Midterm ExamMidterm Exam

How to read the questionsHow to read the questions

How to write the answersHow to write the answers

OptionOption

• Try taking a separate piece of paper Try taking a separate piece of paper and trying to write a new answer and trying to write a new answer based on our discussion. Then turn it based on our discussion. Then turn it in and I will tell you what I would in and I will tell you what I would have given that answer in terms of have given that answer in terms of points if it were asked on the final. points if it were asked on the final.

How to read the questionHow to read the question

• Underline key words such as Underline key words such as describe, name, examples, etc. describe, name, examples, etc.

• If there are parts, put a space for If there are parts, put a space for each part in your answer space so each part in your answer space so you don’t forget to answer a part of you don’t forget to answer a part of the question. the question.

How to Answer the How to Answer the QuestionsQuestions

• Get a basic answer down for every Get a basic answer down for every question so you can get some points question so you can get some points for it. for it.

• Go back and fill in the detail on the Go back and fill in the detail on the ones you know. ones you know.

• Spend all the remaining time on Spend all the remaining time on ones you are not as sure of. ones you are not as sure of.

Question 1Question 1

1.1. Please Please drawdraw a communication a communication model, model, labellabel the parts, and the parts, and discussdiscuss the importance of the importance of environmentenvironment and and feedbackfeedback in the in the communication communication process. process.

2.2. 2 parts – draw a model and label2 parts – draw a model and label

3.3. Discuss environment and Discuss environment and feedbackfeedback

Key points to answerKey points to answer

• Model – most people got the Model – most people got the drawing.drawing.

EnvironmentEnvironment MediumMedium

ReceiverSender

Message

feedback

EnvironmentEnvironment

• It can interfere with the communication It can interfere with the communication effort by providing distracting stimuli. effort by providing distracting stimuli. Can be overcome by finding a different Can be overcome by finding a different environment, using a different medium environment, using a different medium or trying to re-shape your message so it or trying to re-shape your message so it is more powerful. is more powerful.

• It can enhance your message if the It can enhance your message if the message uses stimuli or visuals in the message uses stimuli or visuals in the surrounding environment. surrounding environment.

FeedbackFeedback

• It tells the sender if the message is It tells the sender if the message is getting through getting through

• As a result, he or she can adjust and As a result, he or she can adjust and re-send the message to be more re-send the message to be more effective. effective.

Results on Question 1Results on Question 1

• 8 scores of 208 scores of 20

• Average was 17.7 out of 20 = 88.5%Average was 17.7 out of 20 = 88.5%

Question 2Question 2

1.1. Please Please explainexplain how cost-benefit how cost-benefit analysis analysis appliesapplies to to designingdesigning communication strategiescommunication strategies. Give . Give exampleexampless..

2.2. 2 parts – explanation of how it 2 parts – explanation of how it appliesapplies

3.3. Give examplesGive examples

Keys to answerKeys to answer• People make the decision to People make the decision to attendattend

to a communication opportunity on to a communication opportunity on the basis of their the basis of their perceptionperception of the of the cost-benefit cost-benefit ratioratio of that opportunity of that opportunity comparedcompared to other opportunities at to other opportunities at that time and place. that time and place.

• People make the decision to People make the decision to stay stay involvedinvolved based on their assessment based on their assessment of the of the actualactual cost-benefit ratio. cost-benefit ratio.

ApplicationApplication

• We need to make sure the benefit is We need to make sure the benefit is obvious at first glance.obvious at first glance.

• We need to make the perceived cost We need to make the perceived cost low, such as by using visuals with low, such as by using visuals with limited text. limited text.

• We need to make sure the ratio of We need to make sure the ratio of benefit to cost can compete with other benefit to cost can compete with other opportunities at that time and place.opportunities at that time and place.

• We need to make the actual benefit We need to make the actual benefit high and cost low. high and cost low.

ExamplesExamples

• Within the answer I noted the use of Within the answer I noted the use of visuals instead of text. Other visuals instead of text. Other possibilities include using limited possibilities include using limited amounts of text, a readable font, amounts of text, a readable font, large type size, interesting headings large type size, interesting headings and sub-headings, etc. and sub-headings, etc.

Results on Question 2Results on Question 2

• 4 answers with 20 points4 answers with 20 points

• Average score 15.5 = 77.5%Average score 15.5 = 77.5%

Question 3Question 3

• What is the problem with simply using What is the problem with simply using a a topictopic, such as China or Saudi Arabia, , such as China or Saudi Arabia, as the as the keykey to to developingdeveloping a a communication strategy? Give an communication strategy? Give an exampleexample of what you might use instead of what you might use instead and and explain explain why it is more effective. why it is more effective.

• 3 parts – problem with using a topic3 parts – problem with using a topic• Example of what you would useExample of what you would use• Explanation of why it would be better.Explanation of why it would be better.

Problem with using a Problem with using a topictopic

• Tends to leads to cognitive overload because Tends to leads to cognitive overload because presenters choose lots of information presenters choose lots of information connected by topic, but not by connections connected by topic, but not by connections natural to the human brain. natural to the human brain.

• Consequently, the connections between the Consequently, the connections between the information bits being presented are not strong information bits being presented are not strong enough to reduce cognitive load. enough to reduce cognitive load.

• What do we store them as?What do we store them as?

• What is another name for a topic-driven What is another name for a topic-driven approach?approach?

Which of the following are Which of the following are schema driven approaches?schema driven approaches?• Food of the United StatesFood of the United States• Many tools have been fashioned Many tools have been fashioned

from animal parts.from animal parts.• Birds of the temperate rainforests.Birds of the temperate rainforests.• Birds are linked to their habitat. Birds are linked to their habitat.

The key to decidingThe key to deciding

• When people finish learning about When people finish learning about • ___(Topic, sub-___(Topic, sub-

topic)____________________,topic)____________________, I want I want them to know that them to know that ______(Theme, ______(Theme, schema, concept, schema, concept, idea)___________________.idea)___________________.

What is more effective?What is more effective?

• Schema driven approach because Schema driven approach because you are presenting information in you are presenting information in the form that our mind wants to the form that our mind wants to store it, so it is less cognitive effort store it, so it is less cognitive effort to process. to process.

Question 3Question 3

• What is the problem with simply using What is the problem with simply using a a topictopic, such as China or Saudi Arabia, , such as China or Saudi Arabia, as the as the keykey to to developingdeveloping a a communication strategy? Give an communication strategy? Give an exampleexample of what you might use instead of what you might use instead and and explain explain why it is more effective. why it is more effective.

• The answer is not to choose a sub-The answer is not to choose a sub-topic. You keyed off the wrong words. topic. You keyed off the wrong words. It is not that the topic is large – it is It is not that the topic is large – it is that it is a topic instead of a schema or that it is a topic instead of a schema or concept. concept.

Results – Question 3Results – Question 3

• 0 scores with 200 scores with 20

• Average score 10.8 = 54%Average score 10.8 = 54%

• I eliminated the question (but I want I eliminated the question (but I want you to know the answer for the you to know the answer for the final!)final!)

Question 4Question 4

1.1. WhatWhat is cognitive load? is cognitive load? WhyWhy does it does it mattermatter to us as communicators? Give to us as communicators? Give an an exampleexample of a strategy to reduce of a strategy to reduce cognitive load cognitive load and explainand explain why it why it would be effective. would be effective.

2.2. 4 parts. What is it, why does it matter, 4 parts. What is it, why does it matter, an example of a strategy, and an an example of a strategy, and an explanation of why that would be explanation of why that would be better.better.

What is cognitive load?What is cognitive load?

• Load on our Load on our workingworking memory when memory when processing information. processing information.

Why is it important?Why is it important?

• Because we have Because we have limitedlimited cognitive cognitive capacity.capacity.

An exampleAn example

• Avoid the split attention affect because Avoid the split attention affect because you are requiring one sense to switch you are requiring one sense to switch back and forth between information back and forth between information sources. sources.

• Use visuals – less cognitive effort to Use visuals – less cognitive effort to absorb because the connections are absorb because the connections are often more obvious.often more obvious.

• Etc.Etc.

Results – Question 4Results – Question 4

• 3 answers with 20 points3 answers with 20 points

• Average score 15.6 out of 20 = 78%Average score 15.6 out of 20 = 78%

Question 5Question 5

• WhatWhat is is dual mode presentationdual mode presentation and and whywhy is it effective? (Be sure to is it effective? (Be sure to include communication theory in include communication theory in your explanation.)your explanation.)

• Only two parts – what is it and why Only two parts – what is it and why is it effectvive?is it effectvive?

What is dual mode What is dual mode presentation?presentation?

• Dual mode presentation is when you Dual mode presentation is when you are presenting the same information are presenting the same information (information with high semantic (information with high semantic overlap or very similar in meaning) in overlap or very similar in meaning) in two ways, one of which can be two ways, one of which can be processed in the verbal pathway and processed in the verbal pathway and one that can be processed in the visual one that can be processed in the visual pathway. A film (audio plus pictures) is pathway. A film (audio plus pictures) is a good example of a dual mode a good example of a dual mode presentation. presentation.

Is this dual mode Is this dual mode presentation?presentation?

White rein orchid grows in bogs

No, but it is dual coding No, but it is dual coding theorytheory

White rein orchid grows in bogs

What would make it dual What would make it dual mode presentation?mode presentation?

• Have an audio listening post.Have an audio listening post.

Why is dual mode more Why is dual mode more effective?effective?

• We have two channels for We have two channels for processing information. If we processing information. If we process information that has similar process information that has similar meaning (high semantic overlap) meaning (high semantic overlap) along both channels at the same along both channels at the same time, they have an additive effect time, they have an additive effect and we learn the information better and we learn the information better and retain it longer because we have and retain it longer because we have a richer schema. a richer schema.

Results of Question 5Results of Question 5

• 3 scores of 20 points3 scores of 20 points

• Average was 15.6 out of 20 = 78 %Average was 15.6 out of 20 = 78 %

Question 6Question 6

• Please Please describedescribe the two processing the two processing routes of the Elaboration Likelihood routes of the Elaboration Likelihood Model of Persuasion. Model of Persuasion. Which Which do we do we want our audiences to use and want our audiences to use and whywhy??

• 3 parts – describe the two routes; 3 parts – describe the two routes; identify which we want our identify which we want our audiences to use and explain why. audiences to use and explain why.

Elaboration Likelihood Elaboration Likelihood Model of PersuasionModel of Persuasion

DescribeDescribe

• In the central route we process In the central route we process information – think about it. In the information – think about it. In the peripheral route we use clues to tell peripheral route we use clues to tell us whether the information is right us whether the information is right or wrong. or wrong.

Which do we want and Which do we want and why?why?

• We want the listener to use the central We want the listener to use the central route. route.

• Because elaboration or thinking about Because elaboration or thinking about

the information leads to an the information leads to an attitude attitude shift that is enduring, shift that is enduring, resistant to change and resistant to change and predictive of behavior.predictive of behavior.

Elaboration Likelihood Elaboration Likelihood Model of PersuasionModel of Persuasion

Results on Question 6Results on Question 6

• 6 scores of 20 points6 scores of 20 points

• Average score 15.6 out of 20 = 78%Average score 15.6 out of 20 = 78%

Question 7Question 7

• Why is the “embedding task” Why is the “embedding task” relevantrelevant to our attempts to to our attempts to communicate?communicate?

Why is it relevant?Why is it relevant?

• Because the embedding task is the Because the embedding task is the reason and motivation for our search reason and motivation for our search of specific pieces of information in of specific pieces of information in the first place.the first place.

What might be a What might be a better way of better way of phrasing ‘the phrasing ‘the

embedding task?’embedding task?’

Information

Overall task or goal

Key pointsKey points

• We search for information for We search for information for because we want to accomplish because we want to accomplish something. Whatever it is we want to something. Whatever it is we want to accomplish is the embeddng task accomplish is the embeddng task and defines what information will be and defines what information will be useful. useful.

Results of Question 7Results of Question 7

• 2 scores of 202 scores of 20

• Average score of 12 our of 20 = 60%Average score of 12 our of 20 = 60%

• I threw this question out (but will I threw this question out (but will want you to know it on the final!)want you to know it on the final!)

Overall results with all Overall results with all questionsquestions

• High score 133/140High score 133/140

• Average score 105.5/140 = 75.4%Average score 105.5/140 = 75.4%

Overall results with 5 Overall results with 5 questionsquestions

• High score 97/100 = 97%High score 97/100 = 97%

• Average 82/100 = 82%Average 82/100 = 82%

So what does all this So what does all this mean?mean?

• I have to write some of my questions I have to write some of my questions differently and re-teach information, differently and re-teach information, especially on questions 2 and 7. especially on questions 2 and 7.

• You have to learn how to analyze a You have to learn how to analyze a question on an exam to make sure question on an exam to make sure you address it correctly. you address it correctly.

What does it mean in terms What does it mean in terms of grades?of grades?

• If you are in the 80s or 90s after the 2 If you are in the 80s or 90s after the 2 questions were eliminated, you are in questions were eliminated, you are in good shape – you are in the ‘A’ good shape – you are in the ‘A’ category. If you are below 70%, we category. If you are below 70%, we need to work on some things. need to work on some things.

• But remember, if you do better on the But remember, if you do better on the final than the midterm, I throw out the final than the midterm, I throw out the midterm. It is a teaching tool. I only midterm. It is a teaching tool. I only use it if you have problems on the final. use it if you have problems on the final.

Key pointKey point

• With a few exceptions, the theories With a few exceptions, the theories we learned and tested on during the we learned and tested on during the first part of the class are the ones first part of the class are the ones that I consider the most important. that I consider the most important. You will see all of them again on the You will see all of them again on the final, and they will comprise the final, and they will comprise the majority of the points. majority of the points.

Questions?Questions?