UGC NET Questions (Paper – 1)

Horizontal communication occurs between individuals at the same hierarchical level,usually to coordinate work and share information. Faculty members of the same department generally have similar status. When they coordinate lesson plans,they interact laterally,so the communication is horizontal.

Option A:
Upward communication would involve sending reports or suggestions to higher authorities.

Option B:
Downward communication refers to orders or notices from superiors to subordinates.

Option C:
Horizontal communication is lateral peer-to-peer coordination at the same level,which is exactly what faculty lesson-planning involves.

Option D:
External communication occurs between the institution and outside agencies,not within the department.

Cultural sensitivity involves awareness of and respect for diverse cultural perspectives,values and practices in communication. By deliberately including examples from different cultural backgrounds,the teacher ensures that no group feels ignored or stereotyped. This behaviour is a clear expression of cultural sensitivity.

Option A:
Mechanical aspects of communication focus on channels or devices rather than cultural implications and cannot capture the concern for bias mentioned here.

Option B:
Psychological sensitivity would emphasise individual emotions and personality traits,not shared cultural backgrounds.

Option C:
Semantic sensitivity relates to precise use of word meanings but does not necessarily address representation of various cultures in examples.

Option D:
Culturally sensitive communication recognises that meanings of symbols,stories and norms vary across communities. Adapting teaching materials accordingly helps create an inclusive classroom climate and reduces ethnocentrism,which aligns with this option.

Statements A, B, C and E correctly describe features of mass communication, while D is incorrect. A is true because mass communication generally uses technological media such as television, radio or online platforms to address large and diverse audiences. B is true as feedback in mass communication is often delayed or indirect, making the flow largely one-way. C is true since media organisations and institutions typically act as communicators. E is true because gatekeeping refers to the editorial process of selecting and shaping content. D is wrong because mass communication does not “always” provide real-time personalised messages to each individual; such personalisation is limited and not a defining property, so D only is the wrong statement.

Option A:
Option A, which selects A and D only, mistakenly treats A as an incorrect statement even though it accurately reflects the technological and large-audience nature of mass communication. By including a true statement as wrong, this option becomes logically inconsistent. Therefore, A and D only cannot be accepted.

Option B:
Option B groups B, D and E as wrong, but both B and E are correct descriptions: B notes the limited immediate feedback common in mass communication, and E explains gatekeeping. Labelling these as wrong misrepresents mass media theory. Thus, B, D and E only is not a valid option.

Option C:
Option C singles out D only, correctly identifying the statement that exaggerates the degree of real-time personalisation in mass communication. Because all the other statements describe accepted features, isolating D as the sole wrong statement is accurate. Hence, D only is the correct answer.

Option D:
Option D treats C and D as wrong, but C is a correct observation that institutions, rather than lone individuals, usually function as communicators in mass media. Including C among wrong statements means this option cannot be reconciled with standard understanding of mass communication. Therefore, C and D only is not acceptable.

Context refers to all situational factors surrounding a communication event,including physical location,social relationships and cultural norms. These factors influence how messages are produced and interpreted. The stem highlights this setting within which messages are exchanged. Therefore,the correct term is context.

Option A:
Context helps explain why the same words may carry different meanings in different situations. Understanding it is essential for accurate interpretation,making option A appropriate.

Option B:
Redundancy is the intentional use of repetition or extra signals in a message to improve clarity,not the environment in which communication occurs.

Option C:
Filtration refers to selective transmission of information as it moves through channels,often modifying content,which differs from overall setting.

Option D:
Encoding is the sender’s process of turning ideas into symbols and does not denote the surrounding physical or cultural environment.

Berlo treats Source and Receiver as systems that include communication skills,attitudes and knowledge. He stresses that poor skills in speaking,writing,reading or listening reduce effectiveness. Thus the quality of communication skills is central for both sender and receiver. Therefore communication is the correct completion.

Option A:
Mechanical skills relate to operating devices and are not the main focus of SMCR.

Option B:
Communication skills directly affect how well the source encodes and delivers messages (e.g., speaking and writing),so they are central in Berlo’s model.

Option C:
Organisational skills concern management and planning rather than encoding or decoding messages.

Option D:
Financial skills are outside the scope of the communication model.

Group communication takes place when several individuals interact together to share information,solve problems or make decisions. A staff meeting clearly involves multiple teachers exchanging views about timetables. This is more than a dyadic conversation and less than a mass broadcast. Hence it is best described as group communication.

Option A:
Mass communication would involve reaching a large,impersonal audience through media,which is not the case in a staff meeting.

Option B:
Intrapersonal communication is internal to a single individual,and therefore cannot describe a multi-person meeting.

Option C:
Downward communication refers to messages flowing from higher to lower levels in an organisation,such as orders from principal to teachers. In a staff meeting,discussion is usually more interactive and not purely top-down.

Option D:
Group communication allows members to negotiate decisions and clarify misunderstandings in real time,which matches the staff meeting situation described,making option D correct.

Mass communication occurs when a single source sends messages to large,diverse and geographically dispersed audiences through media such as TV or radio. A national educational telecast reaches millions at the same time. This fits the one to many pattern of mass communication.

Option A:
Interpersonal communication usually involves direct interaction between a small number of people,not millions.

Option B:
Intrapersonal communication is inner self talk and does not involve TV broadcasts.

Option C:
Therefore mass is the most accurate description of the situation.

Option D:
Group communication involves face to face interaction within a small group,rather than using mass media.

Intrapersonal communication is communication that happens within the individual,where the person is both sender and receiver. Silent self talk while planning tasks is a classic case of inner dialogue. The stem clearly indicates that the communication is happening in the mind,so it is intrapersonal.

Option A:
Intrapersonal communication includes thinking,reflecting,daydreaming and self analysis. Because the person is organising tasks by talking internally to themselves,this option correctly names the process described.

Option B:
Interpersonal communication requires at least two distinct individuals exchanging messages,which is not occurring in inner self talk.

Option C:
Organisational communication refers to patterns of interaction within an institution or large system,not to an individual's thoughts.

Option D:
Mass communication involves mediated messages to large public audiences and is unrelated to private planning in one's mind.

When a teacher uses speech,board diagrams and video in the same lesson,they are mixing several channels and media. This approach is called a media mix or multimedia communication. It aims to engage multiple senses and learning styles. Hence the stem describes a mix of communication channels.

Option A:
A single channel would involve only speech or only text,which is not the case.

Option B:
Hierarchy refers to levels of authority,not combination of media.

Option C:
Mix best captures the deliberate combination of oral,visual and audio visual methods,making option C correct.

Option D:
Secrecy is unrelated to media selection and describes withholding information instead.

Communication competence refers to the ability to use communication effectively and appropriately in different contexts. It includes linguistic skill,pragmatic judgement and sensitivity to feedback. The stem lists exactly these abilities in a teacher. Hence the teacher demonstrates high communicative competence.

Option A:
Authority refers to formal power and does not guarantee effective communication.

Option B:
Competence emphasises adaptability and appropriateness,making this option best suited.

Option C:
Redundancy is just one strategy,not an overall capability.

Option D:
Censorship refers to controlling content,not personal skill in interaction.

Statements A, B, D and E are correct, while C is incorrect. A is true because hidden curriculum captures unspoken norms and values transmitted through schooling. B is true as seemingly casual teacher remarks may carry powerful messages. D is true since differential attention signals who is valued, and E is true because rituals and routines embody expectations. C is false because classroom communication patterns are a major vehicle for the hidden curriculum; therefore C only is the wrong statement.

Option A:
Option A groups A and C, but A correctly defines hidden curriculum and should not be treated as wrong. Including A among wrong statements shows a misunderstanding of the concept, so A and C only cannot be accepted.

Option B:
Option B pairs C and D, yet D is a true statement about implicit status messages. Classifying D as wrong undermines recognition of subtle inequalities, making C and D only invalid.

Option C:
Option C isolates C only and recognises that denying the link between hidden curriculum and communication is the single incorrect statement. It allows A, B, D and E to stand as valid descriptions, so C only is the correct answer.

Option D:
Option D brings together C and E, but E accurately indicates that rituals and routines communicate values. Misclassifying E as wrong leads to a mixture of true and false judgments, so C and E only cannot be accepted.

Grapevine communication spreads through informal contacts and conversations,often moving news and rumours quickly across the organisation. Its messages may travel faster than formal circulars. Hence one important feature of the grapevine is high speed.

Option A:
Formality is low in grapevine channels,so formality is not a key positive feature.

Option B:
Speed explains why managers must pay attention to rumours,as they can influence attitudes rapidly,making option C correct.

Option C:
Cost is usually low but is not the most discussed characteristic in theory.

Option D:
Accuracy is often questionable in grapevine communication,so it is not typically highlighted as a strength.

Statements A, B, C and D are correct, while E and F are incorrect. Print supports self-paced learning, audio enhances listening, and video integrates sight and sound. Selecting media must consider learners’ access and needs to be equitable and effective. Ignoring alignment with learning objectives or assuming one medium suits all situations contradicts sound instructional design. Thus A, B, C and D together form the correct set of statements.

Option A:
Option A is incorrect because it omits D and therefore ignores the importance of learner access and needs. While A, B and C describe features of media, they do not address considerations for choosing between them. The missing element makes this option incomplete.

Option B:
Option B is incorrect as it treats E as correct by including it among otherwise accurate statements. E downplays alignment with objectives, which is central to effective media use. Including this false claim makes the option invalid.

Option C:
Option C is incorrect because it includes only B, C and D and leaves out A, denying the self-paced advantage of print materials. Although B, C and D are true, omitting A means the set of correct statements is incomplete. Therefore it cannot be chosen.

Option D:
Option D is correct because it groups A, B, C and D, capturing key media features and the need to consider learner context. It properly excludes E and F, which present flawed generalisations about objectives and learning styles. Hence A, B, C and D only is the correct option.

Schramm introduced the idea of field of experience to describe the sum of a person's background,values and knowledge. He suggested that communication is easier when the fields of experience of sender and receiver overlap. This overlap allows similar interpretation of symbols. Therefore field of experience is the correct completion.

Option A:
Field of experience includes culture,education and previous encounters with similar messages. When these factors are shared,less explanation is needed and understanding improves. This directly supports Schramm's view of successful communication.

Option B:
Economic status can influence access to media but is not the central theoretical construct in Schramm's model. People of different incomes can still communicate effectively if their experiences and meanings align.

Option C:
Organisational role refers to one's position in a hierarchy and does not fully capture the broader experiential background. It is only one part of the field of experience.

Option D:
Mechanical channel describes the medium of transmission,such as radio or telephone,but not the subjective background needed to interpret messages. Thus it is not the correct answer.

Statements A, B and D are correct, while C and E are incorrect. A is true because respect validates student contributions and reduces fear. B is true as sensitive humour can ease anxiety and make interaction more natural. D is true since cooperative tasks foster peer support and positive relationships. C is false because ridiculing errors discourages sharing and damages trust, and E is false because overly rigid rules without student voice often create a hostile climate. Therefore, A, B and D only is the correct combination.

Option A:
Option A combines A, B and D, highlighting respect, appropriate humour and cooperative activities as pillars of a positive climate. It excludes C and E, which involve ridicule and excessive rigidity, both harmful to open communication. Because it includes all and only the true statements, this option is correct.

Option B:
Option B lists A and B only and ignores D, missing the contribution of cooperative learning to improving relationships and communication. Without D, A and B only does not present a complete picture of climate-building strategies.

Option C:
Option C offers B, D and E, but E wrongly claims that inflexible rules always improve climate, contradicting research on autonomy and engagement. Inclusion of E makes B, D and E only an invalid set of correct statements.

Option D:
Option D includes A, D and E, but again E is incorrect; thus A, D and E only mixes correct and incorrect ideas and cannot be accepted.