SECTION A: MODELS OF COMMUNICATION (Q1–Q8)
Q1. In the Shannon–Weaver model, which element refers to any factor that distorts the message?
A) Channel
B) Feedback
C) Noise
D) Receiver
Answer: C
Explanation: Noise refers to anything that interferes with transmission of the message — physical, semantic, or psychological.
Q2. “Who says What in Which Channel to Whom with What Effect?” represents:
A) Berlo’s SMCR model
B) Schramm’s Interactive model
C) Lasswell’s 5W model
D) Aristotle’s model
Answer: C
Explanation: Harold Lasswell’s 1948 model describes mass communication as a one-way process focusing on effects.
Q3. Which of the following is not a component of Berlo’s SMCR model?
A) Source
B) Message
C) Channel
D) Feedback
Answer: D
Explanation: SMCR = Source, Message, Channel, Receiver. It excludes feedback since it’s linear.
Q4. The Shannon–Weaver model primarily deals with:
A) Emotional intelligence
B) Technical transmission of information
C) Classroom communication
D) Non-verbal symbols
Answer: B
Explanation: It was developed for telephone communication — focusing on signal fidelity and transmission efficiency.
Q5. Which model introduced the concept of encoding and decoding?
A) Shannon–Weaver model
B) Berlo’s SMCR model
C) Schramm’s model
D) Aristotle’s model
Answer: A
Explanation: Shannon–Weaver defined encoding (message formulation) and decoding (interpretation).
Q6. Feedback converts a communication process from:
A) Interactive to linear
B) Linear to cyclic
C) Cyclic to linear
D) Hierarchical to vertical
Answer: B
Explanation: Feedback ensures a two-way, cyclic communication loop.
Q7. Which model of communication best explains mass media processes?
A) Shannon–Weaver
B) Lasswell’s model
C) Berlo’s SMCR
D) Schramm’s Interactive model
Answer: B
Explanation: Lasswell’s 5W model analyzes the elements of mass communication and media effects.
Q8. In Schramm’s model, the overlapping area of sender and receiver fields represents:
A) Noise
B) Shared experience
C) Channel distortion
D) Conflict
Answer: B
Explanation: Effective communication occurs only when there is shared understanding between sender and receiver.
SECTION B: TYPES & BARRIERS OF COMMUNICATION (Q9–Q16)
Q9. Semantic barrier arises due to:
A) Emotional disturbance
B) Misinterpretation of words or symbols
C) Physical obstacles
D) Poor memory
Answer: B
Explanation: Semantic noise occurs when language or symbols have multiple meanings or are unfamiliar.
Q10. Which of the following is not a type of communication barrier?
A) Physiological
B) Psychological
C) Logical
D) Cultural
Answer: C
Explanation: Logical is not a recognized barrier type; physiological (hearing issues), psychological (bias), cultural (norms) are valid.
Q11. The most effective way to overcome barriers is:
A) Increasing message complexity
B) Ignoring feedback
C) Ensuring feedback and clarification
D) Using more technical terms
Answer: C
Explanation: Feedback confirms understanding and reduces distortion.
Q12. In the classroom, the most common barrier is:
A) Semantic noise
B) Hierarchical distance
C) Environmental noise or one-way teaching
D) Physical disability
Answer: C
Explanation: Poor acoustics, noise, or one-way teaching restrict effective interaction.
Q13. “Selective perception” acts as a barrier under which category?
A) Physical
B) Psychological
C) Semantic
D) Organizational
Answer: B
Explanation: It is psychological — people interpret information based on their attitudes or beliefs.
Q14. The best example of a physical barrier is:
A) Emotional bias
B) Poor sound system
C) Use of jargon
D) Cultural difference
Answer: B
Q15. “Jargon” refers to:
A) Simple everyday language
B) Technical terms understood only by specialists
C) Noisy environment
D) Body language cues
Answer: B
Explanation: Jargon causes semantic barriers when used before non-specialists.
Q16. In organizational communication, the “grapevine” is an example of:
A) Formal communication
B) Informal communication
C) Upward communication
D) Written communication
Answer: B
Explanation: Grapevine is the informal, unofficial network of communication within organizations.
SECTION C: CLASSROOM & GROUP COMMUNICATION (Q17–Q23)
Q17. Classroom communication is most effective when it is:
A) Teacher-centered
B) Student-centered and interactive
C) Lecture-based only
D) Authority-driven
Answer: B
Explanation: Active, student-centered communication promotes engagement and learning.
Q18. A teacher encourages students to “think–pair–share.” This is an example of:
A) Non-verbal communication
B) Interactive classroom strategy
C) Mass communication
D) One-way communication
Answer: B
Q19. “Wait-time” in classroom communication refers to:
A) The delay before students enter class
B) The pause a teacher allows after asking a question
C) Student hesitation before speaking
D) Administrative delay in communication
Answer: B
Explanation: Allowing wait-time improves student participation and cognitive response.
Q20. Which of the following best enhances classroom communication?
A) Teacher monologue
B) Use of complex language
C) Immediate and specific feedback
D) Restricting questioning
Answer: C
Q21. A teacher uses gestures, visuals, and voice modulation. These are aspects of:
A) Non-verbal communication
B) Technical communication
C) Written communication
D) Mass communication
Answer: A
Q22. Group communication differs from interpersonal communication because it:
A) Involves only two people
B) Lacks feedback
C) Has multiple participants and shared goals
D) Excludes non-verbal cues
Answer: C
Q23. “Groupthink” refers to:
A) A condition where group harmony suppresses critical thinking
B) A team brainstorming session
C) Individual creativity
D) Communication breakdown due to noise
Answer: A
Explanation: Groupthink happens when the desire for consensus overrides realistic evaluation.
SECTION D: INTERCULTURAL COMMUNICATION (Q24–Q27)
Q24. According to Edward T. Hall, cultures that rely heavily on context and non-verbal cues are called:
A) Low-context cultures
B) High-context cultures
C) Neutral cultures
D) Open cultures
Answer: B
Explanation: High-context (e.g., Japan, India) depend on implicit communication; low-context (e.g., USA, Germany) are explicit.
Q25. Which dimension of Hofstede’s cultural framework measures “acceptance of unequal power”?
A) Uncertainty avoidance
B) Individualism–collectivism
C) Power distance
D) Masculinity–femininity
Answer: C
Q26. In intercultural communication, ethnocentrism means:
A) Believing all cultures are equal
B) Judging another culture by one’s own standards
C) Promoting diversity
D) Avoiding stereotypes
Answer: B
Q27. To communicate effectively across cultures, one must develop:
A) Stereotypes
B) Cultural empathy and flexibility
C) Linguistic superiority
D) Ethnocentrism
Answer: B
SECTION E: MASS MEDIA & SOCIETY (Q28–Q30)
Q28. Which of the following is not a function of mass media according to Lasswell?
A) Surveillance
B) Correlation
C) Entertainment
D) Agenda-setting
Answer: D
Explanation: Agenda-setting is a later theory; Lasswell identified Surveillance, Correlation, Cultural transmission, and Entertainment.
Q29. “Agenda-setting” theory of communication proposes that:
A) Media tells people what to think
B) Media influences what people think about
C) Media has no effect
D) Audience fully controls meaning
Answer: B
Explanation: Media shapes the salience of issues rather than public opinion directly.
Q30. “Uses and Gratifications” theory focuses on:
A) Passive audience behavior
B) Media effects on society
C) Active audience seeking personal satisfaction
D) Mass persuasion
Answer: C
Explanation: It assumes audiences actively select media to fulfill needs (information, entertainment, social interaction).
SECTION F – ADVANCED / APPLICATION QUESTIONS (31–40)
Q31. In a classroom, the teacher writes clearly on the board, maintains eye contact, and repeats important points. These actions mainly aim to:
A) Increase formality
B) Overcome physical and semantic barriers
C) Display authority
D) Reduce learner autonomy
Answer: B
Explanation: Repetition, eye contact, and clear visuals reduce barriers and improve message clarity.
Q32. Encoding in communication means:
A) Interpreting a received message
B) Converting ideas into symbols or words
C) Sending feedback
D) Noise filtration
Answer: B
Explanation: Encoding = transforming ideas into communicable signs.
Q33. Decoding refers to:
A) Translating the received message into meaning
B) Creating the message
C) Selecting the channel
D) Removing barriers
Answer: A
Q34. Which of the following statements is true for effective classroom communication?
A) The more complex the message, the better the learning
B) Communication is effective only when students respond appropriately
C) Noise is unavoidable and should be ignored
D) Feedback should be delayed
Answer: B
Q35. Assertion (A): Feedback is essential for effective communication.
Reason (R): It helps the sender know whether the message has been understood.
A) Both A and R are true, and R is the correct explanation of A.
B) Both A and R are true, but R is not the correct explanation.
C) A is true, R is false.
D) A is false, R is true.
Answer: A
Q36. When a student nods during a lecture, it mainly represents:
A) Verbal cue
B) Non-verbal feedback
C) Noise
D) Formal communication
Answer: B
Q37. Which of the following best differentiates communication from information?
A) Communication is one-way; information is two-way.
B) Communication requires understanding; information may not.
C) Information is emotional; communication is factual.
D) Both are identical.
Answer: B
Q38. The communication process begins with:
A) Message transmission
B) Idea generation by the sender
C) Feedback
D) Decoding
Answer: B
Q39. Which of the following correctly matches levels of communication?
A) Intrapersonal – within oneself
B) Interpersonal – between organizations
C) Group – between two individuals
D) Mass – face-to-face talk
Answer: A
Q40. Assertion (A): In communication, “noise” can be physical or psychological.
Reason (R): Psychological noise includes biases, prejudices, or anxiety.
A) Both A and R are true, and R explains A.
B) Both A and R are true, but R does not explain A.
C) A is true, R false.
D) A false, R true.
Answer: A
SECTION G – INTERCULTURAL & MEDIA APPLICATIONS (41–46)
Q41. In intercultural communication, “proxemics” refers to:
A) Use of time
B) Use of personal space
C) Tone of voice
D) Cultural food habits
Answer: B
Q42. “Kinesics” is the study of:
A) Eye behavior
B) Gestures and body movements
C) Verbal symbols
D) Time orientation
Answer: B
Q43. Which example best represents a high-context communication style?
A) Detailed written contract specifying all terms
B) Relying on implicit understanding and shared norms
C) Speaking directly and explicitly
D) Legalistic conversation
Answer: B
Q44. Cultural empathy in communication means:
A) Agreeing with all cultural norms
B) Understanding and respecting others’ perspectives
C) Imposing one’s culture
D) Avoiding interaction
Answer: B
Q45. In mass-media communication, gatekeeping refers to:
A) Limiting access to technology
B) Selecting and shaping news before publication
C) Audience feedback
D) Surveillance function
Answer: B
Explanation: Editors and producers act as gatekeepers controlling what reaches the public.
Q46. The “two-step flow” model of mass communication highlights the role of:
A) Opinion leaders who mediate between media and public
B) Direct influence of media on individuals
C) Gatekeepers filtering messages
D) Technological noise
Answer: A
SECTION H – CLASSROOM & GROUP DYNAMICS (47–50)
Q47. A democratic classroom atmosphere promotes:
A) Student silence and teacher authority
B) Equal participation and shared responsibility
C) Competition among learners only
D) Teacher-centered learning
Answer: B
Q48. Case Question: In an online class, students hesitate to respond due to muted microphones and camera-off policy. The main barrier here is:
A) Physiological
B) Technical / Physical
C) Psychological
D) Semantic
Answer: B
Explanation: Technical limitations restrict feedback — a physical/technological barrier.
Q49. The “grapevine” network often spreads rumors because it lacks:
A) Formal structure and verification
B) Human emotion
C) Upward communication
D) Feedback
Answer: A
Q50. In a seminar, a participant paraphrases the speaker’s idea to confirm understanding. This reflects:
A) Selective perception
B) Active listening with feedback
C) Non-verbal distortion
D) Semantic barrier
Answer: B
Explanation: Paraphrasing ensures shared meaning and closes the feedback loop.