UGC NET Questions (Paper – 1)

Horizontal communication occurs between individuals at the same level of authority or status. Teachers within the same department generally occupy similar positions. When they plan a test together,information flows sideways for coordination. Hence this is horizontal communication.

Option A:
Upward communication would involve teachers sending reports to the principal or head.

Option B:
The peer level planning described fits horizontal communication,making this option correct.

Option C:
Downward communication would be instructions from higher authorities to teachers.

Option D:
Mass communication involves media messages to large audiences and is not relevant here.

When communication is viewed as sharing meaning,it emphasises interaction between people. Meaning is not created in isolation but negotiated socially. This makes communication fundamentally a social process. Therefore social is the best fit.

Option A:
Communication involves relationships,common symbols and shared contexts,all of which are social in character. Without others,there is no need to share meaning. This supports the choice of social.

Option B:
Mechanical would restrict attention to devices and channels and ignore human interaction.

Option C:
Purely individual would deny the centrality of others in the meaning sharing process.

Option D:
Random suggests lack of purpose and structure,which is not true for most communicative acts.

Statements A, C and D are correct, whereas B is incorrect. A is true because online quizzes with instant feedback help students in large classes check understanding efficiently. C is true as peer discussion around model answers enables learners to compare reasoning and correct misconceptions. D is true since response systems or polling tools quickly show overall class trends that teachers can address. B is false because providing detailed written feedback on every answer for very large groups is usually impractical in terms of time and workload.

Option A:
Option A includes A and C only and omits D, overlooking the role of classroom response systems in quickly generating feedback data. Since D is also a correct statement, A and C only does not present all effective strategies. Therefore this option cannot be accepted.

Option B:
Option B correctly groups A, C and D, combining automated quizzes, peer discussion and response systems while excluding the unrealistic claim in B. It recognises feasible ways of giving feedback at scale. Thus A, C and D only is the correct answer.

Option C:
Option C lists C and D only and leaves out A, ignoring the value of online quizzes with immediate feedback in large classes. Because A is also correct, C and D only is incomplete and cannot be chosen.

Option D:
Option D treats A, B, C and D as all correct, but B wrongly suggests that extensive written feedback on every answer is always feasible. Including B with the accurate statements makes the option inconsistent. Hence it is not valid.

Statements A, B and D are correct, whereas C and E are wrong. A is true because formal communication uses defined hierarchies and procedures. B is true as informal communication often follows friendship or social links. D is true since both formal and informal flows typically operate together. C is false because informal communication can also serve useful functions, and E is false since some level of informal network almost always exists. Hence, the wrong statements are C and E only.

Option A:
Option A identifies only C as wrong, ignoring the fact that E also misrepresents organisational reality by denying informal networks. Because both C and E are incorrect, C only does not capture all the wrong statements and is therefore incomplete.

Option B:
Option B selects only E as wrong and overlooks C, even though portraying informal communication as always harmful is an oversimplification. Since the question asks for all wrong statements, treating only E as incorrect makes this option inadequate.

Option C:
Option C labels B, C and E as wrong, but B is actually a correct description of how informal communication works through social ties. Including B among wrong statements contradicts basic organisational communication theory, so B, C and E only cannot be accepted.

Option D:
Option D correctly groups C and E as the problematic statements. It recognises that extreme claims about informal communication being always harmful or totally absent are inaccurate, while A, B and D are retained as true. Therefore, C and E only is the correct option.

Spiral of silence theory explains why individuals may remain silent when they perceive their opinion as being in the minority. They fear social isolation and therefore do not speak,which in turn strengthens the appearance of majority opinion. The stem mirrors this mechanism. Hence spiral of silence is the correct answer.

Option A:
Two step flow focuses on opinion leaders passing messages,not on silence of minorities.

Option B:
Uses and gratifications sees audiences as actively choosing media for needs fulfilment.

Option C:
Therefore spiral of silence is the best match because it specifically links minority silence to fear of isolation.

Option D:
Cultivation theory concerns the cumulative impact of long term television viewing on perceptions of reality.

Uses and gratifications theory emphasises that audiences actively select media to satisfy specific needs and motives. A study investigating why students choose particular apps to meet learning needs applies this perspective. It focuses on user motives rather than powerful media effects. Thus uses and gratifications is the correct label.

Option A:
Cultivation theory looks at long term perception changes due to TV viewing,not immediate choice motives.

Option B:
Uses and gratifications is correct because the study focuses on users’ reasons and needs driving media/app selection.

Option C:
Magic bullet theory assumes passive audiences who are directly affected by media messages,which is opposite to the active choice assumption.

Option D:
Hypodermic models similarly treat audiences as passive recipients of strong direct effects rather than active choosers.

Proxemics is the study of how physical distance and personal space are used in communication. When a teacher moves closer to inattentive students,the teacher is changing physical proximity to gain attention or show involvement. This is a clear adjustment of the proxemic dimension.

Option A:
Semantic problems concern meanings of words,not spatial distance.

Option B:
Chronemics is about time use in communication,such as pauses and timing of responses,which is not the focus here.

Option C:
Proxemic behaviour signals intimacy,control or interest depending on how close people stand,making option C correct.

Option D:
Mechanical describes technical aspects or devices,not physical spacing between people.

Statements A, B and D are correct, whereas C is incorrect. A is true because changes in tone and emphasis alert students to key ideas and prevent boredom. B is true since a flat, monotonous voice tends to reduce attention and engagement. D is true as clear articulation allows learners to catch the wording of important concepts and definitions. C is false because speaking very fast constantly can overwhelm students and does not necessarily indicate effective teaching.

Option A:
Option A is correct because it brings together A, B and D, the three statements that accurately describe desirable aspects of teacher voice. It purposely omits C, which promotes an unhelpful view of speed over comprehension. Therefore this option reflects the correct set of statements.

Option B:
Option B is incorrect because it includes only A and B and omits D, ignoring the importance of clarity and articulation. Without D, the portrayal of effective speech in teaching is incomplete. Hence A and B only cannot be accepted.

Option C:
Option C is incorrect because it groups B and D only and leaves out A. While B and D are accurate, excluding A neglects the role of tonal variation in maintaining interest and highlighting key points. As a result, B and D only is not a full answer.

Option D:
Option D is incorrect because it treats all four statements as correct, including C. Since C wrongly claims that constant high speed is always desirable, the option mixes a false statement with true ones and must be rejected.

Lasswell's famous formula asks "Who says what,in which channel,to whom,with what effect." In this structure,"Who" points to the originator of the message. That originator is the communicator or sender who decides on content and purpose. Therefore,"communicator" correctly captures the role indicated by "Who" in the formula.

Option A:
The message is represented by the phrase "says what" in Lasswell's formula,not by "Who." Treating "Who" as message would confuse the source with the content. Hence this option does not match the theoretical framework.

Option B:
The communicator is the person or organisation that initiates the message and chooses what to say. Lasswell's model begins with this actor because all other elements depend on the communicator's choices. Thus "communicator" is the most accurate completion of the stem.

Option C:
The channel is represented in the formula by the phrase "in which channel" and relates to the medium of transmission. It is clearly separate from "Who."

Option D:
The effect is referred to in the final part "with what effect" and describes outcomes,not the initial actor. So it cannot be the meaning of "Who."

A supportive communication climate is characterised by openness,trust and encouragement of participation. In brainstorming,participants are asked to share ideas freely without fear of instant evaluation or ridicule. This non judgemental environment fits the description of a supportive climate.

Option A:
Supportive climates promote creativity and willingness to take risks because people feel their contributions will be respected. The stem highlights this welcoming treatment of ideas,making supportive the best choice.

Option B:
Defensive climates arise when people expect criticism or attack,leading them to protect themselves and contribute less. That is opposite to the brainstorming scenario.

Option C:
Closed climates restrict information sharing and discourage new suggestions,which does not match a session designed to generate many ideas.

Option D:
Authoritarian climates emphasise strict control and obedience rather than open exploration and dialogue.

Written communication involves the use of written or printed words to convey messages that can be read and stored. A typed announcement on a notice board uses text to inform students and remains available for repeated reference. Therefore it is best classified as written communication.

Option A:
Oral communication would occur if the announcement were read aloud rather than displayed as text.

Option B:
Non verbal communication focuses on gestures and other non linguistic signals,which are not central here.

Option C:
The permanence and text based form of the notice support the choice of written communication.

Option D:
Intrapersonal communication concerns internal thinking,not public announcements.

Decoding is the receiver's process of interpreting and making sense of encoded messages. As students read and try to understand a textbook,they translate printed symbols into meaningful concepts. This mental activity is decoding.

Option A:
Encoding is carried out by authors who convert ideas into written language,not by readers.

Option B:
Feedback would occur if students respond with questions or answers after reading.

Option C:
Thus decoding correctly describes the readers' role in understanding the text.

Option D:
Redundancy refers to repetition of message elements,not interpretation.

Multi sensory learning engages more than one sense,most commonly combining visual,auditory and kinaesthetic channels. The use of diagrams and models adds visual and tactile elements to spoken explanations,thereby involving multiple senses. The stem clearly describes this combination,so multi sensory is the correct answer.

Option A:
Rote learning is based on mechanical repetition of information without necessarily using varied sensory inputs or deep understanding.

Option B:
Oral only learning would limit teaching to spoken words and exclude diagrams and models,which contradicts the stem.

Option C:
Individual learning refers to working alone rather than with others and does not directly address the number of senses engaged.

Option D:
Multi sensory approaches help learners with different preferences connect to content in ways that suit them,which can strengthen memory and understanding. This directly corresponds to the practice mentioned in the question,validating this option.

Chronemics studies how time is used to communicate messages,including pauses,waiting and pacing. Allowing silence after a difficult question signals patience and respect for thinking. This is a conscious use of time in interaction. The stem therefore illustrates chronemics.

Option A:
Chronemics highlights that silence can communicate encouragement rather than disinterest when used appropriately. This matches the teacher behaviour described.

Option B:
Oculesics relates to eye contact,not timing.

Option C:
Haptics involves touch based cues rather than temporal ones.

Option D:
Redundancy refers to repetition of content,not management of silence.

Informal communication arises spontaneously from social relationships rather than official rules. Staff room gossip about possible changes is not authorised but still spreads rapidly. This is a type of informal communication.

Option A:
Formal communication would require structured announcements or circulars,which are absent here.

Option B:
Informal communication spreads through personal networks and casual talk,which matches staff room rumours.

Option C:
Downward communication indicates messages from higher to lower authority levels,while these chats occur among peers.

Option D:
Upward communication involves feedback from subordinates to superiors,not peer to peer rumours.