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Tag: Expected Questions on Unit 4 of Paper 1 Communication UGC NET NTA

  • UGC NET Paper 1 — Unit 4: Communication

    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.

  • UGC-NET Paper 1, Unit IV — COMMUNICATION 

    1. What is Communication? — Core definition

    Communication is the process of transmitting information, ideas, feelings or meanings from a sender to a receiver through a channel, with the aim of achieving understanding. It involves encoding, transmission, decoding and feedback.
    Why it matters for NET: Expect definitions, short examples, and an explanation of key components (sender, message, channel, receiver, feedback, noise).

    2. Key Models of Communication (remember these for definitions & diagrammatic questions)

    • Shannon-Weaver (Transmission) Model — Source → Encoder → Channel → Decoder → Destination; highlights technical problems (noise) and the idea of signal fidelity. Useful for questions on “noise” and “technical aspects” of communication.

    • Berlo’s SMCR Model — Source (S), Message (M), Channel (C), Receiver (R). Emphasizes how characteristics of each component (skills, attitudes, knowledge, social system) shape communication effectiveness. Good for “component characteristics” style questions.

    • Lasswell’s 5W Formula — “Who says What in Which channel to Whom with What effect?” — very useful for mass-communication analysis and questions linking function to effect.

    (Tip: sketch the three diagrams quickly in answers if asked; tie Shannon to technical/noise points, Berlo to sender/receiver traits, Lasswell to mass-media/impact.)

    3. Types / Levels of Communication (short list + exam cues)

    • Intrapersonal — internal thought, self-talk (basic level; used in comprehension questions).

    • Interpersonal — face-to-face, dyadic; focuses on verbal & nonverbal cues.

    • Group / Small-group — team meetings, seminar groups; includes roles, norms, group dynamics.

    • Public / Mass communication — one→many (media, broadcasts); consider effects & agenda-setting.

    • Intercultural — across cultural boundaries (high vs low context; norms differ).

    • Organizational — formal/informal channels inside institutions.

    (NTA often asks to distinguish two types or pick examples — keep one clear example per type.)

    4. Characteristics of Effective Communication (quick checklist)

    • Clarity & simplicity — clear language, logical structure

    • Conciseness — avoid unnecessary words

    • Completeness & relevance — cover necessary info for receiver to act

    • Correctness — factual and grammar accuracy

    • Consideration (receiver-oriented) — audience awareness, tone, cultural sensitivity

    • Feedback loop — ensures understanding and corrective action

    • Timing & appropriateness — right channel and context

    (Exam tip: these appear as MCQs or match-the-pairs; remember five to six items.)

    5. Verbal vs Non-verbal Communication (contrast)

    • Verbal: words, structure, language; depends on vocabulary, syntax.

    • Paralinguistic: tone, pitch, pace, pauses.

    • Non-verbal: body language, gestures, facial expressions, eye contact, proxemics (space), haptics (touch), appearance.

    • Function: Non-verbal often supplements, contradicts, or regulates verbal message (e.g., sarcasm—words vs tone).

    (Tip: NTA often uses scenarios asking which cue indicates sincerity or deception — choose non-verbal cues that mismatch verbal content.)

    6. Listening & Feedback — essentials for classroom & workplace

    • Active listening: focused attention, paraphrasing, asking clarifying questions, withholding judgment. Barriers include personal agenda, information overload, emotional reactiveness, distraction. Practical strategies: summarize, ask open questions, provide constructive feedback.

    7. Barriers to Effective Communication (classification + examples)

    A. Physical / Environmental — noise, distance, poor acoustics.
    B. Semantic / Language — ambiguity, jargon, unfamiliar terms.
    C. Psychological / Emotional — attitudes, biases, defensiveness.
    D. Cultural — difference in values, norms; nonverbal meanings differ across cultures.
    E. Physiological — hearing impairment, speech disorders, fatigue.
    F. Organizational — rigid hierarchy, poor channels, overload.

    How to overcome: simplify language, check for feedback, use appropriate channel, cultural sensitivity, active listening, use redundancy and clarification. (Waterloo & teaching-center resources list similar barriers and strategies.)

    8. Intercultural Communication — essentials for answers

    • High-context vs Low-context cultures (Hall): high-context communicates more by inference and context; low-context relies on explicit verbal content.

    • Hofstede’s dimensions (useful short mentions): power distance, individualism vs collectivism, uncertainty avoidance, masculinity vs femininity, long-term orientation — explains cross-cultural communication differences.

    • Competencies needed: cultural empathy, adaptation of message, language awareness, avoiding stereotyping.

    (Exam tip: for case questions about cultural misunderstanding, mention context level + adaptation strategy.)

    9. Group Communication & Classroom Communication (teacher-centered → learner-centered)

    Group communication basics:

    • Roles (leader, facilitator, recorder), norms, group cohesion, decision-making (consensus vs majority).

    • Common problems: groupthink, dominance by a few, poor participation.

    Classroom communication (practical points for NET answers):

    • Teacher as facilitator: encourage questions, scaffold learning, use wait time.

    • Questioning techniques: Bloom-based questions — recall → comprehension → application → analysis → evaluation → creation. Use higher-order questions to probe critical thinking.

    • Feedback: immediate, specific, constructive; use rubrics and formative assessment.

    • Participatory methods: discussions, small groups, peer instruction, think-pair-share.

    • Use of ICT: multimedia, polls, discussion boards — improves access and interactivity. Recent classroom research emphasises positive reinforcement, restorative discipline and purposeful facilitation.

    (Net answer strategy: when asked “methods for effective classroom communication,” list 4–6 actions with brief rationale.)

    10. Mass Media & Society — functions and short theories

    Primary functions of mass media:

    • Surveillance (informing), Correlation (interpreting), Cultural transmission (socializing), Entertainment, Mobilization.

    Important theories to remember (short):

    • Lasswell’s 5W (who/what/channel/whom/effect) — great for analysing campaigns.

    • Agenda-setting — media influence what public thinks about (not what to think).

    • Uses and Gratifications — audience actively selects media to satisfy needs.

    • Cultivation theory — heavy media exposure shapes perceptions of reality (useful for TV/media effect questions).

    (Exam tip: NTA often asks to match function/theory or pick the best example for a theory — memorize a one-line definition for each.)

    11. Digital & New Media: brief pointers

    • Features: interactivity, user-generated content, multi-modal (text/audio/video), social networks.

    • Implications: faster feedback, echo chambers, misinformation risk, need for digital literacy and media ethics.

    12. Quick Examples & Short Answers (for rapid revision)

    • Example of noise (Shannon): Poor internet connection during an online lecture → message distortion.

    • Example Berlo (SMCR): Teacher’s attitude and knowledge influence how a scientific concept is explained and how students decode it.

    • Intercultural mistake: Direct refusal in low-context culture vs saving face in high-context — adjust phrasing and nonverbal cues.

    13. How NTA frames questions from this unit — exam strategy

    • Direct definition & model-identification: Know Shannon, Berlo, Lasswell — one-line definitions + diagram.

    • Scenario-based application: Given a classroom or media scenario, identify barrier, model component, or appropriate strategy.

    • Match/MCQ of functions: Match media functions to examples.

    • Short critical questions: Advantages/disadvantages of ICT in classroom, steps to overcome specific barriers, features of intercultural competence.

    14. Two-minute revision checklist (memorize these 8 items)

    1. Definition + 5 components (sender, message, channel, receiver, feedback)

    2. Shannon-Weaver — noise & signal fidelity

    3. Berlo SMCR — influence of sender/receiver traits

    4. Lasswell 5W — mass communication analysis

    5. 6 barriers (physical, semantic, psychological, cultural, physiological, organizational)

    6. Verbal vs non-verbal; examples of each

    7. Classroom strategies: questioning, feedback, facilitation, ICT use

    8. Media functions + 2 theories (agenda-setting, uses & gratifications)

    15. Quick practice prompts (use as short answers)

    • Draw and briefly explain Shannon-Weaver model (2–3 lines).

    • List four barriers in classroom communication and how to overcome them (4×2 lines).

    • Explain “high-context vs low-context” with an example (3 lines).

    • Describe three functions of mass media with examples (3×1 line).