3
Listening
T
he questions for each chapter are organized according to type: true-false, multiple-
choice, short-answer, and essay. Within each of these categories, questions are
clustered by topic, roughly following the order of topics in the textbook.
To provide as much flexibility as possible in constructing examinations, there is
deliberate overlap among the questions, both within and across question types. This
enables you to choose the wording and question type that best fits your testing
objectives. In deciding which questions to use, take care to avoid items such as a
multiple-choice question that gives away the answer to a true-false or short-answer
question, or an essay question that covers essentially the same ground as a true-false,
short-answer, or multiple-choice question.
Each type of question—true-false, multiple-choice, short-answer, and essay—has an
automatic numbering system, which means you can copy and paste items from within a
question type, and they will automatically number themselves consecutively, beginning
with “1.” The five answer choices for each multiple-choice question are also ordered
automatically, and so you can add, change, or reorder answer choices without
rearranging the lettering.
If you would like to preserve the fonts, indents, and tabs of the original questions, you
can substitute questions for those in the sample final exams or copy and paste questions
into the Exam Master provided in the final Word file of the Test Bank. In the Exam Master,
spaces for your course name, exam type, and the student’s name and section are
followed by headings and instructions for true-false, multiple-choice, short-answer, and
essay questions. You can add elements unique to your exams and delete elements you
don’t want to use. After you customize the Exam Master, you can save it with your
changes. Then, each time you open it, click “Save As” to give it the name of the exam
you are currently constructing.
,46 TEST BANK FOR THE ART OF PUBLIC SPEAKING
True-False Questions
1. T F Hearing and listening are essentially the same.
2. T F People need effective listening skills in almost all occupations.
3. T F Research indicates that even when we listen carefully, we
understand and retain only about half of what we hear.
4. T F People spend more time listening than in any other
communicative activity.
5. T F You can improve your own speeches by listening carefully to
the speeches of other people.
6. T F As your textbook explains, focusing on a speaker’s delivery
and personal appearance is an excellent way to strengthen your
listening skills.
7. T F One of the major obstacles to listening effectively is that the
brain can process many more words than can be spoken in a minute.
8. T F According to your textbook, a skilled therapist listening to a
patient is an example of appreciative listening.
9. T F Appreciative listening is closely tied to critical thinking.
10. T F Listening is a passive process, while critical thinking is an
active process.
11. T F Listening to provide emotional support for someone is called
empathic listening.
12. T F According to your textbook, listening to understand a
classroom lecture is an example of appreciative listening.
13. T F According to your textbook, listening to understand a
classroom lecture is an example of comprehensive listening.
14. T F When you listen to someone give a sales presentation, and
you need to decide whether you will buy the item, you are engaged
in comprehensive listening.
15. T F Listening to evaluate a message for purposes of accepting or
rejecting it is known as critical listening.
, CHAPTER 3—LISTENING 47
16. T F Critical listening involves listening to evaluate a message for
purposes of accepting it or rejecting it.
17. T F Concentrating on details is an excellent way to become a
better listener.
18. T F It is impossible to listen too hard.
19. T F Critical listening involves engaging in a mental argument with
everything a speaker says.
20. T F When you listen to the campaign speech of a political
candidate for the purpose of accepting or rejecting the speaker’s
message, you are engaged in critical listening.
21. T F When you listen to the campaign speech of a political
candidate for the purpose of accepting or rejecting the speaker’s
message, you are engaged in empathic listening.
22. T F One of the major barriers to effective communication is that
the brain can process words much faster than a speaker can talk.
23. T F The aim of active listening is to set aside one’s own frame of
reference and, as far as possible, to listen from within the speaker’s
frame of reference.
24. T F Active listening means focusing on the speaker’s appearance
and delivery rather than on her or his message.
25. T F Active listeners give their undivided attention to the speaker
in a genuine effort to understand her or his point of view.
26. T F Usually it is easy to block out physical and mental distractions
when listening to a speaker.
27. T F When you listen to a speech, it is usually a good idea to try to
remember everything the speaker says.
28. T F Jumping to conclusions can be a barrier to effective listening
even when a speaker and a listener know each other very well.
29. T F According to your textbook, reviewing mentally what a
speaker has said is a good way to avoid becoming distracted in a
speech.
30. T F Suspending judgment means that you need to accept
uncritically whatever a speaker says.
Listening
T
he questions for each chapter are organized according to type: true-false, multiple-
choice, short-answer, and essay. Within each of these categories, questions are
clustered by topic, roughly following the order of topics in the textbook.
To provide as much flexibility as possible in constructing examinations, there is
deliberate overlap among the questions, both within and across question types. This
enables you to choose the wording and question type that best fits your testing
objectives. In deciding which questions to use, take care to avoid items such as a
multiple-choice question that gives away the answer to a true-false or short-answer
question, or an essay question that covers essentially the same ground as a true-false,
short-answer, or multiple-choice question.
Each type of question—true-false, multiple-choice, short-answer, and essay—has an
automatic numbering system, which means you can copy and paste items from within a
question type, and they will automatically number themselves consecutively, beginning
with “1.” The five answer choices for each multiple-choice question are also ordered
automatically, and so you can add, change, or reorder answer choices without
rearranging the lettering.
If you would like to preserve the fonts, indents, and tabs of the original questions, you
can substitute questions for those in the sample final exams or copy and paste questions
into the Exam Master provided in the final Word file of the Test Bank. In the Exam Master,
spaces for your course name, exam type, and the student’s name and section are
followed by headings and instructions for true-false, multiple-choice, short-answer, and
essay questions. You can add elements unique to your exams and delete elements you
don’t want to use. After you customize the Exam Master, you can save it with your
changes. Then, each time you open it, click “Save As” to give it the name of the exam
you are currently constructing.
,46 TEST BANK FOR THE ART OF PUBLIC SPEAKING
True-False Questions
1. T F Hearing and listening are essentially the same.
2. T F People need effective listening skills in almost all occupations.
3. T F Research indicates that even when we listen carefully, we
understand and retain only about half of what we hear.
4. T F People spend more time listening than in any other
communicative activity.
5. T F You can improve your own speeches by listening carefully to
the speeches of other people.
6. T F As your textbook explains, focusing on a speaker’s delivery
and personal appearance is an excellent way to strengthen your
listening skills.
7. T F One of the major obstacles to listening effectively is that the
brain can process many more words than can be spoken in a minute.
8. T F According to your textbook, a skilled therapist listening to a
patient is an example of appreciative listening.
9. T F Appreciative listening is closely tied to critical thinking.
10. T F Listening is a passive process, while critical thinking is an
active process.
11. T F Listening to provide emotional support for someone is called
empathic listening.
12. T F According to your textbook, listening to understand a
classroom lecture is an example of appreciative listening.
13. T F According to your textbook, listening to understand a
classroom lecture is an example of comprehensive listening.
14. T F When you listen to someone give a sales presentation, and
you need to decide whether you will buy the item, you are engaged
in comprehensive listening.
15. T F Listening to evaluate a message for purposes of accepting or
rejecting it is known as critical listening.
, CHAPTER 3—LISTENING 47
16. T F Critical listening involves listening to evaluate a message for
purposes of accepting it or rejecting it.
17. T F Concentrating on details is an excellent way to become a
better listener.
18. T F It is impossible to listen too hard.
19. T F Critical listening involves engaging in a mental argument with
everything a speaker says.
20. T F When you listen to the campaign speech of a political
candidate for the purpose of accepting or rejecting the speaker’s
message, you are engaged in critical listening.
21. T F When you listen to the campaign speech of a political
candidate for the purpose of accepting or rejecting the speaker’s
message, you are engaged in empathic listening.
22. T F One of the major barriers to effective communication is that
the brain can process words much faster than a speaker can talk.
23. T F The aim of active listening is to set aside one’s own frame of
reference and, as far as possible, to listen from within the speaker’s
frame of reference.
24. T F Active listening means focusing on the speaker’s appearance
and delivery rather than on her or his message.
25. T F Active listeners give their undivided attention to the speaker
in a genuine effort to understand her or his point of view.
26. T F Usually it is easy to block out physical and mental distractions
when listening to a speaker.
27. T F When you listen to a speech, it is usually a good idea to try to
remember everything the speaker says.
28. T F Jumping to conclusions can be a barrier to effective listening
even when a speaker and a listener know each other very well.
29. T F According to your textbook, reviewing mentally what a
speaker has said is a good way to avoid becoming distracted in a
speech.
30. T F Suspending judgment means that you need to accept
uncritically whatever a speaker says.
