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Chapter 02

Chapter objectives: Your Communication in Groups

In this chapter, you will learn to do the following:

  • Use verbal symbols to clearly express yourself about group tasks
  • Use nonverbal symbols to build positive group relationships
  • Explain how verbal and nonverbal symbols work together to form a complete message system
  • Use different speaking strategies to adapt to group members with different listening styles

Online quiz

  1. Why is a concrete message preferable to an abstract one?
      a. Concrete messages are stronger in conviction; abstract messages are weaker.
      b. Concrete messages are specific; abstract messages are more general.
      c. Concrete messages are based in fact; abstract messages are not.
      d. Concrete messages are active; abstract messages are passive.
      e. They are not--abstract messages are preferable to concrete ones.
  2. Which of the following is true about nonverbal communication?
      a. Nonverbal communication is always intentional.
      b. Nonverbal communication messages mean the same thing to everyone.
      c. Verbal messages are more believable than nonverbal ones.
      d. Nonverbal cues provide information about the relational interests of group members.
      e. Nonverbal messages are easily controlled
  3. Verbal messages can impact the communication setting in a group three ways. These are:
      a. question, accuse, debate.
      b. confirm, relate, direct.
      c. direct, structure, dominate.
      d. illustrate, question, enlighten.
      e. debate, enlighten, confirm.
  4. The following is true about vocal activity, except which of the following?
      a. It is the amount of time a member talks in a group.
      b. As members of the group increase their level of vocal activity, they are perceived as being credible.
      c. Too much vocal activity can cause others in the group to view a member negatively.
      d. Regular contribution of vocal activity will result in a member being perceived as a positive influence.
      e. It is a measurement of the pitch and frequency of the messages.
  5. Prejudging the speaker, rehearsing a response, and selective listening are examples of:
      a. proxemics.
      b. listening pitfalls.
      c. vocal activity.
      d. task communication.
      e. effective listening.
  6. Proxemics, a type of nonverbal communication, is:
      a. Nonverbal communication is always intentional.
      b. The meaning of nonverbal messages is easy to determine
      c. The interpretation of nonverbal messages varies little between cultures.
      d. Nonverbal cues provide information about the relational interests of group members.
      e. Nonverbal messages are easily controlled
  7. Which of the following best describes the connection between verbal messages and nonverbal messages?
      a. They are intertwined and always in agreement.
      b. They are intertwined but not always in agreement.
      c. They are interpreted separately from one another.
      d. Lack of agreement between verbal and nonverbal messages occurs only rarely in groups.
      e. While they are most often interpreted separately from one another, they are occasionally intertwined.
  8. Listening skills can be improved by:
      a. Nonverbal and verbal messages are intertwined, but they do not always agree. See pages 32-33.
      b. For more information, see pages 32-33.
      c. Verbal and nonverbal communication are deeply linked, not separate. See pages 32-33.
      d. While lack of agreement between verbal and nonverbal messages may not be desirable, it occurs often in groups. See pages 32-33.
      e. Nonverbal messages and verbal messages are always intertwined. See page 32.
  9. Group synergy occurs when:
      a. Relational communication takes precedence over task communication.
      b. Group members agree unanimously what the superordinate goal is.
      c. The group has a high level of collective efficacy.
      d. Nonverbal messages do not contradict verbal messages.
      e. The performance of a group exceeds the capabilities of group members as individuals.
  10. Is group potency desirable in a group?
      a. Yes, because it always leads to synergy.
      b. Yes, because groups with group potency tend to perform better than groups that lack it.
      c. No, because group potency can lead some people to become social loafers.
      d. No, because group potency may distract from the groupB s superordinate goal.
      e. No, because group potency does not necessarily improve the listening skills of group members.
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