Deck 4: Listening Critically

Question 1

In what way does listening differ from hearing?

A) Hearing processes sounds; listening interprets the sounds' meaning.
B) Hearing is sensory and listening is nonsense.
C) Listening is used for speeches; hearing is used for conversations.
D) Listening is physiological; hearing is psychological.

Answer 1

Hearing processes sounds; listening interprets the sounds' meaning.

Question 2

Audience members provide verbal and nonverbal responses to a speaker. These messages from the audience to the speaker are referred to as __________.

A) listener distractions
B) situational distractions
C) audience feedback
D) listening cues

Answer 2

audience feedback

Question 3

As Carlos listened to Brynn's speech advocating closing U.S. borders to immigrants, he became upset at her stereotypical view of Latin American immigrants. He sat back in his chair, frowned, and looked angrily at the speaker. Carlos was involved in the communication process of __________.

A) rhetorical criticism
B) feedback
C) careful listening
D) conversation

Answer 3

feedback

Question 4

While Bobby was listening to a speech about energy conservation, he heard the speaker discuss oil as a nonrenewable resource. This prompted him to think that it was time to change the oil in his car, and he began to plan a trip to his mechanic's garage. Which listening problem has Bobby fallen prey to?

A) limited attention span
B) listener distraction
C) jumping to conclusions
D) situational distraction

Question 5

When audience members let their minds wander to things other than the speaker's message, this is known as __________.

A) audience feedback
B) listener distractions
C) limited attention span
D) jumping to conclusions

Question 6

The speaker can combat listener distractions by __________.

A) emphasizing how each main idea relates to the thesis
B) talking louder and faster
C) using audience analysis to analyze listeners' preconceptions
D) making the speech as short as possible

Question 7

In consideration of listeners' attention spans, a speaker may want to plan a speech that is __________.

A) long
B) primarily visual
C) primarily entertaining
D) short and uncomplicated

Question 8

A speaker can combat the problem of an audience's limited attention span by __________.

A) using lots of sound bites
B) employing a minimum of supporting material
C) dividing the speech into small segments
D) oversimplifying the message

Question 9

Instant acceptance or instant rejection of a speaker's message occurs because of __________.

A) listener distractions
B) situational distractions
C) short attention spans
D) jumping to conclusions

Question 10

As Milos is concluding his speech, Bob enters the room. What kind of listening problem could Bob's late arrival create for the rest of the audience?

A) situational distraction
B) listener distraction
C) assimilation
D) rhetorical disturbance

Question 11

Careful listeners focus on __________.

A) the thesis and main ideas
B) the interesting stories in a speech
C) the speaker's delivery
D) the introduction and conclusion

Question 12

Two techniques that can help you become a careful listener are __________.

A) selection and retention
B) criticism and assimilation
C) mapping and note taking
D) identification and description

Question 13

The first step in the mapping process is __________.

A) identifying the main ideas
B) assessing the main ideas
C) extracting the thesis
D) deciding whether the main ideas support the thesis

Question 14

Miles's speech is organized around the following thesis: "We should take steps to prevent illegal recruiting of college athletes." As you listen, you map out the following main points. Which of these points is least relevant to the thesis?

A) Coaches are offering payments as inducements to high school athletes.
B) More restrictions should be placed on contacts with recruits.
C) College basketball authorities need to investigate athletes' finances more carefully.
D) Some college athletes have classwork done for them by their tutors.

Question 15

Which question is a critical thinker likely to ask about a speaker's assertions?

A) Do I like these ideas?
B) Are they well supported?
C) How is the audience responding to them?
D) Does the speaker really believe them?

Question 16

The strength of an opinion as supporting material rests on the __________.

A) ethos of the person who holds it
B) factual support that verifies it
C) intelligence of the listener who accepts it
D) importance of the issue addressed by it

Question 17

Which of the following is a characteristic of critical thinkers?

A) They distinguish between facts and opinions.
B) They take the speaker's claims at face value.
C) They look at each new idea as acceptable.
D) They accept assertions on faith.

Question 18

Critical thinking is not "negative, hostile, or adversarial." It is defined as the ability to __________.

A) consider differences between speaker and listeners
B) form and defend one's own judgments
C) plan an action to achieve a challenge
D) critique each of a speaker's main ideas

Question 19

Critical listening begins with mapping and is aided by note taking, but it adds the step of __________ before judgment.

A) assimilation
B) hearing
C) criticism
D) reflection

Question 20

Critical listening leads to an understanding of a speech as well as an interpretation and assessment of it. This allows the listener to draw conclusions based on __________.

A) reflective judgment
B) unstated assumptions
C) critical opinions
D) uncritical analysis

Question 21

When a critical thinker assesses a speaker's main points and asks, "What have you got to go on?," he or she is exercising which characteristic of critical thought?

A) reluctance to accept assertions on faith
B) desire to uncover assumptions
C) openness to new ideas
D) comparison of new ideas to what is already known

Question 22

Evaluation standards for assessing the quality of a speech should be based on an understanding of __________.

A) the rhetorical situation and the speaker's purpose
B) audience predispositions and audience feedback
C) speaker's style and speaker's ethos
D) the speech situation and the speech timeframe

Question 23

When evaluating a speech, one should consider two sets of constraints imposed on the speaker by the __________.

A) title and the thesis of the speech
B) immediate audience and the instructor
C) rhetorical situation and the speaker's purpose
D) thesis and the main ideas

Question 24

Which of the following is true of the standards that should be used to critically evaluate speeches?

A) the expediency standard is important and the artistic standard is not
B) the artistic standard is important and the expediency standard is not
C) the rhetorical standard is the only important standard
D) both the artistic and expediency standards require careful attention

Question 25

When applying the expediency standard to a speech, you are evaluating __________.

A) whether the speech accomplishes its stated purpose
B) whether the speaker was ethical
C) whether the speaker addressed the situation artfully
D) whether the speaker supported each point with evidence

Question 26

Hearing involves the reception, transmission, and interpretation of sounds.

Question 27

Hearing is a sensory process, and listening is a mental operation.

Question 28

When the traffic noise coming through the open window caused Lane to strain to hear the speaker, the traffic noise was causing a listener distraction.

Question 29

Even careless listeners can determine whether the main ideas support the thesis.

Question 30

Note taking works best when you organize key words into a rough outline.

Question 31

The test of careful listening is whether you can identify the thesis and explain how it was developed.

Question 32

Critical listeners are willing to accept some statements at face value.

Question 33

The critical listener begins with the assumption that the speaker knows what he or she is talking about.

Question 34

If we were to apply the artistic standard to the speech of artists and swindlers who talk people out of thousands of dollars, we would consider those people to be good speakers.

Question 35

When giving a critique of a classmate's speech, it is important to evaluate every aspect of the speech thoroughly.

Question 36

It is important for good listeners to evaluate messages, give feedback, and check for the __________ of what they have heard.

Question 37

Listeners' minds often wander simply because thinking is __________ than listening.

Question 38

When listeners assume that they know what the speaker will say before it is said, they are creating a listening problem known as __________.

Question 39

Overexposure to short, simple messages that make few demands on listeners' power of concentration leads to the listening problem known as __________.

Question 40

The first step in the process of mapping is to extract the __________ of the speech.

Question 41

When taking notes to map out a speech, it is best to use __________ rather than complete sentences.

Question 42

When you decide that a statement is true because it "just sounds right" or reject a statement simply because it does not fit your current beliefs or opinions, your have made a(n) __________ judgment.

Question 43

Critical listening begins with mapping and is aided by note taking, but it adds the step of __________ before judgment.

Question 44

When listeners assess a speech solely on the basis of whether it accomplishes the speaker's purpose, they are applying the __________ standard.

Question 45

Experts do not believe that __________ should be the only sole basis for evaluating a speech.

Question 46

Why is it important to study listening in a public speaking class? How important is this topic relative to the others in the text?

Question 47

What are the four barriers to effective listening, and what are the causes of these barriers? What can a speaker do to limit the effect of poor listening?

Question 48

Identify and explain the four steps of mapping. Explain why each is important and highlight the differences between them.

Question 49

How does a listener apply critical thinking to the speech situation? What should a speaker do to satisfy the critical listener?

Question 50

Evaluating classroom speeches is an important learning experience for the speaker and the listener/evaluator. What aspects of the speech should the evaluator focus on, and what guidelines should he or she follow in providing a critique to the speaker?