Interpersonal, Group, And Intergroup | Exam Questions Ch.19 - Test Bank | Psychology by Davey 1e by Graham C. Davey. DOCX document preview.
Chapter 19: Interpersonal, Group, and Intergroup Processes
Multiple choice
1. __________ is the desire and tendency to spend time with others.
a) Friendship
b) Affiliation
c) Affection
d) Attraction
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
2. Interpersonal relations include:
a) romantic relationships
b) friendship
c) interpersonal attraction
d) all of the above
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
3. We tend to become friends with people whom we perceive to be __________.
a) similar to us
b) complementary to us
c) different from us
d) dependent on us
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
4. Evolutionary psychologists have argued that humans are attracted to similar others because they share similar:
a) facial traits
b) social backgrounds
c) genes
d) habits
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
5. A social psychological explanation for why similarity breeds liking is a desire for ___________. People prefer those who agree, rather than disagree, with their point of view. In fact, when someone agrees with our perceptions, our point of view is reinforced, which leads to greater liking.
a) social approval
b) affiliation
c) social exchange
d) social comparison
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
6. A study by Festinger, Schachter, and Back (1950) found that students were more likely to be friends with those who they encountered more frequently. This study showed that people tend to form friendships on the basis of:
a) attraction
b) familiarity
c) rational choices
d) similarity
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
7. According to Festinger, Schachter, and Back (1950), it is more likely that we will become friends with:
a) a work colleague working in the same office
b) someone doing our same job but in a different company
c) a work colleague working on a different floor
d) someone doing our same job for the same company but working from abroad
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
Fill-in-the-blank
8. According to the _____________ hypothesis, being exposed to someone or something repeatedly increases attraction, even if no information is provided about the object or person.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
9. According to the ____________ explanation, we like to compare ourselves to others because it offers social validity to important aspects of our self-concept.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
10. According to a leading social theory, ___________, the imparting of personal information about yourself to another person, plays a crucial role in how friendships develop over time.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
Essay
11. Discuss the limitations of the social penetration theory in describing how friendships develop over time.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Hard
Short answer
12. According to what theory the disclosure of personal information to another person plays a crucial role in how friendships develop over time?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
13. What are the main consequences associated with social rejection and/or social exclusion?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
14. Seung-Hui Cho, the 23-year-old who shot dead 32 of his fellow students during the Virginia Tech massacre in 2007, left a suicide note in which he wrote ‘You forced me into a corner and gave me only one option’. With reference to these words, what does seem to be the main cause of his actions?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Hard
15. Apart from general social rejection, what other type of rejection accounts for half of the school shootings examined by Leary, Kowalski, Smith, and Phillips (2003)?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
True/False
16. People who are marginalized from desired relationships or social groups are more likely to experience depress mood and lower self-esteem.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
17. Empirical studies suggest that antisocial behaviour, including aggression, are a common consequence of social exclusion, but not of rejection from romantic relationships.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
18. According to the social penetration theory, if one individual discloses too slowly, the friendship partner could feel rejected, causing the relationship to falter. Only when individuals disclose immediately is the friendship more likely to develop and last over time.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
19. Social penetration theory fails to explain why some friends ‘click’ straight away and do not need a gradual escalation in reciprocal self-disclosure before beginning to share intimate information.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
Multiple choice
20. Which of the following is a consequence of social rejection?
a) Depression
b) Aggressive behaviour
c) Low self-esteem
d) All of the above
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
21. In their analysis of mass shootings, Leary and colleagues (2003) reported that at least _________ of the 15 incidents, the perpetrator had been subjected to a pattern of malicious bullying, ostracism, and humiliation.
a) 12
b) 10
c) 5
d) 7
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
22. For the social penetration theory, __________ plays a crucial role in how friendships develop over time.
a) similarity
b) familiarity
c) self-disclosure
d) social inclusion
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
23. Hackenbracht and Gasper (2013) found that people prefer to listen to __________ rather than descriptive disclosures.
a) abstract
b) emotional
c) personal
d) social
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
24. According to your textbook, what is the main explanation behind the actions of the Virginia Tech massacre in 2007?
a) Religious beliefs
b) Unrequited love
c) Social exclusion
d) Racism
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
25. In their analysis of mass shootings, Leary and colleagues (2003) reported that in _________ of the 15 incidents, there were no histories of social rejection.
a) 2
b) 4
c) 6
d) 10
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
26. ___________ behaviours are a common consequence of social exclusion.
a) Altruistic
b) Social
c) Antisocial
d) None of the above
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
27. The ___________ hypothesis can be used to explain the phenomenon by which people tend to form friendships on the basis of familiarity.
a) social penetration
b) mere exposure
c) social comparison
d) affiliation
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
28. According to the social comparison hypothesis, people prefer those who:
a) are familiar to them.
b) share similar facial traits with them.
c) agree with their point of view.
d) share similar genes with them.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
True/False
29. Victims of social exclusion and rejection are more likely to display antisocial behaviour, including aggression.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
30. Research suggests that physical appearance in a potential romantic partner is important to both men and women to the same extent.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
31. One of the first things we notice when we meet someone for the first time is their physical appearance.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
Short answer
32. Name two factors that seem to be important in making a person (especially a woman) physically attractive, according to empirical studies cited in your textbook.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
33. What waist-to-hip ratio should a woman have to be considered especially physically attractive according to Streeter’s and McBurney’s (2003) findings?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
34. What is the evolutionary explanation of why women with a ‘hourglass’ figure are considered more physically attractive?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
Fill-in-the-gap
35. There are _________ differences in whether a larger or smaller size is seen as preferable. Men in Ghana have been reported to prefer ________ women compared to men in the United States.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
36. Body _______ and body ________ are both important factors where perceptions of women’s attractiveness are concerned.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
37. Women with a(n) ‘_________’ figure are considered to be especially physically attractive.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
Essay
38. Describe the evolutionary explanations of cultural differences in women’s body size preferences and the attraction for women with a small waist-to-hip ratio.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Hard
Multiple choice
39. What is the ideal waist-to-hip ratio for a woman to be perceived especially physically attractive, according to the findings by Streeter and McBurney (2003)?
a) 0.3
b) 0.5
c) 0.7
d) 0.9
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
40. Which of the following body shapes is rated as more physically attractive by men?
a) Hourglass shape
b) Pear shape
c) Apple shape
d) Banana shape
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
41. Why are people with a symmetrical face perceived as more attractive?
a) They are perceived as looking more familiar.
b) They are perceived as being healthier.
c) They are perceived as being more trustworthy.
d) They are perceived as being more powerful.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
42. People tend to prefer __________ faces.
a) distinctive
b) unusual
c) average
d) androgynous
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
43. Couples who are evenly matched in their____________, are more likely to be attracted to one another.
a) appearance
b) social background
c) interests
d) all of the above
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
44. Gruber-Baldini, Schaie, and Willis (1995) found that married couples became increasingly similar over time in terms of:
a) physical appearance and mental abilities
b) physical appearance and attitudes
c) attitudes and mental abilities
d) physical appearance and emotional expression
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
Fill-in-the-blank
45. The mere ____________ effect may explain why people tend to prefer average faces. In fact, average faces are more ___________ to us and ____________ breeds attraction.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
46. According to the __________ hypothesis, we tend to prefer those who are similar in physical attraction to us as we estimate that they will have a similar opinion on us, reducing the risk of being rejected.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
47. Other than a preference for similar others, people are also attracted to those with characteristics that ___________ their own.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
48. Men are attracted to ________ women because female __________ signifies beauty, while women are attracted to _________ men because __________ is likely to be accompanied by higher social status.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
Essay
49. Discuss the role of looks-for-status exchange in interpersonal attraction.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Hard
Short answer
50. What are the two physical characteristics that make a face more attractive?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Hard
51. What are the two types of love, according to your textbook?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
52. What is the difference between love and liking, according to Lamm and Wiesmann (1997)?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
53. What neurotransmitter in the brain is associated with the sense of physiological arousal typical of passionate love?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Hard
True/False
54. According to most psychologists, love and liking are indistinguishable.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
55. People in love who are given brain scans show increased activity in the caudate nucleus area, an area associated with reward and pleasure, when they are shown photos of their partners.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
56. Passionate love is experienced during the early stages of a romantic relationship.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Easy
57. According to the three-factor theory of love, whether or not a person falls in love does not depend on cultural aspects.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
Multiple choice
58. Which of the following neurotransmitters is mostly associated with the increased physiological arousal experienced by people during early stages of passionate love?
a) Serotonin
b) GABA
c) Dopamine
d) Glutamate
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
59. Which of the following is not a condition that must be met for love to arise according to the three-factor theory of love?
a) When thinking about or being in the presence of the potential partner, we must experience a state of physiological arousal.
b) The potential partner must come from our own similar socio-economical background and possess similar mental abilities and attitudes.
c) We must believe in the concept of love and have the expectation that we will fall in love.
d) We must meet someone who fits our expectations of what makes an appropriate partner.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
60. Which of the following statements about passionate love is false?
a) Passionate love is experienced during the early stages of a new relationship.
b) Passionate love is characterized by uncertainty.
c) Passionate love cannot be maintained in the long term.
d) None of the above
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
61. Compared to passionate love, __________ is a less passionate but more enduring form of love.
a) compassionate
b) mature
c) committed
d) affectionate
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
62. Sexual mating system is to passionate love as ___________ system is to compassionate love.
a) affiliation
b) commitment
c) raising
d) attachment
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
63. According to the _________ theory, people keep track of what they contribute to a relationship and what their partner contributes.
a) equity
b) social comparison
c) social exchange
d) three-factor
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
64. According to the __________ theory, people expect a fair exchange in terms of love, emotional and financial support, and doing house tasks.
a) equity
b) social comparison
c) social exchange
d) three-factor
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
65. If a person in a relationship gives more than they receive, they will likely experience:
a) guilt
b) resentment
c) apathy
d) shame
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
Essay
66. Discuss the three aspects that characterize intimate, and therefore satisfied, relationships according to Reis and Patrick (1996)?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Hard
Short answer
67. What factors, together with ‘high satisfaction’, have an impact on relationship commitment according to Rusbult’s (1983) investment model?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
68. How do people in successful relationships avoid the risk that attractive alternatives may threaten the stability of their relationship?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
69. What are the four possible reactions of people when they are unhappy in their relationship and consider the possibility of terminating it?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
70. How long after a breakup do feeling of anger typically dissipate?
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
Fill-in-the-blank
71. Alike anger, sadness declines relatively slowly after a breakup, taking at least _________ to dissipate.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
72. People seem to __________ the negative impact that a breakup will have on them.
Section Ref: Interpersonal Processes
Learning Objective: Describe and explain the interpersonal processes behind friendship, romantic attractions, and romantic relationships.
Difficulty Level: Medium
73. A group is a(n) ____________ of individuals.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgements, and behaviours, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
74. Groups can be based on _________ (e.g. family), __________ (e.g. student body, work colleagues), __________ categories (e.g. gender, ethnicity), or looser associations.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgements, and behaviours, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
75. A group has more ___________ - is more ‘group-like’ – to the extent that members are _________ to one another, share a common __________, and are __________ with one another.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgements, and behaviours, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
True/False
76. Social facilitation refers to the tendency for people to perform better when in front of an audience.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgements, and behaviours, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
77. Social priming is the opposite of social facilitation.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgements, and behaviours, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
78. Research shows that the presence of others increases performance, irrespective of task complexity.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgements, and behaviours, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
79. To better solve complex mathematical problems, people should perform in the presence of an audience.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
Multiple choice
80. Which of the following phrases best represents the concept of ‘entitativity’?
a) Against the group
b) Anti-group
c) Group-like
d) Outgroup
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
81. Which of the following factors increases a group’s entitativity?
a) Interconnection of its members
b) Similarity among its members
c) Interaction between its members
d) All of the above
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
82. A family is a group mainly based on:
a) a social category
b) loose associations
c) tasks
d) intimacy
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
83. Social __________ is the tendency for people to perform better when in front of an audience.
a) facilitation
b) priming
c) encouragement
d) help
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
84. Who first observed the tendency for people to perform better when in front of an audience, a phenomenon also known as social facilitation?
a) Zajonc
b) Allport
c) Eysenck
d) James
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
85. Alike social facilitation, social __________ refers to the decreases in performance when people are being watched.
a) interference
b) prevention
c) inhibition
d) suppression
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
Essay
86. Discuss how the drive theory (Zajonc, 1965) explains the phenomena of social facilitation and social inhibition.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Hard
Short answer
87. Some psychologists have argued that _____________ may explain both social facilitation and social inhibition. In fact, it is the concern about being evaluated by others, rather than the mere __________ of others, that causes physiological arousal.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
88. Physiological arousal can be detrimental to performance on a ___________ task. This is because such arousal relies on __________ processes and heuristics.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
89. According to Zajonc’s (1965) _________ theory, the mere presence of others increases ___________.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
90. Latané, Williams, and Harkins (1979) found that participants who believed they were shouting in a group shouted with _________ intensity than participants who believed they were shouting alone.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
Short answer
91. What phenomenon consists of people in teams putting less effort than those working alone?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
92. According to what phenomenon people who work in a team feel less personally responsible for the task at hand?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
93. Jennifer is publicly self-aware. She tends to be more nervous than her friends at the prospect of a negative evaluation from those around her. What phenomenon can be used to describe Jennifer’s tendency?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
94. Reynaldo is working on a group project with six other students but he's lazy and not contributing much to the group. He is hoping that he can get by and be a free rider, allowing other students to do the majority of the work. What social behaviour is Reynaldo engaging in?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
Multiple choice
95. Marcus dislikes doing group projects because there is always a member of the group that does not “pull his or her weight”. What social behaviour is described in this example?
a) Social facilitation
b) Social inhibition
c) Observational learning
d) Social loafing
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
96. Which of the following is the best example of a situation that would result in social facilitation?
a) A group of gun enthusiasts meet to discuss gun laws.
b) A group of volunteers pick up garbage in a public park.
c) A group of politicians decide how to vote on an upcoming issue.
d) A group of students work together on a class project.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Hard
97. In situations where group members must pool their efforts to achieve a goal, it is not uncommon for one or more group members to be free riders. This "free rider" effect is known as:
a) social loafing.
b) groupthink.
c) social facilitation.
d) group polarization.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
98. What form of faulty group decision making occurs when group members strive too hard for unanimity?
a) Groupthink
b) Group polarization
c) Social loafing
d) Social facilitation
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
99. Social __________ refers to the way in which our thoughts, feelings, and behaviours change when in the presence of others.
a) loafing
b) influence
c) facilitation
d) comparison
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
Short answer
100. What are the two ways by which people can be influenced by those around them?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
101. What is a ‘social norm’?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
102. When people are uncertain about how to respond in a situation, they conform to a group norm as a way of gaining information. How did Deutsch and Gerard (1955) call this phenomenon?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Hard
Essay
103. Why did participants in Asch’s (1951) study agree with someone whose answer was clearly incorrect? Discuss the phenomenon of conformity in terms of social influence.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Hard
Multiple choice
104. What percentage of Asch’s participants conformed to group pressure during his classic experiment?
a) 76%
b) 65%
c) 57%
d) 41%
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
105. The tendency to yield to real or imagined group pressure is called:
a) compliance.
b) conformity.
c) obedience.
d) acceptance.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
106. In social psychology, a confederate is someone who:
a) conforms to the group norm.
b) defies conformity pressures.
c) takes on a leadership role in a group.
d) is secretly part of the experiment.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
107. In Asch’s (1951) famous experiment,
a) participants were assigned to be either prisoners or guards in a mock prison experiment.
b) participants were bullied into going along with the group.
c) participants were presented with a series of lines and asked to pick the one that matched the target line.
d) participants were put in a dark room and asked to estimate how far a pinpoint of light moved.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
108. ___________ is the likelihood that a person will follow a direct order from an authority figure.
a) Normative influence
b) Social influence
c) Obedience
d) Conformity
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
109. What form of faulty group decision making occurs when group members strive too hard for unanimity?
a) Groupthink
b) Group polarization
c) Social loafing
d) Social facilitation
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
110. When an initial tendency of individual group members is intensified following group discussion, _________ occurs.
a) groupthink
b) group polarization
c) social loafing
d) social facilitation
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
111. The failure of American naval leaders to recognize the threat from the Japanese military in the days leading up to Pearl Harbor would most likely have been the result of:
a) social facilitation.
b) group polarization.
c) social loafing.
d) groupthink.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Hard
112. All of the following are characteristics of a group suffering from the symptoms of groupthink, except:
a) appraisal of alternate courses of action
b) high group cohesiveness
c) illusion of invulnerability
d) desire to achieve consensus
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
True/False
113. During groupthink, members experience an illusion of invulnerability and overestimation of their competence in decision making.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
114. Groupthink is most common in cohesive groups
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
Short answer
115. Name two of the conditions that facilitate the occurrence of groupthink.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
116. What is the phenomenon whereby, after a period of discussion, the initial attitude held by a group becomes exaggerated, especially on important issues?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
Fill-in-the-blank
117. According to your textbook, ___________ is proposed as a possible cause of the cover-up of the Pennsylvania State University assistant football coach, who was found guilty of 48 counts of sexual abuse against children.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
118. When others are present, we may feel that we do not bear the burden of responsibility to act. This is known as diffusion of __________.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
119. When pushed to its extreme, ____________ can lead to groupthink.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
True/False
120. The minority in a group can never change attitudes and behaviour of the majority.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
121. In Moscovoci, Lage, and Naffrechoux (1969) emerged that the minority in the group could influence the majority only when the confederates consistently gave the wrong answer. When the confederates were inconsistent, very few of the participants went along with the wrong answer.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
Short answer
122. Name two characteristics that minorities must possess in order to be influential in a group.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
123. Define ‘aggression’.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
124. What psychologist in 1963 was interested in investigating the factors that could explain why members of the Nazi party and people working for government ministries followed horrific orders during the Holocaust?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
Multiple choice
125. Who conducted the famous study of obedience?
a) Asch
b) Milgram
c) Skinner
d) Allport
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
126. Before Milgram's obedience study became famous, its procedures were described to psychiatrists, and they predicted that only ________ of participants would continue with the experiment all the way through 450 volts. Astonishingly, Milgram found that __________ of the participants continued with the experiment all the way through the 450 volts.
A) 50% / 30%
B) 30% / 50%
C) 1% / 65%
D) 20% / 80%
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
127. In Milgram’s original obedience experiment, _________ stopped before the 300-volt mark.
a) no participant
b) 10% of participants
c) 35% of participants
d) 65% of participants
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
128. The participants who were recruited for Milgram’s experiment thought they were participating in a study about:
a) obedience
b) learning
c) group influence
d) attributions
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
129. When Milgram showed his experimental design to psychiatrists before beginning his experiment, they predicted that __________ people would cooperate all the way to 450 volts.
a) zero percent of
b) one percent of
c) ten percent of
d) most
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
130. When the presence of others improves our performance, it is called
a) social facilitation.
b) group productivity.
c) group polarization.
d) groupthink.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
Fill-in-the-blank
131. Milgram illustrated that __________ of the population would hurt others if they were ordered to do so by an authority figure.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Hard
132. Milgram showed that people who commit extreme acts of aggression at the instruction of a(n) __________ figure are not inherently evil.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
133. In Milgram’s (1963) experiment, participants were invited to take part in a study on the effects of ____________ on _____________.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
Essay
134. Milgram proposed that anyone can potentially be influenced by an authority figure to behave aggressively if certain conditions are in place. Discuss these conditions.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Hard
Short answer
135. What is the name of the phenomenon by which people no longer regard themselves as personally responsible for an action but attribute the responsibility to others in the context?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
136. In Milgram’s (1963) experiment, 65% of participants obeyed the experimenter right up to the maximum shock. How intense was the maximum electric shock?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
137. What cultural norm associated to the concept of ‘authority’ is used by Milgram to explain why people could potentially be influenced by an authority figure to behave aggressively or immorally?
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
True/False
138. Milgram’s experiment (1963) showed that people commit extreme acts of aggression at the instruction of a higher authority because they are inherently evil.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
139. A phenomenon known as ‘diffusion of responsibility’ may partly explain why participants behaved the way they did in Milgram’s (1963) experiment.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
140. People are generally rewarded for obeying authority and expect authority figures to be trustworthy and legitimate.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Easy
Multiple choice
141. According to the ____________ hypothesis, frustration at perceived racism and classism from the authorities, in combination with difficult economic conditions, might have played a role in the escalation of violence during 2011 London riots.
a) crowd-behaviour
b) broken Britain
c) frustration-aggression
d) stress-reaction
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
142. According to the frustration-aggression hypothesis, aggression towards physical/more realistic targets occurs when:
a) a stressor impedes our progress towards a goal.
b) the number of punishers for any event exceeds the number of reinforcers for the same event.
c) aggression cannot be directly targeted at the cause of the frustration.
d) we observe environmental cues that are suggestive of aggression.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
143. Being crowded is likely to lead to an increase of:
a) feelings of stress
b) physiological arousal
c) frustration
d) all of the above
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
144. What happens to the threshold for aggression when people are in a crowd?
a) The threshold is lowered.
b) The threshold is stable.
c) The threshold is higher.
d) The threshold is at its highest level.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
145. What’s the name of the phenomenon by which people within a crowd are less likely to see themselves as idiosyncratic individuals and more likely to see themselves as anonymous group members?
a) Depersonalization
b) Anonymity
c) Diffusion of responsibility
d) Deindividuation
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
146. When people see themselves as less identifiable and less accountable for their behaviour, they are more likely to:
a) respect social norms
b) behave aggressively
c) show altruistic behaviour
d) none of the above
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
Fill-in-the-blank
147. According to the emergent ___________ theory, people behave aggressively when they are in a(n) _________ not because they ignore the societal __________ of non-violence but because they adhere to a different group _________ of aggression that may arise in certain circumstances.
Section Ref: Group Processes
Learning Objective: Describe how the presence of others can affect our productivity, judgement, and behaviour, and explain the psychological processes underlying these effects.
Difficulty Level: Medium
148. A(n) ___________ is a social category to which you belong. ____________ are social categories to which you do not belong.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
149. ____________ bias refers to the preference people often show for in-groups over out-groups.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
150. A(n) _____________ is a negative attitude or feeling held towards members of an out-group, while a discrimination is a negative ___________ towards an out-group member.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
Short Answer
151. What is the difference between a prejudice and a discrimination?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
152. What do racism and sexism have in common?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
153. What are the two different types of racism?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
True/False
154. Old-fashioned racism has been completely eradicated in Western societies.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
155. Aversive racists believe that all people should be treated equally in society, regardless of ethnicity or other social group memberships.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
156. Aversive racists experience positive feelings towards members of other groups, although they do not always hold egalitarian values.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
157. Old-fashioned racists do not publicly express racist attitudes, but they may subtly discriminate against ethnic minority groups.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
Multiple choice
158. In a survey by the UK Department of Health (2014), __________ of respondents believed that those with a mental illness should be excluded from public office.
a) half
b) 16%
c) 28%
d) 71%
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
159. Which of the following is a form of prejudice?
a) Sexism
b) Aversive racism
c) Old-fashioned racism
d) All of the above
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
160. An in-group is:
a) a popular or dominant group.
b) a group about whom we have negative attitudes.
c) a group of other people who are different from us.
d) a group that we believe shares our own characteristics.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
161. How many racial or religiously motivated hate crimes have been committed in England and Wales in 2012 and 2013 according to the Office for National Statistics (2013)?
a) 15,000
b) 55,000
c) 125,000
d) 185,000
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
162. ___________ racists hold egalitarian values, but they experience negative emotions, such as fear and discomfort, about members of other groups.
a) Aversive
b) Old-fashioned
c) Implicit
d) Covert
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
163. ___________ sexism refers to the perception of women as holding a range of stereotypical and negative traits.
a) Aversive
b) Negative
c) Hostile
d) Aggressive
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
164. ____________ sexism refers to attitudes that are very positive on the surface but deep down reflect a view of women as inferior to men.
a) Aversive
b) Old-fashioned
c) Positive
d) Benevolent
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
165. Which of the following is not one of the three components of benevolent sexism?
a) Superiority complex
b) Gender differentiation
c) Paternalism
d) Heterosexual intimacy
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
166. What does ‘paternalism’ refer to?
a) The view that women cannot achieve their dreams without men’s approval.
b) The view that women are less powerful and therefore deserve men’s protection.
c) The view that women are object of beauty and targets of romantic attraction.
d) The view that women need a paternal figure for their emotional development.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
167. Which of the following statements about benevolent sexists is TRUE?
a) They view women positively as long as they conform to traditional stereotypes.
b) They view women as equal to men.
c) They view women as incompetent and weak.
d) They hold negative attitudes of women.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
168. Glick and colleagues (1997) found that men high in ambivalent sexism who were asked to think about a woman transcending traditional roles reported feelings such as:
a) approval and admiration
b) approval and envy
c) fear and envy
d) fear and admiration
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
Short answer
169. What is ‘heterosexual intimacy’ in the context of benevolent sexism?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
170. Define ‘ambivalent sexism’.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
171. What are the three components of benevolent sexism?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
172. What type of personality was proposed by Adorno and colleagues (1950) to explain the development and expression of prejudice?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
Fill-in-the-blank
173. A(n) ____________ personality is characterized by a tendency to express prejudice towards a whole range of minority groups, particularly those perceived as lower status or weak in a society.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
174. According to a leading personality account of prejudice, individuals who are reared by very strict parents do not get the opportunity to express the ____________ that Freud argued naturally arises in humans.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
175. Adorno and colleagues (1950) created a(n) ________-scale which correlates with participants’ levels of __________.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
Essay
176. What are the limitations of the F-scale created by Adorno and colleagues in 1950?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Hard
True/False
177. Adorno proposed a personality theory of prejudice based on the idea that people vary in the degree to which they desire a hierarchy of inequality in society.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
178. People high in SDO (social dominance orientation) are more likely to support views that dominant groups deserve their perceived superiority.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
179. The F-scale (Adorno et al., 1950) was created based on a sample composed by an equal number of white and black participants.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
180. Adorno et al.’s (1950) F-scale correlated with participants’ levels of prejudice.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
Multiple choice
181. Adorno and colleagues (1950) created the F-scale. What does the ‘F’ stand for?
a) Five
b) Factor
c) Fascism
d) Four
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
182. Which of the following psychologists is associated with the ‘authoritarian personality’ theory of prejudice?
a) Sidanius
b) Adorno
c) Allport
d) Sherif
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
183. People high in social ____________ orientation believe that some groups are better than others and that it is necessary for society to have high- and low-status groups.
a) dominance
b) authority
c) supremacy
d) status
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
184. Social dominance orientation has been found to predict:
a) sexism
b) nationalism
c) ethnic prejudice
d) all of the above
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
185. Which of the following theorists is associated with a leading situational theory of prejudice?
a) Sidanius
b) Adorno
c) Allport
d) Sherif
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
186. In which context did Muzafer Sherif study the causes of prejudice in the 1950s?
a) A university tournament
b) The Olympic games
c) A summer camp
d) The elections in South Africa
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
187. What was introduced in Sherif’s study to reduce conflict between the two groups?
a) A cooperative goal
b) A third group
c) A consolation price
d) None of the above
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
188. George is a white male who believes that he is having difficulty finding a job because of affirmative action in hiring. As a result, he has negative stereotypes and prejudices against racial minorities. Which of the following theories is most relevant to George’s belief?
a) Social identity theory
b) Realistic group conflict theory
c) In-group bias
d) Social comparison theory
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Hard
189. The UCLA and USC football teams dislike one another because they are rivals competing for the college football championship. Which of the following theories best explains the negativity between UCLA and USC?
a) Social identity theory
b) Self-perception theory
c) Implicit prejudice theory
d) Realistic group conflict theory
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Hard
190. How were people allocated to groups in the minimal group paradigm by Tajfel and colleagues (1971)?
a) They were allocated to different groups based on their skin complexion.
b) They were allocated to different groups based on their preference over a Klee or a Kandinsky picture.
c) They were allocated to different groups based on their preference over tea or coffee.
d) They were allocated to different groups based on their levels of prejudice measured with the F-scale.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
Short answer
191. According to the social identity theory, what are the two components of people’s identity?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
192. What is our ‘social identity’ according to the social identity theory?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
193. Who developed the social identity theory in 1979?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
194. What was the only thing that in-group members thought they had in common with each other in Tajfel’s and colleagues’ (1971) minimal group paradigm?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
Fill-in-the-blank
195. Findings by Tajfel and colleagues (1971) are important because they suggest that there is a(n) ___________ component to prejudice beyond any economic, political, or historical factor.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
196. According to the social identity theory (Tajfel & Turner, 1979), people prefer to feel good about themselves: to have a positive ____________ or high ____________.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
197. According to the _____________ hypothesis, contact between members of different social groups will lead to more positive attitudes towards others.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Medium
Essay
198. What are the three conditions that are necessary for intergroup contact to have positive consequences?
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Hard
True/False
199. Intergroup contact may lead to ‘subtyping’ of individuals involved in the contact away from the group representation.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy
200. According to a phenomenon referred to as ‘extended contact’, prolonged contact with people in the out-group can reduce intergroup bias.
Section Ref: Intergroup Processes
Learning Objective: Compare and contrast explanations for the causes of prejudice, as well as interventions developed by social psychologists to reduce prejudice.
Difficulty Level: Easy