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Full Download PDF of Test Bank For Human Communication, 7th Edition, by Judy Pearson, Paul Nelson, Scott Titsworth Angela Hosek All Chapter
Full Download PDF of Test Bank For Human Communication, 7th Edition, by Judy Pearson, Paul Nelson, Scott Titsworth Angela Hosek All Chapter
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Accessibility: Keyboard Navigation
Bloom’s level: Understand
9. Explain the concept of noise and analyze how various types of noise could affect the communication process.
10. Write an essay in which you define and provide examples of the contexts of communication.
11. Discuss reasons why studying communication can improve the way you see yourself.
12. Explain reasons why the study of communication can help you succeed in your professional career.
13. Write an essay in which you explain the seven principles of communication discussed in this chapter.
14. Describe the functions of encoding and decoding in the communication process.
15. Describe the concept of media convergence and explain how it affects the ways we consume mass communication.
17. The term dyadic communication refers to the context in which people in a group communicate with each other.
FALSE
18. The means by which a message moves from source to receiver is called feedback.
FALSE
1-2
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
19. A systematic arrangement of symbols, letters, or words is called nonverbal communication.
FALSE
20. Communication scholars believe that people are the product of messages others send to them.
TRUE
22. The process of using messages to generate meaning within the self is called interpersonal communication.
FALSE
24. The message that is sent to another person or group of people can be both verbal and nonverbal.
TRUE
27. Communication plays a minor role in fulfilling the purposes of a democratic society.
FALSE
28. The context of communication requires the most prestructuring of the message in public communication.
TRUE
29. According to the book, the most intimate context of human communication is interpersonal communication.
FALSE
30. There are more opportunities for feedback in the dyadic context than in the small group context.
TRUE
1-3
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
31. Communication is best understood as a dialogic process.
TRUE
32. Communication is the simple transmission of information from one person to another.
FALSE
34. Using your computer to check the voice mail for your office telephone is an example of media convergence.
FALSE
35. Having a local newspaper start placing video about news events on its website is an example of media convergence.
TRUE
36. The word communication comes from the Latin communicare, which means
A. “to speak with understanding.”
B. “to make common.”
C. “to form a community of believers.”
D. “to care for others.”
37. Which of the following does NOT relate to the term process?
A. continuous
B. ongoing
C. dynamic
D. static
38. Which of the following terms is NOT part of the definition of communication?
A. process
B. signs
C. meaning
D. messages
1-4
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
D. failure.
43. When you do not listen well because you are daydreaming, it is because of
A. encoding.
B. semantic distractions.
C. noise.
D. channeling.
45. When you look at yourself in the mirror and decide that you need to comb your hair, you are using what context of
communication?
A. intrapersonal communication
B. interpersonal communication
C. dyadic communication
D. public communication
46. Which of the following does NOT relate to the term public communication?
A. formality
B. structure
C. planning
D. spontaneity
47. Of the contexts that include two or more people, the one that permits the LEAST opportunity for feedback is
A. intrapersonal context.
B. interpersonal context.
C. public context.
D. mass context.
48. The “systematic arrangement of symbols to create meaning in the mind of another” is known as
1-5
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
A. feedback.
B. code.
C. meaning.
D. context.
50. When you say “uh huh” to indicate that you understand, you are using a
A. verbal code.
B. nonverbal code.
C. language code.
D. linguistic code.
51. The component of communication that consists of facial expressions, words, and phrases is the
A. channel.
B. nonverbal code.
C. verbal code.
D. message.
52. Carmella and Jésus are sitting in a coffee shop having a friendly conversation. What descriptor of their communication
interaction is most accurate?
A. group communication
B. intrapersonal communication
C. dyadic communication
D. linguistic communication
53. The accumulation of various types of mass communication (radio, television, newspapers, Internet, etc.) into one
medium is called
A. technological convergence.
B. organizational convergence.
C. inherent convergence.
D. media convergence.
54. The integration of email, calendars, Internet, and voice communication into devices like smartphones is called
A. technological convergence.
B. organizational convergence.
C. inherent convergence.
D. media convergence.
55. Li, Sarena, and Elini are having an in-depth conversation about a previous relationship that was abusive. Each of the
women is participating equally. What type of descriptor most accurately describes this conversation?
A. persuasive
B. dialogic
C. transmission
D. failure
1-6
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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Bloom’s level: Understand
56. James is at home watching a politically oriented discussion show on cable TV. One of the commentators is making
arguments that are faulty, which makes James very angry. However, James cannot express that to the commentator on TV.
James is feeling the frustrations of which context of communication?
A. intrapersonal context
B. interpersonal context
C. public context
D. mass context
Category # of Questions
Accessibility: Keyboard Navigation 56
Bloom’s level: Apply 3
Bloom’s level: Remember 32
Bloom’s level: Understand 21
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McGraw-Hill Education.
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Fig. 56. Spanish Treasure-Frigate of about 1590.
One of the most memorable of naval battles was that which was
fought on the Adriatic Sea in 1571. On the one side were the allied
forces of Venice, Spain, and the Papal States: on the other, the
Turks who were defeated. Galleys and galleasses played an
important part in obtaining this victory. To what development the
galley had attained since the times of the early Greeks and Romans
will be seen in Figs. 57 and 58. But in spite of all that history had
added to them, it is surprising how little they differ in essentials. Fig.
57 has been sketched from a model in the South Kensington
Museum. It is quite old, and is said to have belonged to the Knights
of Malta. Her dimensions if built to scale would work out at about 165
feet long, by 22 feet beam, with extreme beam from gunwale to
gunwale, 31 feet. The depth would be 9·9 feet, and the number of
sweeps 44. In the United Service Museum there is also an
instructive Maltese galley model of a large size which, though of the
eighteenth century, differed so little as to be closely similar to the
excellent illustration which we give in Fig. 58. This has been taken
from an important publication, of the beginning of the seventeenth
century, by Joseph Furttenbach, entitled “Architectura Navalis,”
printed at Ulm in 1629. As will be seen, each oar is still worked by a
gang of men. At the stern the captain sits with his knights by his side,
while at the extreme stern is the pilot. Along the corsia or gangway
down the ship walk two men with long poles with which to beat the
lazy oarsmen. The principal armament was carried in the bows and
so was unable to be used for broadside fire. Notice also the survival
of the trumpeters. The length of this vessel was 169 feet from beak
to stern, with an extreme beam of about 20 feet. The word antennæ
is still found at this time as applied to the yards. In spite of the
handiness of the galley and her consequent popularity in the
Mediterranean, she was thoroughly despised by Elizabethan
seamen. Much more after their own heart was the nave or ship
shown in Fig. 59, and also taken out of Furttenbach. The reader will
notice a wise restriction of high-charged structures. This vessel, in
fact, shows a steady improvement in naval architecture. Thus,
besides the lateen mizzen she carries a square topsail above, while
in addition to the spritsail seen furled to its yard on the bowsprit,
there has now been added a sprit topsail whose yard is seen to hoist
up a sprit topmast. When we compare this vessel with the wooden
walls of the eighteenth century, she will be seen to be wonderfully
modern. The last traces of crude mediævalism are disappearing.
Science in design has fast begun to supplant rule of thumb and
guess-work based only on ignorance. Skill has taken the place of
inexperience in the work of the shipwright, and both design and
construction have been based on the knowledge obtained not only in
long and tedious voyages, but in the brisk fighting between nation
and nation and privateer against treasure ship and trader. In the
same volume of Furttenbach a useful plan of the lines of this ship is
given, from which we see that whilst the mainmast is stepped at the
keelson, the fore and mizzen are stepped on the main deck.
In 1603 James built three new ships for the Navy, and five years
later the Ark Royal of Elizabeth’s reign was rebuilt and renamed the
Anne Royal. In 1608 the keel was laid for the Prince Royal, a ship of
1200 tons, whose appearance will be found in Fig. 60. This
illustration is from a picture in the Trinity House, and is here
reproduced by kind permission of the Elder Brethren. She was the
largest and finest ship that had ever been designed for the English
Navy, and was the finest man-of-war of her time. She was both built
and designed under the supervision of Phineas Pett, Master of Arts
of Emmanuel College, Cambridge, a distinguished member of a
distinguished family which, from the reign of Henry VIII. right down to
William and Mary kept up a continuous line of naval builders and
architects. An unsuccessful attempt was made to launch her on
September 24, 1610, when it was found that the dock head at
Woolwich was too narrow to allow her to get through. She was
eventually launched successfully, however, at a later date. She was
a three-decker in the sense that she had two full batteries and an
upper deck armed. Gorgeously decorated with carvings and
paintings the Prince Royal was double-planked, and with but slight
modifications, chiefly in respect of her decoration, would not be
dissimilar to the ships built at the beginning of the nineteenth
century. Indeed so slight, comparatively, were the developments that
took place between this and the time of the Battle of Trafalgar that
the ships of the early Stuarts would not have looked out of place
among the ships of Nelson’s fleet. Between now and the close of the
eighteenth century the similarity between men-of-war and
merchantmen was so close as to make distinction practically
impossible. That, too, will account for the fact of the English in the
foregoing imaginary encounter by Smith asking whether the Spanish
vessel were a merchant or man-of-war. We have made so many
changes between the two classes of ships since then that it is a little
difficult at first to realise this.
In the design of the Prince Royal, many of the old-fashioned
conventionalities went by the board, and, as is always the case with
a daring innovation, hostile criticisms were not scarce. Some of
these, however, were justified, for when a Commission was
appointed to report on the design, it was found that more than
double the number of loads of timber were used than had been
estimated for. The Prince Royal had a figurehead representing the
King’s son on horseback, after whom she was named. Her
dimensions were: length of keel, 114 feet; beam, 44 feet. She was
pierced for 64 guns and carried 55. This number was restricted in
order to guard against the excessive top-weight. In action the vacant
portholes would be filled by guns from the opposite side of the ship.
The reader will notice how close the similarity is between the hull of
this ship and that of the merchantman in Fig. 59, of this period, taken
from Furttenbach. The disappearance of the high poop and
forecastles is particularly obvious. Three lanterns were carried at the
poop, and subsequently this vessel was cut down smaller. At the
beginning of the seventeenth century the lowest decks of ships
carried the bread and other store-rooms, the cables, the officers’
cabins as well as some of the crew. The second deck was about 6
feet above and pierced with nine ports aside.
By 1624, James’ navy contained four ships of the first rank, viz.,
the Prince Royal, the Bear, the Merhonour and the old Ark Royal,
now called the Anne Royal. Besides these there were fifteen of the
second rank, nine of the third, and four of the fourth, as well as some
hoys. It is curious to find, too, the existence still, in the navy, of four
galleys. They were a source of constant expense, being never used
now that the value of big ships had been realised, and they were
eventually ordered to be sold out of the service.
Charles I. took the liveliest interest in the Navy, and under him
naval architecture continued its progression. The first additions he
was responsible for were not of big ships, but of the sea-going
pinnesses of about 50 tons and under, equipped with both oars and
sails. They were square-rigged, three-masted, and had two decks.
They were, however, sparred and ordnanced far too heavily. In spite
of the fact that England had built a few large ships during the last
century, she had not been conspicuously active in this respect. Far
easier and cheaper had it been to capture the pick of the enemy’s
fleet, and then to refit them and turn the prizes into English men-of-
war. But this lethargy was beginning to disappear. Pett was one of
the chief influences in regard to this, and it was he who, having
closely studied the lines of a fine French ship lying in British waters,
learned some of the improvements that afterwards were embodied in
the ships of our country.
Fig. 61. The “Sovereign of the Seas.” Built in 1637.