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Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
Test Bank Chapter 3: Understanding Verbal Messages
3.1 Multiple Choice
TB_Q3.01 Language is given structure through the use of _____.
a.
symbols
b.
syntax
c.
grammar
d.
alliteration
Answer: c
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q3.02 _____ is defined as the patterns in the arrangement of words in a language.
a.
Allness
b.
Syntax
c.
Grammar
d.
Bypassing
Answer: b
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q3.03 The Sapir-Whorf Hypothesis suggests which of the following?
a.
Language and thought are exclusive of one another.
b.
Thought is rooted in and controlled by language.
c.
Language is rooted in and controlled by thought.
d.
Language does not impact our worldview.
Answer: b
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.04 The word “restaurant” makes people think of a building where you go to eat. Like
all words, “restaurant” is an example of a _____.
a.
symbol
b.
transition
c.
metaphor
d.
syntax
Answer: a
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.05 _____ refers to a person’s interpretation of a symbol.
a.
Behavior
b.
Action
c.
Meaning
d.
Emotion
Answer: c
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q3.06 Judonna and Candice were shopping at the mall. Judonna needed to go to the
other end of the mall to get something. She said to Candice, “Meet me at 2:00 in front of
Sears.” Candice thought that ‘in front’ meant outside in front of the parking lot entrance.
Judonna thought that ‘in front’ meant in front of the entrance on the inside of the mall.
Judonna and Candice spent two hours waiting for each other. What language problem is
reflected in this situation?
a.
Allness
b.
Polarization
c.
Bypassing
d.
Denotative meaning
Answer: c
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.07 You would find the _____ meaning of a word in the dictionary.
a.
connotative
b.
denotative
c.
abstract
d.
symbolic
Answer: b
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q3.08 Which of the following words is the most concrete?
a.
Animal
b.
Dogs
c.
Puppies
d.
Golden Retriever
Answer: d
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.09 Bill was visiting his friend Carol’s parents in Chicago. They offered him some tea;
he was very thirsty, so he said he would love some. He was very surprised when they
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
brought him a cup of hot tea. In Arkansas where he was from, the word “tea” always meant
iced tea. If you wanted a cup of hot tea, you asked for “hot tea.” Which of the following
characteristics of language best describes this situation?
a.
Words have denotative and connotative meanings.
b.
Words reflect abstract and concrete meanings.
c.
Words are culture-bound.
d.
Words are powerful.
Answer: c
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.10 Tara was confused when her husband said his office felt like a zoo and everyone
was running around like crazy trying to get things done. Tara remembered going to the zoo
as a child with her parents and enjoying the animals in a peaceful setting. This situation
demonstrates the _____ meaning of words.
a.
denotative
b.
concrete
c.
abstract
d.
connotative
Answer: d
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q3.11 A learned system of knowledge, behavior, attitudes, beliefs, values, rules, and
norms that is shared by a group of people and shaped from one generation to the next is
called a _____.
a.
culture
b.
race
c.
class
d.
nationality
Answer: a
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q3.12 Arman wants to be sure that Josh understands his message, so he uses the
dictionary meaning of a particular word. In this case, Arman is using which meaning?
a.
Connotative
b.
Abstract
c.
Empathic
d.
Denotative
Answer: d
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.13 Words that are _____ refer to things that we can see, touch, smell, taste, or hear.
a.
denotative
b.
connotative
c.
concrete
d.
abstract
Answer: c
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q3.14 Which of the following would be less likely to be considered a co-culture in the
United States?
a.
People with disabilities
b.
Asian Americans
c.
Gays and lesbians
d.
U.S. citizens
Answer: d
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.15 While unheard of just a few years ago, the word “google” is now commonly used
in conversations. New words that are introduced into a language are called _____.
a.
trigger words
b.
neologisms
c.
a bypass
d.
signposts
Answer: b
Learning Objective: LO 3.2 Summarize how words are used as symbols that have denotative,
connotative, concrete, and abstract meanings and are bound by culture and context.
Topic: The Nature of Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.16 Stephanie knows she can say “oh my gosh” and “BFF” when talking with her
friends, but won’t use phrases like these when speaking to her professor. When she talks to
him, she tends to use more formal language. Stephanie is demonstrating the concept of
_____.
a.
code switching
b.
abstract language
c.
concrete language
d.
polarization
Answer: a
Learning Objective: LO 3.1 List two reasons why it is important to study verbal communication.
Topic: The Introduction prior to: Why Focus on Language?
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.17 In the textbook, an example of the use, then disappearance of Ayds, an edible
weight-loss product, based on its name is an example of which of the five attributes of
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
words?
a.
The Power to Create and Label Experience.
b.
The Power to Affect Thoughts and Actions.
c.
The Power to Shape and Reflect Culture.
d.
The Power to Make and Break Relationships.
Answer: b
Learning Objective: LO 3.3 Identify five primary ways in which words have power.
Topic: The Power of Words
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.18 When words reflect unqualified, often untrue generalizations that deny individual
differences among people, they become the language barrier of _____.
a.
bypassing
b.
polarization
c.
allness
d.
denotation
Answer: c
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.19 The most common form of sexism in language is the use of _____ language.
a.
generic
b.
empathetic
c.
heterosexist
d.
exclusive
Answer: a
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q3.20 “I can’t believe Paul took his iPod back. He’s such an Indian giver.” This
statement illustrates _____.
a.
polarization
b.
bypassing
c.
allness
d.
trigger words
Answer: c
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.21 While Marcus has no idea who is in charge of the company, he is sure that the
chairman will be fair and he will also see Marcus as a possible candidate for the job.
Marcus’s thinking demonstrates the idea of _____ language.
a.
homophobic
b.
generic
c.
ageist
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
d.
concrete
Answer: b
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q3.22 At the beginning of the presentation, Trevor said, “Ladies, do you have problems
getting your boyfriend to watch something other than football?” What type of language is
Trevor using?
a.
sexist
b.
heterosexist
c.
homophobic
d.
generic
Answer: b
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q3.23 Fred tells inappropriate jokes that make fun of people who are gay or lesbian.
What type of language is Fred using?
a.
Heterosexist language
b.
Homophobic language
c.
Sexist language
d.
Generic language
Answer: b
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.24 Kevin uses words like “councilman and mailman” even though he knows not
everyone in these jobs is a man. Kevin is using _____ language.
a.
generic
b.
homophobic
c.
concrete
d.
denotative
Answer: a
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.25 Which of the following demonstrates the use of a gender-neutral term?
a.
The instructor told the class, “Everyone should take out his pencil to start the test.”
b.
The mailman usually delivers the mail around one o’clock in the afternoon.
c.
Hillary wondered if every chairman in the world acted like the one at her company.
d.
Six new firefighters were hired by the village after more funding was provided.
Answer: d
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q3.26 Using the terms “husband and wife” rather than “partner” demonstrates _____.
a.
heterosexist bias
b.
homophobic language
c.
abstract language
d.
sexist language
Answer: a
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.27 Gregory thought the women who moved in next door probably “wore the pants in
the family.” This was his subtle way of saying he thought they were lesbians. His use of
words is an example of _____ language.
a.
heterosexist
b.
homophobic
c.
denotative
d.
neologism
Answer: b
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.28 By using _____ language, a speaker becomes more other oriented, which will
have a positive effect on his or her relationships.
a.
exclusive
b.
generic
c.
inclusive
d.
sexist
Answer: c
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.29 Samuel calls elderly people, “old geezers.” This term demonstrates biased
language based on ___.
a.
gender
b.
age
c.
class
d.
ability
Answer: b
Learning Objective: LO 3.4 Describe the major ways in which language reveals bias about race,
ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability.
Topic: Confronting Bias in Language
Difficulty Level: Moderate
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
Skill Level: Understand the Concepts
TB_Q3.30 Thomas’s mother told him he was either going to love high school or he was
going to hate it. The extremes in her language are an example of _____.
a.
polarization
b.
allness
c.
code switching
d.
empathy
Answer: a
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.31 Maddie told Hattie during their discussion on spirituality that Hattie just didn’t
“get it,” which made Hattie feel disrespected and she became a bit hostile. Maddie’s
comment is an example of _____.
a.
polarization
b.
code switching
c.
empathy
d.
trigger words
Answer: d
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q3.32 Whenever Mason wanted to talk about something serious with his girlfriend, she
refused and told him to “relax.” This made him angry as he felt like she was telling him his
thoughts weren’t worthy. In this instance, “relax” is a _____ word.
a.
denotative
b.
trigger
c.
concrete
d.
sexist
Answer: b
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.33 Which of the following exemplifies the concept of polarization?
a.
Kevin told his brother, “You’re either with me or against me.”
b.
Natalie believes that all men are created equal.
c.
Taylor gets mad every time her mother says, “Are you wearing THAT?”
d.
Jack resents being called a “blue collar worker.”
Answer: a
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q3.34 Which of the following would be considered a supportive response?
a.
Evaluation
b.
Description
c.
Rigidity
d.
Detachment
Answer: b
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.35 When she is angry with Robert, Alice tends to call him a “jerk,” as she storms
out of the room. She knows this term gets a response from Robert every time she uses it.
The term “jerk” is an example of _____.
a.
supportive communication
b.
a trigger word
c.
empathetic communication
d.
polarization
Answer: b
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q3.36 Rachel urged her Aunt Sandy to donate a large sum of money to a local club
where Rachel was a member, by saying, “The club would be able to help more people in the
community.” Rachel knew that if she could bring in the most donations she would win an
all-expenses-paid trip to California. Rachel’s communication was _____.
a.
rigid
b.
superior
c.
evaluating
d.
manipulative
Answer: d
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.37 Greg has just started his new job and is feeling overwhelmed with projects that
are coming due in a short time. He is talking with Julia, his friend and coworker. Julia
responds by relating the frustration and confusion she felt when she started the job and
offers to help Greg get back on track with his projects. Julia’s understanding of how he felt
is an example of _____.
a.
neutrality
b.
empathy
c.
manipulation
d.
apathy
Answer: b
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.38 In response to his son’s request, Tom said, “I don’t care what you want! You’ll do
what I tell you to do because I am your father!” How would you most accurately categorize
this response?
a.
It is being manipulative rather than genuine.
b.
It is being flexible rather than rigid.
c.
It is being superior rather than equal.
d.
It is focusing on the problem.
Answer: c
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q3.39 Kendra works in a high-technology field and when talking to friends outside of
work, she often throws in acronyms from her job that no one else understands. These
acronyms are an example of _____.
a.
generic language
b.
signposting
c.
gunny-sacking
d.
bafflegab
Answer: d
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q3.40 Pam and Terry were discussing their current relationship. Pam digressed from
the current situation and began to talk about what Terry had done in the past to hurt her
feelings. This behavior is referred to as _____.
a.
bafflegab
b.
bypassing
c.
allness
d.
gunny-sacking
Answer: d
Learning Objective: LO 3.5 Explain how language helps create supportive or defensive
communication climates.
Topic: Using Words to Establish Supportive Relationships
Difficulty Level: Moderate
Skill Level: Understand the Concepts
3.2 True/False
TB_Q3.41 Code switching refers to shifting from first person to third person when
communicating a message.
Answer: false
Learning Objective: LO 3.1 List two reasons why it is important to study verbal communication.
Topic: The Introduction prior to: Why Focus on Language?
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q3.42 The Sapir-Whorf Hypothesis maintains that our thoughts are rooted in and
controlled by language.
