1.25
Page Ref: 22
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: C
Dylan and Brittany are attracted to one another and are
taking a class in interpersonal communication together.
When they took Rubin et. al.’s Interpersonal Communication
Motives assessment and compared their results, they found
that they scored very closely in affection and inclusion, but
were at polar opposites in pleasure, escape, and control.
What prediction for their relational future can they make
from their results?
a. Their differences will eventually lead to
insurmountable conflict.
b. Their similarities will likely lead to boredom.
c. Although they may have some conflict, they may
find their differences complementary.
d. Although their relationship will be fun for awhile, it
will likely become tedious and conflict-prone.
1-1.26
Page Ref: 24 - 25
Topic: Gender and
Interpersonal
Communication
Answer: C
Melanie’s communication style is direct, to the point, and
goal-oriented. In terms of gender, one would call her
communication style
a. male.
b. female.
c. masculine.
d. feminine.
1-1.27
Page Ref: 24 - 25
Topic: Gender and
Interpersonal
Communication
Answer: D
Meagan has been elected group leader for a class project.
Morgan complains that Meagan takes too long to get to the
point, always making sure to consider everyone’s input
before making a decision. In terms of gender, one would call
Meagan’s communication style
a. male.
b. female.
c. masculine.
d. feminine.
99
1-1.24
Page Ref: 19
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: B
Whitney hates to be alone, so she always asks friends into
her dorm room to hang out. Clearly, she has a high __________
need to communicate.
a. affection
b. inclusion
c. pleasure
d. relaxation
1-1.25
Page Ref: 22
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: C
Dylan and Brittany are attracted to one another and are
taking a class in interpersonal communication together.
When they took Rubin et. al.’s Interpersonal Communication
Motives assessment and compared their results, they found
that they scored very closely in affection and inclusion, but
were at polar opposites in pleasure, escape, and control.
What prediction for their relational future can they make
from their results?
a. Their differences will eventually lead to
insurmountable conflict.
b. Their similarities will likely lead to boredom.
c. Although they may have some conflict, they may
find their differences complementary.
d. Although their relationship will be fun for awhile, it
will likely become tedious and conflict-prone.
1-1.26
Page Ref: 24 - 25
Topic: Gender and
Interpersonal
Communication
Answer: C
Melanie’s communication style is direct, to the point, and
goal-oriented. In terms of gender, one would call her
communication style
a. male.
b. female.
c. masculine.
d. feminine.
1-1.27
Page Ref: 24 - 25
Topic: Gender and
Interpersonal
Communication
Answer: D
Meagan has been elected group leader for a class project.
Morgan complains that Meagan takes too long to get to the
point, always making sure to consider everyone’s input
before making a decision. In terms of gender, one would call
Meagan’s communication style
a. male.
b. female.
c. masculine.
d. feminine.
Loading page 9...
Instructor’s Manual and Test Bank
100
1-1.28
Page Ref: 25
Topic: Culture and
Interpersonal
Communication
Answer: B
Many colleges and universities require new students to
complete an orientation course in which they are introduced
to college lingo, success strategies, dorm and Greek life, and
even the school song. These courses are essentially focusing
on
a. community.
b. culture.
c. cooperation.
d. caretaking.
1-1.29
Page Ref: 26
Topic: Technology and
Interpersonal
Communication
Answer: A
Nicole has had a great day: She had a strong interview for an
internship in the afternoon and is now on a dinner date with
Timothy, a guy she’s liked for a long time. She expects to
receive a call about the internship as early as this evening,
but she doesn’t want to appear distracted to Timothy. What
advice for using technology would be appropriate for Nicole?
a. excuse herself before taking the call
b. answer the call on the first ring and end the
conversation quickly
c. text message the internship director to check on the
status
d. lay the phone on the table where both she and
Timothy can see it
1-1.30
Page Ref: 26
Topic: Technology and
Interpersonal
Communication
Answer: C
Joe knows that his relationship with Lauren is over. He
doesn’t want to hurt her feelings, so he sends the following
text message: “U R a great girl and deserve better than me.
Let’s be friends, OK?” Has Joe communicated effectively?
a. No, because he has taken all the blame for the
break-up.
b. Yes, because he has allowed Lauren to save face.
c. No, because he shouldn’t use text messaging to
convey important information.
d. Yes, because text messaging is part of his and
Lauren’s culture.
100
1-1.28
Page Ref: 25
Topic: Culture and
Interpersonal
Communication
Answer: B
Many colleges and universities require new students to
complete an orientation course in which they are introduced
to college lingo, success strategies, dorm and Greek life, and
even the school song. These courses are essentially focusing
on
a. community.
b. culture.
c. cooperation.
d. caretaking.
1-1.29
Page Ref: 26
Topic: Technology and
Interpersonal
Communication
Answer: A
Nicole has had a great day: She had a strong interview for an
internship in the afternoon and is now on a dinner date with
Timothy, a guy she’s liked for a long time. She expects to
receive a call about the internship as early as this evening,
but she doesn’t want to appear distracted to Timothy. What
advice for using technology would be appropriate for Nicole?
a. excuse herself before taking the call
b. answer the call on the first ring and end the
conversation quickly
c. text message the internship director to check on the
status
d. lay the phone on the table where both she and
Timothy can see it
1-1.30
Page Ref: 26
Topic: Technology and
Interpersonal
Communication
Answer: C
Joe knows that his relationship with Lauren is over. He
doesn’t want to hurt her feelings, so he sends the following
text message: “U R a great girl and deserve better than me.
Let’s be friends, OK?” Has Joe communicated effectively?
a. No, because he has taken all the blame for the
break-up.
b. Yes, because he has allowed Lauren to save face.
c. No, because he shouldn’t use text messaging to
convey important information.
d. Yes, because text messaging is part of his and
Lauren’s culture.
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Your Interpersonal Communication, First Edition
101
1-2 True/False Questions
1-2.1
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: True
When you communicate with another person who is
physically present, the communication is transactional.
1-2.2
Page Ref: 7
Topic: Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: True
Although Nicholas is shy by nature, he can learn to
communicate effectively and confidently.
1-2.3
Page Ref: 8
Topic: Valuing
Interpersonal
Communication
Answer: False
Although interpersonal relationships enhance the quality of
our personal lives, they are NOT shown to have a positive
effect on our physical health.
1-2.4
Page Ref: 10
Topic: Interpersonal
Communication Creates
Meaning on Content and
Relational Levels
Answer: False
Maggie avoids eye contact with Ahmad after turning him
down for a date. Her behavior communicates the content
level of her message.
1-2.5
Page Ref: 11
Topic: Interpersonal
Communication is
Irreversible and
Unrepeatable
Answer: False
A jury is told to disregard a statement made in court. The
jury is likely to erase the statement from their minds.
101
1-2 True/False Questions
1-2.1
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: True
When you communicate with another person who is
physically present, the communication is transactional.
1-2.2
Page Ref: 7
Topic: Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: True
Although Nicholas is shy by nature, he can learn to
communicate effectively and confidently.
1-2.3
Page Ref: 8
Topic: Valuing
Interpersonal
Communication
Answer: False
Although interpersonal relationships enhance the quality of
our personal lives, they are NOT shown to have a positive
effect on our physical health.
1-2.4
Page Ref: 10
Topic: Interpersonal
Communication Creates
Meaning on Content and
Relational Levels
Answer: False
Maggie avoids eye contact with Ahmad after turning him
down for a date. Her behavior communicates the content
level of her message.
1-2.5
Page Ref: 11
Topic: Interpersonal
Communication is
Irreversible and
Unrepeatable
Answer: False
A jury is told to disregard a statement made in court. The
jury is likely to erase the statement from their minds.
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Instructor’s Manual and Test Bank
102
1-2.6
Page Ref: 12
Topic: Personality and
Interpersonal
Communication
Answer: True
Our communication is an expression of our personalities.
1-2.7
Page Ref: 13 -15
Topic: Understanding Your
Personality
Answer: False
McCrae and Costa’s Big Five personality model is a tool for
people to identify their single personality type from five
distinct choices.
1-2.8
Page Ref: 15 - 16
Topic: Understanding Your
Personality
Answer: True
Kendra, a perfectionist who monitors her weight daily,
stresses over her grades, and whose moods are
unpredictable, is likely to score high in neuroticism.
1-2.9
Page Ref: 18 - 22
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: False
In the most satisfying interpersonal relationships, couples
score very similarly on Rubin et. al.’s Interpersonal
Communication Motives assessment.
1-2.10
Page Ref: 26
Topic: Technology and
Interpersonal
Communication
Answer: False
Taylor’s social network status—On vacay with family. Home
in a week!—follows your textbook’s guidelines for
appropriate use of technology.
1-3 Completion (fill-in-the-blank) Questions
1-3.1
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: transactional
The __________ nature of communication suggests that you
cannot not communicate.
102
1-2.6
Page Ref: 12
Topic: Personality and
Interpersonal
Communication
Answer: True
Our communication is an expression of our personalities.
1-2.7
Page Ref: 13 -15
Topic: Understanding Your
Personality
Answer: False
McCrae and Costa’s Big Five personality model is a tool for
people to identify their single personality type from five
distinct choices.
1-2.8
Page Ref: 15 - 16
Topic: Understanding Your
Personality
Answer: True
Kendra, a perfectionist who monitors her weight daily,
stresses over her grades, and whose moods are
unpredictable, is likely to score high in neuroticism.
1-2.9
Page Ref: 18 - 22
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: False
In the most satisfying interpersonal relationships, couples
score very similarly on Rubin et. al.’s Interpersonal
Communication Motives assessment.
1-2.10
Page Ref: 26
Topic: Technology and
Interpersonal
Communication
Answer: False
Taylor’s social network status—On vacay with family. Home
in a week!—follows your textbook’s guidelines for
appropriate use of technology.
1-3 Completion (fill-in-the-blank) Questions
1-3.1
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Answer: transactional
The __________ nature of communication suggests that you
cannot not communicate.
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Your Interpersonal Communication, First Edition
103
1-3.2
Page Ref: 5
Topic: : Defining
Interpersonal
Communication
Answer: verbal
In the interpersonal communication model, __________
messages are the words that we use.
1-3.3
Page Ref: 6
Topic: : Defining
Interpersonal
Communication
Answer: noise
In the interpersonal communication model, a person clicking
a pen while taking a test in a quiet room is an example of
__________.
1-3.4
Page Ref: 6
Topic: : Defining
Interpersonal
Communication
Answer: feedback
Nodding your head as you listen to a speech is an example of
nonverbal __________.
1-3.5
Page Ref: 6
Topic: : Defining
Interpersonal
Communication
Answer: context
The environment which affects how people communicate is
called the __________.
1-3.6
Page Ref: 7
Topic: Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: personality
One of the unique qualities of this textbook is its focus on
how a person’s __________ affects his/her interpersonal
communication.
1-3.7
Page Ref: 8
Topic: Valuing
Interpersonal
Communication
Answer: physical
Data supports that people in committed relationships are
less likely to smoke or drink heavily than people who are
single, divorced, or widowed. This evidence supports the
claim that interpersonal communication enhances the
quality of your __________ health.
103
1-3.2
Page Ref: 5
Topic: : Defining
Interpersonal
Communication
Answer: verbal
In the interpersonal communication model, __________
messages are the words that we use.
1-3.3
Page Ref: 6
Topic: : Defining
Interpersonal
Communication
Answer: noise
In the interpersonal communication model, a person clicking
a pen while taking a test in a quiet room is an example of
__________.
1-3.4
Page Ref: 6
Topic: : Defining
Interpersonal
Communication
Answer: feedback
Nodding your head as you listen to a speech is an example of
nonverbal __________.
1-3.5
Page Ref: 6
Topic: : Defining
Interpersonal
Communication
Answer: context
The environment which affects how people communicate is
called the __________.
1-3.6
Page Ref: 7
Topic: Identifying
Nature/Nurture
Intersections of
Interpersonal
Communication
Answer: personality
One of the unique qualities of this textbook is its focus on
how a person’s __________ affects his/her interpersonal
communication.
1-3.7
Page Ref: 8
Topic: Valuing
Interpersonal
Communication
Answer: physical
Data supports that people in committed relationships are
less likely to smoke or drink heavily than people who are
single, divorced, or widowed. This evidence supports the
claim that interpersonal communication enhances the
quality of your __________ health.
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Instructor’s Manual and Test Bank
104
1-3.8
Page Ref: 8 - 9
Topic: Valuing
Interpersonal
Communication
Answer: professional
Interpersonal communication skills enhance the quality of
your physical health, personal life, and your __________ life.
1-3.9
Page Ref: 12
Topic: Personality and
Interpersonal
Communication
Answer: Personality
__________ is the total psychological nature of an individual—a
profile that reflects experiences, motivations, attitudes,
beliefs, values, and behaviors.
1-3.10
Page Ref: 14
Topic: Understanding Your
Personality
Answer: conscientiousness
Paige’s desk is neat, her papers and notebooks are organized,
and she makes a “to-do” list for each day. Paige’s personality
is high __________.
1-3.11
Page Ref: 14
Topic: Understanding Your
Personality
Answer: agreeableness
Jaymar is popular because she seems to be interested in
others, sympathizes with their feelings, and has a sensitive
soul. Jaymar’s personality is high in __________.
1-3.12
Page Ref: 19
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: escape
Ashley is stressed because she has a ton of reading to do for
her psychology class. To avoid her responsibility, she calls
Anunn and asks if he wants to hang out in the student center
for a while. Ashley is using Anunn to meet her interpersonal
communication motive of __________.
1-3.13
Page Ref: 24
Topic: Gender and
Interpersonal
Communication
Answer: sex
Dakota and David are twins—both born with XY
chromosomes. These biological characteristics that make
them male are referred to as their __________.
104
1-3.8
Page Ref: 8 - 9
Topic: Valuing
Interpersonal
Communication
Answer: professional
Interpersonal communication skills enhance the quality of
your physical health, personal life, and your __________ life.
1-3.9
Page Ref: 12
Topic: Personality and
Interpersonal
Communication
Answer: Personality
__________ is the total psychological nature of an individual—a
profile that reflects experiences, motivations, attitudes,
beliefs, values, and behaviors.
1-3.10
Page Ref: 14
Topic: Understanding Your
Personality
Answer: conscientiousness
Paige’s desk is neat, her papers and notebooks are organized,
and she makes a “to-do” list for each day. Paige’s personality
is high __________.
1-3.11
Page Ref: 14
Topic: Understanding Your
Personality
Answer: agreeableness
Jaymar is popular because she seems to be interested in
others, sympathizes with their feelings, and has a sensitive
soul. Jaymar’s personality is high in __________.
1-3.12
Page Ref: 19
Topic: Assessing Your
Interpersonal
Communication Motives
Answer: escape
Ashley is stressed because she has a ton of reading to do for
her psychology class. To avoid her responsibility, she calls
Anunn and asks if he wants to hang out in the student center
for a while. Ashley is using Anunn to meet her interpersonal
communication motive of __________.
1-3.13
Page Ref: 24
Topic: Gender and
Interpersonal
Communication
Answer: sex
Dakota and David are twins—both born with XY
chromosomes. These biological characteristics that make
them male are referred to as their __________.
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Your Interpersonal Communication, First Edition
105
1-3.14
Page Ref: 25
Topic: Culture and
Interpersonal
Communication
Answer: co-cultural
Blaine and Janna graduated from the same high school,
attend the same church, and are both 19 years old. These
similarities place them in the same __________ group.
1-3.15
Page Ref: 25
Topic: Culture and
Interpersonal
Communication
Answer: intercultural
Jessica was homeschooled and is now attending a public
university. Suddenly she is meeting people of different faiths,
sexual orientations, ethnicities, and nationalities. Jessica is
clearly experiencing __________communication.
1-4 Essay Questions
1-4.1
Page Ref: 4 - 6
Topic: Opening
paragraph/Defining
Interpersonal
Communication
Explain how “Message Sent = Message Received” is NOT
always a true equation.
Answer: Using communication to create understanding is complex, and sometimes the
messages we send are not the messages others receive. The interpersonal communication
model portrayed on page 6 shows that the source encodes the message verbally and/or
nonverbally, and the receiver decodes or interprets that message. The interpretation can be
distorted by physical and/or psychological noise.
105
1-3.14
Page Ref: 25
Topic: Culture and
Interpersonal
Communication
Answer: co-cultural
Blaine and Janna graduated from the same high school,
attend the same church, and are both 19 years old. These
similarities place them in the same __________ group.
1-3.15
Page Ref: 25
Topic: Culture and
Interpersonal
Communication
Answer: intercultural
Jessica was homeschooled and is now attending a public
university. Suddenly she is meeting people of different faiths,
sexual orientations, ethnicities, and nationalities. Jessica is
clearly experiencing __________communication.
1-4 Essay Questions
1-4.1
Page Ref: 4 - 6
Topic: Opening
paragraph/Defining
Interpersonal
Communication
Explain how “Message Sent = Message Received” is NOT
always a true equation.
Answer: Using communication to create understanding is complex, and sometimes the
messages we send are not the messages others receive. The interpersonal communication
model portrayed on page 6 shows that the source encodes the message verbally and/or
nonverbally, and the receiver decodes or interprets that message. The interpretation can be
distorted by physical and/or psychological noise.
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Instructor’s Manual and Test Bank
106
1-4.2
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Apply the transactional nature of interpersonal
communication to a real or hypothetical situation. Show how
the other person contributed to the transaction, and how
his/her contributions affected the outcome of the
communication.
Answer: The answer should clearly define the players in the transaction (two people), and
should show how they “use verbal and nonverbal messages to create understanding and
influence each other to manage the relationship.” The best answers should show how the
messages depend on each other, i.e., how each person influences the communication of the
other. Example: I regularly shop at Target. There are two clerks—Linda and Marie—who
affect me completely differently when I get in their lines. Linda always smiles, greets me
familiarly, asks how I’m doing, engages in a bit of small talk with me, efficiently rings up my
sale, and sends me off with, “Thanks for coming in. Take care!” or something similar. I
always leave the store with a smile on my face. Marie, on the other hand, has an opposite
effect on me. Although she smiles, she looks past me, almost always is in conversation with
someone else when she rings up my purchase—and then forgets to cash in my coupons—
and half the time doesn’t even thank me for my business. I always try to avoid her and leave
in disgust. It’s gotten to the point where I’m not any friendlier to her than she is to me.
1-4.3
Page Ref: 5 - 6
Topic: Defining
Interpersonal
Communication
Define the seven elements of the interpersonal
communication model.
Answer: 1. Source: the person who encodes the message, in verbal or nonverbal form.
2. Receiver: the person listening to the message and decoding it.
3. Messages: what we communicate with others, either verbally (language) or nonverbally
(non-language based messages).
4. Channel: the pathway that messages travel, which usually include our senses
(visual/sight, auditory/hearing, tactile/touch, and olfactory/smell).
5. Noise: anything that distorts or interferes with the communication process, whether
physical (external sounds) or psychological (internal distractions).
6. Feedback: verbal and nonverbal responses to another person’s messages.
7. Context: the physical (place), historical (time), and psychological (mood)
communication environment.
106
1-4.2
Page Ref: 5
Topic: Defining
Interpersonal
Communication
Apply the transactional nature of interpersonal
communication to a real or hypothetical situation. Show how
the other person contributed to the transaction, and how
his/her contributions affected the outcome of the
communication.
Answer: The answer should clearly define the players in the transaction (two people), and
should show how they “use verbal and nonverbal messages to create understanding and
influence each other to manage the relationship.” The best answers should show how the
messages depend on each other, i.e., how each person influences the communication of the
other. Example: I regularly shop at Target. There are two clerks—Linda and Marie—who
affect me completely differently when I get in their lines. Linda always smiles, greets me
familiarly, asks how I’m doing, engages in a bit of small talk with me, efficiently rings up my
sale, and sends me off with, “Thanks for coming in. Take care!” or something similar. I
always leave the store with a smile on my face. Marie, on the other hand, has an opposite
effect on me. Although she smiles, she looks past me, almost always is in conversation with
someone else when she rings up my purchase—and then forgets to cash in my coupons—
and half the time doesn’t even thank me for my business. I always try to avoid her and leave
in disgust. It’s gotten to the point where I’m not any friendlier to her than she is to me.
1-4.3
Page Ref: 5 - 6
Topic: Defining
Interpersonal
Communication
Define the seven elements of the interpersonal
communication model.
Answer: 1. Source: the person who encodes the message, in verbal or nonverbal form.
2. Receiver: the person listening to the message and decoding it.
3. Messages: what we communicate with others, either verbally (language) or nonverbally
(non-language based messages).
4. Channel: the pathway that messages travel, which usually include our senses
(visual/sight, auditory/hearing, tactile/touch, and olfactory/smell).
5. Noise: anything that distorts or interferes with the communication process, whether
physical (external sounds) or psychological (internal distractions).
6. Feedback: verbal and nonverbal responses to another person’s messages.
7. Context: the physical (place), historical (time), and psychological (mood)
communication environment.
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Your Interpersonal Communication, First Edition
107
1-4.4
Page Ref: 5 - 6
Topic: Defining
Interpersonal
Communication
Recall your first day in this class. Using the interpersonal
communication model, apply the communication that
occurred in that class to the seven elements. You may
answer in graphic form (draw a model) or in paragraph
form.
Answer: Answers will vary, but should include all seven elements (source/encoder,
receiver/decoder, messages, channel, noise, feedback, and context.)
Example: I was nervous (psychological noise) when I walked into the classroom (physical
context), so I tried quickly to find a seat and settle in. Soon you (source) passed out the
syllabus and began talking about it. I remember you said that the syllabus was our
“contract” (you encoded the message with that word), and I (the receiver) decoded that to
mean that we would sign it and turn it back to you, so I immediately flipped through the
pages to see where we were supposed to sign. You must have noticed this (feedback, and
maybe noise) because you asked if there were any questions about what that meant. There
were several people who did ask questions (messages), which you answered—and then
you asked if you answered the questions clearly. I wonder now if you were noticing
confused faces (feedback).
1-4.5
Page Ref: 10
Topic: Interpersonal
Communication Creates
Meaning on Content and
Relational Levels
Give an example of the difference between the content and
relational levels of interpersonal communication, using
dialogue to show your understanding. (Label the content
messages and the relational messages in your answer.)
Answer: Answers will vary, but must show understanding of the content level as what the
message is about, and the relational level as how the message is said.
Example:
Girlfriend: Oh, I hate my haircut!
Boyfriend: I think it looks good.
Girlfriend: What do you mean, “It looks good.”
Boyfriend: I mean it looks good.
Girlfriend: So you hate it.
Boyfriend: I said it looks GOOD.
Girlfriend: I can tell you hate it.
Boyfriend: What are you talking about?! I SAID IT LOOKS GOOD!
Girlfriend: But you’re looking at me with that “I hate it” look.
Boyfriend: Fine. Don’t listen to a word I say.
In this dialogue Girlfriend doesn’t accept Boyfriend’s content level of the message “I think it
looks good,” but focuses on the nonverbal relational level (his facial expression). Boyfriend
becomes frustrated that she doesn’t accept his content level (“Don’t listen to a word I say.”)
107
1-4.4
Page Ref: 5 - 6
Topic: Defining
Interpersonal
Communication
Recall your first day in this class. Using the interpersonal
communication model, apply the communication that
occurred in that class to the seven elements. You may
answer in graphic form (draw a model) or in paragraph
form.
Answer: Answers will vary, but should include all seven elements (source/encoder,
receiver/decoder, messages, channel, noise, feedback, and context.)
Example: I was nervous (psychological noise) when I walked into the classroom (physical
context), so I tried quickly to find a seat and settle in. Soon you (source) passed out the
syllabus and began talking about it. I remember you said that the syllabus was our
“contract” (you encoded the message with that word), and I (the receiver) decoded that to
mean that we would sign it and turn it back to you, so I immediately flipped through the
pages to see where we were supposed to sign. You must have noticed this (feedback, and
maybe noise) because you asked if there were any questions about what that meant. There
were several people who did ask questions (messages), which you answered—and then
you asked if you answered the questions clearly. I wonder now if you were noticing
confused faces (feedback).
1-4.5
Page Ref: 10
Topic: Interpersonal
Communication Creates
Meaning on Content and
Relational Levels
Give an example of the difference between the content and
relational levels of interpersonal communication, using
dialogue to show your understanding. (Label the content
messages and the relational messages in your answer.)
Answer: Answers will vary, but must show understanding of the content level as what the
message is about, and the relational level as how the message is said.
Example:
Girlfriend: Oh, I hate my haircut!
Boyfriend: I think it looks good.
Girlfriend: What do you mean, “It looks good.”
Boyfriend: I mean it looks good.
Girlfriend: So you hate it.
Boyfriend: I said it looks GOOD.
Girlfriend: I can tell you hate it.
Boyfriend: What are you talking about?! I SAID IT LOOKS GOOD!
Girlfriend: But you’re looking at me with that “I hate it” look.
Boyfriend: Fine. Don’t listen to a word I say.
In this dialogue Girlfriend doesn’t accept Boyfriend’s content level of the message “I think it
looks good,” but focuses on the nonverbal relational level (his facial expression). Boyfriend
becomes frustrated that she doesn’t accept his content level (“Don’t listen to a word I say.”)
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Instructor’s Manual and Test Bank
108
108
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Your Interpersonal Communication, First Edition
109
Chapter 2 Test Bank
2-1 Multiple Choice Questions
2-1.1
Page Ref: 32
Topic: Understanding the
Self
Answer: B
The sum total of a person’s knowledge and understanding of
his or her self is termed
a. self-esteem.
b. self-concept.
c. self-image.
d. self-monitoring.
2-1.2
Page Ref: 32
Topic: Understanding the
Self
Answer: A
Psychologist Morris Rosenberg describes this as a feeling of
self-worth and fundamental respect for oneself.
a. self-esteem
b. self-concept
c. self-image
d. self-monitoring
2-1.3
Page Ref: 33
Topic: Self-Concept
Answer: D
Mary uses __________ when she considers herself smart after
she scores the highest grade on her class’s chemistry exam.
a. reflected appraisal
b. self-monitoring
c. peer group influence
d. social comparison
2-1.4
Page Ref: 33
Topic: Self-Concept
Answer: C
Justin never thought of himself as a talented public speaker
until his college classmates and teacher chose his speeches
as the strongest in the class. Justin’s new assessment of his
abilities is a result of
a. social comparison.
b. social construction.
c. reflected appraisal.
d. peer appraisal.
2-1.5
Page Ref: 33 - 34
Topic: Self-Concept
Answer: C
Which of the following is NOT a characteristic of self-
concept?
a. Self-concept is learned.
b. Self-concept is multifaceted.
c. Self-concept is genetically based.
d. Self-concept is socially constructed.
109
Chapter 2 Test Bank
2-1 Multiple Choice Questions
2-1.1
Page Ref: 32
Topic: Understanding the
Self
Answer: B
The sum total of a person’s knowledge and understanding of
his or her self is termed
a. self-esteem.
b. self-concept.
c. self-image.
d. self-monitoring.
2-1.2
Page Ref: 32
Topic: Understanding the
Self
Answer: A
Psychologist Morris Rosenberg describes this as a feeling of
self-worth and fundamental respect for oneself.
a. self-esteem
b. self-concept
c. self-image
d. self-monitoring
2-1.3
Page Ref: 33
Topic: Self-Concept
Answer: D
Mary uses __________ when she considers herself smart after
she scores the highest grade on her class’s chemistry exam.
a. reflected appraisal
b. self-monitoring
c. peer group influence
d. social comparison
2-1.4
Page Ref: 33
Topic: Self-Concept
Answer: C
Justin never thought of himself as a talented public speaker
until his college classmates and teacher chose his speeches
as the strongest in the class. Justin’s new assessment of his
abilities is a result of
a. social comparison.
b. social construction.
c. reflected appraisal.
d. peer appraisal.
2-1.5
Page Ref: 33 - 34
Topic: Self-Concept
Answer: C
Which of the following is NOT a characteristic of self-
concept?
a. Self-concept is learned.
b. Self-concept is multifaceted.
c. Self-concept is genetically based.
d. Self-concept is socially constructed.
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Instructor’s Manual and Test Bank
110
2-1.6
Page Ref: 35
Topic: Self-Esteem
Answer: D
Billie’s disgust at his skinny legs is a reflection of his
a. cognitive self-esteem.
b. personal self-esteem.
c. social self-esteem.
d. physical self-esteem.
2-1.7
Page Ref: 35
Topic: Self-Esteem
Answer: B
Which of the following statements is a TRUE depiction of the
influence of nature and nurture on one’s self-esteem?
a. Researchers have found that almost 26 percent of
self-esteem is based on nature, whereas 74 percent
is based on nurture.
b. Researchers have found that almost 52 percent of
self-esteem is based on nature, whereas 48 percent
is based on nurture.
c. Researchers have found that almost 80 percent of
self-esteem is based on nature, whereas 20 percent
is based on nurture.
d. Researchers have found that almost 48 percent of
self-esteem is based on nature, whereas 52 percent
is based on nurture.
2-1.8
Page Ref: 36 - 37
Topic: Self-concept and
Self-esteem Affect Your
Communication
Answer: B
Amanda enrolls in an anthropology class with Brandon.
Whereas Amanda anticipates that the subject matter will be
interesting, Brandon expects that it will be stupid and totally
worthless for his major. When they’re asked what they
learned at the end of the term, Amanda goes into great detail
about the ancient cultures and civilizations she encountered
in her studies, while Brandon says, “Not much.” Sociologist
Robert Merton would attribute their differing experiences to
a. social self-esteem.
b. self-fulfilling prophecy.
c. self-monitoring.
d. reflected appraisal.
2-1.9
Page Ref: 37
Topic: Self-concept and
Self-esteem Affect Your
Communication
Answer: C
When parents and teachers affect self-esteem by setting
standards for their children and students, they are
establishing
a. self-expectations.
b. peer influences.
c. other-expectations.
d. supportive relationships.
110
2-1.6
Page Ref: 35
Topic: Self-Esteem
Answer: D
Billie’s disgust at his skinny legs is a reflection of his
a. cognitive self-esteem.
b. personal self-esteem.
c. social self-esteem.
d. physical self-esteem.
2-1.7
Page Ref: 35
Topic: Self-Esteem
Answer: B
Which of the following statements is a TRUE depiction of the
influence of nature and nurture on one’s self-esteem?
a. Researchers have found that almost 26 percent of
self-esteem is based on nature, whereas 74 percent
is based on nurture.
b. Researchers have found that almost 52 percent of
self-esteem is based on nature, whereas 48 percent
is based on nurture.
c. Researchers have found that almost 80 percent of
self-esteem is based on nature, whereas 20 percent
is based on nurture.
d. Researchers have found that almost 48 percent of
self-esteem is based on nature, whereas 52 percent
is based on nurture.
2-1.8
Page Ref: 36 - 37
Topic: Self-concept and
Self-esteem Affect Your
Communication
Answer: B
Amanda enrolls in an anthropology class with Brandon.
Whereas Amanda anticipates that the subject matter will be
interesting, Brandon expects that it will be stupid and totally
worthless for his major. When they’re asked what they
learned at the end of the term, Amanda goes into great detail
about the ancient cultures and civilizations she encountered
in her studies, while Brandon says, “Not much.” Sociologist
Robert Merton would attribute their differing experiences to
a. social self-esteem.
b. self-fulfilling prophecy.
c. self-monitoring.
d. reflected appraisal.
2-1.9
Page Ref: 37
Topic: Self-concept and
Self-esteem Affect Your
Communication
Answer: C
When parents and teachers affect self-esteem by setting
standards for their children and students, they are
establishing
a. self-expectations.
b. peer influences.
c. other-expectations.
d. supportive relationships.
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Your Interpersonal Communication, First Edition
111
2-1.10
Page Ref: 37 - 38
Topic: Self-concept and
Self-esteem Affect Your
Communication
Answer: A
Holly and Joe work together at the local movie theater. Holly
thinks Joe’s quirks and shyness are endearing and loves to
work beside him. How is Joe, who has low self-esteem, likely
to interpret Holly’s friendliness?
a. “She’s just being nice because she feels sorry for
me.”
b. “Someone finally appreciates me for who I am.”
c. “She’s OK, but I could do better.”
d. He wouldn’t even notice Holly.
2-1.11
Page Ref: 39
Topic: Enhancing your Self-
esteem and Self-concept
Answer: C
Leo knows that his low self-esteem has negatively affected
his life. He is now determined to enhance his self-esteem
through by learning to play the guitar. This is an example of
using the strategy of
a. developing Plan B.
b. developing hidden talents.
c. developing new competencies.
d. developing rational beliefs.
2-1.12
Page Ref: 39
Topic: Enhancing Your Self-
Concept and Self-esteem
Answer: A
Cameron was a high school star: top athlete, top scholar,
popular with classmates and teachers alike. Since coming to
college, however, he has struggled with his self-esteem. He
isn’t on a sports team, is as anonymous as most of the other
freshmen, and finds his classes much harder than his high
school curriculum. Cameron’s parents advise him to stop
putting so much pressure on himself to be perfect and to
give himself time to adjust to the realities of college. Their
advice follows the strategy of
a. developing realistic expectations.
b. developing new competencies.
c. developing rational beliefs.
d. developing Plan B.
2-1.13
Page Ref: 40 - 41
Topic: Enhancing your Self-
esteem and Self-concept
Answer: D
The process of replacing debilitating irrational beliefs with
empowering rational beliefs is called
a. identity management.
b. emotive therapy.
c. self-reflection.
d. cognitive restructuring.
111
2-1.10
Page Ref: 37 - 38
Topic: Self-concept and
Self-esteem Affect Your
Communication
Answer: A
Holly and Joe work together at the local movie theater. Holly
thinks Joe’s quirks and shyness are endearing and loves to
work beside him. How is Joe, who has low self-esteem, likely
to interpret Holly’s friendliness?
a. “She’s just being nice because she feels sorry for
me.”
b. “Someone finally appreciates me for who I am.”
c. “She’s OK, but I could do better.”
d. He wouldn’t even notice Holly.
2-1.11
Page Ref: 39
Topic: Enhancing your Self-
esteem and Self-concept
Answer: C
Leo knows that his low self-esteem has negatively affected
his life. He is now determined to enhance his self-esteem
through by learning to play the guitar. This is an example of
using the strategy of
a. developing Plan B.
b. developing hidden talents.
c. developing new competencies.
d. developing rational beliefs.
2-1.12
Page Ref: 39
Topic: Enhancing Your Self-
Concept and Self-esteem
Answer: A
Cameron was a high school star: top athlete, top scholar,
popular with classmates and teachers alike. Since coming to
college, however, he has struggled with his self-esteem. He
isn’t on a sports team, is as anonymous as most of the other
freshmen, and finds his classes much harder than his high
school curriculum. Cameron’s parents advise him to stop
putting so much pressure on himself to be perfect and to
give himself time to adjust to the realities of college. Their
advice follows the strategy of
a. developing realistic expectations.
b. developing new competencies.
c. developing rational beliefs.
d. developing Plan B.
2-1.13
Page Ref: 40 - 41
Topic: Enhancing your Self-
esteem and Self-concept
Answer: D
The process of replacing debilitating irrational beliefs with
empowering rational beliefs is called
a. identity management.
b. emotive therapy.
c. self-reflection.
d. cognitive restructuring.
Loading page 21...
Instructor’s Manual and Test Bank
112
2-1.14
Page Ref: 42
Topic: Understanding
Communication Traits
Answer: A
Samantha is talkative, while Annmarie is quiet. These are
examples of their
a. communication traits.
b. communication setbacks.
c. personality types.
d. intercultural rules.
2-1.15
Page Ref: 44
Topic: Communication
Apprehension
Answer: C
Research suggests that __________ Americans experience an
abnormally high level of communication apprehension.
a. 80 percent
b. 5 percent
c. 20 percent
d. 50 percent
2-1.16
Page Ref: 44
Topic: Nature/Nurture
Intersections
Answer: B
The research of Dr. Carl Schwartz of Harvard Medical School
found that
a. women are shyer overall than men.
b. a part of shyness is related to brain activity.
c. increased physical exercise leads to a decrease in
shyness.
d. no link exists between communication
apprehension and brain activity.
2-1.17
Page Ref: 44 - 45
Topic: Communication
Apprehension
Answer: D
Joshua tends to make excuses for not attending parties. He
has also been told that he is frustrating to converse with
because he tends to dominate conversations. Joshua is likely
to
a. experience conflicting levels of communication
apprehension.
b. experience moderate levels of communication
apprehension.
c. experience low levels of communication
apprehension.
d. experience high levels of communication
apprehension.
2-1.18
Page Ref: 45
Topic: What Can I Do Now?
Answer: C
Which of the following is NOT suggested as a treatment for
high communication apprehension?
a. medication
b. taking an interpersonal communication class
c. jumping into anxiety-provoking situations
d. visualization
112
2-1.14
Page Ref: 42
Topic: Understanding
Communication Traits
Answer: A
Samantha is talkative, while Annmarie is quiet. These are
examples of their
a. communication traits.
b. communication setbacks.
c. personality types.
d. intercultural rules.
2-1.15
Page Ref: 44
Topic: Communication
Apprehension
Answer: C
Research suggests that __________ Americans experience an
abnormally high level of communication apprehension.
a. 80 percent
b. 5 percent
c. 20 percent
d. 50 percent
2-1.16
Page Ref: 44
Topic: Nature/Nurture
Intersections
Answer: B
The research of Dr. Carl Schwartz of Harvard Medical School
found that
a. women are shyer overall than men.
b. a part of shyness is related to brain activity.
c. increased physical exercise leads to a decrease in
shyness.
d. no link exists between communication
apprehension and brain activity.
2-1.17
Page Ref: 44 - 45
Topic: Communication
Apprehension
Answer: D
Joshua tends to make excuses for not attending parties. He
has also been told that he is frustrating to converse with
because he tends to dominate conversations. Joshua is likely
to
a. experience conflicting levels of communication
apprehension.
b. experience moderate levels of communication
apprehension.
c. experience low levels of communication
apprehension.
d. experience high levels of communication
apprehension.
2-1.18
Page Ref: 45
Topic: What Can I Do Now?
Answer: C
Which of the following is NOT suggested as a treatment for
high communication apprehension?
a. medication
b. taking an interpersonal communication class
c. jumping into anxiety-provoking situations
d. visualization
Loading page 22...
Your Interpersonal Communication, First Edition
113
2-1.19
Page Ref: 46
Topic: Socio-
communicative Orientation
Answer: B
McCroskey and Richmond’s Socio-Communicative
Orientation Assessment measures one’s social signature
according to which two communication factors?
a. aggressiveness/dominance
b. assertiveness/responsiveness
c. assertiveness/aggression
d. aggression/responsiveness
2-1.20
Page Ref: 48 – 49
Topic: Socio-
communicative Orientation
Answer: C
The four social styles are
a. aggressive, amiable, driver, responsive.
b. analytical, compassionate, driver, responsive.
c. amiable, analytical, driver, expressive.
d. authentic, compassionate, expressive, sensual.
2-1.21
Page Ref: 48
Topic: Socio-
communicative Orientation
Answer: B
Leslea is a very supportive and respectful young woman who
can always be counted on to lend an ear to a friend who
needs relationship help. Leslea’s social style is
a. aggressive.
b. amiable.
c. driver.
d. giver.
2-1.22
Page Ref: 48
Topic: Socio-
communicative Orientation
Answer: B
Demetre is a future engineer who is quiet, serious, and
usually withdrawn in interpersonal relationships. His
professors admire his persistence in his technical courses
and call him “industrious.” Demetre’s social style is
a. amiable.
b. analytical.
c. driver.
d. expressive.
2-1.23
Page Ref: 49
Topic: Socio-
communicative Orientation
Answer: C
While Jamie’s parents describe her as “strong-willed” and
“decisive,” she can be perceived by others as pushy, severe,
and controlling. Jamie’s social style is
a. analytical.
b. compassionate.
c. driver.
d. expressive.
113
2-1.19
Page Ref: 46
Topic: Socio-
communicative Orientation
Answer: B
McCroskey and Richmond’s Socio-Communicative
Orientation Assessment measures one’s social signature
according to which two communication factors?
a. aggressiveness/dominance
b. assertiveness/responsiveness
c. assertiveness/aggression
d. aggression/responsiveness
2-1.20
Page Ref: 48 – 49
Topic: Socio-
communicative Orientation
Answer: C
The four social styles are
a. aggressive, amiable, driver, responsive.
b. analytical, compassionate, driver, responsive.
c. amiable, analytical, driver, expressive.
d. authentic, compassionate, expressive, sensual.
2-1.21
Page Ref: 48
Topic: Socio-
communicative Orientation
Answer: B
Leslea is a very supportive and respectful young woman who
can always be counted on to lend an ear to a friend who
needs relationship help. Leslea’s social style is
a. aggressive.
b. amiable.
c. driver.
d. giver.
2-1.22
Page Ref: 48
Topic: Socio-
communicative Orientation
Answer: B
Demetre is a future engineer who is quiet, serious, and
usually withdrawn in interpersonal relationships. His
professors admire his persistence in his technical courses
and call him “industrious.” Demetre’s social style is
a. amiable.
b. analytical.
c. driver.
d. expressive.
2-1.23
Page Ref: 49
Topic: Socio-
communicative Orientation
Answer: C
While Jamie’s parents describe her as “strong-willed” and
“decisive,” she can be perceived by others as pushy, severe,
and controlling. Jamie’s social style is
a. analytical.
b. compassionate.
c. driver.
d. expressive.
Loading page 23...
Instructor’s Manual and Test Bank
114
2-1.24
Page Ref: 49
Topic: Socio-
communicative Orientation
Answer: C
Brenna has asked Professor Radcliffe to recommend her for
an internship at MTV. Professor Radcliffe’s letter includes
this sentence: “Brenna is ambitious, enthusiastic,
stimulating, and friendly.” Brenna’s social style is
a. authentic.
b. compassionate.
c. expressive.
d. sensual.
2-1.25
Page Ref: 51
Topic: Managing Your
Identity
Answer: A
Devon is setting up her Facebook profile. She knows that
family members, teachers, and potential employers may
wish to access her page, so she takes care to choose a profile
picture which is conservative, but attractive, and describes
herself in mostly generic terms. Devon is participating in
a. identity management.
b. self-management.
c. identity control.
d. social self-control.
2-1.26
Page Ref: 52 - 53
Topic: Identity Management
Influences
Answer: D
Psychologist Marc Snyder refers to this type of person as
“one who, out of concern for social appropriateness, is
particularly sensitive to the expression and self-presentation
of others in social situations;” this person then uses those
clues to guide his or her own self-presentation.
a. self-sensitive
b. self-aware
c. self-conscious
d. self-monitor
2-1.27
Page Ref: 53
Topic: Identity Management
Influences
Answer: B
At Raisah’s graduation party, she made sure to mingle with
all of her guests to help them feel comfortable and
appreciated. Raisah is a
a. high self-conscious.
b. high self-monitor.
c. low self-conscious.
d. low self-monitor.
2-1.28
Page Ref: 53
Topic: Identity Management
Influences
Answer: D
Those who pay more attention to their own moods than
others’ in a social situation are
a. high self-awares.
b. high self-monitors.
c. low self-awares.
d. low self-monitors.
114
2-1.24
Page Ref: 49
Topic: Socio-
communicative Orientation
Answer: C
Brenna has asked Professor Radcliffe to recommend her for
an internship at MTV. Professor Radcliffe’s letter includes
this sentence: “Brenna is ambitious, enthusiastic,
stimulating, and friendly.” Brenna’s social style is
a. authentic.
b. compassionate.
c. expressive.
d. sensual.
2-1.25
Page Ref: 51
Topic: Managing Your
Identity
Answer: A
Devon is setting up her Facebook profile. She knows that
family members, teachers, and potential employers may
wish to access her page, so she takes care to choose a profile
picture which is conservative, but attractive, and describes
herself in mostly generic terms. Devon is participating in
a. identity management.
b. self-management.
c. identity control.
d. social self-control.
2-1.26
Page Ref: 52 - 53
Topic: Identity Management
Influences
Answer: D
Psychologist Marc Snyder refers to this type of person as
“one who, out of concern for social appropriateness, is
particularly sensitive to the expression and self-presentation
of others in social situations;” this person then uses those
clues to guide his or her own self-presentation.
a. self-sensitive
b. self-aware
c. self-conscious
d. self-monitor
2-1.27
Page Ref: 53
Topic: Identity Management
Influences
Answer: B
At Raisah’s graduation party, she made sure to mingle with
all of her guests to help them feel comfortable and
appreciated. Raisah is a
a. high self-conscious.
b. high self-monitor.
c. low self-conscious.
d. low self-monitor.
2-1.28
Page Ref: 53
Topic: Identity Management
Influences
Answer: D
Those who pay more attention to their own moods than
others’ in a social situation are
a. high self-awares.
b. high self-monitors.
c. low self-awares.
d. low self-monitors.
Loading page 24...
Your Interpersonal Communication, First Edition
115
2-1.29
Page Ref: 54
Topic: Identity Management
Strategies
Answer: C
David and Jeff have been in a committed relationship for
over 20 years. While Jeff is open about their relationship
with his family, David has never admitted to his parents that
he and Jeff are in fact a gay couple. Yet, his parents have
visited David and Jeff’s one-bedroom apartment dozens of
times and know that they are “roommates.” In terms of
managing his identity with his parents, David is
a. passing.
b. covering.
c. implicitly out.
d. explicitly out.
2-1.30
Page Ref: 56
Topic: Identity Management
Strategies
Answer: A
Micah helped his mother set up a Facebook account so she
could easily connect with her extended family. When she
starts amassing friend requests, she asks Micah why people
she barely knows would want to be in her network. Micah
explains that they are actually increasing her
a. social capital.
b. network capital.
c. identity needs.
d. social contact needs.
2-2 True/False Questions
2-2.1
Page Ref: 32
Topic: Understanding the
Self
Answer: False
Self-concept and self-esteem are defined the same way.
2-2.2
Page Ref: 32
Topic: Understanding the
Self
Answer: True
“I am tall, smart, and athletic” is a statement of one’s self-
concept.
2-2.3
Page Ref: 33
Topic: Self-Concept
Answer: True
Saying, “I can do this” when confronted with a difficult task
shows a high degree of self-efficacy.
115
2-1.29
Page Ref: 54
Topic: Identity Management
Strategies
Answer: C
David and Jeff have been in a committed relationship for
over 20 years. While Jeff is open about their relationship
with his family, David has never admitted to his parents that
he and Jeff are in fact a gay couple. Yet, his parents have
visited David and Jeff’s one-bedroom apartment dozens of
times and know that they are “roommates.” In terms of
managing his identity with his parents, David is
a. passing.
b. covering.
c. implicitly out.
d. explicitly out.
2-1.30
Page Ref: 56
Topic: Identity Management
Strategies
Answer: A
Micah helped his mother set up a Facebook account so she
could easily connect with her extended family. When she
starts amassing friend requests, she asks Micah why people
she barely knows would want to be in her network. Micah
explains that they are actually increasing her
a. social capital.
b. network capital.
c. identity needs.
d. social contact needs.
2-2 True/False Questions
2-2.1
Page Ref: 32
Topic: Understanding the
Self
Answer: False
Self-concept and self-esteem are defined the same way.
2-2.2
Page Ref: 32
Topic: Understanding the
Self
Answer: True
“I am tall, smart, and athletic” is a statement of one’s self-
concept.
2-2.3
Page Ref: 33
Topic: Self-Concept
Answer: True
Saying, “I can do this” when confronted with a difficult task
shows a high degree of self-efficacy.
Loading page 25...
Instructor’s Manual and Test Bank
116
2-2.4
Page Ref: 33
Topic: Self-Concept
Answer: False
Research suggests that we interact with people we consider
inferior to us when we need motivation to excel and with
people we consider superior to us when we need to feel good
about ourselves.
2-2.5
Page Ref: 34
Topic: Self-Concept
Answer: True
Bullying and name-calling can affect a person’s self-concept.
2-2.6
Page Ref: 35
Topic: Self-Esteem
Answer: False
Overall, men have slightly higher self-esteem than women
do.
2-2.7
Page Ref: 36
Topic: Self-Esteem
Answer: True
Trevor blames his low cognitive self-esteem on two teachers
he had in elementary school who placed him in the “dumb”
reading and math groups. Research suggests that Trevor is
justified in his opinion.
2-2.8
Page Ref: 36
Topic: Self-concept and
Self-esteem Affect
Your Communication
Answer: True
Katelyn auditioned for the college musical but was not cast.
She questions the director’s decision, telling him that she
was clearly the better singer than Cherish, who won the role.
Katelyn’s perception of her abilities may be out of sync with
her actual abilities.
2-2.9
Page Ref: 42 - 45
Topic: Communication
Apprehension
Answer: False
Cody has a high level of communication apprehension.
Therefore, he must choose a major where communication
with others is not required.
2-2.10
Page Ref: 52 - 53
Topic: Identity Management
Influences
Answer: False
Low self-monitors are apt to act like they’re having fun even
when they’re not.
116
2-2.4
Page Ref: 33
Topic: Self-Concept
Answer: False
Research suggests that we interact with people we consider
inferior to us when we need motivation to excel and with
people we consider superior to us when we need to feel good
about ourselves.
2-2.5
Page Ref: 34
Topic: Self-Concept
Answer: True
Bullying and name-calling can affect a person’s self-concept.
2-2.6
Page Ref: 35
Topic: Self-Esteem
Answer: False
Overall, men have slightly higher self-esteem than women
do.
2-2.7
Page Ref: 36
Topic: Self-Esteem
Answer: True
Trevor blames his low cognitive self-esteem on two teachers
he had in elementary school who placed him in the “dumb”
reading and math groups. Research suggests that Trevor is
justified in his opinion.
2-2.8
Page Ref: 36
Topic: Self-concept and
Self-esteem Affect
Your Communication
Answer: True
Katelyn auditioned for the college musical but was not cast.
She questions the director’s decision, telling him that she
was clearly the better singer than Cherish, who won the role.
Katelyn’s perception of her abilities may be out of sync with
her actual abilities.
2-2.9
Page Ref: 42 - 45
Topic: Communication
Apprehension
Answer: False
Cody has a high level of communication apprehension.
Therefore, he must choose a major where communication
with others is not required.
2-2.10
Page Ref: 52 - 53
Topic: Identity Management
Influences
Answer: False
Low self-monitors are apt to act like they’re having fun even
when they’re not.
Loading page 26...
Your Interpersonal Communication, First Edition
117
2-3 Completion (fill-in-the-blank) Questions
2-3.1
Page Ref: 32
Topic: Understanding the
Self
Answer: self-concept
For most people, there__________ is a mixture of their morals,
feelings about their material possessions, and careers.
2-3.2
Page Ref: 32
Topic: Understanding the
Self
Answer: self-concept/self-
esteem
Whereas your __________ is descriptive, your __________ is
evaluative.
2-3.3
Page Ref: 33
Topic: Self-concept
Answer: self-efficacy
The personal assessment of our abilities to perform in a
certain manner and the ability to reach our goals is called
__________.
2-3.4
Page Ref: 35 - 36
Topic: Self-esteem
Answer: self-esteem
Lowered __________ is the result of negative interpersonal
experiences with friends and neglect from parents.
2-3.5
Page Ref: 36
Topic: Self-concept and
Self-esteem Affect Your
Communication
Answer: self-fulfilling
prophecy
Chelsey believes that she will graduate with honors due to
her innate intelligence and willingness to work hard.
Chelsey’s prediction is a __________.
2-3.6
Page Ref: 41
Topic: Enhancing Your Self-
concept and Self-esteem
Answer: setback
Sadaf vowed to exercise five days per week to improve her
muscle tone. However, during ‘finals’ week she found herself
so busy that she exercised only once. Sadaf has experienced
a __________.
117
2-3 Completion (fill-in-the-blank) Questions
2-3.1
Page Ref: 32
Topic: Understanding the
Self
Answer: self-concept
For most people, there__________ is a mixture of their morals,
feelings about their material possessions, and careers.
2-3.2
Page Ref: 32
Topic: Understanding the
Self
Answer: self-concept/self-
esteem
Whereas your __________ is descriptive, your __________ is
evaluative.
2-3.3
Page Ref: 33
Topic: Self-concept
Answer: self-efficacy
The personal assessment of our abilities to perform in a
certain manner and the ability to reach our goals is called
__________.
2-3.4
Page Ref: 35 - 36
Topic: Self-esteem
Answer: self-esteem
Lowered __________ is the result of negative interpersonal
experiences with friends and neglect from parents.
2-3.5
Page Ref: 36
Topic: Self-concept and
Self-esteem Affect Your
Communication
Answer: self-fulfilling
prophecy
Chelsey believes that she will graduate with honors due to
her innate intelligence and willingness to work hard.
Chelsey’s prediction is a __________.
2-3.6
Page Ref: 41
Topic: Enhancing Your Self-
concept and Self-esteem
Answer: setback
Sadaf vowed to exercise five days per week to improve her
muscle tone. However, during ‘finals’ week she found herself
so busy that she exercised only once. Sadaf has experienced
a __________.
Loading page 27...
Instructor’s Manual and Test Bank
118
2-3.7
Page Ref: 42
Topic: Communication
Apprehension
Answer: communication
apprehension.
Stage fright is more scientifically called __________.
2-3.8
Page Ref: 42
Topic: Understanding
Communication Traits
Answer: Communication
traits
__________ are enduring consistencies and differences in
message-sending and message-receiving behaviors among
individuals.
2-3.9
Page Ref: 44
Topic: Does Your Brain
Make You Shy?
Answer: amygdala
The portion of the brain that controls emotions is the
__________.
2-3.10
Page Ref: 44
Topic: Communication
Apprehension
Answer: high
Edmund experiences fear when communicating with others
at social events, in meetings, and most acutely in public
presentations. Edmund would score __________ in
communication apprehension.
2-3.11
Page Ref: 48
Topic: Socio-
communicative Orientation
Answer: assertiveness
Chris is not shy about making requests or disagreeing with
others. Chris displays high __________.
2-3.12
Page Ref: 48
Topic: Socio-
communicative Orientation
Answer: responsiveness
Lisa has a talent for listening to others and making them feel
comfortable. Lisa displays high __________.
2-3.13
Page Ref: 51
Topic: Identity Management
Characteristics
Answer: public identity
Although Chasidy is nervous about her job interview, she
puts on a brave face, makes direct eye contact, and shakes
her potential employer’s hand firmly. Chasidy is managing
her __________.
118
2-3.7
Page Ref: 42
Topic: Communication
Apprehension
Answer: communication
apprehension.
Stage fright is more scientifically called __________.
2-3.8
Page Ref: 42
Topic: Understanding
Communication Traits
Answer: Communication
traits
__________ are enduring consistencies and differences in
message-sending and message-receiving behaviors among
individuals.
2-3.9
Page Ref: 44
Topic: Does Your Brain
Make You Shy?
Answer: amygdala
The portion of the brain that controls emotions is the
__________.
2-3.10
Page Ref: 44
Topic: Communication
Apprehension
Answer: high
Edmund experiences fear when communicating with others
at social events, in meetings, and most acutely in public
presentations. Edmund would score __________ in
communication apprehension.
2-3.11
Page Ref: 48
Topic: Socio-
communicative Orientation
Answer: assertiveness
Chris is not shy about making requests or disagreeing with
others. Chris displays high __________.
2-3.12
Page Ref: 48
Topic: Socio-
communicative Orientation
Answer: responsiveness
Lisa has a talent for listening to others and making them feel
comfortable. Lisa displays high __________.
2-3.13
Page Ref: 51
Topic: Identity Management
Characteristics
Answer: public identity
Although Chasidy is nervous about her job interview, she
puts on a brave face, makes direct eye contact, and shakes
her potential employer’s hand firmly. Chasidy is managing
her __________.
Loading page 28...
Your Interpersonal Communication, First Edition
119
2-3.14
Page Ref: 52
Topic: Identity Management
Characteristics
Answer: principled
People who endorse a __________ self believe that people
should be who they truly are in all situations and should not
manage their identities to fit in.
2-3.15
Page Ref: 52
Topic: Identity Management
Characteristics
Answer: pragmatic
Britt is meeting Sarah’s parents for the first time. Because he
endorses a __________ self, he plans to manage his identity in
such a way as not to offend them.
2-4 Essay Questions
2-4.1
Page Ref: 32- 38
Topic: Understanding the
Self
Describe how self-concept and self-esteem are different.
Answer: Answers should reflect an understanding of self-concept as “the sum total of a
person’s knowledge and understanding of his or her self”, and of self-esteem as “a person’s
overall self-appraisal of his or her worth.” Put simply, self-concept is who we think we are,
and self-esteem is how much we value that person. This difference may explain why
people who seem to have desirable characteristics (i. e., talented singer, lots of money) can
still have low self-esteem (i. e., “I’d rather be handsome and well-liked.”).
2-4.2
Page Ref: 38 - 41
Topic: Enhancing Your Self-
concept and Self-esteem
List and briefly explain the five ways in which a person can
maximize his or her self-concept and self-esteem.
Answer: 1. Develop supportive relationships: Since other people influence our ideas of
who we are and how we value ourselves, choosing relationships which are constructive
will develop our identities in a positive way.
2. Develop realistic expectations: Knowing your strengths and limitations can help you
strive for achievable goals, which in turn enhances our positive feelings about ourselves.
3. Develop new competencies: Encountering new experiences and developing new
proficiencies expands our horizons and makes us feel productive.
4. Develop rational beliefs: Being in the habit of thinking irrationally leads to exaggerated
fears and feelings of failure. Cognitive restructuring asks us to think differently and replace
negative thoughts with positive ones.
5. Develop Plan B: Everyone naturally experiences setbacks as we progress through life.
Having an alternative plan allows us to move forward when we face these roadblocks.
119
2-3.14
Page Ref: 52
Topic: Identity Management
Characteristics
Answer: principled
People who endorse a __________ self believe that people
should be who they truly are in all situations and should not
manage their identities to fit in.
2-3.15
Page Ref: 52
Topic: Identity Management
Characteristics
Answer: pragmatic
Britt is meeting Sarah’s parents for the first time. Because he
endorses a __________ self, he plans to manage his identity in
such a way as not to offend them.
2-4 Essay Questions
2-4.1
Page Ref: 32- 38
Topic: Understanding the
Self
Describe how self-concept and self-esteem are different.
Answer: Answers should reflect an understanding of self-concept as “the sum total of a
person’s knowledge and understanding of his or her self”, and of self-esteem as “a person’s
overall self-appraisal of his or her worth.” Put simply, self-concept is who we think we are,
and self-esteem is how much we value that person. This difference may explain why
people who seem to have desirable characteristics (i. e., talented singer, lots of money) can
still have low self-esteem (i. e., “I’d rather be handsome and well-liked.”).
2-4.2
Page Ref: 38 - 41
Topic: Enhancing Your Self-
concept and Self-esteem
List and briefly explain the five ways in which a person can
maximize his or her self-concept and self-esteem.
Answer: 1. Develop supportive relationships: Since other people influence our ideas of
who we are and how we value ourselves, choosing relationships which are constructive
will develop our identities in a positive way.
2. Develop realistic expectations: Knowing your strengths and limitations can help you
strive for achievable goals, which in turn enhances our positive feelings about ourselves.
3. Develop new competencies: Encountering new experiences and developing new
proficiencies expands our horizons and makes us feel productive.
4. Develop rational beliefs: Being in the habit of thinking irrationally leads to exaggerated
fears and feelings of failure. Cognitive restructuring asks us to think differently and replace
negative thoughts with positive ones.
5. Develop Plan B: Everyone naturally experiences setbacks as we progress through life.
Having an alternative plan allows us to move forward when we face these roadblocks.
Loading page 29...
Instructor’s Manual and Test Bank
120
2-4.3
Page Ref: 45
Topic: What Can I Do Now?
George has scored high in communication apprehension on
the PRCA-24. Construct a plan that can help him deal with
his high communication apprehension right away.
Answer: Answers should reflect a majority of the five points listed in the text box on page
45:
1. George can avoid the triggers that activate his communication apprehension, such
as unfamiliar situations or times when he’s in the spotlight.
2. George can make sure that his personality, communication, and environment are
in sync by removing himself from situations that require excessive amounts of
communication. (Note: These first two suggestions are quite alike and may be
combined.)
3. George can get skills training in communication. Since communication behaviors can
be learned, taking public speaking, interpersonal communication, or any number of
other communication courses can help him build competence and confidence.
4. George can remember to visualize success. He can learn visualization techniques that
help him to place himself mentally in the situations he fears while he imagines his
success interacting in that situation—kind of a mental dress rehearsal.
5. George can seek out professional assistance. If his apprehension is debilitating, a
medical professional can evaluate whether counseling and/or anti-anxiety medications
are needed.
2-4.4
Page Ref: 46 - 49
Topic: Socio-
communicative Orientation
Now that you have taken Richmond and McCroskey’s Socio-
Communicative Orientation assessment, evaluate your
results to explain your social style.
Answer: Answers will vary widely but must reflect the respondent’s results on the
Assertiveness/Responsiveness Matrix shown on page 47. Although the respondent may fall
on the line between any of the four social styles, the response must show a clear
understanding of the characteristics of at least one of the styles and how the characteristics
apply to him or her:
1. Amiable: Score high on responsiveness and low on assertiveness and are
considered relationship specialists. They are supportive and helpful with others and
described as conforming, unsure, pliable, dependent, awkward, respectful, willing,
dependable, and agreeable. They often work in helping professions such as teaching,
human resources, social work, and psychology.
2. Analytical: Score low on responsiveness and low on assertiveness and are
considered technical specialists. They are often withdrawn and quiet and described
as critical, indecisive, stuffy, picky, moralistic, industrious, persistent, serious,
exacting, and orderly. They often work in professions such as science, engineering,
construction, accounting, and certain aspects of law.
3. Driver: Score low on responsiveness and high on assertiveness and are considered
control specialists. They often take responsibility and direct other and are described
as pushy, severe, tough, dominating, harsh, strong-willed, independent, practical,
120
2-4.3
Page Ref: 45
Topic: What Can I Do Now?
George has scored high in communication apprehension on
the PRCA-24. Construct a plan that can help him deal with
his high communication apprehension right away.
Answer: Answers should reflect a majority of the five points listed in the text box on page
45:
1. George can avoid the triggers that activate his communication apprehension, such
as unfamiliar situations or times when he’s in the spotlight.
2. George can make sure that his personality, communication, and environment are
in sync by removing himself from situations that require excessive amounts of
communication. (Note: These first two suggestions are quite alike and may be
combined.)
3. George can get skills training in communication. Since communication behaviors can
be learned, taking public speaking, interpersonal communication, or any number of
other communication courses can help him build competence and confidence.
4. George can remember to visualize success. He can learn visualization techniques that
help him to place himself mentally in the situations he fears while he imagines his
success interacting in that situation—kind of a mental dress rehearsal.
5. George can seek out professional assistance. If his apprehension is debilitating, a
medical professional can evaluate whether counseling and/or anti-anxiety medications
are needed.
2-4.4
Page Ref: 46 - 49
Topic: Socio-
communicative Orientation
Now that you have taken Richmond and McCroskey’s Socio-
Communicative Orientation assessment, evaluate your
results to explain your social style.
Answer: Answers will vary widely but must reflect the respondent’s results on the
Assertiveness/Responsiveness Matrix shown on page 47. Although the respondent may fall
on the line between any of the four social styles, the response must show a clear
understanding of the characteristics of at least one of the styles and how the characteristics
apply to him or her:
1. Amiable: Score high on responsiveness and low on assertiveness and are
considered relationship specialists. They are supportive and helpful with others and
described as conforming, unsure, pliable, dependent, awkward, respectful, willing,
dependable, and agreeable. They often work in helping professions such as teaching,
human resources, social work, and psychology.
2. Analytical: Score low on responsiveness and low on assertiveness and are
considered technical specialists. They are often withdrawn and quiet and described
as critical, indecisive, stuffy, picky, moralistic, industrious, persistent, serious,
exacting, and orderly. They often work in professions such as science, engineering,
construction, accounting, and certain aspects of law.
3. Driver: Score low on responsiveness and high on assertiveness and are considered
control specialists. They often take responsibility and direct other and are described
as pushy, severe, tough, dominating, harsh, strong-willed, independent, practical,
Loading page 30...
Your Interpersonal Communication, First Edition
121
decisive, and efficient. They often work in management professions such as small-
business ownership, top management, production management, administrative
personnel, and politics.
4. Expressive: Score high on responsiveness and high on assertiveness and are
considered social specialists. They know how to use their communication skills, like
attention, and are described as competent, excitable, versatile, reacting, ambitious,
stimulating, enthusiastic, dramatic, and friendly. They often work in professions
such as sales, entertainment, advertising, art, music, and writing.
2-4.5
Page Ref: 48 - 50
Topic: Socio-
communicative Orientation
Fletcher is a driver, and his new roommate, Andrew, is an
amiable. Predict the dynamics of their relationship; will
there be conflict? Harmony? How can they successfully
relate to one another?
Answer: Answers will vary, but should reflect an understanding of the two styles:
1. Amiable (Andrew): Score high on responsiveness and low on assertiveness and are
considered relationship specialists. They are supportive and helpful with others and
described as conforming, unsure, pliable, dependent, awkward, respectful, willing,
dependable, and agreeable. They often work in helping professions such as teaching,
human resources, social work, and psychology.
2. Driver (Fletcher): Score low on responsiveness and high on assertiveness and are
considered control specialists. They often take responsibility and direct other and
are described as pushy, severe, tough, dominating, harsh, strong-willed,
independent, practical, decisive, and efficient. They often work in management
professions such as small-business ownership, top management, production
management, administrative personnel, and politics.
There is much potential for conflict and harmony in this relationship, as the two styles are
completely opposite and can be complementary. Fletcher will be comfortable making
decisions, while Andrew will be comfortable allowing Fletcher to make them. To increase
their harmony Andrew should let Fletcher know what he needs and desires, ask for help
when he needs it, and learn to say no when he wishes to. Fletcher can refrain from taking
advantage of Andrew’s good nature, listen more and talk less, and pay attention to
Andrew’s feelings. Andrew can also be more direct and quick-acting in his communication
with Fletcher.
121
decisive, and efficient. They often work in management professions such as small-
business ownership, top management, production management, administrative
personnel, and politics.
4. Expressive: Score high on responsiveness and high on assertiveness and are
considered social specialists. They know how to use their communication skills, like
attention, and are described as competent, excitable, versatile, reacting, ambitious,
stimulating, enthusiastic, dramatic, and friendly. They often work in professions
such as sales, entertainment, advertising, art, music, and writing.
2-4.5
Page Ref: 48 - 50
Topic: Socio-
communicative Orientation
Fletcher is a driver, and his new roommate, Andrew, is an
amiable. Predict the dynamics of their relationship; will
there be conflict? Harmony? How can they successfully
relate to one another?
Answer: Answers will vary, but should reflect an understanding of the two styles:
1. Amiable (Andrew): Score high on responsiveness and low on assertiveness and are
considered relationship specialists. They are supportive and helpful with others and
described as conforming, unsure, pliable, dependent, awkward, respectful, willing,
dependable, and agreeable. They often work in helping professions such as teaching,
human resources, social work, and psychology.
2. Driver (Fletcher): Score low on responsiveness and high on assertiveness and are
considered control specialists. They often take responsibility and direct other and
are described as pushy, severe, tough, dominating, harsh, strong-willed,
independent, practical, decisive, and efficient. They often work in management
professions such as small-business ownership, top management, production
management, administrative personnel, and politics.
There is much potential for conflict and harmony in this relationship, as the two styles are
completely opposite and can be complementary. Fletcher will be comfortable making
decisions, while Andrew will be comfortable allowing Fletcher to make them. To increase
their harmony Andrew should let Fletcher know what he needs and desires, ask for help
when he needs it, and learn to say no when he wishes to. Fletcher can refrain from taking
advantage of Andrew’s good nature, listen more and talk less, and pay attention to
Andrew’s feelings. Andrew can also be more direct and quick-acting in his communication
with Fletcher.
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