Intercultural Communication A Contextual Approach 7th Edition by James W. Neuliep – Test Bank
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Sample
Questions
Test Bank
Chapter
4: The Environmental Context
Multiple
Choice
1. The
amount of information contained or perceived in the environment per some unit
of time is also referred to as ______.
2. the
built environment
3. one’s
monochronic time orientation
4. one’s
polychronic time orientation
5. the
information rate
Ans: D
Answer Location: Environments and Information Load
Learning Objective: 4-1: Compare and contrast
high- and low-load environments.
Cognitive Domain: Knowledge
Difficulty Level: Easy
2. Which
list of terms best describes an environment with a high load?
3. certain,
redundant, and probable
4. fast-paced
and quick
5. crowded,
immediate, and dense
6. sluggish,
slow, and lingering
Ans: C
Answer Location: Environments and Information Load
Learning Objective: 4-1: Compare and contrast
high- and low-load environments.
Cognitive Domain: Comprehension
Difficulty Level: Medium
3. Which
list of terms best describes an environment with a low load?
4. certain,
redundant, and probable
5. fast-paced,
and quick
6. crowded,
immediate, and dense
7. sluggish,
slow, and lingering
Ans: A
Answer Location: Environments and Information Load
Learning Objective: 4-1: Compare and contrast
high- and low-load environments.
Cognitive Domain: Comprehension
Difficulty Level: Medium
4. Many
Western societies believe that nature is ______.
5. to be
controlled, domesticated, and subjugated
6. an
omnipotent force that is unmanageable
7. consistent,
orderly, and cyclical
8. random,
chaotic, and disorderly
Ans: A
Answer Location: Worldviews of the Natural Environment
Learning Objective: 4-2: Discuss the
relationship between culture and the natural environment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
5. The
built environment consists mainly of ______.
6. high
load situations, including randomness
7. low
load situations, including patterns
8. the
physical geography of the earth, including climate
9. adaptations
to the terrestrial environment, including housing
Ans: D
Answer Location: The Built Environment
Learning Objective: 4-3: Discuss the
relationship between culture and the built environment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
6. Which
of the following best describes fixed-feature space?
7. moveable
space such as furniture and seating
8. permanent
space such as walls, floors, and windows
9. perceptual
space that varies according to the movement of the interactants
10. psychological
space such as monochronic and polychronic orientations
Ans: B
Answer Location: The Built Environment
Learning Objective: 4-3: Discuss the
relationship between culture and the built environment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
7. Which
of the following best describes semifixed space?
8. moveable
space such as furniture and seating
9. permanent
space such as walls, floors, and windows
10. perceptual
space that varies according to the movement of the interactants
11. psychological
space such as monochronic and polychronic orientations
Ans: A
Answer Location: The Built Environment
Learning Objective: 4-3: Discuss the
relationship between culture and the built environment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
8. Which
of the following best describes informal space?
9. moveable
space such as furniture and seating
10. permanent
space such as walls, floors, and windows
11. perceptual
space that varies according to the movement of the interactants
12. psychological
space such as monochronic and polychronic orientations
Ans: C
Answer Location: The Built Environment
Learning Objective: 4-3: Discuss the
relationship between culture and the built environment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
9. According
to Hall’s classification of social distances, personal space is defined as ______.
10. that
which is reserved for intimate contact, including touching
11. a
comfortable distance that is about an “arm’s length”
12. public
distance that is reserved for public speaking situations
13. the
spacing people practice at social gatherings and in working situations
Ans: B
Answer Location: The Built Environment
Learning Objective: 4-3: Discuss the
relationship between culture and the built environment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
10. According
to Westin’s classification of privacy, solitude refers to ______.
11. the
state of being free from observation of others
12. a
state of being with another person, but free from the outside world
13. the
state of being unknown, even in a crowd
14. the
state in which a person employs barriers to control unwanted intrusion
Ans: A
Answer Location: Privacy
Learning Objective: 4-5: Compare and contrast
cultural preferences for privacy.
Cognitive Domain: Knowledge
Difficulty Level: Easy
11. Which
of the following statements best describes a monochronic time orientation?
12. Time
is not tangible, multiple activities can be performed simultaneously, and
little emphasis is placed on scheduling.
13. Time
is compartmentalized but multiple activities can be performed simultaneously.
14. Time
is compartmentalized, schedules are paramount, and time is tangible and
valuable.
15. Multiple
activities can be performed simultaneously, but scheduling is paramount.
Ans: C
Answer Location: Monochronic Versus Polychronic Time Orientation
Learning Objective: 4-6: Compare and contrast
monochronic and polychronic time orientations.
Cognitive Domain: Knowledge
Difficulty Level: Easy
12. Which
of the following statements best describes a polychronic time orientation?
13. Time
is not tangible, multiple activities can be performed simultaneously, and little
emphasis is placed on scheduling.
14. Time
is compartmentalized but multiple activities can be performed simultaneously.
15. Time
is compartmentalized, schedules are paramount, and time is tangible and
valuable.
16. Multiple
activities can be performed simultaneously, but scheduling is paramount.
Ans: A
Answer Location: Monochronic Versus Polychronic Time Orientation
Learning Objective: 4-6: Compare and contrast
monochronic and polychronic time orientations.
Cognitive Domain: Knowledge
Difficulty Level: Easy
13. Perhaps
the most important consequence of a monochronic time orientation is that
______.
14. it
requires a great deal of time to practice
15. it
complies with the natural and gradual progression of human communication
16. it
conflicts with the terrestrial and built environments
17. it
denies the natural context and progression of human communication
Ans: D
Answer Location: Consequences of Monochronic and Polychronic
Orientations
Learning Objective: 4-6: Compare and contrast
monochronic and polychronic time orientations.
Cognitive Domain: Knowledge
Difficulty Level: Easy
True/False
1. An
environment that has a high information rate has a high load, whereas one with
a low information rate has a low load.
Ans: T
Answer Location: Environments and Information Load
Learning Objective: 4-1: Compare and contrast
high- and low-load environments.
Cognitive Domain: Knowledge
Difficulty Level: Easy
2. The
terrestrial environment for all cultures is the planet Earth.
Ans: T
Answer Location: Culture and the Natural Environment
Learning Objective: 4-2: Discuss the
relationship between culture and the natural environment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
3. 3. An
individual’s vulnerability to a natural disaster is influenced by the social
hierarchy within which that individual exists. In this sense, natural disasters
are as much social phenomena as they are natural ones.
Ans: T
Answer Location: Natural Disasters as Cultural and Social Events
Learning Objective: 4-2: Discuss the
relationship between culture and the natural environment.
Cognitive Domain: Knowledge
Difficulty Level: Easy
4. The
psychological environment of any culture consists mainly of adaptations to the
terrestrial environment, including architecture, housing, lighting, and
landscaping.
Ans: F
Answer Location: The Environmental Context
Learning Objective: 4-3: Discuss the
relationship between culture and the built environment.
Cognitive Domain: Comprehension
Difficulty Level: Medium
5. Fixed-feature
space includes that which is moveable (usually within semifixed-feature space),
such as furniture.
Ans: F
Answer Location: The Built Environment
Learning Objective: 4-3: Discuss the
relationship between culture and the built environment.
Cognitive Domain: Comprehension
Difficulty Level: Medium
6. Although
the need for privacy is innate and universal, the degree to which an individual
human feels the need for seclusion varies considerably across cultures.
Ans: T
Answer Location: Privacy
Learning Objective: 4-5: Compare and contrast
cultural preferences for privacy.
Cognitive Domain: Knowledge
Difficulty Level: Easy
7. The
1974 Family Educational Rights and Privacy Act, also known as the Buckley
Amendment, allows colleges and universities to disclose academic records
without student approval.
Ans: F
Answer Location: Perceptions of Privacy in the United States
Learning Objective: 4-5: Compare and contrast
cultural preferences for privacy.
Cognitive Domain: Knowledge
Difficulty Level: Easy
8. People
with a polychronic time (or P-time) orientation emphasize schedules—the
compartmentalization and segmentation of measurable units of time.
Ans: F
Answer Location: Monochronic Versus Polychronic Time Orientation
Learning Objective: 4-6: Compare and contrast
monochronic and polychronic time orientations.
Cognitive Domain: Comprehension
Difficulty Level: Medium
9. People
with a monochronic time (or M-time) orientation allow the natural context to
guide behaviors and stress multiple activities with little emphasis on
scheduling.
Ans: F
Answer Location: Monochronic Versus Polychronic Time Orientation
Learning Objective: 4-6: Compare and contrast
monochronic and polychronic time orientations.
Cognitive Domain: Comprehension
Difficulty Level: Medium
10. Due
to their lack of focus on time, many people within a monochronic time-oriented
culture are unable to tell time.
Ans: F
Answer Location: Monochronic Versus Polychronic Time Orientation
Learning Objective: 4-6: Compare and contrast
monochronic and polychronic time orientations.
Cognitive Domain: Comprehension
Difficulty Level: Medium
11. Polychronic
time oriented cultures tend to wear Rolex watches whereas people in monochronic
time oriented cultures tend to wear Timex watches.
Ans: F
Answer Location: Monochronic Versus Polychronic Time Orientation
Learning Objective: 4-6: Compare and contrast
monochronic and polychronic time orientations.
Cognitive Domain: Knowledge
Difficulty Level: Easy
Essay/Short
Answer
1. Compare
and contrast high and low load environments.
Ans: There are a number of ways to compare one environment to
another. One way is to calculate the information rate, that is, the amount of
information contained or perceived in the environment per some unit of
time. The more information available to process, the greater the information
rate. An environment having a high information rate has a high load
(e.g., uncertain, complex, novel, dense, crowded), where one with a low
information rate has a low load (e.g., certain, redundant, simple, sparse).
Answer Location: Environments and Information Load
Learning Objective: 4-1: Compare and contrast
high- and low-load environments.
Cognitive Domain: Analysis
Difficulty Level: Medium
2. Kluckhohn
argues that cultures can be described as having one of three orientations
toward nature. List and provide a brief description of each one.
Ans: Cultures can believe that (1) people are subjugated to
nature, (2) are an inherent part of nature, or (3) dominate over nature. In
cultures where nature is viewed as supreme, people believe they are at the
mercy of an omnipotent nature. The natural environment and nature are
viewed as threatening and dangerous.
Many cultures attempt a balancing act with nature and try to
live in harmony with it. In these types of cultures, the natural environment is
seen as orderly and cyclical. The days and seasons recur regularly and
natural events repeat themselves in consistent patterns. People and environment
are viewed as one, changing together.
In many Western societies, people believe that nature is
something to be controlled, domesticated, and subjugated. People are not just
part of the environment, like trees, plants or animal, but are of divine
origin.
Answer Location: Worldviews of the Natural Environment
Learning Objective: 4-2: Discuss the
relationship between culture and the natural environment.
Cognitive Domain: Knowledge
Difficulty Level: Medium
3. Explain
how the physical structure of your home, school, or work environment
illustrates your culture’s perception and use of space.
Answer Location: Cross-Cultural Comparisons of Housing
Learning Objective: 4-4: Compare and contrast the housing
patterns of different cultures.
Cognitive Domain: Application
Difficulty Level: Hard
4. Compare
and contrast monochronic and polychronic time orientations.
Ans: Monochronic (M-time) orientations emphasize schedules, the
compartmentalization and segmentation of measurable units of time. An M-time
orientation is learned and completely arbitrary; it becomes so ingrained in
people that they have no other way of thinking about their world. Through
compartmentalizing and segmenting time, a person’s day is completely planned
and scheduled, including sleep, work, and leisure. Perhaps the most important
consequence of M-time is that it denies the natural context and progression of
human communication.
Polychronic (P-time) orientations see time as much less tangible
and stress multiple activities with little emphasis on scheduling. P-time
cultures stress involvement of people and the completion of tasks as opposed to
a strict adherence to schedules. In P-time cultures, schedules are not
important and are frequently broken. Polychronic people can do many
things at once and relationships take priority over schedules. P-timers
are often distracted and tolerant of interruptions. In P-time cultures,
time is not thought of as tangible and a person may be engaged in several
activities, in the same space with several people, simultaneously.
Answer Location: Monochronic Versus Polychronic Time Orientation
Learning Objective: 4-6: Compare and contrast
monochronic and polychronic time orientations.
Cognitive Domain: Analysis
Difficulty Level: Medium
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