UGC NET Questions (Paper – 1)

Redundancy in communication refers to deliberate repetition or inclusion of extra cues to ensure the message is received accurately. Summarising and repeating key points help learners recall important ideas and reduce the chance of missing information. Thus the teacher’s repetition adds redundancy to the message.

Option A:
Noise is unwanted interference that harms understanding,whereas redundancy is added precisely to counter loss of meaning.

Option B:
Redundant elements support memory by reinforcing the main concepts,which aligns with the stem,making option B correct.

Option C:
Secrecy hides information instead of repeating it,so it does not describe this situation.

Option D:
Distortion alters the message and creates misunderstanding,which is opposite to the intention of summarising clearly.

In high context cultures,much of the meaning is conveyed through shared background,implicit cues and non verbal signals rather than explicit verbal detail. Traditional Indian families generally share close relationships,common values and repeated interaction,so family members can often understand intentions without elaborate explanation. This makes their communication relatively high context.

Option A:
Low context communication requires speakers to spell out meaning directly in words because shared background is limited,which does not fully characterise traditional family settings.

Option B:
High context communication relies heavily on situational knowledge and relational history,which fits long standing family interactions. The stem alludes to this reliance on implicit understanding,so high context is the appropriate answer.

Option C:
Zero context is not a standard category in Hall's theory and would incorrectly imply that context plays no role.

Option D:
Technical context would refer to specialised professional or scientific settings rather than family life.

Statements A, B and D are correct, while C and E are incorrect. A is true because communication apprehension is defined as fear or anxiety related to communication situations. B is true as such learners often remain silent even when they know the answer. D is true since a supportive, non-threatening climate reduces fear of judgement. C is false because teachers can design gradual participation opportunities and give encouragement, and E is false because anxiety can also occur in written communication tasks. Therefore, A, B and D only is the correct combination.

Option A:
Option A brings together A, B and D, recognising definition, behavioural manifestations and the role of climate. It leaves out C and E, which wrongly deny teacher influence and restrict apprehension to oral contexts. Because it includes all and only the true statements, this option is correct.

Option B:
Option B contains A and B but omits D, failing to note the importance of classroom climate in reducing fear. As climate is central to communication experiences, A and B only is incomplete.

Option C:
Option C groups B and D but leaves out A, so it does not explicitly define communication apprehension, which is crucial in the item. Consequently, B and D only cannot be the best answer.

Option D:
Option D mixes A, C and D, but C incorrectly states that teachers have no role in reducing apprehension. Including C makes A, C and D only a mixture of true and false statements and therefore invalid.

Statements A, B, D and E are correct, whereas C and F are wrong and together form the correct set of wrong statements. Rich channels such as face-to-face talk indeed convey many cues and are useful for complex issues, while lean channels are adequate for simple routine information. E-mail is usually leaner than face-to-face interaction, so C is false, and it is unrealistic and unnecessary to insist that every message use the richest channel, making F false. Thus the mistaken statements are C and F.

Option A:
Option A is incomplete because it selects C only as wrong and ignores F, which also misguides channel choice. While it is correct to reject the claim about e-mail being richer, the demand to always use the richest channel is equally problematic. Therefore C only cannot be the correct response.

Option B:
Option B is similarly incomplete, focusing only on F and overlooking C. It correctly flags the exaggerated demand for richest channels but fails to challenge the inaccurate comparison of e-mail and face-to-face interaction. For that reason F only cannot be accepted.

Option C:
Option C is correct because it groups C and F, the two statements that conflict with media richness theory. It recognises that e-mail is generally leaner than face-to-face communication and that channel choice should be strategic rather than maximal. Consequently C and F only is the right answer.

Option D:
Option D is wrong since it adds B, a correct statement about the relative richness of face-to-face talk and written notices, to the wrong set. Face-to-face conversation does carry more cues than a formal notice, so labelling B as wrong is inconsistent. Hence B, C and F only cannot be chosen.

Semantic barriers arise when sender and receiver attach different meanings to words or symbols. Technical jargon that students do not know prevents them from interpreting the teacher’s message correctly. The problem lies in meanings,not in equipment or attitude. Therefore,the barrier is semantic.

Option A:
Semantic barriers often appear when specialised vocabulary is used without explanation. In such cases,students may hear the words but fail to grasp the concepts. This matches the situation described in the stem,making option A correct.

Option B:
Mechanical barriers are caused by technical problems such as faulty microphones or noise,which the stem does not mention.

Option C:
Psychological barriers involve emotional states like fear or prejudice,rather than unfamiliar jargon.

Option D:
Organisational barriers stem from hierarchical structures and rules that distort messages as they travel through an institution,not from language understanding.

Diagonal communication cuts across both functional departments and hierarchical levels. A lab assistant contacts the registrar,who belongs to a different administrative unit and higher level. This bypasses the usual vertical chain. The stem therefore exemplifies diagonal communication.

Option A:
Upward communication would follow the chain from lab assistant to immediate supervisor and then upward,rather than directly to the registrar.

Option B:
Diagonal communication is cross-level and cross-department contact that bypasses usual hierarchy,so lab assistant → registrar fits diagonal.

Option C:
Horizontal communication would involve peers at the same level and unit.

Option D:
External communication refers to contacts with people outside the organisation,such as suppliers,which is not the case here.

Classroom communication operates at several levels at the same time: teacher addressing the class,teacher interacting with individuals and students talking among themselves. When these interactions occur together,the communication is multilevel. The stem highlights this simultaneous involvement of teacher and different student groupings,so multilevel is the best descriptor.

Option A:
Multilevel communication recognises that messages flow vertically and horizontally within the classroom,creating a complex network. This matches the situation described,making option A correct.

Option B:
Intrapersonal communication is confined within one person’s mind and cannot account for the many interactions present in a class.

Option C:
Dyadic communication refers specifically to interaction between two people,which is only one part of classroom communication.

Option D:
Mass communication is addressed to a large,anonymous audience through media,not to a specific group of students interacting with a teacher and peers.

Non verbal communication comprises all message cues other than spoken or written words,such as gestures,facial expressions,posture,eye contact and tone of voice. The stem lists gestures,facial expressions and posture specifically,which are classic non verbal behaviours. Therefore non verbal correctly completes the statement.

Option A:
Non verbal cues often reinforce or modify the meaning of verbal messages,for example a smile softening criticism or a frown signalling disapproval. In teaching,students pick up a great deal of information from a teacher's body language. This makes the term non verbal fully appropriate.

Option B:
Oral communication involves spoken words,and while it may include some non verbal elements,its primary focus is on language produced by the voice. The stem emphasises bodily signs rather than speech.

Option C:
Written communication refers to messages encoded in written symbols on paper or screen,which is not what is described here.

Option D:
Mass communication denotes mediated messages to large public audiences and cannot be restricted to the body language used by an individual teacher in a classroom.

Statements A, B, D and F correctly describe widely accepted models of communication, whereas C and E are incorrect. The linear model is one-way, interactive models incorporate feedback, and transactional models treat all participants as senders and receivers within a context. Statement F is also correct because later models explicitly emphasise feedback and context. Statement C is wrong as transactional views do pay attention to context, and E is wrong because linear models cannot account for complex two-way classroom interactions.

Option A:
Option A is correct because it includes exactly A, B, D and F, which are the true statements. It excludes C, which wrongly claims that transactional models ignore context, and E, which overstates the adequacy of linear models. Thus this combination matches the accepted understanding of communication models. By listing these four and only these four statements, it captures both feedback and contextual emphasis alongside linear and transactional features.

Option B:
Option B is incorrect because it treats E as correct by including A, B, D and E. Although A, B and D are accurate, E falsely claims that linear models explain all classroom communication. Including E makes the overall combination inconsistent with contemporary communication theory. Therefore this option cannot be accepted.

Option C:
Option C is incorrect as it selects B, D, E and F and leaves out A. While B, D and F are true, E is false and A is a correct description of linear models. Omitting A and adding E means this combination does not represent the full and accurate set of correct statements. Hence it is not the right answer.

Option D:
Option D is incorrect because it includes C, which misstates transactional models, and omits B, which correctly describes interactive models. By mixing one false statement and leaving out a crucial true one, this combination fails to capture the proper picture of communication models. Therefore it cannot be chosen as correct.

Redundancy involves repeating key parts of a message or adding extra cues to ensure understanding and retention. By restating exam rules,the teacher makes it more likely that all students hear and remember them. This is a conscious strategy to strengthen the message,so it represents redundancy.

Option A:
Redundancy supports comprehension by compensating for possible lapses in attention or minor noise. When used thoughtfully,it improves clarity rather than wasting time.

Option B:
Noise is unwanted interference that makes a message harder to understand,which is the opposite of the teacher's intention.

Option C:
Secrecy is about withholding information and does not fit repeated explanations.

Option D:
Distortion changes a message in unintended ways,while repetition preserves the original content.

The Shannon Weaver model is a foundational linear model of communication developed for telecommunication systems. It includes components such as information source,transmitter,channel,receiver and destination,with noise affecting the signal in the channel. The stem mentions this idea of channel and noise in a linear sequence,which clearly refers to the Shannon Weaver model.

Option A:
Berlo’s SMCR model focuses on source,message,channel and receiver but does not explicitly emphasise noise in the same engineering sense.

Option B:
Shannon Weaver’s contribution was to show how information can be quantified and how noise reduces signal fidelity,making option B correct.

Option C:
Schramm circular models highlight feedback and shared experience,but are not usually described in terms of information source and noise in a simple linear chain.

Option D:
Transactional models portray communication as simultaneous and mutual,rather than as a one-directional sequence from source to destination.

Statements A, B and C are correct, while D is the only wrong statement. A is true because in-person teaching enables the use of facial expressions, gestures and immediate discussion. B is true as many online tools allow recording of lectures, chats and shared documents for later access. C is true since educators should select modes and mixes of communication based on pedagogic aims, learner needs and resource constraints. D is false because online communication can be highly effective for many learning purposes; it is not inherently inferior in all cases.

Option A:
Option A groups A and D as wrong, though A correctly describes the richness of face-to-face interaction. Treating A as wrong contradicts established communication theory about non-verbal cues. Therefore A and D only is not a valid answer.

Option B:
Option B lists B and D as wrong, misclassifying B, which accurately notes the recordability of online sessions and messages. Including B among wrong statements makes this option inconsistent with common features of online platforms. Hence B and D only cannot be accepted.

Option C:
Option C combines C and D as wrong, even though C makes a balanced statement about choosing modes according to goals and constraints. Since C is a correct perspective on instructional design, grouping it with D as wrong is logically flawed. Consequently C and D only is not the correct answer.

Option D:
Option D correctly selects D only as the wrong statement. It accepts that both face-to-face and online communication have strengths and weaknesses and that online learning can be very effective when thoughtfully designed. By leaving A, B and C outside the wrong set as correct statements, D only is the right answer.

The SMCR model is named after its four components: Source,Message,Channel and Receiver. It was proposed by David K. Berlo as a way of highlighting how communication skills,attitudes and social systems of both source and receiver affect the process. The stem explicitly refers to this SMCR framework. Therefore,the correct answer is Berlo.

Option A:
Shannon is associated with the Shannon Weaver model,which focuses on information source,channel and noise in an engineering context,not the SMCR framework.

Option B:
Schramm developed circular models emphasising feedback and shared field of experience,but he is not linked to the SMCR acronym.

Option C:
Lasswell is known for the formula “Who says what,in which channel,to whom,with what effect?” and not for the SMCR terminology.

Option D:
Berlo’s model is important in communication studies for stressing the personal characteristics of source and receiver,making option C appropriate.

Empathy is the ability to understand and share another person's feelings or perspective. In communication,it means viewing a situation from the other's point of view and responding sensitively. The teacher in the stem tries to understand the student's difficulty from the student's side,which clearly illustrates empathy.

Option A:
Authority refers to formal power to make decisions and does not necessarily involve understanding feelings.

Option B:
Therefore empathy is the most accurate label for the behaviour described because it reflects perspective-taking and sensitivity.

Option C:
Gatekeeping is about controlling the flow of information,not emotional support.

Option D:
Surveillance concerns monitoring behaviour,not caring responses.

The correlation function involves interpreting,analysing and commenting on events so that audiences can understand their significance. Editorials that discuss causes and implications of policies help people relate facts to values and decisions. Thus they demonstrate the correlation role of mass communication.

Option A:
Surveillance would simply report the policy without deeper analysis.

Option B:
Correlation links different pieces of information and offers explanation,which matches the editorial activity in the stem,making option B correct.

Option C:
Diversion or entertainment is not the main aim of such serious analysis.

Option D:
Gatekeeping refers to selecting which stories appear,not to interpreting them once chosen.