UGC NET PAPER 1

COMPREHENSIVE NOTES
UNIT IV: COMMUNICATION
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Covers: Meaning • Types • Models • Barriers • Classroom Communication • Mass Media
All Previous Year Questions Analyzed | Exam Pattern Covered | 5 Questions × 2 Marks = 10 Marks

EXAM OVERVIEW & SYLLABUS SNAPSHOT

IMPORTANT Communication (Unit IV) carries 5 Questions worth 10 Marks (10% of Paper 1). No
Negative Marking. Total Paper: 50 Q × 2 Marks = 100 Marks in 3 hours.

◆ Official NTA Syllabus for Unit IV – Communication

Syllabus Item Detailed Description

Sub-Topic 1 Communication: Meaning, Nature,
Characteristics, Types
Sub-Topic 2 Effective Communication: Verbal & Non-
Verbal
Sub-Topic 3 Inter-Cultural & Group Communications
Sub-Topic 4 Classroom Communication
Sub-Topic 5 Barriers to Effective Communication
Sub-Topic 6 Mass-Media and Society (New Addition)

EXAM TIP Previous year trend: ~2 Qs from Barriers, ~1 from Models/Types, ~1 from Mass Media, ~1
from Classroom/Effective Communication

1 MEANING, NATURE & CHARACTERISTICS OF

COMMUNICATION
 ▶ 1.1 Definition of Communication

✅ REMEMBER Communication = Latin "Communis" (common). It means sharing meaning or making

something common between people.

Communication is the process of transmitting information, ideas, thoughts, feelings, and emotions
from one person/group to another through speech, signals, writing, or behaviour. It is a two-way
process requiring a sender, message, medium, receiver, and feedback.

◆ Key Definitions (Exam Relevant)

• Barnlund: Communication is any behaviour that results in an exchange of meaning.
• Keith Davis: Communication is a process of passing information and understanding from one
person to another.
• Berelson & Steiner: Communication is the transmission of information, ideas, emotions, skills,
etc., using symbols, words, pictures, figures, etc.
• Peter Drucker: Communication is the act of one person making oneself understood by another.

▶ 1.2 Nature of Communication

• Communication is a process (not a static event)

• It is transactional — involves give and take
• It is inevitable — even silence communicates
• It is irreversible — once communicated, cannot be taken back
• It is contextual — meaning depends on situation/culture
• It is dynamic — constantly changing
• It requires a shared code (language/symbol system)
• It involves feedback

▶ 1.3 Characteristics of Communication

Characteristic Explanation
Goal-Oriented Every communication aims to achieve some
purpose
Two-Way Process Involves both sender and receiver
Continuous Process Ongoing, not a single event
Universal All living beings communicate
Pervasive Present in all aspects of life
Dynamic Adapts to situation and people
Short-Lived The process is momentary but effects persist
Interdependent Sender and receiver depend on each other

2 TYPES OF COMMUNICATION

▶ 2.1 Based on Direction / Flow

Type Description & Example

Downward Communication From superior to subordinate. Orders,
instructions, policies. Example: Principal to
teacher.
Upward Communication From subordinate to superior. Feedback,
grievances, reports. Example: Teacher to
principal.
Horizontal / Lateral Between peers at same level. Coordination,
collaboration.
Diagonal / Cross-wise Between different levels in different
departments.

▶ 2.2 Based on Formality

Type Description
Formal Communication Follows official channels. Written/verbal,
structured. Example: Official memo, report,
meeting.
Informal Communication Grapevine. Unofficial, personal. Faster but
prone to distortion. Example: Rumours,
casual talk.

EXAM TIP Grapevine Communication = Informal communication. It is fastest but most unreliable. It
spreads like a vine in all directions. Frequently asked in exams.

▶ 2.3 Based on Mode / Channel

◆ A) Verbal Communication
• Oral: Face-to-face, telephone, lectures, meetings, interviews. Advantages: immediate feedback,
personal, flexible. Disadvantages: no permanent record.
 • Written: Letters, emails, reports, notices. Advantages: permanent record, precise. Disadvantages:
delayed feedback, impersonal.

◆ B) Non-Verbal Communication (NVC)

Non-verbal communication includes all communication that does not use words. It accounts for
~55% of communication impact (Mehrabian's Rule: 55% body language, 38% tone of voice, 7%
words).

Type of NVC Meaning Example

Kinesics Body language — gestures, Nodding to agree
postures, facial expressions,
eye contact
Paralanguage Vocal cues — tone, pitch, Sarcastic tone
pace, volume, pauses
Proxemics Use of personal space & Intimate/Personal/Social/Public
distance (coined by Edward zones
Hall)
Chronemics Use of time in Being punctual or late
communication
Haptics Touch as communication Handshake, pat on back
Vocalics Voice quality, volume, rate, Whispering vs shouting
tone
Oculesics Eye contact and gaze Maintaining eye contact =
confidence
Artefacts Objects and environment Dress, décor, awards on wall
used

IMPORTANT Edward Hall coined the term "Proxemics". The 4 zones: Intimate (0–45 cm), Personal (45–
120 cm), Social (120–360 cm), Public (360 cm+). Frequently asked in exams!

▶ 2.4 Based on Number of Participants

Type Description
Intrapersonal Communication within oneself. Self-talk,
reflection, inner dialogue. E.g., planning a
speech in your mind.
Interpersonal Between two individuals. Most common.
Face-to-face conversation.
Group Communication Within a small group (3–20 members). Team
meetings, seminars.
Organizational Within an organization. Includes formal &
informal channels.
Mass Communication Reaching large audiences via media. TV,
Radio, Newspaper, Internet.
Public Communication One person to large audience. Lecture,
speech, address.

3 MODELS OF COMMUNICATION

IMPORTANT Communication models are among the most frequently tested topics. Know each model's
components, strengths, and weaknesses. Shannon-Weaver and Berlo's SMCR are exam favourites.

▶ 3.1 Linear (One-Way) Models

◆ A) Aristotle's Model (367 BC) — Oldest Model

Component Description
Speaker Source of communication
Speech The message delivered
Occasion Context/situation
Audience Receiver
Effect Response/Impact
Focus: Persuasion. Linear, no feedback. Rhetorical model for public speaking.

◆ B) Lasswell's Model (1948)

Who → Says What → In Which Channel → To Whom → With What Effect

Component Meaning
Who Communicator/Sender
Says What Content/Message
In Which Channel Medium (TV, Radio, Print)
To Whom Audience/Receiver
With What Effect Impact on audience
Designed for mass communication. Linear, no feedback. Used for media analysis.
◆ C) Shannon-Weaver Model (1949) — "Mother of All Models"
IMPORTANT Shannon-Weaver Model introduced the concept of NOISE. Extremely frequently asked in
UGC NET!

Component Role
Information Source Creates/selects the message
Transmitter (Encoder) Converts message into signal
Channel Medium of transmission
Noise Source Interference/distortion (KEY ADDITION)
Receiver (Decoder) Reconstructs message from signal
Destination Final recipient of message

Originally developed for telephone/telegraph engineering. Applied to human communication.

Limitation: Linear, no feedback; treats communication as mechanical process.

▶ 3.2 Interactive (Two-Way) Models

◆ D) Osgood-Schramm's Model (1954) — Circular Model

• Introduced FEEDBACK as an essential component
• Communication is circular, not linear
• Both sender and receiver encode, decode, and interpret
• Emphasizes shared field of experience
KEY POINT Field of Experience = the background, culture, knowledge, attitudes that both sender and
receiver bring. Overlap = better communication.

◆ E) Berlo's SMCR Model (1960) — Most Detailed Linear Model

IMPORTANT Berlo's SMCR model is one of the most asked topics in UGC NET Communication. Know
all 4 components and their sub-factors!

Component Sub-Factors Focus

S – Source Communication Skills, Sender's ability to encode
Attitudes, Knowledge, Social
System, Culture
M – Message Content, Elements, What is being sent
Treatment, Structure, Code
C – Channel 5 Senses: Seeing, Hearing, Medium of transmission
 Touching, Smelling, Tasting
R – Receiver Communication Skills, Recipient's ability to decode
Attitudes, Knowledge, Social
System, Culture

◆ F) Transactional Model (Barnlund, 1970)

• Most comprehensive model
• Communication is simultaneous — both parties send and receive at the same time
• Roles of sender and receiver are interchangeable
• Considers context (physical, social, psychological, temporal)
• Acknowledges that communication is dynamic and continuous
EXAM TIP When sender and receiver interchange roles = TRANSACTIONAL MODEL. This question has
appeared directly in UGC NET November 2020.

▶ 3.3 Quick Comparison Table

Model Key Feature

Aristotle (367 BC) Linear, no feedback, 5 elements, focus on
persuasion
Lasswell (1948) Linear, mass media focus, 5 W's formula
Shannon-Weaver (1949) Linear, introduced NOISE,
mathematical/engineering base
Schramm (1954) Circular, feedback included, field of
experience
Berlo SMCR (1960) Linear, most detailed, 4 components with
sub-factors
Transactional (Barnlund) Simultaneous, roles interchangeable, most
dynamic

4 EFFECTIVE COMMUNICATION

▶ 4.1 What Makes Communication Effective?

Communication is effective when the message received is the same as the message intended by
the sender. The key factors (7 Cs):
The 7 Cs Meaning
1. Clarity Message is clear and easy to understand
2. Completeness All necessary information is included
3. Conciseness No unnecessary information; brief and to the
point
4. Concreteness Specific, definite, and vivid rather than vague
5. Correctness Accurate, no grammatical/factual errors
6. Courtesy Respectful, considerate of the receiver
7. Consideration Audience-oriented, empathetic

▶ 4.2 Verbal vs. Non-Verbal Communication

Aspect Verbal vs Non-Verbal

Basis Verbal
Medium Words (oral/written)
Medium (NV) Body language, tone, space, time
Control Easier to control
Reliability Less reliable (can be deceptive)
Impact (Mehrabian) 7% of total communication impact
NV Impact 93% (55% body language + 38% tone)
Feedback Explicit
Universality Not universal (language specific)

EXAM TIP Mehrabian's 7-38-55 Rule: 7% words, 38% tone/voice, 55% body language contribute to
communication. Very popular exam question!

▶ 4.3 Inter-Cultural Communication

Communication between people from different cultural backgrounds. Key challenges: different
values, norms, languages, body language meanings, and time orientation.

◆ Edward Hall's Cultural Dimensions (Exam Important)

Type Description
High-Context Culture Meaning depends heavily on non-verbal
cues, context, relationships. E.g., Japan,
China, India, Arab countries.
Low-Context Culture Meaning is explicit in words. Direct,
straightforward communication. E.g., USA,
Germany, Scandinavia.

◆ Hofstede's Cultural Dimensions

• Power Distance: Extent to which less powerful members accept unequal power distribution
• Individualism vs Collectivism: Individual interests vs group harmony
• Masculinity vs Femininity: Achievement/competition vs cooperation/quality of life
• Uncertainty Avoidance: Tolerance for ambiguity and uncertainty
• Long-term vs Short-term Orientation: Future rewards vs present/past traditions

▶ 4.4 Group Communication

• Involves 3 or more members working towards a common goal

• Network patterns: Chain, Wheel, Circle, All-Channel, Y-pattern

◆ Communication Networks in Groups

Network Description
Chain Network Linear flow. A→B→C→D. Slow but orderly.
Used in formal hierarchy.
Wheel Network Central person (hub) communicates with all.
Fast but centralized. Leader-dependent.
Circle Network Each person communicates with adjacent
members. Slow, decentralized.
All-Channel (Star) Everyone communicates with everyone. Most
democratic, flexible. Best for group
satisfaction.
Y-Network Hybrid of chain and wheel. Moderately
centralized.

5 CLASSROOM COMMUNICATION

▶ 5.1 Concept and Importance

 Classroom communication is the exchange of information, ideas, and meaning between teacher and
students in an educational setting. It is multi-dimensional and involves verbal, non-verbal, written,
and audiovisual modes.

▶ 5.2 Characteristics of Effective Classroom Communication

• Clear and well-organized message delivery

• Active participation of students (two-way)
• Use of appropriate medium and aids
• Feedback mechanisms (questions, tests, discussions)
• Empathy and rapport between teacher and students
• Appropriate use of body language and tone
• Adaptation to learner characteristics

▶ 5.3 Types of Classroom Communication

Direction Examples
Teacher to Student Explaining, instructing, demonstrating (most
common)
Student to Teacher Asking questions, answering, feedback
Student to Student Group discussions, peer learning,
collaborative tasks
Non-Verbal Gestures, facial expressions, movement,
space management

▶ 5.4 Flanders Interaction Analysis (FIAC)

IMPORTANT Flanders' Interaction Analysis Categories (FIAC) — A very important tool for analyzing
classroom communication. Frequently tested in UGC NET!

Developed by Ned Flanders. Classifies classroom talk into 10 categories (7 Teacher Talk + 2
Student Talk + 1 Silence/Confusion).

◆ Teacher Talk (7 Categories)

Category Description
1. Accepts Feelings Acknowledges student feelings positively
2. Praises/Encourages Positive reinforcement of student responses
3. Accepts/Uses Ideas Builds on student ideas
4. Asks Questions Questions about content or procedure
5. Lectures Gives facts, information, explanations
6. Gives Directions Tells students to do something
7. Criticizes/Justifies Redirects behavior, negative tone

◆ Student Talk + Other (3 Categories)

Category Description
8. Student Talk – Response Student responds to teacher
9. Student Talk – Initiation Student initiates talk
10. Silence/Confusion Pause or confusion

KEY POINT Categories 1–4 = Indirect Influence (student-centred). Categories 5–7 = Direct Influence
(teacher-centred). Higher indirect ratio = better classroom environment.

▶ 5.5 Challenging Behaviours in Classroom (PYQ Topic)

Types of challenges faced by teachers in classroom communication (from UGC NET Dec 2018):
• Purposive Challenges: Students who question the purpose/relevance of content
• Critical Challenges: Students who critique teacher's views or methods
• Procedural Challenges: Students who question processes or rules
• Evaluation Challenges: Students who question assessment methods
• Practicality Challenges: Students who question feasibility
• Power Challenges: Students who challenge teacher's authority
EXAM TIP UGC NET Dec 2018 asked: "Challenging behaviours of students related to communication
are..." Answer: Purposive, Critical, Procedural, Power challenges (NOT evaluation and practicality)

6 BARRIERS TO EFFECTIVE COMMUNICATION

IMPORTANT Barriers to Communication is the MOST FREQUENTLY TESTED sub-topic in UGC NET
Communication unit. Expect 2+ questions from this area.

▶ 6.1 Classification of Barriers

◆ A) Physical / Environmental Barriers

• Noise — the most common physical barrier
 • Distance between sender and receiver
• Defective communication equipment
• Poor acoustics, lighting, ventilation
• Physical disabilities (hearing/speech impairments)
• Closed doors, walls, geographic separation

◆ B) Semantic / Language Barriers

• Different meaning of same word (denotation vs connotation)
• Use of jargon, technical terms unfamiliar to receiver
• Ambiguous or vague language
• Translation problems in multilingual settings
• Symbols used differently in different cultures
• Bypassing: Occurs when sender and receiver attribute different meanings to same word
• Denotation: Literal/dictionary meaning of word
• Connotation: Emotional/cultural meaning associated with word

◆ C) Psychological / Emotional Barriers

• Premature evaluation — judging before listening completely
• Selective perception — hearing only what one wants to hear
• Emotional state (anger, anxiety, stress, sadness)
• Mental preoccupation and daydreaming
• Fear, distrust, lack of confidence
• Resistance to change
• Stereotyping and prejudice

◆ D) Organizational / Administrative Barriers

• Complex hierarchical structure with many levels
• Status differences (superior-subordinate gap)
• Authority relationships limiting upward communication
• Rigid organizational rules and policies
• Information overload
• Poor organizational climate
• Absence of formal communication policy

◆ E) Socio-Cultural Barriers
• Differences in cultural values, norms, practices
• High-context vs. low-context culture differences
• Gender-based communication styles
• Religious and regional differences
• Class/caste-based power differentials

◆ F) Personal Barriers
 • Poor listening skills
• Lack of communication skills in sender/receiver
• Difference in personality types
• Inattention and disinterest
• Credibility gap — gap between what one says and does

◆ G) Technological Barriers (New Addition)

• Technical failure of communication devices
• Lack of digital literacy
• Internet connectivity issues
• Information overload from digital media

▶ 6.2 Overcoming Communication Barriers

Strategy How It Helps

Use simple language Avoid jargon; adapt to receiver's level
Active listening Listen without interrupting; provide feedback
Feedback mechanism Confirm understanding; ask clarifying
questions
Reduce noise Choose appropriate channel and
environment
Empathy Understand receiver's perspective and
feelings
Open organizational climate Encourage two-way communication
Cultural sensitivity Respect and understand cultural differences
Repetition & redundancy Repeat key messages through multiple
channels

7 MASS MEDIA AND SOCIETY

IMPORTANT Mass Media & Society was added as a new sub-topic to the UGC NET syllabus. Expect 1-2
questions from this section in recent exams.

▶ 7.1 Mass Communication — Definition & Features

• Communication directed at a large, anonymous, heterogeneous audience

 • One-way (traditionally), now partially interactive (social media)
• Uses technical devices (television, radio, newspapers, internet)
• Messages are produced by complex organizations
• Rapid, widespread, and simultaneous reach

▶ 7.2 Types of Mass Media

Type Examples Features

Print Media Newspapers, magazines, Permanent record; wide
books, journals reach; delayed feedback
Electronic Broadcasting Radio, Television Instant; audio-visual; large
reach
Film / Cinema Movies, documentaries Entertainment + social
impact
Outdoor Media Hoardings, billboards, Localized; visual
posters
Transit Media Ads on buses, trains, autos Mobile audience
New Media / Digital Internet, social media, OTT, Interactive; personalized;
podcasts, blogs global
Traditional / Folk Media Nukkad natak, folk songs, Community-based;
puppetry indigenous

▶ 7.3 Functions of Mass Media (Harold Lasswell)

• Surveillance: Monitoring and reporting events in society (news function)

• Correlation: Interpreting events and prescribing responses (editorial/opinion)
• Transmission: Passing down cultural heritage and norms to next generation
• Entertainment: Providing relaxation and diversion (added by Charles Wright)

▶ 7.4 Theories of Mass Communication

Theory Key Idea

Magic Bullet / Hypodermic Needle Theory Media has direct, immediate, and powerful
effect on audience. Audience is passive.
(1920s-40s)
Two-Step Flow Theory (Lazarsfeld) Media → Opinion Leaders → Public. Indirect
effect through opinion leaders. (1948)
Limited Effects Theory Media has limited influence; audience
selectively perceives messages.
Uses and Gratifications Theory Audience actively uses media to fulfill specific
needs (info, entertainment, identity, social
interaction). (Katz & Blumler, 1974)
Agenda-Setting Theory (McCombs & Shaw) Media tells us WHAT to think about (not what
to think). Sets public agenda. (1972)
Cultivation Theory (Gerbner) Heavy TV viewers believe the world is more
violent/dangerous than it actually is.
Framing Theory (Goffman) Media frames stories in particular ways to
influence audience perception.
Social Learning Theory (Bandura) People learn behaviours by observing media
characters (modelling).
Spiral of Silence (Noelle-Neumann) People with minority views stay silent fearing
social isolation.
Diffusion of Innovation (Rogers) Mass media spreads new ideas through
society in stages: Innovators → Early
Adopters → Early Majority → Late Majority →
Laggards.

IMPORTANT Agenda-Setting by McCombs & Shaw (1972), Two-Step Flow by Lazarsfeld (1948), and
Uses & Gratifications by Katz & Blumler (1974) are most frequently asked theories in UGC NET.

▶ 7.5 Media Effects on Society

◆ Positive Effects
• Promotes awareness and education
• Facilitates democratic participation
• Disseminates cultural and social values
• Provides entertainment and recreation
• Economic growth through advertising
• Connects communities during disasters

◆ Negative Effects
• Media violence and desensitization
• Stereotyping and misrepresentation
• Fake news and misinformation
• Media bias and propaganda
• Privacy invasion and surveillance
• Digital divide — unequal access
• Commercialization and sensationalism
 ▶ 7.6 New Media & Digital Communication

• New Media: Digital, interactive, networked communication platforms — internet, social media,
mobile apps, OTT platforms
• Social Media: Facebook, Twitter/X, Instagram, YouTube, LinkedIn, WhatsApp — user-generated
content
• Convergence: Merging of different media platforms into one (e.g., smartphone carries TV, radio,
newspaper)
• Narrowcasting: Targeting specific audience segments (vs Broadcasting to all)
• Citizen Journalism: Non-professionals reporting news via blogs, social media
• Digital Divide: Gap between those with access to digital technology and those without

▶ 7.7 McLuhan’s Hot and Cool Media Theory

IMPORTANT Marshall McLuhan’s Hot and Cool Media is a DIRECT exam topic. His famous quote “The
Medium is the Message” is frequently asked. Know the difference and all examples.

◆ About Marshall McLuhan

Marshall McLuhan (1911–1980) was a Canadian media theorist and philosopher. His landmark
works include “Understanding Media: The Extensions of Man” (1964) and “The Gutenberg Galaxy”
(1962). He proposed that the nature of the medium itself — not just its content — shapes society
and human perception. His most famous idea: “The Medium is the Message.”

◆ “The Medium is the Message”

McLuhan argued that the medium (channel) through which a message is delivered is more
significant than the content of the message itself. The medium reshapes human thinking and social
organization. Example: Television as a medium transforms society differently than print, regardless
of what is shown or printed.
EXAM TIP “The Medium is the Message” means: the form/channel of communication affects society more
than content. UGC NET asks: “Who said The Medium is the Message?” Answer: Marshall McLuhan.

◆ Hot Media vs Cool Media — Core Distinction

McLuhan classified media into two types based on (a) the amount of information/data the medium
provides and (b) the degree of audience participation required to complete the meaning.
Dimension HOT Media COOL Media Examples
Data/Definition HIGH definition, LOW definition, Hot: Radio, Film,
rich data sparse data Photographs, Print
(books/newspapers),
Lectures

Audience LOW — passive; HIGH — active; Cool: TV, Telephone,

Participation audience is audience Cartoons/Comics,
excluded completes meaning Seminars,
Conversation, Internet

Senses Used Single sense Multiple senses; Hot: engaged but

dominates (e.g., multidimensional passive; Cool: tribal,
 hearing for radio) experience inclusive, participatory

✅ REMEMBER Memory Trick — HOT = HIGH data, LOW participation (like a hot lecture you just absorb).
COOL = LOW data, HIGH participation (like a cool conversation where you contribute). TV is COOL
(surprising!) because its low-resolution image requires viewer imagination to fill in. Radio is HOT (complete,
high-definition audio).
COMMON EXAM TRAP TV looks like it should be HOT (it bombards you with visuals) — but McLuhan
called it COOL because the low-resolution mosaic image requires the viewer’s brain to actively fill in details.
Radio is HOT because it delivers complete high-definition audio requiring little imagination.

◆ PYQ Pattern on McLuhan (UGC NET)

Question Answer
Q: “The Medium is the Message” was said Marshall McLuhan (1964 — Understanding
by... Media)
Q: Television according to McLuhan is a ___ COOL medium (requires active viewer
medium. participation)
Q: High definition + low audience HOT Media
participation = ___ media.
Q: McLuhan’s book that explains Hot and “Understanding Media: The Extensions of
Cool media is... Man” (1964)

8 PREVIOUS YEAR QUESTIONS ANALYSIS

KEY POINT This section contains categorized PYQs with answers to help you understand the exact type
and pattern of questions asked in UGC NET.

▶ 8.1 On Communication Models

Question (Pattern) Answer & Source

Q: When sender and receiver interchange Ans: Transactional Model (UGC NET Nov
roles in communication, it is called... 2020)
Q: The model which introduced the concept Ans: Shannon-Weaver Model (1949)
of "noise" in communication...
Q: The SMCR model of communication was Ans: David Berlo (1960)
proposed by...
Q: "Who says what to whom in which Ans: Lasswell's Model (1948)
channel with what effect" is...
Q: The concept of "field of experience" in Ans: Schramm's Model
communication is related to...
Q: Which model considers communication as Ans: Transactional Model
a simultaneous two-way process?
Q: In Berlo's SMCR model, 'C' stands for... Ans: Channel (5 senses: hearing, seeing,
touching, smelling, tasting)

▶ 8.2 On Types & Nature

Question (Pattern) Answer & Source

Q: Communication through body language Ans: Non-Verbal Communication / Kinesics
and facial expressions is called...
Q: The study of space and distance in Ans: Proxemics (Edward Hall)
communication is called...
Q: The use of time as a communication tool Ans: Chronemics
is termed...
Q: Communication within oneself is called... Ans: Intrapersonal Communication
Q: Which type of communication travels Ans: Grapevine / Informal Communication
fastest but is most unreliable?
Q: Mehrabian's rule states that body Ans: 55%
language accounts for ___% of
communication.
Q: "High-context culture" is a concept given Ans: Edward Hall
by...

▶ 8.3 On Barriers

Question (Pattern) Answer & Source

Q: The barrier arising from different Ans: Semantic Barrier
meanings of same words is called...
Q: Judging before listening to the complete Ans: Premature Evaluation
message is called...
Q: Which barrier is caused by status and Ans: Organizational/Administrative Barrier
hierarchy in organizations?
Q: Challenging behaviours of students Ans: Purposive, Critical, Procedural, Power
related to communication are... challenges (Dec 2018)
Q: "Bypassing" in communication refers to... Ans: Sender & receiver assigning different
meanings to the same word
Q: Credibility gap in communication means... Ans: Inconsistency between what one says
 and what one does

▶ 8.4 On Mass Media & Theories

Question (Pattern) Answer & Source

Q: The theory that media tells us "what to Ans: Agenda-Setting Theory (McCombs &
think about" is called... Shaw)
Q: Two-Step Flow Theory was proposed by... Ans: Paul Lazarsfeld (1948)
Q: Uses and Gratifications Theory was given Ans: Katz, Blumler & Gurevitch (1974)
by...
Q: Heavy TV viewing making people believe Ans: Cultivation Theory (George Gerbner)
world is violent relates to...
Q: Media → Opinion Leaders → Mass Ans: Two-Step Flow Theory
Audience is the model of...
Q: Spiral of Silence theory was proposed Ans: Elisabeth Noelle-Neumann
by...
Q: Diffusion of Innovation theory in media Ans: Everett Rogers
was given by...
Q: The "magic bullet" theory assumes the Ans: Passive; media has direct/powerful
audience is... effect

9 QUICK REVISION: KEY TERMS GLOSSARY

Term Definition Context

Encoding Converting message into Sender's activity
transmittable form
Decoding Interpreting the received Receiver's activity
signal into meaning
Feedback Receiver's response to Makes communication two-
sender's message way
Noise Any interference that distorts Shannon-Weaver introduced
the message
Channel Medium through which TV, phone, letter, speech
message travels
Grapevine Informal communication Fast, unreliable, unofficial
network
Proxemics Study of personal space in Coined by Edward Hall
communication
Kinesics Study of body movements in Gestures, posture, facial
communication
Paralanguage Non-verbal vocal cues Tone, pitch, pace, volume
Bypassing Different meanings for same Semantic barrier
word
Empathy Understanding others' Key to effective comm.
feelings/perspective
Denotation Literal meaning of a word Dictionary meaning
Connotation Emotional/cultural meaning Associated meanings
of a word
Narrowcasting Targeting specific audience Vs. broadcasting
segments
Convergence Merging of different media Smartphone = all media
platforms
Agenda Setting Media determines public's McCombs & Shaw (1972)
priorities
Opinion Leader Influential person mediating Two-Step Flow Theory
media effects
Digital Divide Gap between tech haves and Social equity issue
have-nots
Chronemics Use of time as Punctuality = respect
communication
FIAC Flanders Interaction Analysis Classroom observation tool
Categories

EXAM STRATEGY & LAST-MINUTE TIPS

▶ 10.1 Topic-Wise Weightage from Previous Papers

Topic Expected Frequency

Barriers to Communication HIGH (1-2 Qs almost every attempt)
Communication Models HIGH (1-2 Qs — Shannon-Weaver, SMCR,
Transactional)
Mass Media Theories MEDIUM-HIGH (1-2 Qs in recent papers)
Types of Communication MEDIUM (1 Q — Proxemics, Grapevine,
Kinesics)
Classroom Communication MEDIUM (1 Q — FIAC, Flanders,
Challenging behaviours)
Effective Communication (7 Cs) LOW-MEDIUM (1 Q occasionally)
Non-Verbal Communication MEDIUM (appears within Types/Models
questions)

▶ 10.2 Must-Memorize Facts

IMPORTANT Shannon-Weaver Model (1949) = "Mother of All Communication Models" + introduced

NOISE
IMPORTANT Berlo's SMCR: S=Source, M=Message, C=Channel (5 senses), R=Receiver
IMPORTANT Proxemics = Edward Hall | Kinesics = body language | Chronemics = time
IMPORTANT Mehrabian: 7% words, 38% tone, 55% body language
IMPORTANT Agenda-Setting = McCombs & Shaw | Two-Step Flow = Lazarsfeld | Cultivation = Gerbner
IMPORTANT Transactional Model = roles of sender & receiver are interchangeable simultaneously
IMPORTANT Grapevine = informal communication; fastest but most unreliable
IMPORTANT FIAC by Ned Flanders: 10 categories, 1-4 = indirect, 5-7 = direct teacher talk
IMPORTANT Lasswell's formula: Who → Says What → Channel → Whom → Effect
IMPORTANT High-context culture (Japan, India) vs Low-context culture (USA, Germany) = Edward Hall

▶ 10.3 Common Traps in UGC NET Communication Questions

• Trap 1: Confusing Shannon-Weaver (introduced Noise) with Berlo's SMCR (detailed source
factors). They are different!
• Trap 2: Transactional vs Interactive models. Transactional = simultaneous. Interactive =
sequential with feedback.
• Trap 3: Proxemics ≠ Kinesics. Proxemics = space/distance. Kinesics = body movement/gesture.
• Trap 4: Agenda-Setting tells us WHAT to think about, NOT what to think. Different from
Propaganda.
• Trap 5: Magic Bullet = passive audience. Uses & Gratifications = active audience. Opposite!
• Trap 6: Formal communication can be both written and oral. Upward/Downward are formal
communication directions.
• Trap 7: FIAC: Indirect influence (1-4) = student-centred. Direct (5-7) = teacher-centred. Don't
reverse!

▶ 10.4 Pattern of Questions — What to Expect

Question Type Example Pattern
Definition-based "Communication through body language is
called ___"
Model-based "SMCR model was given by ___" / "__ model
introduced noise"
Match the column "Match models with their proposers"
Assertion-Reason "Assertion: Grapevine is informal. Reason: It
follows no official channel"
Identify the type "When student initiates talk in class, it is
Category __ in FIAC"
Theory identification "Media sets public agenda = ___ theory"
Negative/False question "Which is NOT a characteristic of effective
communication?"
Sequence-based "Arrange steps of Shannon-Weaver model in
order"

✦ BEST OF LUCK FOR YOUR UGC NET EXAM ✦

All Topics Covered | PYQ Analyzed | Exam Pattern Decoded | Nothing Left Out