Prosocial Behavior Test Bank Chapter 9

Chapter 9

Prosocial Behavior

Total Assessment Guide (T.A.G.)

Topic	Question Type	Remember the Facts	Understand the Concepts	Apply What You Know	Analyze It
9.1 The Goals of Prosocial Behavior	Multiple Choice		4, 5, 6	8	7
	Short Answer			102, 103
	Essay
9.2 Improving Our Basic Welfare: Gaining Genetic and Material Benefits	Multiple Choice	9	10, 11, 13, 15, 16, 17, 18, 20, 21, 23, 24, 26, 27, 28, 29	32	12, 14, 19, 22, 25, 30, 31
	Short Answer		106	104, 105
	Essay
9.3 Gaining Social Status and Approval	Multiple Choice	35, 36, 37, 39, 41, 42, 43, 44	34, 40, 46, 48, 49, 50, 51, 52, 54, 55, 57, 58, 59, 62	33, 53	38, 45, 47, 56, 60, 61
	Short Answer			107, 108
	Essay			114, 115
9.4 Managing Self-Image	Multiple Choice	66	64, 65, 67, 68, 69, 71, 73, 74, 75, 76, 77, 78, 79, 80	70	72, 81
	Short Answer		109	110
	Essay		117, 118		116, 119
9.5 Managing Our Emotions and Moods	Multiple Choice	82, 85	83, 84, 87, 88, 89, 90	86, 91	92
	Short Answer			111
	Essay	121		120
9.6 Does Pure Altruism Exist?	Multiple Choice	94, 95, 96, 97, 99	98, 100, 101	93
	Short Answer		112
	Essay		122

Chapter 9 Prosocial Behavior

Multiple Choice Questions

1) According to the textbook, who was Sempo Sugihara?

A) a Japanese diplomat during World War II

B) an American solider during World War II

C) a member of the Third Reich during World War II

D) a German diplomat during World War II

Learning Objective: None

Topic: Introduction

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

2) What did Sempo Sugihara do when a crowd of Polish Jews came to the gate at the consulate?

A) He sent the people away without speaking to them, hiding in his office instead.

B) He wired his superiors for permission to authorize travel visas and, when declined, he sent the people away.

C) He wired the German forces so they would know the people where there.

D) He wrote travel visas for them, defying orders that denied permission for the visas.

Learning Objective: None

Topic: Introduction

Difficulty Level: Easy

Skill Level: Remember the Facts

3) What happened to Sempo Sugihara, who wrote visas for people attempting to escape Germany?

A) He was promoted to a senior position.

B) He was expelled from the Foreign Ministry for insubordination.

C) He was awarded a medal of freedom.

D) He became the Japanese ambassador to Russia.

Learning Objective: None

Topic: Introduction

Difficulty Level: Easy

Skill Level: Remember the Facts

4) ___________ is any action intended to benefit another.

A) Display reactance

B) Prosocial behavior

C) Self-image behavior

D) Social status response

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Topic: The Goals of Prosocial Behavior

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5) __________ is an action intended to solely benefit another person.

A) Pure altruism

B) Self-actualization

C) Reciprocal aid

D) Display reactance

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Topic: The Goals of Prosocial Behavior

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6) Which of the following is a goal of prosocial behavior?

A) to display reactance

B) to decrease social status

C) to destroy our self-image

D) to manage our moods and emotions

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Topic: The Goals of Prosocial Behavior

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7) Which example best illustrates prosocial behavior as defined by the textbook?

A) Maria buys herself a new car after finalizing her divorce.

B) Robert runs for city council to help make the city better.

C) Neil keeps his office space tidy so that his coworkers do not complain.

D) Logan donates his Christmas presents to children in need.

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Topic: The Goals of Prosocial Behavior

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8) Lukas wanted to help the victims of fires in California so he donated a lump sum for people who lost their houses and he sent supplies to the firefighters. Lukas did this without any desire for external or internal rewards. This is an example of __________.

A) pure altruism

B) intrinsic motivation

C) extrinsic motivation

D) philanthropic justification

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Topic: The Goals of Prosocial Behavior

Difficulty Level: Difficult

Skill Level: Apply What You Know

9) The concept of __________ refers to the likelihood that one’s genetic makeup will be preserved, not just in one’s life but in future generations.

A) social validation

B) inclusive fitness

C) social comparison

D) reproductive ranging

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Insights into the Evolution of Help

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10) The survival of one’s genes in one’s own offspring and in any relatives one helps, is known as __________.

A) reciprocal altruism

B) genetic determinism

C) prosocial relatedness

D) inclusive fitness

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Insights into the Evolution of Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11) Helping that occurs in return for prior help is known as __________.

A) reciprocal aid

B) genetic determinism

C) prosocial relatedness

D) inclusive fitness

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Insights into the Evolution of Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12) Helping behavior—such as giving someone else food—might endanger one’s own survival and so appears on the surface to be at odds with evolution. Which statement best clarifies this issue?

A) Helping another person only makes sense if an individual knows that the other person will help the individual in the future, thus increasing the likelihood of mutual survival.

B) Helping behavior is influenced by cultural factors like socialization but not by genetic factors.

C) The actions of an individual are not so much designed to ensure that the individual will survive as to ensure that the genes of other similar people will survive.

D) Helping the opposite sex makes sense if it enhances the chances of mating.

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Insights into the Evolution of Help

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

13) According to Hamilton’s concept of inclusive fitness, aid should be most frequently given to __________.

A) strangers, in order to make them friends

B) close relatives

C) people with high status and many resources

D) attractive others

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Insights into the Evolution of Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

14) Which statement expresses how evolutionary theory explains helping among nonrelatives?

A) Helping among nonrelatives occurs in human groups but not in animal groups and is not related to the survival of one’s genes.

B) Helping among nonrelatives rarely occurs and is often an act of pure altruism.

C) Helping among nonrelatives occurs in order to ensure survival of diverse genes.

D) Helping is often mutual and cooperative, so the helpers benefit by being helped in return.

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Insights into the Evolution of Help

Difficulty Level: Moderate

Skill Level: Analyze It

15) Which of the following is a behavioral genetics method for studying the effects of heredity and the environment on helping?

A) studying identical and nonidentical twins

B) longitudinal studies

C) comparing individuals from cultures all over the world

D) examining the similarities and differences of various primate species

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Using Behavioral Genetics to Study Helping

Difficulty Level: Moderate

Skill Level: Understand the Concepts

16) Studies comparing identical and nonidentical twins have revealed that __________.

A) identical and nonidentical twins have similar helping patterns

B) identical twins are more alike in their helping patterns than are nonidentical twins

C) genetic factors play little role in the tendency to help

D) identical and nonidentical twins were equally likely to help each other

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Using Behavioral Genetics to Study Helping

Difficulty Level: Moderate

Skill Level: Understand the Concepts

17) Research by Nancy Segal (2000) supports the concept of inclusive fitness in studies showing that __________ are more alike in their helping patterns and are more likely to aid each other than are __________.

A) identical twins; nonidentical twins

B) nonidentical twins; identical twins

C) second cousins; first cousins

D) brothers; sisters

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives

Topic: Using Behavioral Genetics to Study Helping

Difficulty Level: Moderate

Skill Level: Understand the Concepts

18) Research has demonstrated that __________ students tend to be __________ prosocial than many other college students.

A) economics; more

B) psychology; less

C) economics; less

D) anthropology; more

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Learning to Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

19) Which statement is true of individuals who were exposed to a larger variety of people while growing up?

A) They are more likely to help strangers.

B) They are more likely to help relatives.

C) They are more likely to help in private than in public.

D) They are less likely to seek help.

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Learning to Help

Difficulty Level: Difficult

Skill Level: Analyze It

20) We are more likely to help individuals who are similar to us and with whom we have had early contact in the home because __________.

A) we perceive such individuals as more physically attractive

B) we perceive such individuals as having more charitable personalities

C) we perceive such individuals as more likely to share our genes

D) we perceive such individuals as being more likely to reciprocate helping

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Learning to Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

21) The textbook notes that Sugihara’s helping efforts toward European Jews could be attributed, at least in part, to __________.

A) an expanded sense of “we”

B) personal self-interest

C) the norms of Japanese culture

D) the reluctance of his parents to invite foreigners in their home

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Learning to Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

22) If you are a parent who wants your children to develop broadly charitable natures, you should __________.

A) provide your children with training in classical economic theory

B) provide positive contact in the home with people from a wide spectrum of backgrounds

C) encourage your children to play with other children similar to them

D) talk about the importance of personal finance

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Learning to Help

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

23) A cross-cultural examination of helping found that __________.

A) Japanese and Chinese individuals help more than American individuals do

B) American individuals are less willing to help people outside their groups than Japanese and Chinese individuals but more willing to help people within their own groups than Japanese and Chinese individuals are

C) American individuals are more willing to help people outside their groups than Japanese and Chinese individuals but less willing to help people within their own groups than Japanese and Chinese individuals are

D) American individuals help more than Japanese or Chinese individuals do

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Learning to Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

24) The idea of inclusive fitness suggests that we are especially likely to help others __________.

A) when we are in a good mood

B) who are similar to us

C) when people are around to observe our actions

D) if we’re religious

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 2.5 Incorporate sociocultural factors in scientific inquiry.

25) Lena has given up and needs help. Who is most likely to help her?

A) someone of the opposite sex

B) a person who is very different from her in appearance

C) a person who is less than 25 years old

D) a person who is most similar to her in appearance

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Bridging Theory and Application: Getting Help by Adjusting the Helper’s Sense of “We”

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

26) Based on what you have read in the textbook, if you must decide which of several individuals to call on for help, with all other things being equal, your best choice would be __________.

A) someone of the opposite sex

B) someone who is very different from you

C) a young person (less than 25 years old)

D) the person most similar to you in appearance

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

27) People are __________ likely to help members of their own race than members of another race because __________.

A) less; they are likely to perceive their own race as inferior and less deserving of help

B) less; they are less likely to help similar others

C) more; they are more likely to help similar others

D) more; they gain social status and approval

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

28) When attempting to convince others to help us, it makes sense to convince them that __________.

A) we are different from them

B) we are superior to them

C) we are similar to them

D) we are older than they are

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

29) Your textbook recounts the World War II–era story of Rabbi Kalisch and the Japanese High Command, who asked why the Japanese should protect Jewish people from the Nazis. The Rabbi’s highly effective answer was __________.

A) “Because the Nazis are forcing you”

B) “Because we represent diversity”

C) “Because we’re Asian . . . like you”

D) “Because we need you”

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

30) In which of the following circumstances would you be more likely help relatives compared to nonrelatives?

A) They need to be rescued from a burning building.

B) They need you to pick up an item at the store.

C) They need you to lie for them in a social situation.

D) They need you to drive them to work for a week.

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

31) Peter’s life is in danger and he needs help. Who is most likely to want to help him?

A) Alexander, who is his college roommate

B) Lin, who is from a collectivistic culture

C) Josiah, who is on his soccer team

D) Tyler, who is his brother

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

32) Fundraisers have learned that people are particularly likely to make donations when __________.

A) they are alerted to the great magnitude of a problem

B) they see images of a vulnerable population suffering, such as children or the elderly

C) they come in contact with a single representative of the needy group

D) they see a problem that may be reduced with minor effort, if everyone gives just a little

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

33) Your textbook reports that corporations that give generous donations are generally regarded as __________.

A) foolish

B) more powerful and successful

C) wise and shrewd

D) non-profit organizations

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Gaining Social Status and Approval

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

34) The textbook discusses the potlatch ceremony as related to which goal of helping?

A) gaining genetic and material benefits

B) managing self-image

C) gaining social status and approval

D) managing our moods and emotions

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Gaining Social Status and Approval

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

35) The social responsibility norm holds that __________.

A) we should help those in need who depend on our help

B) we should help those who are similar

C) we must help our kin

D) we must be responsible for our own actions, even when part of a group

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

36) The social rule that people should help those who need help is called __________.

A) the diffusion of responsibility norm

B) the social responsibility norm

C) bystander intervention

D) inclusive fitness

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37) The social responsibility norm __________.

A) is the societal rule that people should help those in need

B) is the law that people must help those in need

C) is the expectation that people will only help their family in need

D) is the expectation that people will help others only when people are watching them do it

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 2.5 Incorporate sociocultural factors in scientific inquiry.

38) According to the social responsibility norm, we are less likely to help when __________.

A) the costs of helping are larger than the rewards

B) we do not think that people actually need the help

C) we are in front of a mirror

D) we share genes with the person who needs help

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Difficult

Skill Level: Analyze it

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 2.5 Incorporate sociocultural factors in scientific inquiry.

39) What was the name of the woman who was killed outside her apartment in New York City in 1964?

A) Kitty Genovese

B) Katherine Berkowitz

C) Bibb Latané

D) Joanna Darley

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

40) Which explanation does the textbook give for the fact that Kitty Genovese was killed while 38 neighbors observed, and none of them helped her?

A) Murders happen too often in urban centers like New York City, so residents of urban areas generally don’t bother to help.

B) Each of the observers thought that someone else would help.

C) The observers were not aware of the social responsibility norm.

D) The observers were not motivated to help because it would not lead to the survival of their genes.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

41) The bystander effect is __________.

A) the tendency of an onlooker to be less likely to help in an emergency if other onlookers are present

B) the tendency of an onlooker to be more likely to help in an emergency if other onlookers are present

C) the tendency for each group member to take a leadership role for responsibility for acting among all other group members

D) the tendency for each group member to spread the responsibility for acting among all other group members

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 2.5 Incorporate sociocultural factors in scientific inquiry.

42) The tendency of an onlooker to be less likely to help in an emergency if other onlookers are present is known as __________.

A) social responsibility norm violation

B) the bystander effect

C) diffusion of responsibility

D) pluralistic ignorance

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43) Diffusion of responsibility is __________.

A) the social rule that people should help those who need them to help

B) the ignorance of social norms such as the social responsibility norm

C) the tendency for each group member to spread the responsibility for acting among all other group members

D) the reduced likelihood that an emergency will be interpreted as such when a large number of people are present

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44) The tendency for each group member to spread the responsibility for acting among all other group members is known as __________.

A) social responsibility norm violation

B) the bystander effect

C) diffusion of responsibility

D) pluralistic ignorance

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45) Which statement describes how the phenomenon of diffusion of responsibility is related to the social responsibility norm for helping victims?

A) Diffusion of responsibility is unrelated to the social responsibility norm.

B) Diffusion of responsibility is a phenomenon in which each group member demonstrates a strong willingness to help due to the social responsibility norm.

C) Diffusion of responsibility and social responsibility are terms that describe the same concept.

D) When many people are present, diffusion of responsibility leads us to think that the victim does not depend on us. Accordingly, the social responsibility norm is weakened for each person.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Difficult

Skill Level: Analyze it

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.

46) Experiments conducted by Darley and Latané (1968) demonstrated that the greater the number of people who witness a victim in an emergency, __________.

A) the more similar to us we perceive the victim

B) the less likely it is that any one observer will help

C) the more likely it is that any one observer will help

D) the less similar to us we perceive the victim

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

47) Imagine that you participate in an experiment where you are in a private cubicle from which you communicate with other students over an intercom. Suddenly you hear over the intercom that a student is starting to have a seizure. According to research, you will be most likely to leave your cubicle and try to help if __________.

A) you are the only person who can hear the seizure

B) there is one other person connected to the intercom who can hear the seizure

C) there are four other people connected to the intercom who can hear the seizure

D) you don’t know the person who is having the seizure

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

psychology phenomena.

48) Sometimes onlookers fail to assist in an emergency because each person in the group decides that the situation is not really an emergency as no one else is acting alarmed or helping. This phenomenon is known as __________.

A) diffusion of responsibility

B) pluralistic ignorance

C) social facilitation

D) social responsibility norm violation

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

49) The phenomenon of pluralistic ignorance is one in which bystanders in an emergency tend to __________.

A) suddenly forget what they know regarding delivering aid in emergency situations, due to overwhelming stress

B) become “paralyzed” in emergency situations, due to overwhelming empathy for the person having the emergency

C) perpetuate the mistakes of others while caring for a person in an emergency situation

D) look around at other people who don’t appear alarmed and assume there’s no emergency after all

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

50) In one study demonstrating the pluralistic ignorance effect, researchers pumped smoke through a vent into a laboratory where participants were filling out a questionnaire. The results of the study indicated that participants were most likely to report the smoke when __________.

A) they were in the room alone

B) they were in the room with two other participants

C) they believed that the smoke was a “truth gas” intended to extract honest answers for the questionnaire

D) they were in the room with two confederates who acted as though there was no cause for alarm

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

51) The presence of other people is likely to increase helping in emergency situations when __________.

A) the situation is ambiguous

B) the people who are present act alarmed

C) diffusion of responsibility occurs

D) pluralistic ignorance occurs

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

52) Shotland and Straw (1976) simulated a potential emergency where a physical confrontation between a man and a woman occurred. They found that __________.

A) helping behaviors by women were more frequent than helping behaviors by men

B) helping behaviors by men were more frequent than helping behaviors by women

C) observers assumed that the two were romantically involved, and did not help due to fear of social disapproval

D) observers assumed that the two were strangers, and did not help due to fear of social disapproval

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

53) Shotland and Straw’s (1976) study showed that, for a woman who is physically confronted or attacked by a man in a public place to attract help, she should shout __________.

A) “I don’t know why I ever married you!”

B) “I don’t know you!”

C) “I know why you are doing this!”

D) “I don’t know why we can’t get along!”

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

54) Observers often fail to help in an emergency because __________.

A) they are uncertain of whether helping is appropriate

B) they are too busy

C) they do not value helping others

D) they know the laws require that they do not intervene

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Easy

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

55) Regarding the effect of social approval on helping behavior, research has shown that __________.

A) students high in need for approval are more likely to help members of their own race

B) students high in need for approval are more likely to help others in public

C) students high in need for approval are more likely to help others in public and in private

D) very young children (under 6 years) are more likely to help others when adults are present than when they are alone

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Desire for Approval

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

56) Individuals with a high need for approval are more likely to help when others are __________. This suggests that helping others can be a way to __________.

A) present; relieve frustrations

B) present; improve our social standing

C) not present; manage our moods and emotions

D) not present; benefit another in a purely altruistic way

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Desire for Approval

Difficulty Level: Difficult

Skill Level: Analyze it

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

57) Which of the following is likely to increase helping?

A) greater salience of the social responsibility norm

B) presence of other people who can potentially help

C) bystander apathy

D) religious beliefs held by the person in need

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Effects of Those Around Us

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

58) A study showed that Los Angeles motorists were more likely to stop and help the driver of a disabled car if they had witnessed another motorist doing the same thing a quarter mile before. This study demonstrated the effect of __________ on helping.

A) population density

B) the interplay between individual and small-group helping norms

C) making the norm of helping more conscious or prominent

D) exclusive fitness

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Effects of Those Around Us

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

59) Relative to individuals living in rural areas, individuals living in urban areas are __________ helpful because __________.

A) more; the social responsibility norm is more salient

B) more; pluralistic ignorance is less likely to occur

C) less; the stimulus overload in dense populations causes people to close themselves off

D) less; the size of the big city creates an expanded sense of “self” for most individuals

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Effects of Those Around Us

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

60) Studies have shown that men have been more helpful than women __________.

A) when providing direct help in an emergency

B) when providing informal counseling on personal problems

C) when helping a friend rather than a stranger

D) when helping involves small costs and large rewards

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Gender and Help

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

61) According to the textbook, who is likely to help more, women or men?

A) Women are more likely to help, because they are socialized to be kinder and more compassionate

B) Men are more likely to help, because they are socialized to exert heroic efforts on behalf of others.

C) It depends on whether the required help conforms to the socially approved gender roles of feminine or masculine.

D) It depends on the number of bystanders present.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Gender and Help

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

62) Early social psychological experiments found that men helped more than women because the experiments __________.

A) focused on helping via emotional support

B) examined how people help their friends

C) were all conducted by male experimenters

D) studied helping strangers in emergency situations

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Gender and Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

63) Tomarkin had made several donations to various charities during the course of the year when an earthquake struck in a neighboring state. He gave generously to the relief fund. When a tsunami hit one of the Japanese islands, he also gave generously to aid the victims. Then forest fires left many people in California homeless. Once again, Tomarkin aided the relief effort. Although the frequent help didn’t elevate Tomarkin’s view of himself as helpful, it did make him more confident that he is a helpful individual. This is an example of __________.

A) self-esteem denial

B) self-image construction

C) self-esteem reconstruction

D) self-image verification

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic Managing Self-Image

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

64) In a study of charitable giving and volunteering in the United States, 87 percent of the people surveyed said that the reason they contributed was that helping was consistent with their personal values. These findings suggest that people often help in order to __________.

A) manage their mood

B) gain genetic benefits

C) gain material benefits

D) enhance and verify their self-image

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Personal Norms and Religious Codes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

65) Which of the following will people most likely cite as a reason for engaging in prosocial behavior?

A) personal norms

B) parental example

C) having received help in the past

D) a prior personal or medical crisis

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Personal Norms and Religious Codes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

66) Personal norms are __________.

A) norms about which behaviors are approved by the society

B) internal standards for particular behavior

C) descriptive norms of how to behave in social situations

D) laws set by society

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Personal Norms and Religious Codes

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

67) Personal norms are different from social norms in that personal norms __________.

A) are less likely to influence helping

B) have a strong genetic basis, but social norms do not

C) rarely change, whereas social norms change rapidly

D) reflect internal standards for behavior, whereas social norms reflect moral rules of a culture

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Personal Norms and Religious Codes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

68) People possessing a strong religious code appear to help in order to __________.

A) increase their inclusive fitness

B) manage their self-image

C) manage their mood and emotions

D) receive reciprocal favor

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Personal Norms and Religious Codes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

69) Which of the following concepts best helps to explain how labeling influences people’s helping behavior?

A) James’s stream of consciousness

B) Cooley’s “looking glass self”

C) increased self-focus

D) actual-ideal self-discrepancy

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Labeling and Self-Focus

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

70) You are an elementary school teacher who wants to increase the amount of helping your students give to each other. According to research on labeling effects, which of the following strategies is likely to be successful?

A) Put several mirrors in the classroom.

B) Punish the children when they are not helpful.

C) Tell the children that they are not helpful in order to induce reactance.

D) Tell the children that they are kind and helpful.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Labeling and Self-Focus

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

71) You want to ask your kindhearted friend Rita to donate to a charity. As a savvy social psychologist, you wait and make your request when __________.

A) Rita is going into her most difficult class

B) Rita is looking in the mirror

C) Rita is making dinner for ten people

D) Rita is looking for her lost contact lens

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Labeling and Self-Focus

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

72) After posing for a photograph, Sarah would be __________ likely to help a student who dropped his papers because posing for the photograph would have made Sarah __________.

A) less; more self-important

B) more; more selfless

C) less; concerned with inclusive fitness

D) more; self-focused

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Labeling and Self-Focus

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

73) Self-focus is less likely to increase helping when __________.

A) we think about a personal problem or failure experience

B) we are in a happy mood

C) we have high self-esteem

D) the person who needs help is similar to us

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Labeling and Self-Focus

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

74) Research has shown that the influence of having people look in a mirror __________.

A) increased helpfulness

B) decreased helpfulness

C) increased helpfulness for those who thought they had done well on a test but decreased helpfulness for those who thought they had done poorly on a test

D) decreased helpfulness for those who thought they had done well on a test but increased helpfulness for those who thought they had done poorly on a test

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Labeling and Self-Focus

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

75) In a research study, participants who did poorly on a task were given a chance to give clues to help a friend and a stranger perform the same task. The results of the study indicated that participants gave better clues to __________.

A) a stranger than to a friend when the task was described as an indicator of intellectual ability

B) a stranger than to a friend when the task was described as just a game

C) a friend than to a stranger when the task was described as an indicator of intellectual ability

D) a friend than to a stranger regardless of how the task was described

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Deciding Not to Help Friends or to Seek Their Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

76) People who are in need frequently do not request help. The primary reason for this phenomenon was summed up by Marcel Mauss, who stated, __________.

A) “Charity is better spent than saved”

B) “Charity, when received, is without bounds”

C) “Charity wounds him who receives”

D) “Charity is in the eye of the beholder”

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Deciding Not to Help Friends or to Seek Their Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

77) In Gergen and colleagues’ 1975 cross-cultural study, individuals who received money from another person __________ when that person asked for repayment compared to when that person didn’t ask for repayment.

A) liked the person less

B) liked the person more

C) were more likely to pay the money back

D) were less likely to pay the money back

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Deciding Not to Help Friends or to Seek Their Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

78) Sometimes people refuse to ask for and accept needed help in order to __________.

A) preserve their expanded sense of “we”

B) maintain positive self-concept

C) maintain inclusive fitness

D) avoid being accused of pluralistic ignorance

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Deciding Not to Help Friends or to Seek Their Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

79) Which statement is accurate regarding gender and asking for help?

A) Men who adhere to traditional gender roles are less likely to ask for help.

B) Men are more likely to ask for help regarding traditionally masculine tasks, but women are more likely to ask for help regarding traditionally feminine tasks.

C) Biological differences most likely underlie gender differences in asking for help.

D) Boys and girls are equally likely to ask for help, but gender differences emerge in adulthood.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Deciding Not to Help Friends or to Seek Their Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

80) According to the textbook, high self-esteem people are less likely to seek help than low self-esteem people __________.

A) when they are learning a new task

B) because they don’t need to manage their moods that way

C) when getting help might make them look less competent

D) because they rarely believe that they need help

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Deciding Not to Help Friends or to Seek Their Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

81) Which of the following groups is more likely to seek needed help?

A) people with high self-esteem

B) people over the age of 60

C) men

D) people with low self-esteem

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Bridging Function and Dysfunction: Failing to Seek Needed Help

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

82) The basis of the __________ model of helping is a desire to reduce the distress one feels when observing suffering.

A) distress/benefit

B) arousal/cost–reward

C) two-factor

D) cognitive-emotive

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Emotional Arousal in Emergencies: The Arousal/Cost–Reward Model

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

83) The arousal/cost–reward model refers to __________, whereas the negative state relief model refers to __________.

A) the effect of positive mood on helping; the effect of negative mood on helping

B) helping in emergency situations; helping in nonemergency situations

C) pure altruistic behavior; regular helping behavior

D) gaining genetic and material benefits; gaining social status

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

84) The mood management hypothesis states that people are more likely to help __________.

A) in order to manage dissonance, which can occur if one does not help a similar other

B) in order to manage their self-image

C) when they are happy

D) when they are temporarily sad

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

85) The mood management hypothesis states that people __________.

A) use other people’s reactions to determine whether or not to help

B) help others in order to manage their moods

C) help others in order to manage the moods of the people around them

D) use environmental cues to initiate as well as to limit helping behavior

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

86) Imagine that your boss has just told you how disappointed he is at your performance over the past few weeks and warns you to improve your performance. As you sadly walk home, a reasonably well-dressed homeless man and his child ask you whether there is any work they can do for a few dollars. They don’t look dangerous, and your lawn needs to be cut. According to the mood management hypothesis, __________.

A) although you generally would be likely to help these people, you would be reluctant to do so today because of your sad mood

B) you would be reluctant to help these people because they are not similar to you

C) you would be likely to help these people because the sad mood will create a “we” connection between you and the homeless man

D) you would be likely to help in order to relieve your sadness

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

87) According to the negative state relief model, sad individuals are more likely to help __________.

A) if they anticipate relatively large personal benefits of helping

B) if helping is associated with punishment from others

C) if helping will change not affect their mood

D) if the helping act seems too costly

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

88) In one study described in the textbook, students at Florida State were put into different mood states and then given a chance to volunteer for a nonprofit organization. The researchers found that participants who were in a __________ mood state were most selective in weighing the costs and benefits of helping opportunities.

A) happy

B) empathic

C) neutral

D) sad

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

89) Research shows that __________ individuals are especially willing to help, whether the helping act promises to be rewarding or not.

A) elated

B) stressed

C) frustrated

D) sad

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

90) Relative to sad individuals, very happy individuals are likely to help __________.

A) only if the person who needs help is physically attractive

B) only if the person who needs help is similar to them

C) only if the costs of helping are low

D) without much thought about the costs of helping

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

91) When he is in a happy mood, Gustav enjoys helping people whenever he can, whether he receives a personal benefit or not. When he is in a sad mood, on the other hand, he helps others only when he thinks he will receive great pleasure out of helping or some other personal benefit. In his approach to helping, Gustav is similar to a(n) __________ while he is in a happy mood; but he is similar to a(n) __________ while he is in a sad mood.

A) philanthropist; opportunist

B) opportunist; philanthropist

C) gourmet; gourmand

D) gourmand; gourmet

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

92) It is thought that the reason people in positive moods are particularly helpful is that __________.

A) they are more pessimistic

B) they feel more competent

C) they see themselves and the world more positively

D) they help in order to further elevate their mood

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

93) The advice, “Do not criticize someone until you walk in their shoes,” requires __________.

A) pure altruism

B) mood management

C) perspective taking

D) a negative state

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: Does Pure Altruism Exist?

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

94) Helping that is not intended to result in either external or internal reward for the helper is called __________.

A) social responsibility

B) prosocial behavior

C) benevolence

D) pure altruism

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: Does Pure Altruism Exist?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

95) The __________ hypothesis centers on the presumption that when one empathizes with the plight of another, one will want to help the other for purely altruistic reasons.

A) social responsibility

B) empathy–altruism

C) benevolence

D) empathetic concern

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: Does Pure Altruism Exist?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

96) The empathy–altruism hypothesis is __________.

A) the presumption that when one empathizes with the plight of another, one will want to help the other for purely altruistic reasons

B) a measure of success in passing one one’s genes by producing one’s own offspring

C) helping that occurs in return for prior help

D) society’s assumption that people should help those in need

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: Does Pure Altruism Exist?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

97) Empathic concern is __________.

A) the presumption that when one empathizes with the plight of another, one will want to help the other for purely altruistic reasons

B) compassionate feelings caused by taking the perspective of a needy other

C) helping that occurs in return for prior help

D) society’s assumption that people should help those in need

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: Does Pure Altruism Exist?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

98) Researchers say that empathic concern __________.

A) is unrelated to helping because it includes an emotional component

B) is elicited especially by seeing the suffering of dissimilar others

C) includes the cognitive component of perspective taking as well as an emotional component of sharing the feelings of another

D) reduces helping in men but increases helping in women and has no influence on children or elderly persons

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: Does Pure Altruism Exist?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

99) Altruism researcher Daniel Batson theorizes that pure altruism occurs when the helper feels __________.

A) personal distress

B) sadness

C) empathic concern

D) attraction

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: The Empathy–Altruism Sequence

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

100) According to the empathy–altruism hypothesis, pure altruism __________.

A) will occur only when the person suffering is close to the potential helper

B) will occur only if escape from the aversive helping situation is difficult

C) will occur when empathic concern orients a person away from his or her own welfare and toward another’s welfare

D) does not really exist, because it is incompatible with evolutionary theory

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: The Empathy–Altruism Sequence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

101) One criticism of Batson’s empathy–altruism hypothesis is that __________.

A) both sadness and happiness can cause an increase in helping behavior

B) manipulations of empathic concern might actually be clues that the potential helping recipient might share genes with us, thus rendering the helping a selfish act rather than an altruistic act

C) similarity and friendship really don’t elicit perspective taking and empathic concern

D) individuals experiencing empathic concern for another tend to help regardless of whether it’s easy or difficult to leave the aversive situation without helping

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: An Egoistic Interpretation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

Short Answer Questions

102) Define prosocial behavior, and give an example of it.

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Topic: The Goals of Prosocial Behavior

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

103) What are the four goals cited in your textbook that can be achieved by performing prosocial actions?

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Topic: The Goals of Prosocial Behavior

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104) What is inclusive fitness, and how might it relate to prosocial behavior?

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Insights into the Evolution of Help

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

105) Describe how similarity and familiarity can affect helping, and give an example for each concept.

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

106) According to evolutionary theory, people are more likely to help those to whom they are genetically related. What cues do people use to determine genetic relatedness?

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Topic: Similarity and Familiarity

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

107) Describe the bystander effect, and provide an example.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

108) Emiliano is at a movie and a man in the theater appears to be choking. Emiliano looks around and sees that there are about 30 other people in the room and decides to not offer help. Name and describe the social psychological concept that can help explain why Emiliano does not feel responsible.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

109) What is the “looking glass self,” and how does it relate to labeling and helping behavior?

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help with it is needed.

Topic: Labeling and Self-Focus

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

110) Describe how you could increase helping behavior by enhancing self-focus, and provide an example.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help with it is needed.

Topic: Labeling and Self-Focus

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

111) Describe the mood management hypothesis, and provide an example of a helping situation that illustrates it.

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

112) What is perspective taking, and how, according to Batson, might it relate to pure, selfless, altruism?

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Topic: Does Pure Altruism Exist?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

Essay Questions

113) Who was Sempo Sugihara, and how does his story relate to prosocial behavior?

Learning Objective: None

Topic: Introduction

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

114) What was the significance of the murder of Kitty Genovese, related to social psychology?

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 2.5 Incorporate sociocultural factors in scientific inquiry.

115) Give an example of an emergency situation, and describe how the presence of other people might influence the likelihood of receiving help.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Topic: Social Responsibility: The Helping Norm

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

116) Contrast personal and social norms regarding helping behavior.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help with it is needed.

Topic: Personal Norms and Religious Codes

Difficulty Level: Moderate

Skill Level: Analyze It

117) Describe the two situational factors that relate to a prosocial self-image.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Labeling and Self-Focus

Difficulty Level: Moderate

Skill Level: Understand the Concepts

118) What are the approximate ages at which help-seeking behavior is likely to decrease, and why?

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Deciding Not to Help Friends or to Seek Their Help

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

119) How do person factors such as age, gender, and self-esteem affect the likelihood of someone asking for needed help?

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Topic: Deciding Not to Help Friends or to Seek Their Help

Difficulty Level: Moderate

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

120) Describe the arousal/cost–reward model of helping, and describe three conditions under which helping is more likely.

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Emotional Arousal in Emergencies: The Arousal/Cost–Reward Model

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

121) Contrast the mood management hypothesis as it relates to the negative state relief model.

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal,
(2) good moods, and (3) bad moods.

Topic: Managing Mood in Nonemergencies: The Negative State Relief Model

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

122) Describe Batson’s empathy–altruism hypothesis. Describe the roles of perspective taking and empathic concern, and the conditions under which, according to Batson, pure altruism can occur.

Learning Objective: 9.6 Summarize the evidence for and against the empathy-altruism hypothesis.

Topic: The Empathy–Altruism Sequence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

Revel Quiz Questions

The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology: Goals in Interaction, 7e.

End of Module Quiz 9.1: The Goals of Prosocial Behavior

EOM Q9.1.1

Which of the following actions is closest to the definition of pure altruism?

Out of a sincere desire to help less fortunate people, you anonymously donate money to the Red Cross to be used for disaster relief in the Philippines.
You drop $5 into a Salvation Army kettle outside a shopping mall because you feel guilty spending money on yourself that day.

Consider This: Pure altruism refers to conduct intended to benefit another for no reason but to improve the other’s welfare. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

You buy groceries for your unemployed brother and leave them on his doorstep anonymously.

Consider This: Pure altruism refers to conduct intended to benefit another for no reason but to improve the other’s welfare. Helping your brother has genetic benefits for yourself. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

You surprise your best friend with an unexpected and costly gift.

Consider This: Pure altruism refers to conduct intended to benefit another for no reason but to improve the other’s welfare. Buying a gift for a friend is likely to elicit gratitude and reciprocal favors. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOM Q9.1.2

You give a local homeless shelter $30 to try to impress a friend. Which of the following is true?

This is a prosocial behavior.
This is pure altruism.

Consider This: Pure altruism refers to conduct intended to benefit another for no other reason than to improve the other’s welfare. In this example you are acting in order to impress a friend so there is another reason driving your action. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

You will be viewed as more moral for performing this behavior because of the external reward you receive.

Consider This: People who act charitably to gain some external reward are viewed as less moral than those who do it for intrinsic motives. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

This is an example of antisocial behavior.

Consider This: Even though this act was not done just to help another person, another person is still able to benefit. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOM Q9.1.3

Which of the following statements is true?

Helpfulness is a heritable trait.
Prosocial action occurs infrequently in human societies.

Consider This: Prosocial action occurs regularly in all human societies. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Prosocial behavior is the same as pure altruism.

Consider This: Prosocial behavior refers to any action intended to help another person no matter what the motive of the action. Pure altruism refers only to conduct intended to benefit another for no other reason than to improve the other’s welfare. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Prosocial behavior does not affect mood.

Consider This: One of the goals that prosocial action serves is to manage our moods and emotions. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Difficulty Level: Easy

Skill Level: Remember the Facts

End of Module Quiz 9.2: Improving Our Basic Welfare: Gaining Genetic and Material Benefits

EOM Q9.2.1

Which of the following are actions that can improve one’s own inclusive fitness?

taking in your brother’s family after your brother loses his job and can no longer pay the rent
making an anonymous donation to your local food bank

Consider This: Improving one’s inclusive fitness means increasing the odds that one’s genes will survive, and be passed on to future generations. 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one's genetic relatives.

dog sitting for your boss while she is on vacation

donating a kidney to a sick little girl you saw featured on the nightly news

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q9.2.2

Which of the following is true of reciprocal aid?

The benefits of reciprocal helping can provide a material advantage to those who engage in it skillfully.
Mutual helping is exclusive to humans.

Consider This: Mutual helping often takes place among animals too. 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Reciprocal aid only occurs between related individuals.

Consider This: Reciprocal aid occurs between nonrelated individuals because a survival advantage comes from the material advantage that cooperators have over noncooperators. 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Because people are selfish, reciprocal aid happens infrequently.

Consider This: European economists found that when firms reciprocated by providing benefits to employees whose work helped the firm, the employees expended more effort and reduced the amount of shirking on the job. 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one's genetic relatives.

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q9.2.3

A helper’s sense of “we” can be expanded by __________.

familiarity
physical attractiveness

Consider This: Physical attractiveness alone does not expand the sense of “we” because it does not help to estimate the degree of genetic relatedness. 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

physical strength

Consider This: An expanded sense of “we” first develops in the home. 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

prosocial behavior

Consider This: Prosocial behavior refers to any action intended to help another person no matter what the motive of the action and is not necessarily connected to a sense of “we.” 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

End of Module Quiz 9.3: Gaining Social Status and Approval

EOM Q9.3.1

According to anthropologists, what is the ultimate goal of potlatching?

to increase the host’s social standing
to take care of everyone in the tribe

Consider This: Today’s business leaders give generous corporate donations so that they and their companies will be perceived as powerful and successful. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

to make up for losses suffered from devastating floods and storms

to increase the host’s chance of joining his ancestors in the afterlife

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q9.3.2

In what ways do bystanders influence the decision to help in emergencies?

Bystanders act as sources of information about whether aid is required.
Being identifiable always increases the tendency to help.

Consider This: Being identifiable can either increase or decrease the tendency to help depending on whether others in the setting do or don’t seem to favor the idea of aid. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Bystanders tend to increase an individual’s sense of personal responsibility to help.

Consider This: When many bystanders are present, each of them assumes the other bystanders will help. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Bystanders increase emergency aid by creating a shared illusion that nothing’s wrong and thus allowing people to think more clearly about the situation.

Consider This: Onlookers who act alarmed, rather than placid, increase the likelihood of emergency aid being provided. If everyone thinks nothing is wrong, help often will not come. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q9.3.3

Which of the following is a true statement about differences in the helping behavior of men and women?

Men are more likely to offer support that is direct, heroic, or otherwise consistent with the masculine gender role.
Women are equally likely to help strangers, friends, and relatives, whereas men are slightly more likely to help strangers than friends.

Consider This: Women are more likely to help a friend instead of a stranger. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Men are more likely to offer direct assistance to motorists with car trouble, whereas women are more likely to offer to call for assistance.

Consider This: Men are more likely to help with things that are stereotypically masculine. This includes direct help and calling for assistance. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Women are more helpful than men in most contexts.

Consider This: Helping depends on whether the required help conforms to the socially approved feminine or masculine gender role. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Difficulty Level: Moderate

Skill Level: Apply What You Know

End of Module Quiz 9.4: Managing Self-Image

EOM Q9.4.1

Which of the following are examples of using prosocial behavior to verify one’s self-definition?

sending out your monthly donation to the local children’s hospital because you feel it’s an important part of who you are
refusing a charitable request because you do not feel the need to enhance your sense of generosity

Consider This: Refusing a charitable request would not be an action that verifies or confirms your sense of generosity because that is not a generous thing. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

putting money in a Salvation Army pot because it makes you feel good to be generous around the holidays

Consider This: This is an example of enhancing one’s positive mood, not necessarily verifying one’s self-definition. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

working at a soup kitchen as a way to feel better about yourself

Consider This: This is an example of enhancing one’s mood, not necessarily verifying one’s self-definition. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q9.4.2

Which of the following statements about personal norms is correct?

Personal norms are an individual’s internal standards for appropriate behavior.
Approval of relevant behavior comes from outside the individual.

Consider This: Personal norms refer to standards that are self-administered. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Disapproval of one’s behavior comes from outside the individual.

Personal norms are correlated with initial intentions to contribute, but not with actual helping behavior.

Consider This: People who have strong personal norms regarding such actions as giving blood are more likely to actually engage in these behaviors. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q9.4.3

Which of the following is a factor that influences the likelihood that people will seek help?

gender—Males are less likely than females to request assistance, in line with traditional gender role socialization.
low self-esteem—People with low self-esteem often avoid asking for help because they want to hold onto their remaining self-esteem.

Consider This: High self-esteem people avoid seeking help to try to maintain their images of themselves as highly competent. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

adolescence—We see a sharp decrease in teenagers’ tendency to seek help because during this period teenagers are most concerned with gaining independence.

Consider This: The tendency to seek help drops at two points in our lives: after age 7 and after age 60. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

culture—People in collectivistic societies are less likely to ask for help because they want other people to feel like they can depend on them.

Consider This: The text does not discuss culture as a factor that influences the likelihood that people will seek help. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

End of Module Quiz 9.5: Managing Our Emotions and Moods

EOM Q9.5.1

Which of these is a factor that increases helpfulness in emergencies?

when the helper shares a sense of identity or similarity with the victim
when there is no unpleasant arousal

Consider This: If negative arousal stimulates helping, the more an emergency generates such arousal in observers, the more helping it should produce. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

when the act of helping is a high cost–low reward activity

Consider This: To the extent that helping is a low cost–high reward activity, people will relieve their negative emotional arousal prosocially. As the net cost of helping escalates, however, they are increasingly likely to choose other ways to reduce their emotional distress. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

when arousal is weak

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q9.5.2

According to the negative state relief model, __________.

temporarily saddened individuals will use prosocial action to improve their mood
saddened individuals prefer helping situations that yield high benefits, regardless of the costs of such help

Consider This: People often help to relieve sadness because helping can be a reinforcing, mood-enhancing experience for them, but sad people are less likely to help when costs are high. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

saddened individuals help less only when they think their moods are changeable

Consider This: Saddened individuals help more when they think their moods are changeable. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

temporarily happy people use helping to manage their moods in the same gourmet fashion of temporarily sad people

Consider This: Temporarily elated people are usually helpful, but they don’t seem to use helping to manage their moods in the gourmet fashion of temporarily sad people. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q9.5.3

One brain-imaging experiment showed that when adults engaged in charitable giving, the __________ centers of their brains lit up.

reward
movement

Consider This: The correct answer is associated with activities such as eating and sex. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

vision

Consider This: The correct answer is associated with activities such as eating and sex. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

fear

Consider This: The correct answer is associated with activities such as eating and sex. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

Difficulty Level: Moderate

Skill Level: Remember the Facts

End of Module Quiz 9.6: Does Pure Altruism Exist?

EOM Q9.6.1

Which of these represents the correct sequence of events in the empathy–altruism model?

perceived similarity to other > perspective taking > empathic concern > altruistic motivation > pure altruism
perceived similarity to other > empathic concern > perspective taking > altruistic motivation > pure altruism

Consider This: When one empathizes with a suffering other, a special form of helping can result that may be purely altruistic. 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

perspective taking > perceived similarity to other > empathic concern > primary motivation > pure altruism

empathic concern > attachment to the other > perspective taking > altruistic motivation > pure altruism

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q9.6.2

Which one of these is considered an egoistic motive for helping?

to bolster self-concept
to practice being less selfish

Consider This: Remember that another word for “egoistic” is “selfish.” 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

to solely improve the well-being of another

Consider This: Remember that another word for “egoistic” is “selfish.” 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

to minimize the sense of self

Consider This: Remember that another word for “egoistic” is “selfish.” 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q9.6.3

When we feel empathy for another, we may be helpful because of __________ instead of pure altruism.

genetic advantage
a positive mood

Consider This: Empathy for a suffering person does not increase positive mood. 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

the norm of reciprocity

Consider This: The norm of reciprocity obligates people to give in return for the benefits they’ve received. 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

perspective taking

Consider This: Perspective taking is the process of mentally putting oneself in another’s position; helping when you take someone’s perspective could in fact be purely altruistic. 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Difficulty Level: Moderate

Skill Level: Apply What You Know

Chapter Quiz: Prosocial Behavior

EOC Q9.1

Which of the following is one of the four major goals of prosocial action discussed in the text?

to improve one’s own basic welfare
to decrease material possessions

Consider This: One goal of prosocial action is to win genetic and material benefits, not lose them. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

to change social norms

Consider This: The goals described by the text focus on how prosocial action affects the individual. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

to reduce class differences within society

Consider This: The goals described by the text focus on how prosocial action affects the individual. Do you think that prosocial behaviors generally have anything to do with one’s socioeconomic status? 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Learning Objective: 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Difficulty Level: Moderate

Skill Level: Remember the Facts

EOC Q9.2

__________ means helping other people solely for the other person’s good.

Pure altruism
Mood management

Consider This: Helping can be a tool to help people make themselves feel better, and would thus not fall under the definition of pure altruism. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Inclusive assistance

Consider This: Another way of defining the right answer is “conduct that intends to benefit other people for no other reason than to improve the other’s welfare; in other words, doing something good for another person with expectation of reward or gain.” 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Reciprocity

Consider This: Reciprocity involves people feeling obligated to give in return the benefits they receive, and would thus not fall under the definition of pure altruism. 9.1 Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Learning Objective: 9.1: Define “pure” altruism and describe how it differs from other kinds of prosocial behavior.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q9.3

The notion that individuals prefer to help those to whom they are genetically related is called __________.

inclusive fitness
non-inclusive fitness

Consider This: The evolutionary idea of kin selection—that we are more prosocial toward those who share our genes—is related to the correct answer. 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

relative fitness

Consider This: The evolutionary idea of kin selection—that we are more prosocial toward those who share our genes—is related to the correct answer. Relative fitness is not the term used for this. 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

specialized altruism

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q9.4

The inclination to favor close relatives in helping situations is more pronounced when the need is __________.

life threatening, regardless of culture
life threatening, and primarily in Western cultures

Consider This: This phenomenon was not discussed as varying across cultures. 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

life threatening, and primarily in Eastern cultures

not life threatening, regardless of culture

Consider This: If a relative asked you for a loan to help him or her have heart surgery, would you be more or less inclined to loan the money than if the person asked for a loan to buy a new cell phone? 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Learning Objective: 9.2 Describe inclusive fitness and the personal and situational factors that influence helping to gain benefits for one’s genetic relatives.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q9.5

According to work by Donald Campbell (1975), when a person is perceived as helpful to others, __________.

it elevates his or her image in the community
it can backfire and cause retribution

Consider This: People who have been thinking about status are more likely to make sacrifices for the common good. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

it is a subconscious effort to earn “credits” against future needs

he or she is less likely to have existing personal needs

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q9.6

In the Northwest Pacific Coast tribes’ ritual of potlatching, the person hosting the potlatch gives away enormous personal wealth in exchange for increased __________ in the community.

social standing
spiritual rewards

Consider This: The person giving away all of these possessions may value something more immediate, something that will be enhanced by enhancing the wealth or situations of others. After all, how would you feel toward someone richer than you who suddenly decided to give you a lot of money? 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

wealth

Consider This: The ritual of potlatching often ends with the host going broke or in debt. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

favors from others

Consider This: The person giving away all of these possessions sends a message about his or her resourcefulness. After all, how would you feel toward someone richer than you who suddenly decided to give you a lot of money? 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Difficulty Level: Moderate

Skill Level: Remember the Facts

EOC Q9.7

As the number of individuals present in an emergency situation increases, each individual feels less personal responsibility to help. This describes the process known as __________.

diffusion of responsibility
groupthink

Consider This: This effect, identified by Latané and Darley, notes that responsibility for aid may be spread so thinly among a group of onlookers that none of them feels the obligation to act, and so no one does. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

bystander threat

bystander advantage

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q9.8

In a group, if several people act alarmed or concerned about a situation, compared to no one acting alarmed or concerned, __________.

the likelihood increases that help will be sought or provided
the likelihood of help will decrease

Consider This: The opposite effect is called pluralistic ignorance. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

others will likely ignore them

the likelihood increases that those concerned will stop to discuss the matter but not achieve consensus due to the high pitch of emotion

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Difficulty Level: Moderate

Skill Level: Remember the Facts

EOC Q9.9

If a man and a woman are fighting in public, people are more likely to help if the __________.

woman makes it clear that the man is a stranger
man is relatively young, compared to middle-aged or elderly men

Consider This: The text does not discuss age as a factor influencing help in regard to a fight between a man and a woman. How likely would you be to interfere in what you perceive to be a private matter? Would you be tempted just to mind your own business? 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

woman is relatively more attractive than the man

Consider This: The text does not discuss attractiveness as a factor influencing help in regard to a fight between a man and a woman. How likely would you be to interfere in what you perceive to be a private matter? Would you be tempted just to mind your own business? 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

woman is wearing a wedding ring

Consider This: Out of all of the options, this answer choice would probably result in the least help as the ring might indicate that the man and woman are romantically involved. People often feel in this situation that intervention may be unwanted or inappropriate. Would you be tempted just to mind your own business? 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q9.10

Research shows that when women, as compared with men, provide assistance in emergency situations, the women tend to __________.

summon help from others
ignore advice from the group

Consider This: Other research suggests that women are likely to conform to the group when in public. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

provide the help themselves

Consider This: Men are more likely to provide direct help while women are more likely to provide indirect help. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

take all the credit for helping

Consider This: Men are more likely than women to intervene directly in emergency situations. 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Learning Objective: 9.3 Discuss three ways bystanders in emergencies influence the decision to help and the personal and situational factors affecting helping to gain status and approval.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q9.11

As discussed in the text, a study by Grusec found that children who were labeled as kind and helpful tended to __________.

be more willing to donate their prizes to other children
refuse to give to others

Consider This: If someone were to “butter you up” with compliments, do you think you would be more or less likely to behave in a manner consistent with those kind labels? 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

initially be willing to give to others but returned to more selfish ways just two weeks later

show little differences in giving as compared to children who had not been labeled

Consider This: A difference was found between the children who had been labeled and those who had not been labeled. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q9.12

When providing assistance to elderly people, research discussed in the text suggests it is important to __________.

provide them with choice in how the situation is handled
make them aware of their limitations so they understand how much help they need

Consider This: Offering someone help should not, as a consequence, rob them of their dignity or autonomy. This is true no matter how good the intentions of the helper are. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

involve their adult children

Consider This: The correct answer is less about who is doing the helping and more about how the help is provided. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

emphasize how helpful you are being to them

Consider This: No matter how good the intentions of the helper are, if a person were only to emphasize how helpful he or she is being, it may make the elderly person feel out of control or not self-sufficient. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q9.13

People with which of the following traits are more likely to avoid seeking help?

high self-esteem
high agreeableness

Consider This: The text discusses agreeableness with regard to how likely someone is to provide help, not seek it out. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

low self-esteem

Consider This: If people with low self-esteem do not feel like their competence is in question, they will be willing to ask for help. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

depression

Consider This: If people who are depressed do not feel like their competence is in question, they will be willing to ask for help. 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Learning Objective: 9.4 Explain how helping is influenced by personal norms, religious codes, and self-focus and the factors that influence not asking for help when it is needed.

Difficulty Level: Moderate

Skill Level: Remember the Facts

EOC Q9.14

People in a __________ mood are especially likely to help if the help is low in cost and high in reward.

sad
calm

Consider This: This answer reflects a state of weak arousal. The answer involves a more intense feeling. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

happy

Consider This: This answer reflects a state of positive emotional arousal, and is not correct. 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

relaxed

Learning Objective: 9.5 Understand how and when helping is increased by (1) arousal, (2) good moods, and (3) bad moods.

Difficulty Level: Moderate

Skill Level: Remember the Facts

EOC Q9.15

Batson believed that people in a potential helping situation shift from a selfish to a selfless orientation if they are experiencing __________.

empathy
fear

Consider This: The correct answer involves the ability to take the perspective—to feel the pain or distress—of another individual. 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

happiness

mild depression

Learning Objective: 9.6 Summarize the evidence for and against the empathy–altruism hypothesis.

Difficulty Level: Easy

Skill Level: Remember the Facts

Document Information

Document Type:

DOCX

Chapter Number:

Created Date:

Aug 21, 2025

Chapter Name:

Chapter 9 Prosocial Behavior

Author:

Douglas Kenrick

Connected Book

Social Psychology Goals 7th Edition | Test Bank with Key by Kenrick

By Douglas Kenrick

Test Bank General

View Product →

Explore recommendations drawn directly from what you're reading

Chapter 7 Affiliation And Friendship

DOCX Ch. 7

Chapter 8 Love And Romantic Relationships

DOCX Ch. 8

Chapter 9 Prosocial Behavior

DOCX Ch. 9 Current

Chapter 10 Aggression

DOCX Ch. 10

Chapter 11 Prejudice, Stereotyping, And Discrimination

DOCX Ch. 11

$24.99

100% satisfaction guarantee

Buy Full Test Bank

Quick Navigation

Preview Document Info Connected Book Recommendations

Benefits

Immediately available after payment

Answers are available after payment

ZIP file includes all related files

Files are in Word format (DOCX)

Check the description to see the contents of each ZIP file

We do not share your information with any third party

Prosocial Behavior Test Bank Chapter 9

Document Information

Connected Book

Social Psychology Goals 7th Edition | Test Bank with Key by Kenrick

Explore recommendations drawn directly from what you're reading

$24.99

Quick Navigation

Benefits

Report Unauthorized Use

Added to Cart