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Communicating in Groups: Applications and Skills, 5/e

Katherine L. Adams, California State University Fresno
Gloria J. Galanes, Southwest Missouri State University

Creative and Critical Thinking in the Small Group

Chapter Quiz


1	Creative thinking in small groups is especially useful:
		A)	in the final stages of group work.
		B)	when group members want to work individually.
		C)	before group members have gotten to know each other.
		D)	near the start of problem-solving.
		E)	after extensive research on the task that needs to be accomplished.


2	Group member characteristics that promote creative thinking include:
		A)	concern with following the rules essential to group work.
		B)	caution in decision making.
		C)	willingness to play.
		D)	careful analysis of risk.
		E)	confidence in own abilities to make the right choice.


3	Group characteristics that promote creative thinking include:
		A)	establishing norms that focus on competition to generate the best ideas.
		B)	establishing norms that facilitate freedom of expression.
		C)	following norms that have worked for the group in the past.
		D)	encouraging all group members to adopt the same working styles.
		E)	using procedures that promote orderly and structured discussion.


4	In brainstorming:
		A)	group members should suspend all critical thinking.
		B)	ideas should be evaluated immediately.
		C)	the problem should be stated concretely.
		D)	quantity is the goal.
		E)	usually the best ideas are the first ones stated.


5	Which one of the following is TRUE about critical and creative thinking?
		A)	It's more important for groups to promote creative thinking than critical thinking.
		B)	Groups are much better at critical thinking than at creative thinking.
		C)	Groups trained in creative thinking criticize ideas less.
		D)	Creative thinking involves arguments; critical thinking involves ideas.
		E)	Critical thinking relies on suspending reality; creative thinking relies on evidence.


6	One characteristic of the critical thinker is:
		A)	close-mindedness.
		B)	open-mindedness.
		C)	haphazardness in searching for information.
		D)	high knowledge about a wide range of topics.
		E)	few key resources for finding information.


7	An example of a probing question to evaluate evidence and reasoning is:
		A)	Are you sure you know what you're talking about?
		B)	What is the source of that evidence?
		C)	Why should we keep discussing this topic?
		D)	Wouldn't you agree that we're just wasting our time in this meeting?
		E)	How should we present our report to the class?


8	Attitudes and behaviors that interfere with critical thinking in groups include:
		A)	evaluating information and ideas in complex ways.
		B)	open-minded, flexible behavior.
		C)	impulsiveness.
		D)	independence from authority figures.
		E)	defending ideas when challenged.


9	An example of an electronic database is:
		A)	LexisNexis.
		B)	the online Cambridge International Dictionary of English.
		C)	the online Encyclopedia of Graphic Symbols.
		D)	The New York Times.
		E)	Google.


10	An example of an open-ended question is:
		A)	"How did the university administration decide to begin its new freshman convocation program?"
		B)	"Is the university's new freshman convocation program a success?"
		C)	"Should other universities adopt a freshman convocation program similar to the one in place at our university?"
		D)	"When was the first freshman convocation conducted?"
		E)	"Has the response to the freshman convocation program been what the university administration expected?"


11	An example of a fact is:
		A)	California is a progressive state in its approach to environmental issues.
		B)	There are many beautiful parts of Ohio.
		C)	Louisiana's culture is distinct from other parts of the southern United States.
		D)	Winters in North Dakota are harsh.
		E)	In square miles, Rhode Island is the smallest state in the U.S.


12	In evaluating information in the critical thinking process, group members should ask:
		A)	What are the incontestable terms?
		B)	How will this information support my position?
		C)	Is the speaker/author a friend of mine?
		D)	Is the information consistent with what I think?
		E)	What are the facts?


13	"We either go with my proposal or the county transit system will fail." This is one type of fallacy called:
		A)	confusing causal relationships.
		B)	incomplete comparisons.
		C)	attacking the person instead of the argument.
		D)	overgeneralizing.
		E)	either-or thinking.


14	"Nearly 25% of the students at the local university do community service. Students at the university must be civic-minded." This is one type of fallacy called:
		A)	confusing causal relationships.
		B)	incomplete comparisons.
		C)	attacking the person instead of the argument.
		D)	overgeneralizing.
		E)	either-or thinking.


15	"The university changed its requirements for graduation. The number of students enrolling in the university increased. The requirement changes led more individuals to attend the university." This is one type of fallacy called:
		A)	confusing causal relationships.
		B)	incomplete comparisons.
		C)	attacking the person instead of the argument.
		D)	overgeneralizing.
		E)	either-or thinking.


16	Creative thinking involves encouraging group members to use imagination, insight, and fantasy to develop innovative solutions to problems.
		A)	True
		B)	False


17	In brainwriting, group members call out an idea as soon as it pops into their brain.
		A)	True
		B)	False


18	Synectics is a creative thinking technique that stimulates metaphoric thinking.
		A)	True
		B)	False


19	One question group members should ask when evaluating Internet resources is: "Is the source objective?"
		A)	True
		B)	False


20	Ambiguous terms are clear in their meaning.
		A)	True
		B)	False

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