What percentage of waking time does the average person spend listening According to studies group of answer choices?

Are You Really Listening: Hearing vs. Listening

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Multiple Choice Quiz

1. Which of the following kinds of communication do students spend most time engaged in:

   a. listening
   b. speaking
   c. reading.
   d. writing
   

2. The factors in Cooper’s two-factor model of effective listening are:

   a. completing cognitive tasks, and accomplishing relational tasks.
   b. listening critically and offering others advice.
   c. being supportive and agreeing with others.
   d. paying attention and interpreting messages.
   

3. Which of the following behaviors are part of active listening?

   a. maintain eye contact
   b. nodding and making eye contact.
   c. asking for clarification
   d. all of the above.
   

4. Evaluative listening is successful when we:

   a. accurately distinguish stimuli in a message.
   b. understand the intended meaning of a message.
   c. make critical assessments of the accuracy of the facts in a message.
   d. all of the above.
   

5. Which is NOT one of the types of listening mentioned in the text?

   a. discriminatory listening.
   b. idiosyncratic listening.
   c. comprehensive listening.
   d. problem-focuses listening.
   

6. Which of the following describes the style of listening called action-oriented listening?

   a. The listener focuses on others’ feelings and sees listening as an opportunity to forge interpersonal bonds.
   b. The listener gathers data and enjoys listening to complex technical information.
   c. The listener is impatient with disorganized speakers and mentally jumps ahead to finish their thoughts.
   d. The listener is concerned about keeping on schedule, and interrupts others when he or she wants to move on.
   

7. Which of the following is one of the findings of the Sillars, Smith, and Koerner study of parent/child conflicts?

   a. Parents understood their children’s thoughts during
   b. Parents believed their children’s thoughts about the
   c. Parents overlooked the extent to which children took responsibility for the conflicts.
   d. All of the above.
   

8. According to Dweck and Ehrlinger, people who hold an entity theory of human nature:

   a. see the world as in a constant state of flux.
   b. are likely to cooperate during conflicts.
   c. are quick to make and stick to initial impressions.
   d. are open to new information.
   

9. Jackson and Jamieson believe we accept spin uncritically because:

   a. When asked to think critically about an issue we are
   b. We let ourselves be distracted by attractive images,
   c. We accept anecdotes as facts.
   d. All of the above.
   

10. A friend tells you, “I’m afraid my boyfriend is seeing his old girlfriend behind my back; I don’t know what to do. I can’t live without him.” Which of the following responses is a paraphrase?

    a. You’re afraid your boyfriend is seeing his old girlfriend behind your back, you don’t know what to do, and you can’t live without him.
    b. Don’t worry. I’m sure it’s not true. He loves you.
    c. You’re feeling very insecure because your relationship was never very strong.
    d. You’re very afraid that your boyfriend may still have feelings for his old girlfriend and you’re afraid you’ll lose him.
    

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Why go to Class?

Students don’talways want to go toclass. They mayhave required classes that they find difficult or don’t enjoy, orthey may feel overwhelmed by other commitments or feel tired if they have early morning classes. However, even if instructors allow a certain number of unexcused absences, youshould aim to attend everyclass session. Class attendance enhances class performance in the following ways:

• Class participation: If you don’tattend class, you can’tparticipate in class activities. Class activities are usually part of your final grade, and they can help you apply concepts you learn from lectures and reading assignments.
• Class interaction: If you rely on learning on your own (by doing the reading assignments outside of class, for example), you’ll miss out on classdiscussions with fellow students. Your classmates will often have the same questions as you, so going toclass enablesyou to learn from themand ask your instructor about topics you all find difficult.
• Interaction with the instructor: There is a reason why classes are taught by instructors. Instructors specialize in the subjects they teach, and they can provide extra insight and perspective on the material you’re studying. Going to class gives you the chance to take notes and ask questions about the lectures. Also, the more you participate, the more your instructors will come to know you and be aware of any help or support you might need. This will make you feel more comfortable to approach them outside of class if you need advice or are struggling with the course material.
• Increased learning: Even though you will typically spend more time on coursework outside of the classroom, this makes class sessions even more valuable. Typically, in-class time will be devoted to the most challenging or key concepts covered in your textbooks. It’s important to know what these are so you can master them—also they’re likely to show up on exams.

Let’s compare students with different attitudes toward their classes:

Carla wants to get through college, and she knows she needs the degree to get a decent job, but she’s just not that into it. She’s never thought of herself as a good student, and that hasn’t changed much in college. She has trouble paying attention in those big lecture classes, which mostly seem pretty boring. She’s pretty sure she can pass all her courses, however, as long as she takes the time to study before tests. It doesn’t bother her to skip classes when she’s studying for a test in a different class or finishing a reading assignment she didn’t get around to earlier. She does make it through her freshman year with a passing grade in every class, even those she didn’t go to very often. Then she fails the midterm exam in her first sophomore class. Depressed, she skips the next couple classes, then feels guilty and goes to the next. It’s even harder to stay awake because now she has no idea what they’re talking about. It’s too late to drop the course, and even a hard night of studying before the final isn’t enough to pass the course. In two other classes, she just barely passes. She has no idea what classes to take next term and is starting to think that maybe she’ll drop out for now.

Karen wants to have a good time in college and still do well enough to get a good job in business afterward. Her sorority keeps a file of class notes for her big lecture classes, and from talking to others and reviewing these notes, she’s discovered she can skip almost half of those big classes and still get a B or C on the tests. She stays focused on her grades, and because she has a good memory, she’s able to maintain OK grades. She doesn’t worry about talking to her instructors outside of class because she can always find out what she needs from another student. In her sophomore year, she has a quick conversation with her academic advisor and chooses her major. Those classes are smaller, and she goes to most of them, but she feels she’s pretty much figured out how it works and can usually still get the grade. In her senior year, she starts working on her résumé and asks other students in her major which instructors write the best letters of recommendation. She’s sure her college degree will land her a good job.

Alicia enjoys her classes, even when she has to get up early after working or studying late the night before. She sometimes gets so excited by something she learns in class that she rushes up to the instructor after class to ask a question. In class discussions, she’s not usually the first to speak out, but by the time another student has given an opinion, she’s had time to organize her thoughts and enjoys arguing her ideas. Nearing the end of her sophomore year and unsure of what to major in given her many interests, she talks things over with one of her favorite instructors, whom she has gotten to know through office visits. The instructor gives her some insights into careers in that field and helps her explore her interests. She takes two more courses with this instructor over the next year, and she’s comfortable in her senior year going to him to ask for a job reference. When she does, she’s surprised and thrilled when he urges her to apply for a high-level paid internship with a company in the field—that happens to be run by a friend of his.

Think about the differences in the attitudes of these three students and how they approach their classes. One’s attitude toward learning, toward going to class, and toward the whole college experience is a huge factor in how successful a student will be. Make it your goal to attend every class; don’t even think about not going. Going to class is the first step in engaging in your education by interacting with the instructor and other students. Here are some reasons why it’s important to attend every class:

• Miss a class and you’ll miss something, even if you never know it. Even if a friend gives you notes for the class, they cannot contain everything said or shown by the instructor or written on the board for emphasis or questioned or commented on by other students. What you miss might affect your grade or your enthusiasm for the course. Why go to college at all if you’re not going to go to college?
• While some students may say that you don’t have to go to every class to do well on a test, that is very often a myth. Do you want to take that risk?
• Your final grade often reflects how you think about course concepts, and you will think more often and more clearly when engaged in class discussions and hearing the comments of other students. You can’t get this by borrowing class notes from a friend.
• Research shows there is a correlation between absences from class and lower grades. It may be that missing classes causes lower grades or that students with lower grades miss more classes. Either way, missing classes and lower grades can be intertwined in a downward spiral of achievement.
• Your instructor will note your absences, even in a large class. In addition to making a poor impression, you reduce your opportunities for future interactions. You might not ask a question the next class because of the potential embarrassment of the instructor saying that was covered in the last class, which you apparently missed. Nothing is more insulting to an instructor than when you skip a class and then show up to ask, “Did I miss anything important?”
• You might be tempted to skip a class because the instructor is “boring,” but it’s more likely that you found the class boring because you weren’t very attentive or didn’t appreciate how the instructor was teaching.
• You paid a lot of money for your tuition. Get your money’s worth!