Question 49

Answering yes/no questions in the classroom is an example of cognitively undemanding communication.

Cognitively undemanding communication refers to interactions that require minimal cognitive effort. Answering yes/no questions falls into this category as it requires straightforward responses without the need for complex reasoning or extensive vocabulary.

A) taking a multiple-choice test

Taking a multiple-choice test can be cognitively demanding as it often requires analysis, elimination of incorrect options, and comprehension of nuanced details within the questions. This process engages higher-order thinking skills, making it less suitable as an example of cognitively undemanding communication.

B) answering yes/no questions in the classroom

Answering yes/no questions in the classroom is a prime example of cognitively undemanding communication. These types of questions typically require students to respond with a simple affirmation or negation, focusing on immediate recall rather than deeper understanding or synthesis of information.

C) writing sentences in English

Writing sentences in English can vary in cognitive demand depending on the complexity of the sentences required. Formulating coherent and grammatically correct sentences often involves higher cognitive processes, including vocabulary selection and sentence structure, which makes it more cognitively demanding than simply answering yes/no questions.

D) understanding a passage in a social studies textbook

Understanding a passage in a social studies textbook typically demands considerable cognitive engagement, as it involves comprehension of context, analysis of information, and drawing connections to prior knowledge. This complexity categorizes it as cognitively demanding rather than undemanding.

Conclusion

The correct answer, answering yes/no questions, exemplifies cognitively undemanding communication due to its simplicity and low cognitive load. In contrast, the other options involve more complex cognitive processes and therefore do not fit the criteria of being cognitively undemanding. This distinction is crucial in understanding communication levels in educational settings.