(Solved): COM230 Lesson 8 Quiz : Total score: 25 out of 25, 100%...

COM230 Lesson 8 Quiz 
Total score: 25  out of 25, 100%

Question
1 of 25
Once the norms are set, a group may not revisit them to address deviant behavior.

• True
• False

Question
2 of 25
Positive climates and negative climates can be understood along all of these dimensions except

• endorsement.
• security.
• recognition.
• acknowledgement.

Question
3 of 25
Climate has a ________ effect on relationships and members' satisfaction and morale.

• trusting
• selfish
• direct
• fastidious

Question
4 of 25
Using messages that demonstrate our value and worth from those with whom we have a relationship falls into the category of

• confirming messages.
• face-work.
• transitional messages.
• emblems.

Question
5 of 25
When working in groups, time can be both a source of frustration, as well as a reason to work:

• separately.
• in cubicles.
• intuitively.
• together.

Question
6 of 25
Defensive climates are hot climates.

• True
• False

Question
7 of 25
Not all roles and behaviors are helpful to the group.

• True
• False

Question
8 of 25
The network of communication in your group impacts the group climate because it plays a role in the ability of members to

• provide information-rich content.
• note other people's feelings and emotions.
• actively participate.
• present brief messages.

Question
9 of 25
Confirming messages are part of supportive climates to help members value themselves.

• True
• False

Question
10 of 25
Once the interaction pattern stabilizes, people tend to communicate in the same channels throughout the duration of the group.

• True
• False

Question
11 of 25
Circular patterns of communication are apparent when people primarily talk to those who are sitting near them.

• True
• False

Question
12 of 25
Surface-level differences are more important than deep-level differences for groups who regularly interact.

• True
• False

Question
13 of 25
When a small group has a supportive climate they are likely to feel

• immature and incompetent.
• happy and free.
• valued and worthwhile.
• depressed and sallow.

Question
14 of 25
Feeling valued by those in the group is an example of a

• supportive climate.
• sychnonicity.
• fact-inference confusion.
• conversational style.

Question
15 of 25
We experience disconfirming messages when we receive messages that suggest we are devalued and unimportant.

• True
• False

Question
16 of 25
Acknowledgement messages go beyond recognizing another's existence by confirming what they say or how they feel.

• True
• False

Question
17 of 25
As cohesion develops, members can

• satisfy individual needs.
• complete the task and increase communication.
• share the reward of completion.
• all of the above.

Question
18 of 25
Deviant behavior should be

• ingnored.
• imitated.
• addressed.
• obliterated.

Question
19 of 25
Deep-level diversity includes all of the following except

• attitudes.
• height.
• beliefs.
• values.

Question
20 of 25
Volunteering to take on extra tasks, which may seem like a great way to help your group out, can backfire.

• True
• False

Question
21 of 25
Deviant roles are actions that assist the group in reaching its goals and should be embraced.

• True
• False

Question
22 of 25
Surface-level diversity includes all of the following variables except

• age.
• mental health.
• sex.
• race/ethnicity.

Question
23 of 25
Time does not impact group work.

• True
• False

Question
24 of 25
People who try to relax the group and use well-timed humor to relieve stress are known as

• tension releasers.
• harmonizers.
• help-seekers
• class clowns.

Question
25 of 25
Linear patterns of communication are apparent when people primarily talk to those who are sitting near them.

• True
• False