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SPEECH COMMUNICATION | PRELIM > Listening (M) MT-Q > Flashcards

Listening (M) MT-Q Flashcards

1
Q

This is the ability to accurately receive and interpret messages in the communication process

A

Listening

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2
Q

This refers to:
- complex, affective, cognitive, and behavioral processes
- interpretation and analysis of a message

A

Listening

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3
Q

This refers to:
- a physiological process
- the starting point of the listening process

A

Hearing

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4
Q

This is a requirement for listening

A

Hearing

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5
Q

This is the partner of listening

A

Speaking

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6
Q

T or F: Listening is easy to develop among the 4 language skill (reading, writing, speaking, and listening)

A

False (difficult)

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7
Q

Kinds of processes:
- are those that motivate us to attend to a message

A

Affective

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8
Q

Kinds of processes:
- includes understanding and interpreting its meaning

A

Cognitive

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9
Q

Kinds of processes:
- are those related to responding with verbal and nonverbal feedback

A

Behavioral

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10
Q

T or F: It is very important to generate a feedback, specifically a verbal one only

A

False (both verbal and non-verbal should be provided)

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11
Q

T or F: Listening is still the most widely used daily communication activity, despite of the use of technology

A

True

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12
Q

Listening for Various Reasons:

Refers to listening for enjoyment (e.g. listening to music for enjoyment and to speakers because we like their style)

A

Appreciative Listening

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13
Q

Listening for Various Reasons:

Refers to when we listen to infer what more a speaker might mean beyond the actual words being spoken (e.g. when a doctor is explaining test results, we might also try to discern whether the results are routine or cause for concern)

A

Discriminative Listening

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14
Q

Listening for Various Reasons:

Refers to listening with the goal of recalling information (e.g. material a professor shares during a lecture)

A

Comprehensive Listening

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15
Q

Listening for Various Reasons:

When we want to really
understand and critically evaluate the worth of a message

A

Critical Listening

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16
Q

Rank the “Reasons for Listening” from least to most complex

A

(Remember Casidy)
- Critical
- Appreciative
- Comprehensive
- Discriminative

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17
Q

This refers to the anxiety we feel about listening

A

Listening Apprehension

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18
Q

Refers to our favored and usually unconscious approach to listening

A

Listening Style

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19
Q

T or F: We don’t change our listening style based on the situation and our goals for the interaction

A

False (we change)

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20
Q

Types of Listeners:
- They focus on and evaluate the facts and evidence
- Appreciate details and enjoy processing complex messages
- They are likely to ask questions to get even more information
- Likely to understand and remember details, but may miss the overall point of the message and be unaware of the speaker’s feelings

A

Content-oriented listeners

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21
Q

Types of Listeners:
- They focus on the feelings their conversational partners may have
- Tend to notice whether their partners are pleased or upset
- Encourage their partner to use nonverbal cues like head nods, eye contact, and smiles
- Likely to understand how the speaker feels, empathize, and offer comfort and support
- Might become so focused on the speaker’s feelings that they miss important details or fail to evaluate the facts offered as evidence

A

People-oriented listeners

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22
Q

Types of Listeners:
- They focus on the ultimate point the speaker is trying to make
- Tend to get frustrated when ideas are
disorganized and when people ramble
- Often anticipate what the speaker is going to say and may even finish the speaker’s sentence for them
- May notice inconsistencies but because they tend to anticipate what will be said rather than hearing the speaker out, may miss important details.

A

Action-oriented listeners

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23
Q

Types of Listeners:
- They prefer brief and hurried conversations
- Often use nonverbal and verbal cues to signal that their partner needs to
be more concise
- May tell others exactly how much time they have to listen, interrupts when feeling time pressures, regularly checks the time on smart phones, watches, or clocks, and may even nod their heads rapidly to encourage others to pick up the pace
- Prone to only partially listen to messages while also thinking about their time constraints
- Might miss important details and be insensitive to their partner’s emotional needs

A

Time-oriented listeners

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24
Q

This may also be influenced by cultural and co-cultural identities

A

Preferred Listening Style

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25
Q

These people are more likely to describe themselves as person-oriented

A

Women for feminine co-culture

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26
Q

These people are more likely to be time-oriented

A

Men for masculine co-culture

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27
Q

These people are more likely to have a people-oriented listening style

A

People in collectivist cultures

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28
Q

These people are more likely to have an action- oriented listening style

A

People in individualistic cultures

29
Q

These people tend to favor a person-oriented listening style

A

People of high-context cultures

30
Q

These people tend to prefer an action-oriented style

A

People of low-context cultures

31
Q

This refers to the processing of information

A

Processing Approach

32
Q

This is the habitual and unconscious process of receiving messages:
- we are on auto-pilot
- may attend only to certain parts of a message and assume the rest
- when we aren’t interested or when we multitask

A

Passive Listening

33
Q

This refers to the deliberate and conscious process of:

  • attending to
  • understanding
  • remembering
  • evaluating
  • responding to messages
A

Active Listening

34
Q

This is a process of intentionally perceiving and focusing on a message

A

Attending

35
Q

This is the rate at which people typically speak

A

120-150 words per minute

36
Q

This is the rate of what our brains can process

A

400-800 words per minute

37
Q

Attending Checklist:

Good listeners create a physical environment that reduces potential distractions and adopt a listening posture

A

Get physically ready to listen

38
Q

Attending Checklist:

Work consciously to block out wandering thoughts that might come from a visual, auditory, or a physical distraction

A

Resist mental distractions

39
Q

Attending Checklist:

We tend stop listening because:
- we disagree with something the speaker says
- we assume we know what they are going to say
- we become offended by an example or word used

A

Hear the person out

40
Q

Refers to accurately interpreting a message

A

Understanding

41
Q

Understanding Checklist:

As you listen, ask yourself, “what does the speaker want me to understand?” and consider the pragmatic meaning couched within it

A

Identify the main point

42
Q

Understanding Checklist:

Is a statement designed to clarify information or get additional details

A

Ask questions

43
Q

Understanding Checklist:

Refers to putting a message into your own words

A

Paraphrasing

44
Q

This type of paraphrasing focuses on the denotative meaning of the message

A

Content Paraphrase

45
Q

This type of paraphrasing focuses on the emotions attached to the message

A

Feelings Paraphrase

46
Q

T or F: Paraphrasing is compressing the words using the original text

A

False (that’s summarizing; paraphrasing is using your own words)

47
Q

Understanding Checklist:

Intellectually identifying with the feelings or attitudes of another

A

Empathize

48
Q

3 Approaches to Empathy:

Occurs when you experience an emotional response parallel to another person’s actual or anticipated display of emotion

A

Empathic Responsiveness

49
Q

3 Approaches to Empathy:

Occurs when we use everything we know about the sender and his or her circumstances to understand their feelings

A

Perspective Taking

50
Q

3 Approaches to Empathy:

Rather than attempting to experience the feelings of the others, we translate our intellectual understanding of what the speaker had experienced into feelings of concern, compassion, or sorrow for that person

A

Sympathetic Responsiveness

51
Q

To further increase the accuracy of reading emotions, you can also use _______ which is especially helpful for people with different cultures than you

A

Perception Checking

52
Q

Refers to being able to retain and recall information later

A

Remembering

53
Q

Remembering Checklist:

Repetition is saying something aloud or mentally rehearsing it two, three, or more times, which helps store information in long-term memory

A

Repeat the information

54
Q

Remembering Checklist:

This device associates a special word or very short statement with new and longer information

A

Creating Mnemonics

55
Q

Remembering Checklist:

A powerful tool for increasing recall during lectures, business meetings, and briefing sessions

A

Take Notes

56
Q

T or F: Note taking is appropriate when you engage in casual interpersonal encounters

A

False (inappropriate)

57
Q

This is the process of critically analyzing a message to determine its truthfulness, utility, and trustworthiness

A

Evaluating

58
Q

Evaluating Checklist:

Facts are statements whose accuracy can be verified as true while inferences are assertions based on the facts presented

A

Separate facts from inferences

59
Q

T or F: An inference may be false, even if they are based in verifiable facts

A

True

60
Q

Evaluating Checklist:

Sometimes we need to encounter the speaker to delve deeper in the topic in order to truly evaluate the message critically

A

Probe for information

61
Q

This refers to providing feedback

A

Responding

62
Q

These are the signals we use to illustrate that we are attending to and understanding the message

A

Nonverbal Feedback Cues

63
Q

Listening Response Strategies:

Sometimes the appropriate response is to reason, encourage, soothe, console, or cheer up

A

Emotional support response strategies

64
Q

These types of responses create an environment that encourages the person to talk about and make sense of a distressing situation

A

Supportive Responses

65
Q

T or F: Supporting doesn’t mean making false statements or telling someone only what he/she wants to hear

A

True

66
Q

Listening Response Strategies:

This is when we simply cannot agree with what the speaker says, our messages will be the most effective if they clearly demonstrate respect

A

Constructive criticism response strategies

67
Q

This refers to giving positive feedback then saying negative feedback right after

A

Cake Approach

68
Q

Listening Response Strategies:

Are the goals when providing a formal constructive speech critique, they are to be respectful, honest, and helpful

A

Formal constructive speech critique strategies

69
Q

This is done during formal debates or formal argumentations

A

Formal constructive speech critique

SPEECH COMMUNICATION | PRELIM (14 decks)

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