Test Bank Docx Chapter 13 Social Psychology - Test Bank | Psychology Around Us 4e by Nancy Ogden. DOCX document preview.
CHAPTER 13
SOCIAL PSYCHOLOGY
CHAPTER LEARNING OBJECTIVES
1. Explain how attitudes form and change and what role they play in behaviour.
- Attitudes are relatively stable and enduring evaluations of things and people. According to the ABC model, they have affective, behavioural, and cognitive components.
- Parents play a major role in shaping children’s attitudes. In older children, peers, teachers, and the media also exert an influence.
- Leon Festinger proposed that people change their attitudes when they experience cognitive dissonance—a state of emotional discomfort that arises when a person holds two contradictory beliefs or holds a belief inconsistent with his behaviour.
- The self-perception theory of attitude change minimizes the role of emotional discomfort and suggests that people simply infer what their attitudes are by observing their own behaviour.
- The attitudes people express are not necessarily related to their behaviour. In part, this is because people sometimes misrepresent their attitudes. They may wish to express socially desirable attitudes, or they may not be aware of what their implicit attitudes really are.
- Stereotypes and prejudice arise in part from the human tendency to identify with a group. Various explanations of prejudice come from evolutionary theories, realistic conflict theory, and social identity theory.
- People use persuasion techniques to try to influence the attitudes of others. The central route to persuasion emphasizes the content of the message, while the peripheral route depends on more superficial appeals, such as the appearance of the spokesperson.
2. Discuss how people make attributions to explain their own behaviour and the behaviour of others.
- Attributions, or causal explanations of behaviour, can be dispositional (internal) or situational (external).
- People tend to attribute their own behaviour to situational factors and the behaviour of others to dispositional factors. The reliance on dispositional factors to explain others’ behaviour is the fundamental attribution error.
- According to the actor-observer effect, this discrepancy exists because people make situational attributions as actors and dispositional attributions as observers.
- People sometimes attribute only their failures to situational factors and attribute their successes to dispositional factors, called the self-serving bias.
3. Describe the power of conformity and obedience in shaping people’s behaviour.
- Society establishes rules, or norms, about how people are supposed to act. Social roles are sets of norms ascribed to particular social positions. Norms and roles are critical to the smooth functioning of society, but also place limits on individuals.
- Conformity is the tendency to yield to real or imagined group pressure. In a famous series of experiments, Solomon Asch found that 75 percent of research participants yielded to implicit group pressure to conform to an incorrect judgment.
- Unlike conformity, obedience involves following direct orders, usually from an authority figure. Experiments by Stanley Milgram found that 65 percent of subjects continued to follow orders to administer what they believed to be dangerous electric shocks.
4. Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
- The social facilitation effect occurs when the presence of others enhances a person’s performance. Research shows that this effect holds for simple, well-learned tasks; but the presence of others can impair performance on more complicated tasks.
- With social loafing, people in a group exert less effort on a task than they would if performing the task alone.
- Group polarization is a phenomenon in which group discussion intensifies the already-held opinions of group members and produces a shift toward a more extreme position.
- Groups with certain characteristics—a strong similarity among members, high group cohesiveness, high perceived threat, elevated stress, insulation from outside influence, and a directive leader—may become victims of groupthink, a faulty decision-making process in which group members strive for unanimity at the expense of realistically appraising alternative courses of action.
- Helping behaviour is of two types: altruism, which is motivated by concern for others, and egoistic helping behaviour, which is motivated by a desire to reduce one’s own distress or receive rewards.
- People are more likely to engage in helping behaviour when alone than when in the presence of others. Theorists propose that the presence of others may create a diffusion of responsibility, in which no single individual feels personal responsibility for acting.
- Aggression describes a broad range of behaviours intended to do harm to another. Aggression has some biological underpinnings. In addition, the frustration-aggression hypothesis proposes that aggression arises in response to frustration.
- Factors that lead to liking another person include similarity, proximity, self-disclosure, situational, and physical attractiveness.
- One description of love includes three elements: attachment, caring, and intimacy. Another, Sternberg’s triangular theory of love, holds that love is composed of intimacy, passion, and commitment, which combine in varying degrees.
- Similar to young children, adults display three types of attachment in love relationships: secure.
5. Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
- Social neuroscience is the specialty of neuroscience that studies how the brain works during social functioning. Social functioning is so important and uniquely human that social neuroscientists have given the name “social brain” to the combination of brain areas that are particularly active in social functioning.
- The orbitofrontal cortex, ventromedial prefrontal cortex, insula, and amygdala all have been identified as especially important in social functioning. Researchers continue to try to pinpoint neural connections related to social functioning.
TRUE-FALSE STATEMENTS
1. Social cognition refers to how people perceive and interpret themselves and others in their social world.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
2. Social facilitation refers to the emotional discomfort we feel when we hold two contradictory beliefs.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
3. Attitudes are NOT necessarily related to behaviours.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
4. Implicit attitudes are NOT predictive of overt acts of racism.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
5. The central route of persuasion emphasizes the content of the message by using logical arguments to persuade.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
6. Situational attributions focus on people’s traits as a cause of their behaviour.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
7. When we assume the “actor” role, we tend to make situational attributions about our own behaviours.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
8. When faced with the behaviour of others, we see them as having rich, adaptive personalities.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
9. Some social norms may NOT be openly stated, but we are aware of them.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
10. Communal gender roles are associated with aggression and control.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
11. The presence of one dissenting group member may reduce the likelihood of conformity.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
12. Due to its ethical implications, Milgram’s study would likely NOT be allowed to be replicated today.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
13. Group dynamics refer to how belonging to a group influences our thoughts and behaviours.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
14. To explain group facilitation, researchers now focus more on reactions to and interpretations of others’ presence rather than presence itself.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
15. During groupthink, members experience an illusion of invulnerability and inherent morality.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
16. In emergency situations, help is most likely to occur when large numbers of people are present.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
17. A shared humorous experience is a powerful means to forge closeness with a stranger.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
18. The orbitofrontal cortex is involved in social reason, reward evaluation, and reading other people.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
19. Jonathon suffered brain damage in a motor vehicle accident. He now has difficulty making social and moral assessments and decisions. Jonathon likely suffered damage to his orbitofrontal cortex.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
20. The insula located beneath the frontal cortex is involved in empathy.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
MULTIPLE CHOICE QUESTIONS
21. __________ is the term that describes the study of how others influence our thoughts, feelings, and actions, as well as group and intergroup dynamics.
a) Social psychology
b) Social cognition
c) Attribution
d) Cognitive dissonance
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
22. Which of the following accurately describes the components of the ABC model of attitudes?
a) attribution – behaviour – consequence
b) affective – beliefs – consequence
c) antecedent – behaviour – consequence
d) affective – behaviour – cognitive
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
23. Social cognition is best defined as
a) the way in which people perceive and interpret themselves and others.
b) the relatively stable and enduring ways that we evaluate things and people.
c) the beliefs that people hold that is independent of emotions and behaviour.
d) the evaluations we have about others based on their inclusion in a group.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
24. Tereen thinks a lot about why her younger siblings behave the way they do. She wonders which factors influence their behavior and motivations. Tereen is engaged in
a) social cognition.
b) saliency bias.
c) attribution therapy.
d) the actor-observer effect.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
25. In social psychology, a confederate is someone who
a) conforms to the group norm.
b) defies conformity pressures.
c) takes on a leadership role in a group.
d) is secretly part of the experiment.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
26. A relatively stable and enduring evaluation of things and people is
a) an attitude.
b) a social cognition.
c) a schema.
d) an opinion.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
27. Cora wanted to ensure that her children grew up to be decent, successful citizens of the world. She taught them to believe in a higher power; to treat everyone with respect and dignity; and to believe that any good thing they put their minds to was possible. Cora is trying to mold her children’s
a) attitudes.
b) attribution.
c) biases.
d) behaviors.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
28. Elena’s ideas about the Liberal Party were relatively stable and represented an enduring evaluation of her views of their policies and people. This type of evaluation is known as an ________________.
a) acceptance
b) analytics
c) attitude
d) attraction
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
29. Mia’s son, Dylan, has seen her behaving aggressively many times and dealing with other people in a very confrontational manner. After Dylan watched Mia engage in a particularly messy altercation, he started a fight with a friend over a basketball at the playground. Mia came to realize that she does NOT want Dylan to believe that confrontation is the way to handle any situation, even though it is what he sees her doing. What will Mia attempt to change in Dylan?
a) attitude
b) disposition
c) situation
d) attribution
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
30. Carmen could NOT understand her son Jacob. Although she and Jacob’s father were kind and respectful of others, Carmen was shocked when she overheard Jacob speaking disrespectfully to his girlfriend. What BEST explains the discrepancy between Jacob’s and his parents’ attitudes?
a) Jacob’s attitudes may be more defined by media and social group than by his parents.
b) Jacob wishes to rebel and says absurd things to shock his mother’s sensibilities.
c) Jacob is suffering from the actor-observer effect in which he would find his words offensive but does not think a female should.
d) Carmen is suffering from a self-serving bias in which she views her husband as good but blames Jacob’s profanity on his girlfriend.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
31. Which of the following statement about attitudes is NOT true?
a) Attitudes develop, in part, due to genetics.
b) Children learn attitudes through vicarious learning.
c) Individual’s shape their own attitudes.
d) The way we behave often does not reflect our attitudes.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
32. Which of the following is NOT one of the components of an attitude?
a) behavioural
b) physiological
c) affective
d) cognitive
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
33. Which best represents a theoretical logical sequence describing the relative function of affective, behavioral, and cognitive elements of an attitude?
a) The cognitive element occurs first, followed by the behavioral element and then the affective element.
b) The affective and cognitive elements occur nearly simultaneously and are followed by the behavioral element.
c) The behavioral element occurs first, simultaneously resulting in the affective element and the cognitive element.
d) The behavioral and cognitive elements occur nearly simultaneously and are followed by the affective element.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
34. When Zain is asked what he thinks about abortion, he says that he thinks it is a very difficult decision for anyone to end a pregnancy, but he also thinks that in some cases it is maybe the best thing, and that women should at least have the choice. Without choice, he says much uglier things often happen to women. Which component of an attitude is Zain making apparent?
a) affective
b) cognitive
c) emotional
d) behavioural
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
35. When Stella sees a homeless person on the street, she feels nothing but pity. Which attitude component is this an example of?
a) affective
b) behavioural
c) cognitive
d) acquisition
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
36. Regarding attitudes toward the United Nations Assistance Mission in Afghanistan, being fearful of unnecessary loss of life reflects the _____________ component of attitude.
a) affective
b) behavioural
c) cognitive
d) situational
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
37. When Darien meets a homeless man on the street, he turns his head away and quickly walks past him. Which attitude component is this an example of?
a) affective
b) behavioural
c) cognitive
d) acquisition
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
38. How are affect and cognitions most similar?
a) Both reflect internal processes associated with attitude.
b) Both reflect subjective processes associated with attribution.
c) Both reflect judgmental processes associated with temperament.
d) Both reflect self-serving tendencies associated with saliency.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
39. After running a mile in less than six minutes, Ron, and Chad both feel a huge sense of satisfaction, though for different reasons. Ron believes his success was due to their intensive training, while Chad believes his success was due to optimal weather conditions on the day of the run. What is the primary difference between Ron and Chad, and how will this impact their future training?
a) Ron attributes his success to internal factors, whereas Chad attributes his success to external factors. Ron will likely train harder than Chad in the future.
b) Chad attributes his success to internal factors, whereas Ron attributes his success to external factors. Chad will likely train harder than Ron in the future.
c) Ron attributes his success to internal factors, whereas Chad attributes his success to external factors. Chad will likely train harder than Ron in the future.
d) Chad attributes his success to internal factors, whereas Ron attributes his success to external factors. Ron will likely train harder than Chad in the future.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
40. June believes she is passing calculus because she is intelligent and capable, while Ellen believes she is passing because the tests have been easy. Which of the following is MOST likely true about June and Ellen?
a) June will study harder than Ellen in calculus class.
b) Ellen will study harder than June in calculus class.
c) June will outperform Ellen in calculus class.
d) Ellen will outperform June in calculus class.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
41. Lola recently attended a student rights rally at the university. A few days later, after carefully thinking about the presenter’s speech, Lola feels strongly enough about the issues facing students that she decides to run for President of the students’ association. The strengthening of Lola’s attitude could probably be attributed to the ___.
a) attitude polarization effect
b) speaker persuasion effect
c) mere thought effect
d) peripheral persuasion effect
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
42. Drew has an appointment with a car salesman to discuss buying a new car. Before the appointment, the salesman e-mails Drew some information about the advantages and strengths of the car. When Drew goes to meet with the salesman, they only discuss the great things about the car and Drew buys the car without even discussing the disadvantages. Drew’s decision to buy the car could be attributed to
a) peripheral persuasion effect.
b) mere thought effect.
c) cognitive dissonance.
d) speaker persuasion effect.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
43. Festinger and Carlsmith attempted to determine
a) how far people would go in obeying an authority figure.
b) whether an inconsistency between attitude and behaviour would cause people to change their attitudes.
c) whether we infer our attitudes by observing our own behaviour.
d) whether we will change our attitudes and behaviours in response to real or perceived group pressure.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
44. According to Leon Festinger, cognitive dissonance leads directly to:
a) schema revision
b) post-decision dissonance reduction
c) attitudinal ambivalence
d) psychological tension
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
45. Although neither Steve nor Kent believes in a local "get rich" workshop, they nevertheless agree to recruit participants when offered a commission. Steve is paid $5.00 for each attendee he recruits, while Kent is paid $20.00 for each attendee. Which of the following statements is most accurate and why?
a) Steve experiences more cognitive dissonance than Kent because he had a weaker reason for lying.
b) Kent experiences more cognitive dissonance than Steve because he had a better reason for lying.
c) Steve is more likely than Kent to experience the self-serving bias because he received less money.
d) Kent is more likely than Steve to experience the self-serving bias because he received more money.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
46. When someone holds a belief that contradicts their behaviour, it is called
a) prejudice.
b) discrimination.
c) cognitive dissonance.
d) a stereotype.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
47. Cognitive dissonance theory was proposed by
a) Bem.
b) Milgram.
c) Eagly and Chaiken.
d) Festinger and Carlsmith.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
48. One experiment, studying attitude changes, paid participants to lie. Participants who were paid less money were more apt to change their attitude. This experiment was an example of
a) altruism.
b) cognitive dissonance.
c) egoistic model of helping.
d) implicit bias.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
49. Which of the following is a defining characteristic of cognitive dissonance?
a) anxiety
b) anger
c) joy
d) contentment
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
50. Cognitive dissonance theory states that
a) when we are unaware of what our true attitudes are, we infer them by observing our own behaviour.
b) when an inconsistency between attitude and behaviour exists, it is unpleasant, and we are motivated to reduce or eliminate it.
c) we are more likely to repeat a behaviour if it has been previously associated with a positive outcome.
d) we are more likely to respond to another person’s request when that person is an authority figure than when they are not.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
51. Oliver believed that all children should have an equal right to education. However, he paid for his granddaughter to attend a private school and justified his actions by saying that she was "delicate". Oliver is experiencing
a) cognitive dissonance.
b) the self-serving bias.
c) the saliency bias.
d) the actor-observer effect.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
52. Karen, who was feeling fine, but was dreading spending the day with a loud group of children, experienced the unpleasant tension and anxiety caused by a discrepancy between an attitude and a behavior known as __________________ when she told her daughter she was too sick to help with her granddaughter’s birthday party. This was especially the case since Karen had urged her daughter to have the party at home instead of at an amusement park as her daughter has originally intended. Karen convinced herself she was feeling queasy after making the phone call to her daughter.
a) cognitive dissonance
b) implicit attitude adjustment
c) self-serving bias
d) social role confusion
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
53. Miriam, a major in gender studies, was in an abusive relationship with Wyatt. She experienced emotional discomfort because her beliefs about equal rights and respect in a relationship were contradicted when she tolerated Wyatt’s abusive behaviour. Which of the following best describes the discomfort Miriam experienced?
a) attitude specificity
b) cognitive dissonance
c) associative dissonance
d) all the above
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
54. Owen despises his roommate Aria’s cat. The cat is mangy looking, smells bad, and is constantly meowing. Owen ignores the cat when Aria is not home, even though he knows the cat is lonely. Owen experiences emotional discomfort because he volunteers for the SPCA and knows he should be kinder to this animal. Which of the following best describes the discomfort Owen is experiencing?
a) attitude specificity
b) cognitive dissonance
c) associative dissonance
d) all the above
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
55. Zach worked for an IT company making $50 an hour when he made a lateral career change and began working for a different company. After his departure, there was a strike at his old workplace, and everyone got a significant pay raise. Mark took Zach’s place after the strike and ended up making $100 an hour for doing the same work. If Zach and Mark are each asked how much they like their jobs at each of their companies, what would cognitive dissonance theory predict they will say?
a) Both Mark and Zach will say they dislike their jobs to the same degree at this company.
b) Mark will rate his job at this company as better than Zach.
c) Zach will rate his job at this company as better than Mark.
d) Both Mark and Zach will say they like their jobs to the same degree at this company.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
56. Kyle, a business student, spent several hours applying to join the local golf club. If he is accepted for membership, the initiation fee will be $3000. Kyle wonders how he will manage to pay the $3000 out of his already overextended budget. If Kyle is accepted into the golf club and pays the initiation fee, he will most likely
a) quit the golf club almost immediately.
b) regret that he joined the golf club.
c) be relatively neutral about the golf society.
d) be very positive about the golf club and being a member of the golf club.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
57. In Festinger and Carlsmith’s famous study on cognitive dissonance, which group of participants rated the boring task as the most fun?
a) The control group.
b) The group paid $20 for telling the truth about the task.
c) The group paid $20 for praising the task.
d) The group paid $1 for praising the task.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
58. Michelle has an eating disorder and is very underweight. She knew that she should eat. She had seen pictures of girls who looked like her and of girls who were healthy, and she knew the healthy girls were more attractive. She felt ill at ease. She could NOT seem to reconcile her actions of NOT eating with her understanding that she looked sick. With what is Michelle struggling?
a) cognitive dissonance
b) actor-observer effect
c) fundamental attribution error
d) saliency bias
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
59. After being diagnosed with pre-diabetes, Ellison continues eating his favorite ice cream even though his doctor advised against it. As he eats an extra-large portion, he starts to feel guilty and ashamed. He reminds himself, however, that ice cream has calcium in it and that calcium is healthy. What is implied here?
a) Ellison is engaged in cognitive dissonance.
b) Ellison is engaged in the fundamental attribution error.
c) Ellison is guilty of the actor-observer effect.
d) Ellison is guilty of the self-serving bias.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
60. In cognitive dissonance theory, the term “insufficient justification” refers to the idea that
a) the less appealing the reward for something, the less likely we are to do it.
b) we are more likely to blame ourselves for our bad behaviour if we believe it was unjustified.
c) we are more likely to experience a state of unpleasantness when we do not have an external reason for an inconsistency between our attitudes and our behaviour.
d) we are more likely to judge other people negatively if we believe that their behaviour was unjustified.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
61. According to cognitive dissonance theory, which of the following people is most likely to change his attitude?
a) Emil, who is a long-time political conservative who argues in favour of liberal policies as part of a required class assignment
b) Sam, who is paid $100 to tell people how interesting a specific experiment is
c) Ethan, who makes his living telling people why satellite is better than cable
d) Cinar, who opposes unions, but makes up a pro-union argument just to annoy his parents
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
62. Which is the MOST accurate statement regarding cognitive dissonance?
a) To relieve cognitive dissonance, the healthiest approach is to alter one's positive attitudes.
b) Since cognitive dissonance is a perceived conflict, a person must be willing to change perceptions to end the conflict.
c) Cognitive dissonance is basically an issue of self-esteem and therefore has negligible impact on confident people.
d) Cognitive dissonance plays a positive role in personal growth when a person alters inappropriate behaviors to reduce discomfort.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
63. Aina and Josefa want to encourage their children to do well in school and develop an internal sense of academic pride and achievement. Which of the following is most likely to produce that result?
a) Tell their children that they will get $10 for every “A” that they produce and $5 for every “B.”
b) Allow them to watch TV after they have finished their homework.
c) Punish them for getting bad grades.
d) Give them a reasonable amount of praise when they bring home a good report card.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
64. Gregor is determined that his son, Anton, will become an Olympic gymnast. Since Anton was a preschooler Gregor has been taking him to lessons with a private coach. Now he is an adolescent, Anton spends almost all his free time training, but he does not mind. He is determined to reach the Olympics. What would likely have been Gregor’s strategy to get Anton to have this level of internal motivation?
a) Paying Anton an extra allowance for every session spent with the coach.
b) Giving Anton special privileges each time practiced gymnastics and worked with the coach.
c) Punish Anton and express disapproval each time he demonstrated a lack of interest in gymnastics.
d) Expressing reasonable pride and pleasure over Anton’s efforts and determination.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
65. Which is the MOST accurate statement regarding cognitive dissonance?
a) To relieve cognitive dissonance positively, a person must provide himself or herself with a large reward.
b) The most effective way to use cognitive dissonance is to re-evaluate one's conflicting thoughts and actions.
c) Since cognitive dissonance is only a perceived conflict, a person can ignore its effects and disregard the discomfort.
d) Cognitive dissonance is basically an issue of individual self-esteem and therefore has little impact on socially confident people.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
66. ________________ suggests that when people are uncertain of their attitudes, they infer what the attitudes are by observing their own behaviour.
a) Cognitive dissonance
b) Social role theory
c) Social perception theory
d) Self-perception theory
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
67. In which situation is self-perception theory particularly relevant?
a) when we behave in ways that are slightly out of character
b) when we behave in ways that are strikingly out of character
c) when we behave in ways that are most familiar to us
d) when we behave in ways that are unfamiliar to us
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
68. Nick has been working hard all week. On Sunday morning, he wakes up and realizes that he has just slept 10 hours. He says to himself, “Wow, I guess I was more tired than I thought.” Nick’s sudden insight would be of greatest interest to ___.
a) Asch
b) LaPiere
c) Festinger
d) Bem
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
69. Generally Sienna is a confident presenter. However, the morning of her nursing presentation she noticed her hands were shaking as she walked to the front of the room and thought, “Gosh. I must be more nervous than I thought.” Sienna’s sudden insight would be of greatest interest to ___.
a) Asch
b) LaPiere
c) Festinger
d) Bem
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
70. Ava is sitting in a lecture about Art History with her new boyfriend when he turns to her and asks with a sparkle in his eye whether she finds the lecture fascinating. She answers that she is not sure yet, and that she needs to hear more. But then she feels a yawn coming on. She manages to stifle it, but it makes her realize that she is bored to tears in this lecture. Which theory would agree the most with Ava’s conclusion?
a) cognitive dissonance theory
b) self-perception theory
c) ABC theory
d) social identity theory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
71. Juanita, a graphic design student, was asked to help make signs supporting a local political candidate. Although she was not really interested in local politics, after making the signs she decided she must want to vote for the candidate. Juanita’s sudden interest in local politics can be explained by
a) cognitive dissonance.
b) social perception theory.
c) social attitude theory.
d) self-perception theory.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
72. Which of the following cases is the best example of self-perception theory?
a) Minnie realizes that she really likes her job after she stays late to finish a project.
b) Marti works overtime to make extra money to take a vacation.
c) Violette is retired with a good pension but takes a part-time job to keep busy.
d) Arnau starts working harder because he realizes that he has been slacking off.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
73. Which of the following cases is the best example of self-perception theory?
a) Trinity decides she really likes her business major after she volunteers with the society to prepare for new student orientation.
b) Jayden is working two jobs to earn money for school.
c) Diane has retired and is volunteering at the Alzheimer’s Society to meet new people and to give back to the community.
d) Pedro creates a study schedule to get back on track at school.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
74. Edison is a member of Greenpeace but accepts advertising money for his new store from a lumber company. Wanda is a busy graduate student who goes to bed because she starts yawning. Edison is likely to experience ___ and Wanda is likely to experience ___.
a) cognitive dissonance; cognitive dissonance
b) cognitive dissonance; self-perception
c) self-perception; cognitive dissonance
d) self-perception; self-perception
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
75. What is the difference between self-perception theory and cognitive dissonance theory of attitude change?
a) Self-perception theory assumes that our attitudes were not clear to begin with, whereas cognitive dissonance theory assumes that they are.
b) Self-perception theory argues that we see ourselves as other see us, whereas cognitive dissonance theory argues that we can easily change what we see in ourselves and others.
c) Self-perception theory assumes that we have implicit attitudes, whereas cognitive dissonance theory assumes that we are fully aware of all our attitudes.
d) Self-perception theory believes that our attitudes influence our behaviours, whereas cognitive dissonance theory believes that our behaviours influence our attitudes.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
76. Which of the following statements about the relationship between attitudes and behaviours is FALSE?
a) One of the leading factors in determining whether the attitude will predict the behaviour is attitude specificity.
b) Stronger attitudes are better predictors of behaviour than are weak attitudes.
c) General attitudes do an excellent job of predicting behaviour.
d) If we know someone’s attitude, we cannot necessarily predict how they will behave.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
77. In Richard LaPiere’s field study where he travelled across the United States with a Chinese couple in the 1930s, he found that
a) most of the people who indicated that they did not want Chinese guests refused to serve them.
b) most establishments served them but did so unwillingly and with poor service.
c) most establishments held positive attitudes toward Chinese guests and offered them good service.
d) even though most establishments did not want Chinese guests, only one establishment refused service.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
78. Which of the following people is most likely to display a behaviour that corresponds to their attitude?
a) Hassan, who loves children and is asked to contribute money a relief effort for migrant children detained at the border
b) Zheny, an extrovert, is asked to send money to an animal rescue effort in South America
c) Trey, who rarely follows the news and is asked to donate money to tsunami relief to an area of the world with which he is unfamiliar
d) Riko, who is well off, is asked to donate to Doctors Without Borders
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
79. The “bogus pipeline” technique is designed to
a) help people identify what their true attitudes are.
b) encourage people to give truthful answers instead of giving socially desirable answers.
c) determine which people are the most prejudiced.
d) create situations in which people will be exposed to cognitive dissonance.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
80. Which of the following techniques is used to overcome social desirability in research on attitudes?
a) lie detector technique
b) lie pipeline technique
c) bogus pipeline technique
d) bogus lie technique
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
81. Hae honestly believes that all races are equal, and that discrimination is bad. However, when Hae is talking to a person of another race, she is less likely to make eye contact, and she makes more grammatical errors than when speaking to someone of her own race. What issue would social psychologists most likely say applies to Hae?
a) Hae has explicit racial attitudes.
b) Hae is experiencing cognitive dissonance.
c) Hae is not entirely aware of her racial attitudes.
d) Hae is a hypocrite.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
82. Mick did not believe himself to be homophobic. In one class the student sitting next to him identified as homosexual to the rest of the class. Following this, the next time the class met, Mick moved because he said, and believed, that the seat he was in earlier was too distracting because he could see out of the window to people relaxing outside. Assuming Mick’s explanation to himself is an excuse, what type of attitude is being described here?
a) affective
b) behavioural
c) explicit
d) implicit
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
83. Attitudes that lie below the level of conscious awareness are known as
a) implicit attitudes.
b) prejudices.
c) embedded belief systems.
d) unacknowledged values.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
84. The Implicit Association Test (IAT)
a) is used to make people believe that they are hooked up to a lie detector.
b) uses people’s implicit attitudes to predict future behaviour.
c) is used to reduce the social desirability effect.
d) uses a person’s reaction times to help gauge his or her implicit attitudes.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
85. Larissa is taking a test that presents her with several words and she has to identify i) if they are related to the word “old” or the word “young” and ii) if the word is pleasant or unpleasant. It is likely that Larissa is taking the ___.
a) BPT (Bogus Pipeline Test)
b) TDT (Thematic Discrimination Test)
c) IAT (Implicit Attitudes Test)
d) UMT (Unambiguous Mindset Test)
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
86. If Jaime is participating in a research study and is asked to take the IAT, what is the researcher trying to measure?
a) The researcher is measuring Jaime’s prejudices.
b) The researcher is measuring Jaime’s attitudes toward political issues.
c) The researcher is measuring attitudes that Jaime may not be aware she has.
d) The researcher is measuring the discrepancy between Jaime’s attitudes and behaviours.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
87. What do a social desirability bias and implicit attitudes have in common?
a) They are both very difficult to measure in the lab.
b) They are both means of attitude change.
c) They are both techniques of persuasion.
d) They are both ways in which our true attitudes are not represented.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
88. A stereotype is
a) a persistent negative attitude about a group of people.
b) positive, while prejudice is negative.
c) a generalized impression about a group of people.
d) an attitude that is used to justify discrimination.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
89. Which of the following is defined as "a learned attitude, usually negative, directed toward specific people in a particular group"?
a) discrimination
b) prejudice
c) ethnocentrism
d) social learning
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
90. According to Gawronski, which of the following elements has the greatest effect for reducing prejudice?
a) listening to persuasive messages against prejudice
b) having people write arguments against prejudice
c) present information about a specific group in neutral or non-affective situations
d) all the above used together are most effective
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
91. Prejudice is
a) a learned, generally negative attitude toward members of a group; it includes thoughts, feelings, and behavioral tendencies.
b) a generalization about a group of people in which the same characteristics are assigned to all members of the group.
c) negative behavior directed at others because of their membership in a particular group.
d) a hidden, automatic attitude that may guide behaviors independent of a person’s awareness or control.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
92. A learned, negative attitude toward members of a group that includes thoughts, feelings, and behavioral tendencies is
a) prejudice.
b) implicit bias.
c) discrimination.
d) a stereotype.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
93. Discrimination is
a) negative behavior directed at others because of their membership in a group.
b) a generalization about a group of people in which the same characteristics are assigned to all members of the group.
c) a learned, generally negative attitude toward members of a group; it includes thoughts, feelings, and behavioral tendencies.
d) a hidden, automatic attitude that may guide behaviors independent of a person’s awareness or control.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
94. Negative behavior directed at others because of their membership in a particular group is called
a) discrimination.
b) prejudice.
c) implicit bias.
d) a stereotype.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
95. In what way is prejudice different from discrimination?
a) Prejudice includes no behavioral component.
b) Prejudice is an attitude not an action.
c) Prejudice includes emotions and feelings.
d) Prejudice comes about because of social learning.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
96. Which of the following examples include neither prejudice nor discrimination?
a) Refusing to rent to an Indigenous family because the owner fears reactions from non-Indigenous people in the building.
b) Denying an apartment to a family because they are Indigenous.
c) Giving an apartment to an indigenous family because the owner hopes to attract other Indigenous families.
d) Withholding an apartment from an Indigenous family until they can pay the standard down payment.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
97. Which of the following examples includes an example of discrimination but NOT prejudice?
a) Refusing members of a visible minority entrance into a club because the owner fears Caucasians in the club will react.
b) Refusing members of a visible minority entrance into a club because the owner does not have a positive attitude toward the group.
c) Allowing members of a visible minority entrance into a club because the club is open to all who can pay.
d) Allowing members of a visible minority entrance into a club because the owner hopes to attract more members of the group.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
98. Which of the following exhibits prejudice but NOT discrimination?
a) Hiring a minority salesclerk because the owner feels it will make his store more diverse.
b) Denying a salesclerk job to a minority applicant because the owner feels she may drive away customers.
c) Refusing to hire a minority applicant because the shopkeeper feels people from this group cannot be trusted.
d) Choosing a minority salesclerk for a position because his record and references are the best.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
99. An in-group is
a) a popular or dominant group.
b) a group about whom we have positive attitudes.
c) a group of other people whom we identify as belonging together, and who are different from us.
d) a group that we believe shares our own characteristics.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
100. Social identity theory proposes that in social situations an individual sees him or herself
a) as a member of the group rather than as an individual.
b) in terms of their specific role in the social group.
c) as an individual rather than as a group member.
d) as fluidly moving in and out of the group based on individual need.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
101. _______ proposes that individuals see themselves as members of the group rather than as individuals.
a) Social conflict theory
b) Social exposure theory
c) Social attitude theory
d) Social identity theory
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
102. Jim is a white male who believes that he is having difficulty finding a job because of affirmative action in hiring. Which of the following theories is most relevant to Jim’s belief?
a) social identity theory
b) realistic conflict theory
c) in-group bias
d) social comparison theory
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
103. According to realistic conflict theory, which of the following would result in the highest levels of gender discrimination?
a) A male supervisor doubts that women can be good mechanics.
b) A female executive believes that if she can be successful, all women can.
c) A male shop owner worries about what his wife might think if he hires an attractive woman employee.
d) A male worker in a factory is worried about possible layoffs.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
104. Dr. Redanka is an evolutionary psychologist who studies stereotypes and prejudice. Which of the following would best describe Dr. Redanka’s belief?
a) We view people who are different from us as not achieving their full potential.
b) We are prewired to perceive people who are different from us as inferior, so we can justify excluding them.
c) We develop stereotypes because we are competing for scarce resources and feel rewarded when we have more than those in the out-group.
d) We are classically conditioned to stick to people who are the same as us.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
105. Which of the following is NOT an evolutionary psychology explanation for prejudice and stereotyping?
a) It helps us to categorize individuals into groups.
b) It allowed the rapid recognition of members of one’s own tribe based on superficial information.
c) It allowed us to decide with whom we wished to breed and produce offspring.
d) We are prewired to think of people we perceive as different as inferior which may justify our decision to exclude or demean them.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
106. In the Robber’s Cave experiment, which of the following best describes the outcome when one group of boys were required to compete against the other?
a) They were competitive, but they attempted to make friends on every opportunity.
b) They began to call each other names and refused to eat in the same room.
c) They realized that, if they were less competitive, everybody would succeed.
d) They found common ground and worked together to achieve the same goal.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
107. In the Robber’s Cave experiment, which of the following best describes the outcome when the two groups of boys were required to work together toward a common goal?
a) They started the task cooperatively but soon become competitive and aggressive with each other.
b) They formed their own in-groups and out-groups which led to fighting.
c) They overcame their animosity to work together on the challenges they faced.
d) They worked as individuals refusing to speak or socialize with each other.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
108. Mrs. Julliard is a grade six teacher. She has just overheard one of her students make a racist comment to another student. Based on the Robber’s Cave experiment, what might be the best way for Mrs. Julliard to overcome the racist attitude of her student?
a) Keep the two students separated.
b) Talk to the racist student about his/her attitude.
c) Have the two students work together on a project.
d) There is little the teacher can do to change the student’s racist attitude.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
109. When a natural disaster strikes, members of a community who previously distrusted or fought with each other often work together to deal with the aftermath. Once the emergency is over, there is usually a decrease in prejudice as a result of ___________________________.
a) the friendly competition fostered by the emergency team leaders
b) cooperation brought on by the common goal
c) sharing the near-death experience
d) the scarcity of resources and abundance of problems
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
110. Based on Sherif's study, which would MOST likely bring about prejudice?
a) Giving all group members the same prizes for taking part in games.
b) Creating a superordinate goal that requires group responses.
c) Introducing individual group members into opposing groups.
d) Isolating groups from each other and setting up competitions.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
111. How could a teacher create a classroom environment to reduce/eliminate prejudiced thinking?
a) encourage both competition and cooperation
b) encourage competition over cooperation
c) encourage cooperation over competition
d) encourage neither competition nor cooperation
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
112. Which of the following is NOT one of the components of social identity theory?
a) social categorization
b) social identity
c) social schema
d) social comparison
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
113. Adam does not dislike people from Syria, but he feels uncomfortable interacting with his Syrian co-worker because he isn’t sure how to act. Which of the following is most relevant to Adam’s situation?
a) social identity theory
b) realistic conflict theory
c) cognitive dissonance theory
d) self-perception theory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
114. Sara has been living in Greece for eight years. When she first moved to Greece from Canada, she lived with a Greek family so she could learn about the appropriate cultural norms and behaviours. Now Sara no longer feels like an outsider. This illustrates the _______________ process of social identity theory.
a) social categorization
b) realistic conflict
c) social identity
d) social comparison
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
115. Jelena, an immigrant from Serbia living in Canada, is taking her friend Farida who is visiting from, India, to a new restaurant for lunch. After lunch, they order chocolate cake for dessert. Like Jelena the server is also Serbian. Based on social identity theory, what is the most likely possible outcome?
a) The server wants to welcome Farida to Canada and, therefore, will give her a larger piece of cake.
b) The server will honour Farida’s culture by giving her a larger piece of cake.
c) The server will exhibit in-group bias and give Jelena the larger piece.
d) The server will want to avoid the appearance of bias, so both women will receive equal portions of cake.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
116. Hichem listened to the prime minister give a speech and heard that there is a need for healthcare reform in Canada. Which element in this scenario is the source of persuasion?
a) healthcare
b) need for reform
c) prime minister
d) Hichem
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
117. Which of the following products is most likely to be marketed using the central route to persuasion?
a) ice cream
b) cars
c) paper towels
d) clothing
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
118. Which of the following products is most likely to be marketed using the peripheral route to persuasion?
a) new condo development
b) new gas efficient car
c) new brand of potato chips
d) new line of clothing
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
119. Which of the following products is most likely to use the peripheral route to persuasion?
a) computers
b) furniture
c) toilet paper
d) DVD players
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
120. Which of the following products is most likely to use the central route to persuasion?
a) computers
b) golf shoes
c) toilet paper
d) frozen desserts
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
121. Which of the following groups is going to be most persuaded by peripheral route factors, such as attractiveness of the spokesperson?
a) a group of auto workers who are being asked to make wage concessions
b) a group of scientists who get together to discuss the issue of global warming
c) a group of stay-at-home moms who are getting information on childhood health care
d) a group of first-year college students who are being persuaded to decide between two distinct types of aid packages for Rwanda
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
122. Allie is watching television when a toothpaste commercial comes on claiming that three out of four dentists recommend their product over other products. Which of the following best describes the approach the toothpaste company is using to sell their product?
a) They are using the peripheral route by using an expensive television ad campaign.
b) They are using the foot-in-the-door approach.
c) They are using characteristics of the source to persuade the audience.
d) They are using the door-in-the face technique.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
123. Soren has been hired by a political party to convince homeowners to allow his candidate to put a large, garish sign on their lawn. Which of the following persuasion techniques is most likely to be successful for Soren?
a) Foot-in-the-door; first asking them to volunteer three times a week at the candidate’s election office.
b) Door-in-the-face; first asking them to volunteer three times a week at the candidate’s election office.
c) Central route to persuasion; telling them all about the candidate’s personal background and family.
d) Peripheral route to persuasion; being attractive, friendly, and well dressed.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
124. Marlon is trying to convince his parents to lend him the car to go to a party. He tells his parents that he will be sure to have the car back to 4 a.m. After his parents refuse, he then says, “Ok, can I borrow it if I promise to bring the car home by midnight?”
Which technique is Marlon using to persuade his parents to lend him the car?
a) the foot-in-the-door technique
b) the slow-and-steady technique
c) the door-in-the-face technique
d) the first-refusal technique
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
125. What is the difference between the central route and the peripheral routes to persuasion?
a) The peripheral route is likely to cause behaviour to change much faster than the central route.
b) The central route is likely to influence decisions much longer than the peripheral route.
c) The central route is more likely influenced by the humour of the message than the peripheral route.
d) The peripheral route is achieved by the door-in-the-face technique while the central route is achieved by the foot-in-the-door technique.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
126. Saar has the most beautiful hair, but lately her shampoo has not been giving it the usual shine. She notices a commercial for shampoo while watching tv and the model has the most beautiful hair. Also, the bottle for the shampoo is unique and would match her bathroom. She decides to give that brand a try. What changed Saar’s attitude here?
a) peripheral route to persuasion
b) central route to persuasion
c) foot-in-the-door technique
d) door-in-the-face technique
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
127. The process by which a person is induced to perform larger and larger requests when demanded by others is known as
a) socialization.
b) the foot-in-the-door technique.
c) relaxed moral guard.
d) door-in-the-face technique.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
128. Which BEST defines the foot-in-the-door technique?
a) The gradual way the compliance develops naturally in groups.
b) Demands that move from large to small requests.
c) Belief that only evil people can perpetrate evil actions.
d) Demands that move from small to large requests.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
129. Kade’s old car has finally stopped working. Kade is looking at new cars assessing gas mileage, safety features, and is deciding whether to loan or to lease. Kade’s brother Grady is urging him to look at whether they have sunroofs, satellite radio, and whether they come in red. Kade is taking a _______ to persuading himself to buy a car and Grady is taking a _____ route.
a) peripheral; central
b) central; peripheral
c) central; central
d) peripheral; peripheral
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
130. Which of the following is NOT a technique that is used to persuade others?
a) bogus pipeline technique
b) foot-in-the-door technique
c) door-in-the-face technique
d) appeals to fear technique
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
131. Carlos asks his colleague for two dollars to buy a cup of coffee. After his colleague says yes, he then asks for ten dollars to buy a sandwich as well. Which of the following persuasion techniques is Carlos using?
a) bogus pipeline technique
b) foot-in-the-door technique
c) door-in-the-face technique
d) appeals-to-guilt technique
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
132. Which expresses the main idea behind the foot-in-the-door technique?
a) People are socialized to be more obedient if someone is already in the room.
b) Sometimes a person can be persuaded gradually.
c) If you start with a large request, people will obey because they think it is important.
d) When you assume people will respond, they are more likely to obey without question.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
133. The foot-in-the-door technique uses the idea that a person often
a) is highly motivated to try something new.
b) forms a bond with the requester.
c) will do something because someone else is.
d) wants to impress positively an authority figure.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
134. Hugo asks his father to co-sign a loan for $60,000 for a new truck. After his father refuses, he asks him to co-sign a loan for $5000 for a used car. Which of the following persuasion techniques is Hugo using?
a) bogus pipeline technique
b) foot-in-the-door technique
c) door-in-the-face technique
d) appeals-to-guilt technique
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
135. What is the difference between the foot-in-the-door technique and the door-in-the-face technique?
a) The foot-in-the-door first makes a large request and then a larger request, whereas the door-in-the-face first makes a small request and then a smaller request.
b) The foot-in-the-door first makes a small request and then a smaller request, whereas the door-in-the-face first makes a large request and then a larger request.
c) The foot-in-the-door first makes a small request and then a large request, whereas the door-in-the-face first makes a large request and then a small request.
d) The foot-in-the-door first makes a large request and then a small request, whereas the door-in-the-face first makes a small request and then a large request.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
136. Attribution is BEST described as
a) explaining our own and others’ actions.
b) maintaining positive self-esteem.
c) noticing the most obvious factors in others.
d) responding to a particular object in a particular way.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
137. Attribution is
a) how we explain our own and others’ actions.
b) how we think about and interpret ourselves and others.
c) the learned predisposition to respond cognitively, affectively, and behaviorally to a particular object, person, place, thing, or event in an evaluative way.
d) the study of how others influence our thoughts, feelings, and actions, as well as group and intergroup dynamics.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
138. An attribution is ___.
a) a predisposition to respond to people and objects in several ways
b) the tendency to explain other people’s behaviour in terms of their personal dispositions
c) a set of rules about how people are supposed to behave
d) an attempt to explain the reason behind people’s actions
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
139. Attributions are best defined as
a) causal explanations of our own or another’s behaviour.
b) impressions about an individual based on observing their behaviour.
c) motivational forces that drive behaviour.
d) environmental stimuli that affect behaviour.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
140. Traci was shocked recently when she watched her friend, Lauren, repeatedly experience road rage after another driver cut her off or slowed her down when she was late for an appointment. Traci’s role in these events was that of a(n)
a) observer.
b) actor.
c) onlooker.
d) bystander.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
141. When Jerry saw an unknown man on the sidewalk stagger and fall Jerry assumed that the man was drunk. This causal explanation for another person’s behaviour is known as _________________.
a) social cognition
b) groupthink
c) attitudes
d) attribution
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
142. Which of the following individuals is making a situational attribution?
a) Eliza, who says that she passed her drivers test because she is an excellent driver
b) Shen, who says he cannot throw the Frisbee because it is too windy
c) Bentley, who says he can cook because he grew up around cooking in his family’s restaurant
d) Zhu, who says that she won the volunteer of the year award because she is dedicated to helping others
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
143. Which of the following is an example of a dispositional factor?
a) You witnessed a person swerving around the road while driving and assume that the person was irresponsibly texting.
b) You watch a person respond rudely to a server in a restaurant and feel sympathy for the patron because you know the service at this restaurant is generally slow.
c) You see a child throwing a tantrum and think that the child is probably overtired and needs a nap.
d) You see someone walking slowly across the street and wait patiently, assuming they have some type of injury that is causing him/her to move at such a slowly pace.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
144. Carlos noticed that Owen received a low score on his last biology exam and assumed that Owen’s poor test performance was due to laziness. What type of attribution did Carlos make about Owen?
a) social
b) behavioural
c) situational
d) dispositional
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
145. Which of the following reflects a clear dispositional attribution?
a) “He did his best.”
b) “Under the circumstances, it was all he could do.”
c) “Well, everybody else was doing it.”
d) “He must have gotten bad advice.”
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
146. In an experiment by Jones and Harris, people were presented with either a pro-Castro speech or an anti-Castro speech. When people were told that the pro-Castro writer’s position had been assigned, NOT chosen, people
a) made a situational attribution about the writer’s beliefs.
b) made a dispositional attribution about the writer’s beliefs.
c) made the same attribution for the pro-Castro speech as for the anti-Castro speech.
d) made just as strong an internal disposition as when they believed the writer’s position to be freely chosen.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
147. The tendency to use dispositional attributions to explain the behaviour of other people is called
a) the self-serving bias.
b) the fundamental attribution error.
c) a self-fulfilling prophecy.
d) the actor-observer effect.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
148. Frankie is at her physician’s office. While there, Frankie observes the administrative assistant crying hysterically. She is shocked at such unprofessional behavior in the workplace. After questioning her doctor later, Frankie learns that the administrative assistant had just received news that her mother had been killed in an accident. What is implied here?
a) Frankie Initially made the fundamental attribution error.
b) Frankie was experiencing self-serving bias.
c) Frankie was in a state of cognitive dissonance.
d) Frankie was experiencing the actor-observer effect.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
149. Jocelyn aced a test and is making a situational attribution. Which of the following could he be saying about the test?
a) “I’m exceptionally brilliant and knew my stuff.”
b) “I am good at this subject.”
c) “The prof told us what to study.”
d) “I studied really hard and it paid off.”
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
150. When we explain our successes, we tend to use a(n) ___ attribution, but when we explain our failures, we tend to use a(n) ___ attribution.
a) self-serving; fundamental
b) positive; negative
c) dispositional; situational
d) external; internal
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions83b.
151. What is the difference between a situational and a dispositional attribution?
a) A situational attribution can be used to explain the behaviour of others, while a dispositional attribution can be used to explain the behaviour of ourselves.
b) A situational attribution is used in the fundamental attribution error, while a dispositional attribution is used in the self-serving bias.
c) A situational attribution is used to explain a success, while a dispositional attribution is used to explain a failure.
d) A situational attribution directs the cause of behaviour to something external to the individual, while a dispositional attribution directs the cause of behaviour to something internal to the individual.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
152. Maria and Kate were at the local farm market when they saw a woman slip an apple into her bag without paying for it. Maria commented on how immoral the woman was to steal, while Kate commented that perhaps the woman was hungry and did not have any money. Maria has explained the woman’s behaviour using a(n) ____________ attribution. Kate has explained the woman’s behaviour using a(n) ________________ attribution.
a) fundamental; circumstantial
b) circumstantial; fundamental
c) dispositional; situational
d) situational; dispositional
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
153. Dr. McIntyre’s introductory psychology class did poorly on their first test of the semester. Dr. McIntyre tells them that they need to study harder, and the students start complaining that the test was too hard. Dr. McIntyre is making an ___ attribution for the failure, and her students are making an ___ attribution for the failure.
a) internal; internal
b) external; external
c) internal; external
d) external; internal
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
154.Cory hits the side view mirror of another car while trying to park and thinks, "Wow, that person parked really crooked". Cory later sees another driver hit someone else’s bumper while trying to park. If he is affected by the actor-observer effect, what is his likely reaction?
a) Cory thinks, “Wow, that person is a bad driver”.
b) Cory thinks, “I wonder if that car is crooked too”.
c) Cory thinks, “Cars should be made smaller, then we wouldn’t hit each other so much”.
d) Cory thinks, “I guess we have something in common”.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
155. Cassie and Lyndsey are both on the subway but are strangers to one another. Lyndsey has her three children with her, and the children are crying and screaming. Cassie thinks "Boy, that woman is a terrible mother; my children always sit quietly on the subway because I am a better mother". Cassie does not realize that Lyndsey and her family are returning from the hospital where their father/husband just died. Cassie’s attribution is an example of
a) the actor-observer effect.
b) a self-serving bias.
c) a saliency bias.
d) cognitive dissonance.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
156. Justin found it hilarious when a woman fell flat on her backside after slipping on the icy sidewalk. He thought, "She should step more carefully". Ten minutes later when he found himself face first in the snow mound, he thought, "Who put this snow mound in the path of pedestrians? They should be sued". What has Justin just experienced?
a) the actor-observer effect
b) cognitive dissonance
c) saliency bias
d) self-serving bias
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
157. Mark adopts an adorable kitten from the local shelter but returns it several days later after his young daughter has a severe allergic reaction to it. His neighbor, Jarrod, is unaware of the circumstances, and believes Mark to be an irresponsible pet owner but Mark knows that he is being a good father. Which of the following phenomena explains this difference between Mark and Jarrod’s attributions about Mark’s behaviour?
a) actor-observer effect
b) cognitive dissonance
c) fundamental attribution error
d) self-serving bias
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
158. In considering her own failure to complete her part of a joint project on time, Lucy cites a recent illness. Which attribution could Lucy make regarding her project partner Ken's mutual inability to complete his part of the project on time that demonstrates the actor-observer effect?
a) Ken had the same illness at the same time.
b) Ken suffered a recent family emergency.
c) Ken had a number of competing assignments.
d) Ken is undependable and unpredictable.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
159. According to the actor-observer effect, what do you predict would happen if you were shown a video of yourself parking your car compared to if you were actually parking the car?
a) You would more likely switch from observer to actor with the video.
b) You would more likely make situational attributions with the video.
c) You would more likely make the fundamental attribution error with the video.
d) You would more likely succumb to the self-serving bias with the video.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
160. Jenn has known Jayden for years and views him as an irresponsible clown who goofs off. Through chance, Jenn finds herself in attendance at a workshop where Jayden is presenting. She is stunned at his no-nonsense manner and how serious and articulate he is. Jenn tells Jayden ’s co-worker, Denzel, that she has only ever seen him as a joker, and Denzel is equally surprised to hear Jenn’s perspective. What is the best explanation for the contrasting perceptions of Jayden held by Jenn and Denzel?
a) Jenn and Denzel are both guilty of committing the fundamental attribution error, in which they have failed to consider circumstantial factors influencing Jayden ’s behavior.
b) Jenn and Denzel are both guilty of the saliency bias, since they have failed to focus on less obvious personality factors in Jayden, such as the fact that he is both serious and sarcastic.
c) Jenn and Denzel are both guilty of the self-serving bias since they have externalized the perceived causes of Jayden ’s behavior across different settings.
d) Jenn and Denzel are both guilty of the actor-observer effect since they have had “tunnel vision” in only being able to view Jayden ’s behavior in the specific setting in which they have worked with him.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
161. The difference between how we explain our own behaviour and how we explain the behaviour of another is called
a) the mere exposure effect.
b) the fundamental attribution error.
c) the self-serving bias.
d) the actor-observer effect.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
162. Holly lost her homework, which was a rare occurrence. While speaking to her professor about the situation, another student in the class mentioned that he had lost his homework as well. Holly concluded that the other student had not really lost his homework—he was using the excuse because he had not done his homework at all. What attribution process is illustrated by this example?
a) actor-observer effect
b) self-serving bias
c) dispositional
d) extinction
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
163. Amelia is driving behind someone who is unbelievably slow. In fact, they are consistently driving 20 km under the speed limit, and there is no way to pass. Amelia starts to get frustrated and thinks that this person must be an idiot. She finally gets to her destination and once there discovers that, as a surprise, her friend got her a goldfish in a bowl. Preparing to go home, Amelia puts the fish on the passenger seat for her return trip, but she is very careful to drive extra slowly so she does not spill the water. She notices some idiot tail gating her, and she gets frustrated, thinking about how she cannot speed and risk spilling the water. Which of the following terms best describes Amelia’s two driving situations?
a) the situational-dispositional hypothesis
b) the fundamental attribution error
c) the actor-observer effect
d) the self-serving bias
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
164. The actor-observer effect states that ___.
a) as actors, we tend to make dispositional attributions about ourselves
b) as observers, we tend to observe the whole situation when we are explaining other people’s behaviours
c) as actors, we tend to make whichever attribution is most favourable when explaining our own behaviour
d) when people switch from actor to observer, or vice versa, their attributions also tend to switch
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
165. How is the actor-observer effect like the fundamental attribution error?
a) They both argue that the self-serving bias only occurs with failures and not successes.
b) They both say that we use dispositional attribution to explain the behaviour of other people.
c) They both believe that the mere exposure effect can influence attributions.
d) They both focus on situational attributions rather than dispositional.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
166. Aldiyar’s friend tells him that he recently backed his car into another vehicle. Aldiyar thinks his friend is very careless. Which of the following is demonstrated by this example?
a) actor-observer bias
b) self-serving bias
c) fundamental attribution error
d) situational bias
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
167. Dr. Pamukl is a brilliant lecturer who strongly prefers spending time alone reading to being in the company of other people. Despite being so introverted, however, she is very outgoing while lecturing in front of her class. In fact, she is so outgoing during her lectures that her students have concluded that she is an extrovert. What error have they committed when they label her an extrovert?
a) saliency bias
b) self-serving error
c) faulty judgment error
d) fundamental attribution error
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
168. You and a friend are watching a news story about a young man who killed his father. Your friend comments that the young man must be a “monster”. Your friend’s comment reflects
a) a fundamental attribution error.
b) a self-serving bias.
c) the self-protecting bias.
d) the observer attribution error.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
169. Which of the following individuals is showing the fundamental attribution error?
a) Ariane, who believes that her boyfriend cries whenever he feels sensitive
b) Darian, who believes the waiter spilled her drink because he is clumsy
c) Zaida, who believes that she ran over a dog because she was texting while driving
d) Addison, who believes that she won a sprinting race because she had consumed 5 espressos 30 minutes prior to race time
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
170. An important purpose of the self-serving bias is to
a) demonstrate we are better than others in certain situations.
b) praise ourselves for success and avoid blame for failure.
c) recognize the effect of our own dispositional characteristics.
d) place the cause of our behaviors on environmental factors.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
171. Rose’s colleague asks Rose for her opinion about their new employee, Milton. Rose knows that although Milton has been bragging about landing two big new clients, both clients are his relatives. She has also seen Milton blame others for several mistakes he made. How should Rose advise her colleague?
a) Rose should suggest Milton is not a team player, is motivated by a self-serving bias, and will likely try to take credit for success and blame others for failure.
b) Rose should employ the actor-observer effect, and first observe how Milton acts with her colleague before offering her opinion.
c) Rose should be unaffected by saliency bias and understand that Milton’s behavior is part of the corporate culture.
d) Rose should be careful of the fundamental attribution error; she should suggest that her colleague observe Milton in a social situation before formulating an opinion.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
172. Corbin prides himself on being a great cook. He gladly takes credit for having made the tastiest dishes on the block. However, when he brings a casserole to a potluck, the recipe is a failure. Corbin explains that it must be because his oven was malfunctioning. What is implied here?
a) Corbin is guilty of the self-serving bias.
b) Corbin is guilty of the saliency bias.
c) Corbin has committed the fundamental attribution error.
d) Corbin is in a state of cognitive dissonance.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
173. Aki lives in Japan and is constantly aware of his need to work harder to overcome his lack of focus. He knows his family will be judged by his actions and he wishes to bring them honor. Adam, a New Yorker, is struggling to break into the music world; he knows that he will be judged on his own creativity and acumen. What is a likely difference between Aki and Adam?
a) Adam is more susceptible to self-serving bias than Aki.
b) Aki is more susceptible to self-serving bias than Adam.
c) Adam would feel cognitive dissonance more intensely than Aki.
d) Aki would feel cognitive dissonance more intensely than Adam.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
174. What is a critical difference between people living in cultures promoting individualism and people living in cultures promoting being a part of a social network?
a) People living in cultures promoting individualism are more likely to experience the self-serving bias than people living in cultures promoting a social network.
b) People living in cultures promoting individualism are more likely to experience the saliency bias than people living in cultures promoting a social network.
c) People living in cultures promoting individualism are more likely to experience the actor-observer effect than people living in cultures promoting a social network.
d) People living in cultures promoting individualism are more likely to experience the fundamental attribution error than people living in cultures promoting a social network.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
175. What is the difference between the fundamental attribution error and the self-serving bias?
a) The fundamental attribution error involves attributions of other people, whereas the self-serving bias involves attributions of our own behaviour.
b) The fundamental attribution error involves situational attributions, whereas the self-serving bias involves dispositional attributions.
c) The fundamental attribution error involves attributions of our own behaviour, whereas the self-serving bias involves how we attribute others’ behaviour to ourselves.
d) The fundamental attribution error uses faulty logic to attribute behaviour, whereas the self-serving bias attributes others’ behaviour to whatever serves us best.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
176. After he failed a math exam, you blame your friend for not studying harder rather than finding out whether he was ill or stressed. Your assignment of blame is known as the ______________.
a) the actor-observer effect.
b) fundamental attribution error.
c) the mere-exposure effect.
d) saliency bias.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
177. Which of the following individuals is showing the self-serving bias?
a) Eira, who believed that she passed a test because it was easy but then believed she failed her assignment because her prof marked it unfairly
b) Hannah, who believes the waiter spilled her drink because he was clumsy but believed when she spilled her own drink it was because the glass was slippery
c) Rupan, who believes that when she swerved to avoid hitting a deer, she missed due to her fast reflexes but then ended up going off the road because the sun got in her eyes
d) Sacha, who believes that she dropped a glass because she was clumsy but then washed a sink full of glasses because she felt guilty
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
178. When Rani got an “A” on her biology exam she thought it was because she was so intelligent. However, when she got a “F” on her computer science exam she thought it was because the professor was such a poor lecturer. In thinking about her successes and failures in this way, Rani is using the
a) social identity theory.
b) fundamental attribution error.
c) actor-observer effect.
d) self-serving bias.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
179. When Avery failed the bar exam, he claimed that it was because he was sick that day. When he passed the second time, he claimed it was because he just has a knack for the law and really understands details in contracts and policies. What is the best reason for how Avery explains his attempts at the bar exam?
a) the self-serving bias
b) the fundamental attribution error
c) the actor-observer effect
d) the situational-dispositional hypothesis
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
180. Which of the following is true about the attributions we make about other people’s actions?
a) When we are evaluating other people’s actions, we tend to take their situation into account.
b) The more we know about people’s situations, the less likely we are to make dispositional attributions.
c) When we are making attributions about others’ behaviour, we typically try to give people the benefit of the doubt.
d) We are likely to blame people for their failures, but we are likely to attribute their successes to external factors, such as luck.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
181. What is a social norm?
a) rules about how everyone is supposed to act
b) behaviours that result in unpleasantness
c) behaviours that are passive
d) all the above
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
182. A norm can be defined as a
a) decision by a group of people in a culture.
b) group of people one admires and wants to emulate.
c) way of behaving that is supported by a culture.
d) choice one makes to fit into a group.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
183. Which BEST describes how norms are communicated in a culture?
a) By stated comments of the right and wrong ways to behave in certain situations.
b) By observed actions of people that are exhibited in the culture as a whole.
c) By watching other people to see if they behave the way they promote verbally.
d) By listening to leaders and respected elders to learn what the culture expects.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
184. What type of social role is most often attributed to men in Western societies?
a) communal
b) agentic
c) positive
d) negative
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
185. Davad is a lawyer and his partner, Keaton stays home to take care of their three children. Some people may think that Keaton is violating ___ roles by NOT also working outside of the home.
a) communal
b) agentic
c) gender
d) normative
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
186. Javier sees flashing lights behind him and pulls to the right to allow an emergency vehicle to pass. Javier is paying attention to ___.
a) a descriptive norm
b) an injunctive norm
c) an implicit norm
d) an explicit norm
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
187. Marie is in a rush to get to the airport and is frustrated that the taxi driver keeps stopping to allow pedestrians to cross the street at crosswalks. She feels the pedestrians could wait another minute. However, the taxi driver is following a(n)
a) explicit norm.
b) implicit norm.
c) social rule.
d) referential norm.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
188. Which of the following is the best example of an injunctive norm?
a) Drivers are prohibited from parking within 10 feet of fire hydrants.
b) Drivers are encouraged to be courteous and help other drivers merge into traffic.
c) The city has posted a sign in front of the hospital entrance telling drivers of waiting cars to turn off their engines.
d) Drivers who are coming up in traffic behind a police car will not pass the police car very often.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
189. After eating a bag of potato chips, Meade throws the bag on the sidewalk. Which of the following types of norms has Meade violated?
a) descriptive
b) injunctive
c) implicit
d) explicit
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
190. The expectations of duties or mode of conduct that we ascribe to a person due to their social position is/are called
a) obedience.
b) a social role.
c) norms.
d) conformity.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
191. Which of the following is FALSE about gender differences and social skills?
a) Males are better at reading subtle emotional expressions.
b) Males are typically leaders in group activities.
c) Males adopt a less participative style in group activities.
d) Females are more expressive with their faces and bodies.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
192. Which of the following statements about roles is FALSE?
a) People who step outside of traditional social roles are often judged harshly.
b) Social roles are critical to the smooth functioning of society.
c) A social role is a set of expectations and duties associated with the individual’s position.
d) As social roles have changed, opportunities for advancement for women are at equity with those for men.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
193. Bryant was shocked when he saw a nun throw her gum wrapper on the sidewalk. This is because
a) the social role associated with nuns does not fit with littering behaviour.
b) nuns are supposed to conform to the expectations of others.
c) obedience levels are typically higher among nuns than the general population.
d) cognitive dissonance would predict that nuns would litter less often than others.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
194. YouTube has videos of dads learning to braid their daughter’s hair that get millions of views. This high interest is probably because
a) the social role associated with dads does not fit with this type of nurturing behaviour.
b) dads are supposed to conform to the expectations of others and so there is disapproval over this behaviour.
c) the self-serving bias of dads makes this behaviour surprising.
d) cognitive dissonance would predict that dads would engage in this type of behaviour less than moms.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
195. Regarding gender differences in emotional sensitivity, researchers believe that
a) women are better at reading nonverbal social cues than men are.
b) differences between men and women are grounded in biology and evolution.
c) despite popular stereotypes, there are no statistically significant differences between the groups, only between individuals.
d) men and women are equally skilled in these areas, but women are more likely to admit it.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
196. Which of the following best describes what was learned from the Stanford Prison experiment?
a) People may initially adopt the role to which they are assigned but they quickly return to their own identity.
b) People may initially adopt the role to which they are assigned, but after a short period of time they begin to question the decisions of those in authority.
c) The findings of the study appear to predict behaviours in similar situations such as prison, or prisoner-of-war camps.
d) There was little learned from this study because it was so ethically flawed the findings were tainted.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
197. Which of the following is true about the Stanford Prison experiment?
a) The effect of social roles on behaviour was not as strong as experimenters anticipated.
b) Role playing is less likely to produce maladaptive behaviour than actual, legitimate roles.
c) Social roles can have extreme effects on behaviour.
d) The experiment was stopped because it lacked realistic conditions.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
198. Suppose that Isaac was a participant in the Stanford Prison experiment. Although the experiment was planned to take 14 days, Isaac ended up participating to the conclusion of the experiment, or for
a) 21 days.
b) 14 days.
c) 10 days.
d) 6 days.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
199. Although the Stanford Prison experiment was supposed to last __________, because of ethical concerns, it was cancelled after _______ days.
a) ten days; four days
b) ten days; six days
c) two weeks; four days
d) two weeks; six days
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
200. Philip Zimbardo conducted a study on
a) obedience.
b) social pressure.
c) power of situations.
d) socialization.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
201. Which of the following MOST clearly indicates that Zimbardo recognized the dangers of group behavior patterns in his study?
a) Zimbardo gave the guards only billy clubs as weapons.
b) Zimbardo screened participants and chose well-adjusted men.
c) Zimbardo stopped the study before the allotted time expired.
d) Zimbardo interviewed the students after to help them adjust.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
202. The MOST important reason that Zimbardo changed the time limit on his study was that he had
a) already determined how groups can affect individuals' behaviors.
b) observed severe psychological reactions and alarming behaviors.
c) observed everything possible in a shorter time period than expected.
d) recognized the need to extend the time in order to observe some change.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
203. Which of the following results of Zimbardo's study was likely MOST surprising to Zimbardo?
a) The participants who were "prisoners" did not protest the treatment given to them at the start of the study.
b) The study resulted in a recognition that people respond not only as individuals but according to their roles.
c) The "guards" became so involved in their roles they abused their power to a frightening extent.
d) The "prisoners" actually became passive and depressed when treated poorly by the "guards."
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
204. Zimbardo has been quoted as saying, "The situation won. Humanity lost". What does this mean?
a) The power of situations rests with the dynamics of the group and therefore cannot be controlled by any one person.
b) The power of situations can override a person’s moral beliefs and good sense.
c) The power of the situation occurs because the norms within a group will override individual concerns and wishes.
d) Human beings are not meant to exist in isolation. The power of the situation is innate.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
205. A parent whose child has been accused of a criminal act passionately fights against placing the child in a juvenile confinement facility. Which of the following is correct and could BEST justify the parent's stand for keeping the child outside of such a facility unless proven guilty?
a) Milgram's study showed that the farther a person is away from a situation, the less likely the person will conform.
b) Hergovich and Olbrich demonstrated that a highly cohesive group has a strong desire for agreement that might cause them to ignore outsiders' points of view.
c) Asch proved that behavior can be effectively improved as a result of real or imagined group pressure.
d) Zimbardo demonstrated that demands of roles and situations can produce dramatic changes in behavior or beliefs in short periods of time.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
206. Milgram's and Zimbardo's studies suggest that people
a) can be adversely affected by taking part in experiments.
b) are often unwilling to take part in experiments.
c) dislike having to receive punishment as part of experiments.
d) will behave without considering personal morals in experiments.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
207. The tendency to yield to real or imagined social pressure is called ___.
a) compliance
b) conformity
c) obedience
d) acceptance
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
208. The conformity experiment using a perceptual line-judging task was done by
a) Newcomb.
b) Milgram.
c) Asch.
d) Sherif.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
209. In Asch’s conformity experiment,
a) groups of all sizes produced conformity behaviour.
b) the task was so obvious that only one quarter of the people were fooled into going along with the group.
c) all the people in the group were actual volunteer participants.
d) having just one other person defy the group dramatically reduced conformity.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
210. In Asch’s line-judging experiment,
a) participants were assigned to be either prisoners or guards in a mock prison experiment.
b) participants were bullied into going along with the group.
c) participants were presented with a series of lines and asked to pick the one that matched the target line.
d) participants were put in a dark room and asked to estimate how far a pinpoint of light moved.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
211. Ariba is participating in a replication of Asch’s study. Which of the following manipulations would decrease the tendency for her to conform?
a) The group said the obvious wrong answer.
b) The group was unanimous.
c) The group had less than four people.
d) The group was made up entirely of females.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
212. Which of the following would be least likely to conform in Asch’s experiment?
a) Laia, a female, in a group of three, choosing between five lines
b) Umut, a male, in a group of six, choosing between five lines
c) Darius, a male, in a group of six, choosing between two lines
d) Ji-hun, a male, in a group of three, choosing between two lines
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
213. What percentage of Asch’s participants conformed to group pressure during his classic experiment?
a) 75%
b) 65%
c) 57%
d) 41%
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
214. Erik and his friends are studying for their chemistry test. Another student comes up to the group and offers to give them the test answers. Erik’s friends are excited, but Erik thinks it is a bad idea. Eventually his friends convince Erik to look at the test answers. This is an example of
a) conformity.
b) obedience.
c) relaxed moral guard.
d) deindividuation.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
215. Speaking broadly, individualistic cultures view conformity ___; collective cultures view conformity ___.
a) negatively; negatively
b) negatively; positively
c) positively; negatively
d) positively; positively
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
216. Maria is a confident, successful woman who has held numerous leadership roles throughout her lifetime. She is on a search committee to hire a new professor and finds that the other five committee members disagree with her choice of candidate. Predict how Maria will react.
a) Maria is unlikely to conform to the situation because she is both confident in her abilities and a natural born leader.
b) Maria is unlikely to conform to the situation because she does not have the personality necessary to have a relaxed moral guard.
c) Maria is likely to conform to the situation because she will strive for the acceptance and approval of others in the group.
d) Maria is likely to conform to the situation because she has a very impressionable personality and will look for guidance from the group.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
217. Tommy is 32 years old and has worked at the same job since he got out of college. He enjoys his work, and he is good at it. Tommy does NOT have many friends at work, but he goes out with some of his coworkers on Friday nights. One night his coworkers try to get Tommy to prank their boss at his house. Tommy does NOT like the idea. Which of the following BEST explains what Tommy is likely to do and why?
a) Tommy is likely to go along with his coworkers’ plans because he will want their approval more than he will worry about his boss’ reaction.
b) Tommy is likely to go along with his coworkers’ plans because he respects them more than he respects his boss.
c) Tommy is unlikely to go along with his coworkers’ plans because he will value his boss more than his coworkers.
d) Tommy is unlikely to go along with his coworkers’ plans because he is confident enough to resist their attempts to convince him.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
218. Sandy started hanging out with a group of her peers at the beginning of 9th grade. Within a few weeks of this new friendship, Sandy stopped wearing the baggy jeans and shirts she used to wear and started wearing clothes that were closer to her actual size. Additionally, she started wearing makeup like the other girls in the group. What is Sandy’s new behaviour an example of?
a) conformity
b) obedience
c) group polarization
d) deindividuation
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
219. Corbin’s closest friends, who all have crew cuts, are always giving him grief about his long hair. He generally laughs and ignores them. When he goes home for Thanksgiving his father takes one look at him and tells him that he needs to look cleaner cut, like his brothers, before his grandparents arrive. Corbin cuts his hair that night. What is this an example of?
a) obedience
b) conformity
c) group polarization
d) attitude-shift phenomenon
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
220. Obedience is best defined as
a) social rules about how members are expected to behave.
b) the tendency to yield to social pressure.
c) the act of following direct commands given by an authority figure.
d) the expectations and duties associated with a person’s social position.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
221. Which of the following is the BEST example of obedience?
a) Leaving a building because everyone else is leaving.
b) Selecting a product because an actor tells you it is good.
c) Waiting at the crosswalk until the sign tells you to walk.
d) Voting for a specific candidate following her rousing speech.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
222. Who conducted the famous study of obedience?
a) Asch
b) Milgram
c) Skinner
d) Watson
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
223. What was the purpose of the study by Stanley Milgram?
a) To demonstrate that participants would shock other participants.
b) To observe how punishment affected the learners' responses.
c) To test how punishment affected the ability to remember.
d) To determine the extent to which participants would obey.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
224. In Milgram’s original obedience experiment,
a) participants were randomly assigned to be either the teacher or the learner.
b) the teacher was able to both hear and see the learner.
c) the teacher was punished by the experimenter if he refused to continue administering shocks.
d) the learner mentioned that he had a heart condition before the experiment began.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
225. The participants who were recruited for Milgram’s experiment thought they were participating in a study about ___.
a) obedience
b) learning
c) group influence
d) attributions
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
226. In Milgram’s obedience experiment, what percentage of participants cooperated all the way to 450 volts?
a) 33
b) 55
c) 65
d) 80
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
227. In Milgram’s ground-breaking study on obedience, what percentage of participants stopped administering shocks prior to reaching the highest level?
a) 100
b) 75
c) 65
d) 35
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
228. When Milgram showed his experimental design to psychologists before beginning his experiment, they predicted that ___ of the people would cooperate all the way to 450 volts.
a) 0%
b) 1%
c) 10%
d) most
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
229. Suppose that Finn was a participant in Milgram’s study on obedience. If he responded in this study as most people did, what did he do?
a) Shocked the learner with the maximum voltage level.
b) Stopped shocking the learner after the learner complained of heart problems.
c) Stopped shocking the learner as soon as they expressed that they wanted to quit.
d) Refused to participate once he knew what he was going to be required to do and he did not administer any shocks to the learner.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
230. Suppose that Agustin is a participant in Milgram’s study on obedience. Which of the following manipulations would decrease the likelihood that Augustin obeys to the highest shock level?
a) if the learner was in the next room beside Augustin
b) if Augustin had to put the learner’s hand on the shock plate to administer the shock
c) if the authority figure seemed legitimate
d) if the learner’s suffering was less apparent
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
231. Gemma proposes to replicate Milgram’s study as part of her graduate school research. Which of the following would her supervisor be least likely to tell her about her proposal?
a) The original research was unethical and should not be replicated.
b) The results were not reliable. Follow-up studies have shown that females would not follow the experimenter’s orders.
c) There are many factors that Milgram did not consider when he conducted his research.
d) Despite several factors that Milgram did not consider, she will likely find that many people would still administer the shock to participants.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
232. Which of the following statements was reported from Milgram’s follow-up studies?
a) Women were less likely than men to inflict shock to the 450-volt maximum.
b) When the experiment was moved to a commercial location not connected to a university, fewer than 20% of participants cooperated to the 450-volt maximum.
c) When the teacher was required to place the learner’s hand on a shock plate, 30% of participants still participated to the 450-volt maximum.
d) Even when a confederate posed as another participant and defied the experimenter, 20% of participants still participated to the 450-volt maximum.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
233. Milgram’s studies identified many variables associated with a reduction in obedience. Which of the following findings below is accurate?
a) If a “co-teacher” refused to continue the majority of real participants also refused.
b) If the learner-victim was further from the participant the majority of participants became concerned about the learner’s welfare.
c) If the learner’s face was hidden from view the majority of participants refused to continue.
d) If the experimenter was direct and consistent the majority of participants refused to obey.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
234. The main ethical issue people had with Milgram's study was that
a) participants were not informed of the true intent of the experiment.
b) participants were both deceived and distressed by the experiment.
c) learners suffered at the hands of the teachers.
d) learners should not have received shocks for giving wrong answers.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
235. Which statement is accurate in describing conformity?
a) Obedience to social norms increases when an authority figure is missing.
b) Obedience to social norms increases when an authority figure is present.
c) Obedience to social norms remains stable when an authority figure is present.
d) Obedience to social norms remains stable when an authority figure is missing.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
236. What is the difference between conformity and obedience?
a) Conformity involves a direct request, whereas obedience involves an indirect request.
b) Conformity is the response to a group, whereas obedience is the response to an individual person.
c) Conformity assumes that social norms are obvious, whereas obedience assumes that social roles are apparent.
d) Conformity is the tendency to yield to social pressure, whereas obedience is the act of following the direct commands of an authority figure.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
237. How are the Stanford Prison and Milgram’s obedience studies similar?
a) They both ended far earlier than predicted – the Stanford Prison in time and Milgram’s in shock level.
b) Neither of them would get ethics approval today.
c) Neither of them had any participants drop out.
d) They both revealed findings that were predicted in advance by a pool of expert psychologists.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
238. Which study(ies) showed that the pressure of a social force was decreased by the presence of a dissenter?
a) Stanford Prison experiment
b) Stanford Prison experiment and Milgram’s obedience study
c) Milgram’s obedience study and Asch’s conformity study
d) Festinger’s cognitive dissonance study and Asch’s conformity study
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
239. Which is the BEST synthesis of the factors that drive conformity?
a) Conformity is the result of overt or subtle pressures imposed by other members of society.
b) Conformity results from a person's need for acceptance, belief in another, or sense of responsibility to obey authority.
c) Conformity results when a person sets aside his own beliefs and needs to better match those of the society around him.
d) Conformity is the result of responding to normative social influence and the power of reference groups.
Difficulty: Hard
Bloomcode: Synthesis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
240. Which is the BEST synthesis of the factors that drive conformity?
a) Conformity depends upon the realization that other people know more about what to believe and how to behave than oneself.
b) Conformity is the result of overt or subtle pressures imposed by other members of society.
c) Conformity is caused by a person's need to respond in a positive way to another's ideas or direct orders.
d) Conformity results from a person's need for acceptance, belief in another, or sense of responsibility to obey authority.
Difficulty: Hard
Bloomcode: Synthesis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
241. Which statement BEST synthesizes the difference between Milgram's conclusions and later social psychologists' conclusions regarding behaviors in Milgram's study?
a) Whereas Milgram focused on the effects of measurable components such as proximity and personal responsibility for administering shocks during the actual testing, later social psychologists cited cultural impacts such as socialization and relaxed moral ground that are far harder to measure.
b) Whereas Milgram attributed the strongest behavior changes to conformity and responsibility, later social psychologists pointed to influences that had little to do with conforming to others' behaviors or taking responsibility for one's actions.
c) Whereas Milgram theorized that teachers felt most comfortable following directions when they were not being observed by the experimenter or by other teachers, later social psychologists pointed strongly to the impact of gradually gaining obedience through socialization and deindividuation.
d) Whereas Milgram proposed that behaviors during the testing were most affected by the actual test conditions, later social psychologists felt that Milgram's testing situation, which was essentially flawed by deception and discomfort, resulted in erroneous conclusions.
Difficulty: Hard
Bloomcode: Synthesis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
242. Which of the following was NOT a factor identified by Milgram in follow-up studies important in reducing participant’s willingness to obey?
a) The proximity of the participant to the victim (learner).
b) How obvious the victim’s (learner’s) suffering was.
c) The gender of the teacher.
d) A confederate who served as a co-teacher refused to obey.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
243. Haslam and colleagues (2014) carried out a meta-analysis and identified eight factors that predicted whether a given individual would go all the way to 450 volts in Milgram’s experiment. All but one of the statements below correctly identify some of these eight factors. Which is INCORRECT?
a) How direct, legitimate, and consistent the experimenter was perceived to be.
b) Whether the ethnicity of learner, teacher, and experimenter was matched.
c) The amount of proximity and/or intimacy between the teacher and the learner.
d) The distance between the experimenter and the teacher.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
244. What characteristic(s) describe a group?
a) interdependent
b) stable
c) Members are aware of one another.
d) all the above
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
245. A group is best defined as
a) an organized collection of people who share a common identity and influence one another.
b) many people who are all participating toward a common goal.
c) any set of individuals who share a common identity, work together toward a common goal, and have some similarity to each other.
d) a gathering of people who share at least one characteristic and are participating toward a common goal.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
246. Which of the following is FALSE about groups?
a) Group members share a common identity.
b) Group members are interdependent.
c) Group members are aware of each other.
d) Group members share values and a common philosophy.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
247. Which of the following would be an example of an additive task?
a) a debate team, each arguing a diverse perspective
b) a group of hikers, each identifying favourite areas on a map for a future hike
c) people canvassing door-to-door for a charity, each collecting for the same charity
d) employees at an advertising agency, each with their own portfolio
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
248. Theo, Nathan, and Brent are going out to collect donations for a charity. Each of them is assigned a three-block area to go door-to-door to ask for donations. This would be an example of a(n) ______________ task.
a) additive
b) disjunctive
c) conjunctive
d) divisible
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
249. Half an hour before the store closes, Bryan’s boss asks him to put away a great deal of stock. Knowing that this would take hours, five other employees offer to help Bryan. This is an example of a/an ___ task.
a) additive
b) conjunctive
c) disjunctive
d) divisible
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
250. Carl’s home is going to be flooded by the rising creek due to record rainfall. Carl gets a group of neighbours together to fill sandbags to help keep the creek out of all their basements. What kind of task is this?
a) disjunctive
b) conjunctive
c) additive
d) subtractive
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
251. Which type of task results in a group being only as productive as its weakest member?
a) divisible
b) additive
c) disjunctive
d) conjunctive
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
252. Hiro is part of a group that is putting together a presentation. He is frustrated because one of the group members is not contributing as much as everyone else and seems to instead be relying on the more competent members of the group. Hiro has run into a problem that is typical of ___ tasks.
a) additive
b) conjunctive
c) disjunctive
d) divisible
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
253. Melanie is a member of a singing quartet. Although they sing together, each member has their own part to sing. The quality of their singing depends on each member being able to competently sing their part. This is an example of a(n) ______________ task.
a) additive
b) conjunctive
c) disjunctive
d) injunctive
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
254. Jillian and ten of her friends volunteer every year to put together baskets for families in need. They complete the task using an assembly-line type of system, so the task is completed quickly and efficiently. This would be an example of a/an ___ task.
a) additive
b) conjunctive
c) disjunctive
d) divisible
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
255. Derek is one of four psychology students working on a group project. The group decides that it would be more productive if each group member were responsible for writing a different section of the paper. When all the members have written their parts of the paper, Derek will be responsible for integrating everything into a single paper. This is an example of a(n) ______________ task.
a) additive
b) divisible
c) conjunctive
d) disjunctive
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
256. Which of the following statements is TRUE concerning groupthink?
a) Highly cohesive groups will not succumb to groupthink problems.
b) Groups need a directive leader, which typically reduces stress.
c) Group members encourage thinking outside the box.
d) Groups form incomplete options without examining the risks.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
257. Which activities of a group could likely result in groupthink?
a) discussing relevant details
b) planning research presentations
c) avoiding inconsistent information
d) listening to conflicting ideas
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
258. Which of the following groups is LEAST likely to participate in groupthink?
a) members of a family
b) students at a college
c) advisers to the military
d) teachers at a school
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
259. Which of the following is an antecedent condition for groupthink?
a) exposure to outside information
b) indecisive leader
c) high stress from external sources
d) careful study of alternatives
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
260. Which of the following is NOT a symptom of groupthink?
a) belief in basic goodness of the group
b) feeling of invulnerability
c) false idea of total agreement
d) openness to dissenters' ideas
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
261. Which of the following is NOT a symptom of groupthink?
a) pressure on disagreeing members
b) feeling unprotected and at risk
c) stereotypical portrayals of others
d) self-censorship of conflicting ideas
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
262. Members of a company have a weighty decision to make. Which of the following procedures could be MOST effective to avoid a groupthink situation?
a) Enlist additional members from management to attend the meeting and express their viewpoints along with the existing group.
b) Appoint a second leader from within the group to comment upon and possibly redirect thinking processes.
c) Begin discussions with two group members in a room, and then allow one member at a time to enter and express his or her opinion before further discussion.
d) Remind group members that opinions and beliefs do not necessarily need to support the most commonly accepted approach to the issue.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
263. Members of a school system have an important decision to make. Which of the following procedures could be MOST effective to avoid a groupthink situation?
a) Enlist additional teachers from different content areas to attend the meeting and express their viewpoints after they listen to those of the existing group.
b) Appoint a committee from within the group to discuss the possibility of an alternative solution and present it to the group.
c) Remind group members that opinions and beliefs do not necessarily need to support the most commonly accepted approach to the issue.
d) Ask group members to submit ideas anonymously and in writing before the group discussion begins.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
264. Dominic has a very close group of friends. Seth is the most outgoing, so he usually makes the decisions for the group. Tonight, the group of friends were supposed to be going to the movies, but Seth decided that they would break into the community pool instead. Dominic was worried about getting caught by the police, but everyone eventually agreed that that would never happen. This is an example of
a) groupthink.
b) deindividuation.
c) obedience.
d) socialization.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
265. Richard is a private investigator at a small firm that employs three other investigators. They generally only work together on very important, and sometimes dangerous cases. The four investigators have been through a great deal together, and since Richard is the most experienced, they usually turn to him for guidance. What is this team MOST likely to participate in?
a) Richard and his team are likely to be involved in groupthink, because they have a clear leader and need to work together for the safety of the entire group.
b) Richard and his team are likely to be involved in groupthink because they will share a relaxed moral guard due to the nature of their job.
c) Richard is likely to dominate his team resulting in groupthink, causing the team members to break away from Richard.
d) Richard and his team are likely to become embroiled in groupthink until they become a rogue group, following Richard’s commands for the good of the whole.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
266. Christian has been practicing the Rubik’s cube for months and his best time to solve a randomly mixed cube is 6.23 seconds. One day he enters a competition and must solve the cube in a competition against others, some of them world champions. Although Christian does not win the competition, he beats his best time by almost a second. Christian experienced
a) social facilitation.
b) social loafing.
c) groupthink.
d) group polarization.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
267. Which of the following is the best example of a situation that would result in social facilitation?
a) A group of gun enthusiasts meet to discuss gun laws.
b) A group of volunteers picks up garbage in a public park.
c) A group of politicians decides how to vote on an upcoming issue.
d) A group of students works together on a class project.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
268. When the presence of others improves our performance, it is called
a) social facilitation.
b) group productivity.
c) group polarization.
d) groupthink.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
269. Which of the following factors decreases social loafing?
a) when the output of individual members is kept private
b) when group members are all doing the same task
c) when group members are fatigued
d) when group members are reminded of their importance
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
270. Mpho dislikes doing group projects because there is always a member of the group that does NOT “pull their weight.” What social behaviour is described in this example?
a) social facilitation
b) modelling
c) observational learning
d) social loafing
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
271. Which of the following is the best example of a situation that would result in social loafing?
a) A group of gun enthusiasts meeting to discuss changing gun laws in Canada.
b) A group of volunteers developing an environmentally sound strategy for keeping parks clean.
c) A group of Conservation politicians deciding how to vote on an upcoming issue.
d) A group of students working together on a class project.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
272. In situations where group members must pool their efforts to achieve a goal, it is not uncommon for one or more group members to be “free riders.” This is typical of ___.
a) social loafing
b) groupthink
c) social facilitation
d) group polarization
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
273. Imagine you are a schoolteacher, and you are assigning a group project. Which of the following would most reduce social loafing?
a) Have students work in larger groups so each person has less work.
b) Have all group members involved in all parts of the assignment.
c) Have each member clearly identify the parts of the assignment they work on.
d) These would all reduce social loafing.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
274. Which of the following is not a factor that reduces social loafing?
a) a large group
b) a cohesive group
c) when the output of each member is publicly identified
d) when each member is given specific and challenging goals
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
275. Which of the following individuals is social loafing?
a) Reuben, who was initially slightly against the new policy, but after the meeting, he is now whole heartedly against the new policy.
b) Tenshie, who is working extra hard on her new hockey team to try and impress the coach.
c) Randy, who is helping his buddies move a couch but is only pretending to lift his corner.
d) Muriel, who decided not to help the woman who was crying on the subway.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
276. Which of the following is more inclined to display social loafing?
a) Simone, a 22-year-old female from Canada
b) Prisha, a 26-year-old female from India
c) Minh, a 22-year-old male from Vietnam
d) Eddie, a 26-year-old male from Britain
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
277. Social loafing is most likely to occur
a) in women.
b) in people from non-Western cultures.
c) in large groups.
d) in cohesive groups.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
278. The intensification of an initial tendency of individual group members that is caused by discussion within the group is called
a) groupthink.
b) group polarization.
c) social loafing.
d) group facilitation.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
279. What form of faulty group decision making occurs when group members strive too hard for unanimity?
a) groupthink
b) group polarization
c) social loafing
d) social facilitation
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
280. Which of the following would NOT be a situation in which the phenomenon of groupthink could occur?
a) a military strategy session
b) a jury meeting room
c) a couple planning to get married
d) groupthink can occur in all these situations
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
281. Which of the following is NOT required for the phenomenon of groupthink to occur?
a) a strongly cohesive group
b) a directive leader
c) a devil's advocate who encourages debate
d) insulation of the group from outside influences
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
282. Which of the following conditions does NOT lead to groupthink?
a) low stress
b) insulated from outside influence
c) directive leader
d) high group cohesiveness
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
283. A group of anti-logging activists meet to discuss the problem of deforestation. Arising from this discussion about their next strategy, the group is likely to devise a plan that is ___ than the original beliefs of the individual members.
a) more risky
b) more conservative
c) either riskier or more conservative
d) about the same
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
284. A jury has just unanimously decided that a man is guilty of injuring a child while driving drunk. They now must decide how much compensation to award the family of the child for the injuries suffered. Which of the following is most likely to happen?
a) The jury will award a smaller compensation as the group will want to balance out the guilty verdict.
b) The jury will award a very large compensation as the group will tend to go to the extreme.
c) The jury will award a moderate compensation to balance the guilty verdict.
d) The jury will award no compensation as the group will not want to be too extreme by adding compensation to the guilty verdict.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
285. The failure of American naval leaders to recognize the threat from the Japanese military in the days leading up to Pearl Harbor would most likely have been the result of
a) social facilitation.
b) group polarization.
c) social loafing.
d) groupthink.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
286. Swissair was so successful that it was once called the “Flying Bank.” However, they became complacent; the group felt invulnerable, and individuals stopped using their own critical thinking skills, instead siding with the others in the group. Consequently, the members of the group did not question poor decisions or mismanagement and eventually Swissair went bankrupt. This faulty group decision making is called
a) social facilitation.
b) group polarization.
c) social loafing.
d) groupthink.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
287. All the following are characteristics of a group suffering from the symptoms of groupthink EXCEPT
a) appraisal of alternate courses of action.
b) high group cohesiveness.
c) illusion of invulnerability.
d) directive leader.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
288. Altruism is defined as
a) helping behaviour that is intended to lower one’s own distress or gain rewards.
b) any behaviour that results in a benefit to another person.
c) helping another without regard for one’s own self-interest.
d) the tendency to help other people when no other bystanders are present.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
289. Altruism is BEST defined as
a) thoughts of joy and well-being toward others.
b) time and money devoted to helping charities.
c) behavior that helps oneself and others.
d) actions taken to help others without reward.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
290. When a little boy fell off the wharf while fishing, Jian did not hesitate for a second and jumped in after him. What is Jian’s behaviour an example of?
a) diffusion of responsibility
b) altruism
c) groupthink
d) bystander effect
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
291. Jarad frequently help drivers stranded by the roadside when they appear to be helpless. This behavior is identified by social psychologists as
a) altruism.
b) actualization.
c) affective cognition.
d) attraction.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
292. Which of the following is the best example of altruistic behaviour?
a) Lewis helps an elderly person with chores, believing that “what goes around comes around.”
b) Harriet jumps into the pool to save her five-year-old from drowning.
c) Sem helps an attractive woman pick up the books she dropped.
d) Remas anonymously donates $100 to charity.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
293. Which of the following is most associated with true altruism?
a) sustained giving
b) reducing one’s own distress
c) helping someone outside of one’s own group
d) giving to gain rewards
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
294. According to your text, which of the following is likely to increase altruistic behaviour?
a) pointing out the potential benefits of helping others
b) taking the perspective of the victim
c) practicing objectivity and emotional detachment when dealing with other people
d) offering people alternative ways to reduce their own distress or guilt
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
295. Mr. Smith, a politician, is running for re-election. As part of his campaigning, he publicizes all the charitable acts and donations he has made in the past five years. Mr. Smith’s helping behaviour would be an example of ___.
a) self-serving altruism
b) sustained altruism
c) egoistic helping behaviour
d) selfless altruism
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
296. The Kitty Genovese murder and subsequent research helped psychologists understand that when people fail to help others, it is usually because
a) they are apathetic and unconcerned with another person’s well-being.
b) they have valid reasons for failing to help.
c) they get caught up in a powerful social situation.
d) they fail to see the benefits of helping others.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
297. According to research by Darley and Latané, a person needing assistance is most likely to get help when in which situation?
a) when a lot of other people are around
b) when only one or two other people are around
c) when the victim cannot ask for help
d) when the victim asks for help
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
298. According to Darley and Latané, in which of the following situations are you most likely to receive help from bystanders?
a) in a room with one other person
b) on a bus with several strangers
c) in a busy campus restroom
d) on a well-travelled freeway
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
299. The case of Kitty Genovese in New York City is an illustration of what effect?
a) reinforced behaviour
b) spaced learning
c) bystander apathy
d) punished behaviour
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
300. From the following list of assumptions about the Kitty Genovese murder identify which of the following later proved to be true?
a) 38 eye-witnesses were involved.
b) No eye-witness observed the entire sequence of events.
c) None of the eye-witnesses called the police.
d) No one tried to help Kitty Genovese by taking any action.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
301. The bystander effect can BEST be described as a/an
a) rationalization to explain failure to help.
b) rational choice obviating personal responsibility.
c) emotional reaction to allow non-action in emergencies.
d) inherent reaction to avoid personal conflict.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
302. The bystander effect is a situation that results primarily from
a) responsibility.
b) anxieties.
c) assumptions.
d) inattentiveness.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
303. Brett tells a story of getting hurt on a ski hill. No one took individual responsibility to help as there were so many other people around. This is an example of
a) groupthink.
b) cognitive dissonance.
c) normative social influence.
d) the bystander effect.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
304. Dolores is stopped at a busy intersection and sees a homeless person holding a sign saying, ‘please help’ and ‘spare some change’. She rolls down her window and hands all her loose change to the man. What did Dolores manage to overcome in this example?
a) social loafing
b) groupthink
c) altruism
d) the bystander effect
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
305. You are awakened from a deep sleep by a woman screaming outside your apartment building. Although it is obvious that the woman is in great distress, you assume that other people in your apartment building will probably call the police. Your behaviour demonstrates _____________ which is a factor in _____________.
a) social loafing; group think
b) social facilitation; group think
c) social loafing; the bystander effect
d) diffusion of responsibility; the bystander effect
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
306. Clarissa is walking on a busy street in the winter when suddenly a woman slips and falls on the ice, right in the middle of a busy intersection. Although there are dozens of people crossing the road, no one stops to help the woman get up. Like Clarissa, they reason that with so many people around, someone else would help her if she needed it. What is leading to bystander apathy in this example?
a) The event was not noticed by anyone.
b) No one felt personally responsible for helping.
c) The event was interpreted as an emergency.
d) People were indifferent to the woman’s suffering.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
307. “Notice, interpret, accept responsibility, know how to help, and give help” are the steps in
a) Triplett’s social facilitation model.
b) Latané and Darley’s model of helping behaviour.
c) Janis’ model for safeguarding against groupthink.
d) Seligman’s model of positive psychology.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
308. Which is the correct sequence of events for Latané and Darley’s model of helping behaviour?
a) notice, accept responsibility, interpret, know how to help, give help
b) notice, interpret, accept responsibility, know how to help, give help
c) notice, interpret, know how to help, accept responsibility, give help
d) notice, accept responsibility, interpret, know how to help, help
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
309. Which of the following is most closely related to the issue of bystander apathy, according to Darley and Latané?
a) diffusion of responsibility
b) decreasing social commitment
c) increasing emotional detachment in urban centers
d) increases in individualism in Western culture
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
310. Reggie is boating when he notices a person canoeing who seems to be being blown by a hard wind and unable to control the canoe. According to Latane and Darley's five-step decision process, what is Reggie MOST likely to ask himself next?
a) Is this really an emergency?
b) Do I know how to help this boater?
c) Can I reach that canoe with my boat?
d) Are there coast guards boats nearby?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
311. While on a plane, the flight attendant suddenly says, “We need a doctor or someone with medical training! Is there anyone onboard who has this specialization?” Which of Darley and Latané’s steps toward intervening on someone else’s behalf does this NOT demonstrate?
a) Consider what form of assistance is needed.
b) Interpret the event as an emergency.
c) Feel personal responsibility for acting.
d) Deciding whether the individual in need is deserving of assistance.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
312. You are walking through your apartment building when you see an elderly man slumped unconscious on the floor in the hallway. According to Darley and Latané, what is the first thing you should do?
a) Consider what type of help the man needs.
b) Decide whether the man is deserving of help.
c) Take action.
d) Interpret the event as an emergency.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
313. Which of the following statements represents the BEST synthesis of the steps in Latane and Darley's five-step decision process?
a) The interconnectedness of the steps in the process leads logically from awareness of an issue to a personal evaluation concerning need, responsibility, and ability to help.
b) The steps in the decision-making process are so simple that anyone can apply the questions to determine whether to offer help.
c) Although the steps are numbered 1 through 5, the linkage of the steps does not require an observer to follow the given order in the decision-making process.
d) The steps in the process are not of equal importance in terms of whether an observer will provide help.
Difficulty: Hard
Bloomcode: Synthesis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
314. Diffusion of responsibility means that
a) the more people who are present, the more responsible everyone feels.
b) we feel less personally responsible when others are present.
c) when a lot of people are present, each person only must help a small amount; the collective effort will result in success.
d) we assume responsibility when we see other people acting as altruistic role models.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
315. Which is the BEST definition of aggression?
a) behavior meant to harm someone
b) feelings of anger toward someone
c) harmful attitudes toward someone
d) statements expressing anger and rage
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
316. Which of the following LEAST supports the idea that aggression can be explained biologically?
a) Certain brain disorders have revealed possible brain pathways for aggression.
b) A genetic predisposition to aggression has been exhibited through twin studies.
c) Studies have linked testosterone and some neurotransmitters to aggression.
d) People act aggressively when they only think they have had alcohol to drink.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
317. Which of the following is NOT a reason that some psychologists believe that aggression can be explained biologically?
a) People in cultures throughout the world perpetrate aggressive acts.
b) Brain injuries have revealed certain possible aggression circuits.
c) Testosterone and some neurotransmitters have been linked to aggressive behavior.
d) Twins have been shown to differ in their aggression when brought up apart.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
318. Which of the following is a possible explanation for aggression that is NOT a biological explanation?
a) The male hormone testosterone and lowered levels of some neurotransmitters have been linked with aggressive behavior.
b) People raised in a culture with aggressive models tend to emulate these models and respond aggressively.
c) People in cultures throughout the world participate in aggressive behaviors intended to harm others.
d) The history of aggression is long and incidents in history are common.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
319. All the following are associated with increased levels of aggression EXCEPT
a) higher testosterone levels.
b) lower serotonin levels.
c) lower intelligence.
d) higher dopamine levels.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
320. Violent behaviour has been linked to low levels of _______________________ and high levels of ____________.
a) serotonin; dopamine
b) norepinephrine; dopamine
c) dopamine; serotonin
d) serotonin; testosterone
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
321. Which of the following factors does NOT lead to an increase in aggression?
a) elevated levels of testosterone
b) elevated levels of serotonin
c) alcohol
d) winter weather
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
322. According to the revised frustration-aggression hypothesis, aggression occurs when
a) a stressor impedes our progress toward a goal.
b) the number of punishers for any event exceeds the number of reinforcers for the same event.
c) an unpleasant event activates the sympathetic nervous system.
d) we observe environmental cues that are suggestive of aggression.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
323. Greta and Jeanne have been working on a joint project, but Greta has been doing all the work. When Greta began to have trouble fitting a piece into place on their model, she grew irritated. The irritation turned to anger, and she became angry with Jeanne. The pattern of behaviour exemplified by Greta illustrates the
a) frustration-aggression hypothesis.
b) outgroup homogeneity effect.
c) displaced aggression syndrome.
d) cognitive dissonance theory.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
324. Which of the following is true about the frequency of aggressive incidents?
a) They tend to peak in the spring and fall.
b) They tend to be lowest in the summer.
c) They tend to peak around holiday weekends.
d) They tend to be lowest in the winter months.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
325. In comparing men and women regarding aggression, women tend to engage in ___ aggression while men tend to engage in ___.
a) higher levels of aggression; lower levels of aggression
b) hostile aggression; instrumental aggression
c) direct aggression; relational aggression
d) relational aggression; direct aggression
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
326. Kiana was furious that her partner embarrassed her in front of their friends. On the drive home Kiana’s partner is chatting about the evening and talking about future plans and Kiana refuses to speak or engage, stonily looking out the window and refusing to speak. Kiana is exhibiting
a) frustration-aggression
b) instrumental aggression
c) relational aggression
d) reciprocal aggression
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
327. Which is the BEST definition of the term "interpersonal attraction"?
a) The feeling of passionate love one has for another person.
b) An affinity among people who have similar interests and ideals.
c) The range of feelings from admiration and friendship to lust and love.
d) The strong magnetic pull people feel toward those they love.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
328. Ada and Jyrki had been friends for a long time. One semester, they had the same class, and they began studying together. Now, they are dating. Based on this information, you can see their romance is due in part to
a) commitment.
b) passion.
c) proximity.
d) saliency.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
329. What key factor(s) is/are involved in liking someone?
a) similarity
b) proximity
c) self-disclosure
d) all the above
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
330. All the following are factors related to liking other people EXCEPT
a) mutual respect.
b) proximity.
c) self-disclosure.
d) physical attractiveness.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
331. Gilda is moving to a new city and will be attending a new school. What advice would you give her for making new friends?
a) To try to find someone in her class who lives close to her.
b) To join a table of other students in the cafeteria.
c) To try to sit next to someone who is physically attractive.
d) To join a club to meet people who share the same interests as her.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
332. Eloise is a first-year student majoring in psychology. Eloise has moved into the college dorm. Based on the proximity principle of attraction, Eloise is most likely to become friends with
a) Hiro, who is also a psychology major.
b) Rosica, who is a nursing student who also lives in the college dorm.
c) Pridia, who is very popular.
d) Jiao, who is also a first-year student.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
333. Dawson and Esther were randomly paired as participants as dates at a dance. What factor will be most related to whether Dawson and Esther like one another?
a) proximity
b) similarity
c) attractiveness
d) intelligence
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
334. Based on factors identified in research, which of the following people Omer has just met is he likely to prefer as a friend?
a) Hudson, who is in one class with Omer and who was on a rival basketball team in high school.
b) Hassan, who lives in the dorm across campus from Omer’s dorm.
c) Abdiel, who is Omer’s biology lab partner and lives across the hall in the same dorm as Omer.
d) Thad, who is in the same major as Omer but not in any of the same classes.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
335. Which of the following is NOT one of Rubin’s elements of love?
a) caring
b) attachment
c) intimacy
d) passion
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
336. Sawyer feels a sense of concern and responsibility for his partner. Rubin (1970) would call this element
a) love.
b) attachment.
c) caring.
d) intimacy.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
337. Shen is becoming increasingly confused and appears to be entering the early stages of Alzheimer’s disease. Heloise, his wife of 50 years, continues to look after him, and is protective whenever she thinks someone is criticizing him. Heloise’s behaviour is typical of the type of love Rubin calls ___.
a) attachment
b) intimacy
c) caring
d) passion
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
338. The theorist(s) who proposed that love is composed of intimacy, passion, and commitment was ___.
a) Rubin
b) Sternberg
c) Walsler
d) Maslow
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
339. According to Sternberg, a high degree of intimacy, passion, and commitment is characteristic of
a) consummate love.
b) fatuous love.
c) romantic love.
d) infatuated love.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
340. Tien’s relationship with his partner is based on intimacy, passion, and commitment. Sternberg would classify it as
a) companionate love.
b) consummate love.
c) fatuous love.
d) romantic love.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
341. Clara and Eyman have been married for 45 years. They finish each other’s sentences and still hold hands in public. According to Sternberg, Clara and Eyman probably have ___.
a) romantic love
b) passionate love
c) consummate love
d) infatuated love
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
342. Jack and Lucia have been married for 15 years. They have no physical attraction to one another and rarely do anything together anymore but want to stay together until their children are grown. Jack and Lucia probably have ___.
a) non-love
b) dispassionate love
c) fatuous love
d) empty love
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
343. Which of the following is a psychologically based positive approach to maintaining companionate love?
a) Express your disappointments of your partner's shortcomings.
b) Perceive your partner as somewhat more perfect than he or she is.
c) Utilize passionate symbols such as love poems and romantic gifts.
d) Develop a stronger personal core so that you are less dependent.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
344. Sternberg's theory of the components of love is MAINLY important regarding whether or not
a) an initial attraction of passion will be felt and expressed fully.
b) a relationship will move beyond passion to intimacy and commitment.
c) two partners will incorporate the components into a lasting relationship.
d) a relationship's partners will be able to compromise on levels of commitment.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
345. A main difference between companionate love and romantic love is that companionate love may not
a) involve intimacy.
b) evolve into commitment.
c) involve passion.
d) evolve from friendship.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
346. A main difference between romantic love and companionate love is that romantic love may not
a) evolve from intimacy.
b) include commitment.
c) evolve into infatuation.
d) involve friendship.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
347. In what way is liking different from companionate love?
a) Liking does not include intimacy.
b) Liking plays no part in consummate love.
c) Liking does not include commitment.
d) Liking does not rely on infatuation.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
348. The most significant difference between companionate love and consummate love is that consummate love
a) is deeper and longer lasting.
b) includes the component of intimacy.
c) involves the component of passion.
d) includes the component of commitment.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
349. Growing up, Quincy’s relationship with his mother was not secure. He learned not to trust or rely on her and kept away from her as much as possible. In return, she either ignored Quincy, or was highly critical of him. How would Hazan and Shaver (2004) say Quincy is likely to behave in a relationship?
a) Quincy would establish a pattern of seeking an intense relationship with his partner, then pull away, only to demand reconnection.
b) Quincy would make constant demands on his partner to stay close and to prove their love.
c) Quincy would find it relatively easy to get close to his partner and would have no fears of abandonment.
d) Quincy would have difficulty depending on his partner and would be nervous about his partner wanting to get close to him.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
350. Growing up, Abdul’s relationship with his mother was secure. He learned to trust and rely on her. In return, his mother was nurturing and made age-appropriate demands and rewarded Abdul for compliance with those demands. How would Hazan and Shaver (2004) say Abdul is likely to behave in a relationship?
a) Abdul would establish a pattern of seeking an intense relationship with his partner, then pull away, only to demand reconnection.
b) Abdul would make constant demands on his partner to stay close and to prove their love.
c) Abdul would find it relatively easy to get close to his partner and would have no fears of abandonment.
d) Abdul would have difficulty depending on his partner and would be nervous about his partner wanting to get close to him.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
351. Abigail has dated three different people in the past six months. As soon as her boyfriends express how much they like her, Abigail ends the relationship. Which of the following attachment styles does Abigail exhibit?
a) secure
b) disorganized-disoriented
c) avoidant
d) anxious-ambivalent
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
352. According to the work of Hazan and Shaver about attachment styles in adults, who of the following is NOT correctly matched with their attachment style and behaviour?
a) Jie - anxious-ambivalent style – she fears abandonment
b) Amina - avoidant style – she fears her partner becoming too close to her
c) Pierre - disorganized attachment style – he flipflops between pushing someone away and trying to get close
d) Selim - secure style – he does not fear becoming too close or being abandoned
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
353. People who worry that their lovers are less interested in closeness than they are, have a/an ___ attachment style.
a) secure
b) insecure
c) anxious-ambivalent
d) anxious-avoidant
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
354. Social neuroscience is a field of study that
a) studies group behaviour in animals in response to changes made through brain surgeries.
b) studies what is happening in the brain when people are behaving socially.
c) is a politically left approach to studying the brain and behaviour.
d) examines ways that aggression and altruism can be manipulated by the brain.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
355. An important brain area for socially functioning in humans is the
a) prefrontal cortex.
b) hippocampus.
c) basal ganglia.
d) inferior temporal cortex.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
356. What does the relatively new field of social neuroscience focus on?
a) what happens in the brain when people are thinking and behaving socially
b) the ways in which the brain develops depending on whether the individual is introverted or extroverted
c) how the brains of men and women react differently in social situations
d) how the brain has evolved to accommodate our high demand for social understanding
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
357. Karina is a graduate student who is studying the changes that happen in the brain when people are witness to social situations and are themselves in a social situation. What field is she studying?
a) social neuroscience
b) social psychology
c) cognitive neuroscience
d) developmental psychology
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
358. Ximena is discussing the differences in the size of the prefrontal cortex across various species with her psychology study group. The students are hypothesizing as to what environmental pressure may have led to this difference. What does your text suggest could have caused this?
a) language comprehension
b) social cognition
c) emotional processing
d) sleep cycles
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
359. The combination of brain regions that function together when people function socially some call the _____.
a) cognitive social network
b) social brain
c) Hebbian social circuit
d) functional social system
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
360. What field did researchers turn to for their first clue as to the brain regions that may play a significant role in social cognition?
a) developmental psychology
b) evolutionary psychology
c) comparative psychology
d) experimental psychology
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
361. What brain region is much larger in humans compared to other animals and is very active during social behaviour?
a) midbrain
b) cerebellum
c) prefrontal cortex
d) temporal lobe
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
362. Which brain structure(s) that is/are active during social cognition is/are larger in humans than in other animals?
a) prefrontal cortex
b) hippocampus
c) reticular system
d) all the above
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
363. The ventromedial prefrontal cortex is involved in
a) reasoning, reward evaluation, and reading other people.
b) deciphering nonverbal social information and making social and moral assessments.
c) empathy and in reading others.
d) helping us identify the emotional facial expressions of other people.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
364. After a motor vehicle accident, Memphis has difficulty interpreting non-social information and seems to lack empathy for others. Memphis has likely suffered damage to the ___.
a) prefrontal cortex
b) orbitofrontal cortex
c) ventromedial prefrontal cortex
d) insula
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
365. Hadrien and his community lost everything in a flash flood. Now, he’s alone in front of an abandoned store and he’s debating whether to break in and steal some food and bottles of water. He is having trouble with this decision, because he knows that stealing is wrong, but he feels like circumstances are so dire that it would be acceptable under these circumstances. What area of the brain would be especially active as Hadrien contemplates this decision?
a) insula
b) amygdala
c) orbitofrontal cortex
d) ventromedial prefrontal cortex
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
366. Terrance suffered brain damage at birth. When he observes another person in physical pain, he does not seem to respond in any way. Which part of Terrance’s brain was damaged?
a) prefrontal cortex
b) orbitofrontal cortex
c) ventromedial prefrontal cortex
d) insula
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
367. Ramona is comforting her roommate who has just told her that her fiancé broke up with her the night before. Ramona feels very sad for her friend as she can see she is in a great deal of emotional pain. Ramona’s ____________ is most likely active during this encounter.
a) insula
b) orbitofrontal cortex
c) ventromedial prefrontal cortex
d) amygdala
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
368. Which brain regions play a significant role in empathy?
a) the amygdala and the insula
b) the ventromedial prefrontal cortex and the insula
c) the orbitofrontal cortex and the ventromedial prefrontal cortex
d) the amygdala and the hippocampus
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
369. Delilah’s sister just lost her dog to cancer. As she comforts her sister at the vet’s office Delilah cannot help but feel some of her sister’s pain. What area of the brain is critically involved in Delilah’s feelings of empathy?
a) insula
b) amygdala
c) dorsolateral prefrontal cortex
d) orbitofrontal cortex
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
370. Adam’s heart is broken. He and his wife had been trying to have a baby for three years. Tonight, his baby son was born three months early and died one hour after birth. Adam’s brother, Ty, is at the hospital attempting to comfort his brother and feel immense pain on his brother’s behalf. What area of the brain is critically involved in Ty’s feelings of empathy?
a) insula
b) amygdala
c) dorsolateral prefrontal cortex
d) orbitofrontal cortex
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
371. Which of the following brain regions is NOT intricately involved in social functioning?
a) basal ganglia
b) amygdala
c) prefrontal cortex
d) insula
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
372. The part of the brain that is believed to be involved in helping us identify the emotional facial expressions of other people is the ___.
a) prefrontal cortex
b) orbitofrontal cortex
c) insula
d) amygdala
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
373. Mikito is interpreting his wife’s facial expression and it takes him less than a second to realize he is in trouble for something. What area of the brain would NOT be active in Mikito as he is reading her facial expression?
a) amygdala
b) hypothalamus
c) ventromedial prefrontal cortex
d) orbitofrontal cortex
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
374. How is the field of social neuroscience different from neuroscience?
a) It strictly uses fMRI data and doesn’t rely on other techniques to study the brain.
b) It does not use imperial statistics to analyze neurological data.
c) It focuses much more energy on publicizing the results of their neuroscience research.
d) It focuses on the brain regions that are active when people function socially.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
MATCHING QUESTION
375. Match the appropriate words in the left column to the definitions in the right column.
Terms | Definitions | |
A. Attitudes B. Cognitive dissonance C. Self-perception theory D. Stereotype E. Prejudice F. Fundamental attribution error G. Actor-observer effect H. Self-serving bias I. Conformity J. Social facilitation K. Social loafing L. Group polarization M. Groupthink N. Altruism O. Bystander effect P. Descriptive norms Q. Injunctive norms | ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ | 1. The discrepancy between how we explain other people’s behaviour (dispositionally) and how we explain our own behaviour (situationally) 2. The intensification of an initial tendency of individual group members brought about by group discussion 3. The tendency people must attribute their successes to internal causes and their failures to external ones 4. Relatively stable and enduring evaluations of things and people 5. Effect in which the presence of others enhances performance 6. Self-sacrificing behaviour carried out for the benefit of others 7. When people are uncertain of their attitudes, they infer what their attitudes are by observing their own behaviour 8. A state of emotional discomfort people experience when they hold two contradictory beliefs or hold a belief that contradicts their behaviour 9. Agreed-on expectations about what members of a group ought to do 10. Generalized impressions about a person or a group of people based on the social category they occupy |
ANSWERS TO MATCHING QUESTION
1. G: Actor-observer effect
2. L: Group polarization
3. H: Self-serving bias
4. A: Attitudes
5. J: Social facilitation
6. N: Altruism
7. C: Self-perception theory
8. B: Cognitive dissonance
9. Q: Injunctive norms
10. D: Stereotype
Difficulty: Easy
Bloomcode: Knowledge
FILL-IN-THE-BLANK
376. The area of psychology that seeks to understand, explain, and predict how people’s thoughts, feelings, and behaviours are influenced by the actual, imagined, or implied presence of others is called ___ psychology.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
377. The component of attitudes that describes how we feel about something is the ___ component.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
378. When people experience cognitive dissonance, they are motivated to change their ___.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
379. The more specific an attitude, the ___ likely it is to be accurately predicted.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
380. Generalized impressions of groups of people based on the social category they occupy are known as ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
381. While considering candidates vying for election, Asher noted that one candidate was more attractive than another, which illustrates his use of superficial information via the ___ route of persuasion.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
382. Dispositional or ___ attributions focus on people’s traits to explain their behaviour.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
383. Carter thinks that his friend Allan is failing chemistry because he is not a serious student. Carter is making a/an ___ attribution.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
384. Maude’s car was struck by a driver who ran a red light. Later, when she was telling her friends, she described the driver of the other car as reckless and irresponsible. By attributing the driver’s behaviour to dispositional factors, Jacqueline is making a ___.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
385. Individuals tend to make dispositional attributions when they assume the role of a(n) ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
386. If we are given detailed information about external pressures, we may attribute the behaviour of others to ___ factors.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
387. Gil runs in local marathons. Whenever he wins, Gil congratulates himself for training so hard. Whenever he loses, however, Gil consoles himself by telling himself that his job has kept him so busy he has NOT been able to train enough recently. Gil is exhibiting ___.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
388. Agreed-on expectations about what members of a group are expected to do are known as ___ norms.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
389. Concern for the welfare of other people is often attributed to ___ gender roles.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
390. Groups sized fewer than ___ do NOT produce a conformity effect.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
391. Milgram illustrated that ___ percent of the population would hurt others if they were ordered to do so by an authority figure.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
392. When a group confronts an additive task, its members must perform ___ actions.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
393. People from Western cultures are ___ likely to display social loafing.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
394. Self-sacrificing behaviour for the benefit of others is called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
395. When others are present, we may feel that we do not bear the burden of responsibility to act. This is known as diffusion of ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
396. According to Freud, love is a(n) ___ sexual energy in which sexual desire is transformed into a socially acceptable form.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
397. After a motor vehicle accident, Veronica cannot seem to make accurate moral decisions. Veronica probably sustained damage to the ___.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
398. The structure involved in the control of emotions and identifying emotional facial expressions is the ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
SHORT ANSWER ESSAY QUESTIONS
399. Describe a situation that would likely result in direct transmission of attitudes.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
400. Who proposed the concept of cognitive dissonance?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
401. Define attitude strength.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
402. Define prejudice.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
403. Mark asked his roommate Will to clean his side of the room as a favour. When Will refused to do so, Mark made a more moderate request by asking Will to feed his pet fish over the weekend. What persuasion technique was used in this example?
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
404. What type of attributions do people tend to rely on when describing the behaviour of others?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
405. Why do we judge many of our behaviours situationally?
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
406. What attitudinal change occurred in residents of New Orleans following Hurricane Katrina?
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
407. What type of agreed-on expectations provides information about what members of a group do?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
408. What famous study of social roles did Zimbardo conduct at Stanford University?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
409. Define obedience.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
410. What did Milgram find when he studied gender effects on obedience?
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
411. What type of group task requires a single solution?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
412. Explain two ways social loafing can be minimized.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
413. What is the label applied to acts that are designed to reduce one’s own personal distress or to receive rewards?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
414. What theory of aggression suggests that we use aggression as a cue to “push harder” to achieve some goal?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
415. Name the three elements of love popularized by Rubin.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
416. Name the structure that is involved in eliciting emotional states from other people.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
ESSAY QUESTIONS
417. Beyond parental influence, describe two factors that may shape the development of attitudes as children mature.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
418. Describe Bem’s self-perception theory.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
419. Describe the bogus pipeline technique and why it is used.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
420. According to social identity theory, what three processes create prejudice?
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
421. According to evolutionary psychologists, why were stereotypes and prejudice adaptive?
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
422. Give an example of the foot-in-the-door persuasion technique.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explain how attitudes form and change and what role they play in behaviour.
Section Reference: Social Cognition: Attitudes
423. Provide an example of a fundamental attribution error.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
424. Describe an example of the actor-observer effect.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
425. Give an example of the self-serving bias from your own experience.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss how people make attributions to explain their own behaviour and the behaviour of others.
Section Reference: Social Cognition: Attributions
426. Describe the concept of a social role.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
427. Define conformity and provide an example from your own experience.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
428. How is a study of obedience different from a study of conformity?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
429. Describe three factors that may reduce people’s willingness to obey authority.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
430. Describe what happened in Milgram’s studies when a co-teacher was present.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the power of conformity and obedience in shaping people’s behaviour.
Section Reference: Social Forces
431. Describe the mechanism proposed by Zajonc to explain social facilitation.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
432. Provide two explanations for the occurrence of social loafing.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
433. When are people most likely to engage in altruistic behaviour?
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
434. Describe the differences in the types of aggression exhibited by males and females.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
435. Describe Sternberg’s triangular theory of love.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
436. Describe the roles of the ventromedial prefrontal in social behaviours.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the major findings of social neuroscience about regions of the brain particularly important to our social functioning.
Section Reference: Social Functioning
LABELLING QUESTION
437. On the following diagram, label the type of relationship that results from the combination of each of Sternberg’s components.
companionate love
consummate love
fatuous love
romantic love
Starting at right and going clockwise:
Fatuous love
Consummate love
Romantic love
Companionate love
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review major concepts in the areas of group dynamics, helping behaviour, aggression, and interpersonal attraction.
Section Reference: Social Relations
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