MCC Chapter 4

1. Within 24 hours after listening to a lecture or speech, most people will likely recall only about ______ percent of the message. a. 50 b. 10 c. 75 d. 85

2. Because we hear so many sounds simultaneously, the first stage of listening is to a. attend. b. select. c. understand. d. remember.

3. When we, as listeners, focus on the message, we are said to a. attend. b. understand. c. select. d. remember.

4. When listeners assign meaning and make sense of what they heard, they have _____ the message. a. selected b. attended c. understood d. remembered

When, as a listener, you relate what you hear to an experience that you had as a teenager, you are a. attending. b. selecting. c. understanding. d. remembering.

6. When listeners can recall ideas and information presented to them, they are said to a. attend. b. select. c. remember. d. understand.

7. The ______ theory of listening suggests that when a listener's capacity is reached, then it's harder to concentrate and remember what we hear. a. working memory b. attention deficit c. information barrier d. information prejudice

8. How can you combat information overload as a speaker? a. avoid redundancy in your message b. use only new information in your speech c. build redundancy into your message d. avoid the use of new material in your speech

9. Consciously working to maintain your audience's attention by using occasional wake-up messages is an effective way to a. prevent listeners' focusing on personal concerns instead of your message. b. take advantage of outside distractions. c. combat information overload. d. keep your listeners from making snap judgments based on prejudice.

10. Tara comes into the classroom early on the day of her speech. She closes the blinds, checks the room temperature, and sets up the transparency machine. Which barrier to listening is Tara trying to overcome? a. information overload b. personal concerns c. outside distractions d. receiver apprehension

11. When you decide that the speaker's message will have no value, even before the speech begins, you have engaged in the listening barrier of a. information overload. b. personal concerns. c. outside distractions. d. prejudice.

12. Most people talk at a rate of ______ words a minute, while most people can listen at a rate of ______ words a minute. a. 700 to 1200; 125 b. 500; 1000 c. 125; 700 to 1200 d. 1000; 500

To increase your skill in accurately interpreting nonverbal messages you should a. focus on one nonverbal cue. b. maintain a constant awareness of your own nonverbal cues. c. check the reactions of other listeners around you. d. consider nonverbal cues in context.

14. What does research suggest about good listeners? a. They do not need to make a conscious effort to listen. b. They allow themselves to dwell on their own thoughts from time to time. c. They are present mentally as well as physically. d. They are born with a natural tendency to be a good listener.

15. In her speech, Martina provided three main points in a chronological pattern. Two of her classmates, Anna and Donna, were discussing the speech the next day. Anna remembered Martina's three main points while Donna only remembered the story used in the introduction. Who was the better listener, according to the textbook's tips to enhance listening skills? a. Anna was the better listener because she followed the tip, "Listen for major ideas." b. Donna was the better listener because she followed the tip, "Be a selfish listener." c. Anna was the better listener because she followed the tip, "Avoid overreacting emotionally." d. Donna was the better listener because she followed the tip, "Avoid information overload."

16. As ethical listeners, audience members must a. communicate their expectations and feedback to the speaker. b. agree with the speaker's main points, even without outside support or evidence. c. watch and listen, but avoid any verbal or nonverbal feedback. d. formulate opinions based on personal norms and expectations.

17. The process of evaluating the quality of information, ideas, and arguments presented by a speaker is known as a. critical listening. b. critical thinking. c. fact finding. d. inference evaluation.

18. The ______ in a presentation is comprised of the facts, examples, opinions and statistics provided. a. inference b. evidence c. prejudice d. rhetoric

19. As listeners, if we become aware of the methods and techniques speakers use to achieve their goals while speaking, what are we listening for? a. the symbols incorporated into the speech b. the rhetorical strategies employed by the speakers c. the rhetorical criticism used within the presentation d. the inferences or facts presented during the speech

20. If your speech teacher asked the class to "judge or discuss" the speeches given in class, what would the instructor want? a. The class would be asked to give criticism or constructive feedback to the speaker. b. The class would talk about what they learned in the speeches that day. c. The class would be asked to give "thumbs up" or "thumbs down." d. The class would offer rhetorical strategies for future speakers.