Test Questions & Answers | Adolescent And Adult – Chapter 8 - Test Bank | Challenges of Life Psychology 14e by Spencer A. Rathus. DOCX document preview.
Package Title: Test Bank
Course Title: Nevid & Rathus, Adjustment Psychology 14th Edition
Chapter Number: Chapter 08
Question type: Multiple-Choice
1) A fixed, conventional idea about a group that can lead us to process information about that group in a biased fashion is called ______.
a) prejudice
b) discrimination
c) identification
d) subjugation
Difficulty: Easy
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
2) The belief that a person or group, on the basis of assumed racial, ethnic, sexual, or other features, will possess negative characteristics or perform inadequately is called ______.
a) prejudice
b) discrimination
c) identification
d) subjugation
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
3) Jack believes that all women are illogical and should not be allowed in the workplace. His beliefs about women are examples of ______.
a) prejudice
b) discrimination
c) subjugation
d) gender constancy
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Application
Section Reference 1: Prejudice and Discrimination
4) ______ involves negative attitudes toward women.
a) Feminism
b) Sexism
c) Genderism
d) Egalitarianism
Difficulty: Easy
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
5) ______ assumes that older individuals are less capable of performing a job, or are crotchety and easily irritated.
a) Maturational bias
b) Egoism
c) Ageism
d) Egalitarianism
Difficulty: Easy
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
6) A negative behavior resulting from prejudice in which members from the group against whom the prejudice is aimed are denied their rights is called ______.
a) prejudice
b) discrimination
c) subjugation
d) attribution
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
7) Denial of privileges to a person or group on the basis of prejudice is known as ______.
a) prejudice
b) discrimination
c) subjugation
d) attribution
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
8) In comparing prejudice with discrimination, one must remember that ______.
a) both prejudice and discrimination are attitudes
b) prejudice is a form of behavior whereas discrimination is an attitude
c) prejudice is an attitude whereas discrimination is a form of behavior
d) both prejudice and discrimination are forms of behaviors
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Analysis
Section Reference 1: Prejudice and Discrimination
9) Which of the following is NOT a source of prejudicial attitudes?
a) biological inferiority
b) information processing
c) social conflict
d) social categorization
Difficulty: Hard
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
10) People usually view those who belong to their own groups ______ favorably and assume they are ______ alike than those who belong to belong to other groups.
a) less, less
b) more, less
c) less, more
d) more, more
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
11) Each of the following is true EXCEPT ______.
a) prejudice has existed throughout history
b) it is usually easier to deal with prejudice than with discrimination
c) intergroup contact can either decrease or increase negative attitudes, depending on its context
d) people tend to view members of their own group more favorably than members of different groups
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
12) Which of the following is NOT one of the methods recommended by your text for minimizing or eliminating prejudice?
a) seeking compliance with the law
b) intergroup contact involving cooperation
c) intergroup contact involving competition
d) rearing tolerant children
Difficulty: Easy
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
13) In the Weiner and Wright (1973) study, children who were discriminated against ______ to think that it is wrong to discriminate on the basis of color.
a) were less likely
b) were just as likely
c) were more likely
d) were less likely at first, but more likely later on
Difficulty: Easy
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
14) Allport recognized each of the following as a condition necessary for intergroup contact to reduce prejudice EXCEPT ______.
a) social and institutional support
b) intergroup competition
c) acquaintance potential
d) equal status
Difficulty: Hard
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
15) Each of the following is a method for reducing prejudiced thinking EXCEPT ______.
a) rejecting prejudiced and stereotypical thoughts when they occur
b) picture positive examples of people from other groups
c) participate in competitive activities in which you interact with people of different backgrounds
d) take part in diversity education programs such as workshops or seminars on prejudice and intergroup conflict
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
16) Each of the following is described by your text as a factor in getting your message across EXCEPT ______ variables.
a) message
b) recipient
c) intrinsic
d) source
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
17) The view that persuasion occurs through central routes and peripheral routes is the ______ model.
a) multiple intelligences
b) elaboration likelihood
c) role diffusion
d) adaptive nonresponding
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
18) The elaboration likelihood model focuses on ______ routes for persuading others to change their attitudes and behaviors.
a) two
b) four
c) six
d) eight
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
19) Peripheral routes and central routes are important to ______.
a) persuading others to change their attitudes
b) developing assertive behavior patterns
c) effectively coping with cognitive dissonance
d) resisting attempts to force you to conform to group norms
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
20) The route for changing someone's opinion that involves weighing the arguments and the evidence is the ______ route.
a) central
b) primary
c) peripheral
d) tertiary
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
21) Techniques such as emotional appeal, trustworthiness and likeability of the communicator, and the context in which the message is given are called ______ routes to changing someone's opinion.
a) central
b) primary
c) peripheral
d) tertiary
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
22) A famed politician decides that the only way to convince voters to support her controversial political views is to exploit their fears of each other and their distrust of the government. Her approach utilizes the ______ route.
a) primary
b) peripheral
c) central
d) tertiary
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
23) A famed politician decides that the only way to convince voters to support her controversial political views is to carefully explain to them the facts lending support to those views. Her approach utilizes the ______ route.
a) primary
b) peripheral
c) central
d) tertiary
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
24) Advertisements that focus on the quality of a product are using the ______ route to get customers to buy the product.
a) central
b) primary
c) peripheral
d) tertiary
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
25) Advertisements that associate a product with appealing images are using the ______ route to get customers to buy the product.
a) central
b) primary
c) peripheral
d) tertiary
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
26) According to the elaboration likelihood model, if viewers of a political debate are well-informed and interested in the issues, they are most likely to be ______.
a) persuaded by neither the central nor the peripheral route
b) persuaded primarily by the central route
c) persuaded by the peripheral route
d) equally persuaded by both the central and peripheral routes
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
27) According to the elaboration likelihood model, if viewers of a political debate are disinterested or have the lack of skills needed to weigh the merits of each candidate’s views, they are most likely to be ______.
a) persuaded by neither the central nor the peripheral route
b) persuaded primarily by the central route
c) persuaded by the peripheral route
d) equally persuaded by both the central and peripheral routes
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
28) According to the elaboration likelihood model, the central route of cognitive processing is preferred when motivational state is ______ and skills or knowledge needed to evaluate the message is ______.
a) low, low
b) low, high
c) high, low
d) high, high
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
29) According to the elaboration likelihood model, the peripheral route of processing is preferred when motivational state is ______ and skills or knowledge needed to evaluate the message is ______.
a) low, low
b) low, high
c) high, low
d) high, high
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
30) Which of the following is NOT a peripheral factor in persuasion?
a) the nature of the message
b) the person delivering the message
c) the context in which the massage is delivered
d) the audience
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
31) According to the text, the message, the communicator, the context of a message, and the audience are all examples of ______.
a) the four key elements in a lynch mob
b) central and peripheral routes in persuasion
c) elements of baiting a crowd
d) primary and tertiary routes in persuasion
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
32) In regard to repeated exposure, research indicates that familiarity breeds ______.
a) contempt
b) boredom
c) increased antipathy
d) enhanced appeal
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
33) One of the major reasons many political candidates use lots of television commercials during political campaigns is to cash in on the effectiveness of ______.
a) two-sided arguments
b) emotional appeal
c) repeated exposure
d) lowballing
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
34) Two-sided arguments are most effective when ______.
a) the communicator is considered unattractive
b) the audience is already sure of its position on the issue being presented
c) the audience is uninterested in the position being presented
d) advertisers admit the product’s weak points, but then point out its strengths
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
35) A type of persuasive communication that influences behavior on the basis of feelings that are aroused instead of rational analysis of the issues involved is known as ______.
a) snob appeal
b) the foot-in-the-door technique
c) lowballing
d) emotional appeal
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
36) When exposed to ads warning about the negative effects of sun tanning, students ______.
a) ignored both ads that warned of cancer risks and ads that warned of risks to students’ appearance
b) were more affected by ads that warned of cancer risks than ads that warned of risks to students’ appearance
c) were more affected by ads that warned of risks to students’ appearance than by ads that warned of cancer risks
d) were strongly and equally affected by ads that warned of cancer risks and of risks to students’ appearance
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
37) Research indicates that convincing communicators show each of the following EXCEPT ______.
a) credibility
b) trustworthiness
c) likeability
d) novel differences in attitude from the audience
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
38) Research indicates that each of the following can help a communicator’s persuasiveness EXCEPT ______.
a) a fearsome image
b) high status
c) credibility
d) attractiveness
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
39) The makers of Ivory soap often use real people who look so freshly scrubbed that you may think you can smell the soap through the television set. This is an example of using ______ to sell a product.
a) trustworthiness
b) the bandwagon technique
c) attractiveness
d) snob appeal
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
40) Studies on mood and persuasion indicate that ______.
a) people's moods are not related to their susceptibility to a persuasive message
b) people are more likely to be affected by a persuasive message when they are physically aroused
c) people are more likely to be affected by a persuasive message when they are in a bad mood
d) people are more likely to be affected by a persuasive message when they are in a good mood
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
41) Prior warning that a persuasive appeal is coming tends to ______.
a) lower people’s resistance to it
b) have no impact on people’s resistance to it
c) have unpredictable effects on people’s resistance to it
d) stiffen people’s resistance to it
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
42) Surprising people with a persuasive message (as opposed to warning them ahead of time) tends to ______.
a) lower their resistance to it
b) have no impact on their resistance to it
c) have unpredictable effects on their resistance to it
d) stiffen their resistance to it
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
43) Which of the following people are MOST likely to resist social pressure?
a) people with high self-esteem and low social anxiety
b) people with high self-esteem and high social anxiety
c) people with low self-esteem and high social anxiety
d) people with low self-esteem and low social anxiety
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Analysis
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
44) The social anxiety that makes it difficult for some people to say no to the requests of others seems to be linked to ______.
a) what they are thinking at the time the request is made
b) their level of emotional arousal at the time the request is made
c) their socioeconomic status
d) unresolved early childhood conflicts
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Analysis
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
45) Research on using sex to sell products indicates that ______.
a) sex tends to decrease sales
b) sex has no effect on product sales
c) sex does sell, but only in some contexts
d) sex increases sales in every context
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
46) The technique by which if you ask someone a small request and they agree, they are more likely to later agree to a larger, more intrusive request, is called the ______ technique.
a) lowballing
b) door-in-the-face
c) foot-in-the-door
d) bandwagon
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
47) A person calls you on the phone and asks you to take a "few minutes" to complete a survey. Once you agree to this, the salesperson then asks if you would also agree to listen to a sales pitch for his/her product. When you agree to this, the salesperson then aggressively tries to sell you the product AND all the expensive attachments that go with it. This approach is a classic example of the ______ technique.
a) lowballing
b) door-in-the-face
c) foot-in-the-door
d) bandwagon
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
48) A method of persuasion in which extremely attractive terms are offered to induce a person to make a commitment, and then once the commitment is made the terms are revised, is the ______ technique.
a) low-balling
b) door-in-the-face
c) foot-in-the-door
d) bait-and-switch
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
49) A salesperson promises you the item you want at a low price and you make a commitment to buy it. Then, the salesperson comes back and tells you that the item you committed to buy is no longer in stock, but that you can have a more expensive item at a "special" price that is still much more expensive than you had originally committed to spend. You have just been victimized by the ______ technique.
a) low-balling
b) bait and switch
c) foot-in-the-door
d) door-in-the-face
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
50) A sales tactic involving initially offering shoddy merchandise at an extremely low price to get customers in the store, and then hard-selling higher-quality merchandise at a much higher price, is the ______ technique.
a) lowballing
b) bait and switch
c) foot-in-the-door
d) door-in-the-face
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
51) John goes to the store to buy a new smartphone advertised at an unbelievably low price. When he gets there, he finds that the only one in stock is the floor model, which has several chips and nicks on it, and does not have many of the features the ad led him to believe it had. The salesperson then shows John several models that have the features he wants, but at a substantially higher price. This is an example of the ______ technique.
a) lowballing
b) bait and switch
c) foot-in-the-door
d) door-in-the-face
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
52) Each of the following is true of atrocities EXCEPT ______.
a) they reflect the inherently selfish and evil nature of capitalistic societies
b) victims are often portrayed as being criminals
c) victims are often depicted by propaganda as being subhuman
d) they are often made possible by the compliance of people more concerned about the approval of their supervisors than their own morality
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
53) The person who is known for his studies on whether people would resist authority figures who made immoral requests was ______.
a) Asch
b) Zimbardo
c) Rokeach
d) Milgram
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
54) Participants in the Milgram study were told that they were participating in a study on ______.
a) obedience training
b) the effects of electric shock on conformity
c) the effects of punishment on learning
d) the use of deception in psychology
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
55) If you volunteered for Milgram's study, you would have been appointed "by chance" as ______.
a) a learner
b) an observer
c) a referee
d) a teacher
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
56) In Milgram's studies, how did the "teacher" punish the "learner's" errors?
a) verbal criticism
b) electric shock
c) a painfully loud buzzer
d) the learner had to drink a foul-tasting liquid
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
57) In Milgram's studies, "teachers" were given a sample ______ volt shock to let them know what it felt like.
a) 45
b) 120
c) 225
d) 450
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
58) "Teachers" in the Milgram study were told that they could give electric shocks to "learners" of up to ______ volts.
a) 150
b) 250
c) 350
d) 450
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
59) In Milgram's study, the "learner" was supposed to learn ______.
a) nonsense syllables
b) word pairs
c) number sequences
d) geographic locations
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
60) In Milgram's study, with each mistake the "learner" made, the "teacher" was to ______.
a) decrease the voltage of the electric shock
b) give electric shocks of the same voltage and duration
c) increase the voltage of the electric shock
d) increase the duration of the electric shock
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
61) Of the 40 men in Milgram's study, how many complied with the scientist throughout the study, believing they were delivering the maximum voltage shocks?
a) 2 (5 percent)
b) 10 (25 percent)
c) 18 (45 percent)
d) 26 (65 percent)
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
62) Which of the following best describes the reactions of many of the "teachers" while delivering shocks in Milgram's studies?
a) they appeared to be unfeeling
b) they groaned, sweated, and dug their fingernails into their flesh
c) they looked slightly concerned, but not uncomfortable
d) they smiled, became more intense, and appeared to enjoy what they were doing
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
63) Milgram found that of the different groups he studied, ______.
a) males from the general community gave the highest levels of electric shocks
b) Yale undergraduates gave the highest levels of electric shocks
c) women gave the highest levels of electric shocks
d) all three groups gave relatively equal levels of electric shocks
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
64) The only real participants in Milgram's studies were the ______.
a) learners
b) observers
c) referees
d) teachers
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
65) In Milgram’s studies, women ______ to give severe electric shocks to the “learners.”
a) refused
b) were less likely than men
c) were about as likely as men
d) were more likely than men
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
66) Stanley Milgram conducted his studies on ______.
a) cognitive dissonance
b) selective perception
c) obedience
d) persuasion factors
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
67) Compared to the compliance rates found in Milgram’s original research, a recent study involving partial replication of the Milgram study found ______.
a) much lower rates of compliance
b) similar rates of compliance
c) higher rates of compliance for people from individualist societies, but much lower rates of compliance for people from collectivist societies
d) much higher rates of compliance
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
68) Which of the following would NOT increase the likelihood that a person would obey an illegal, immoral, or unethical order?
a) the foot-in-the-door technique
b) inaccessibility of values
c) removal of buffers
d) perception of legitimate authority
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
69) Which of the following is NOT a reason why "teachers" obeyed orders from the experimenter to punish "learners" in Milgram's studies?
a) buffers
b) the foot-in-the-door technique
c) lack of proper socialization
d) inaccessibility of values
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
70) Which of the following is NOT a reason why "teachers" obeyed orders from the experimenter to punish "learners" in Milgram's studies?
a) perception of legitimate authority
b) propaganda
c) lack of proper socialization
d) lack of social comparison
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
71) When Milgram replicated his study in a dingy storefront in a nearby town, as opposed to the Yale laboratory where he conducted the original study, the number of subjects who complied with the experimenter’s demands ______.
a) dropped significantly
b) remained about the same
c) increased slightly
d) increased significantly
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
72) Milgram's research alerted us to the real and present danger of the tendency of people to ______.
a) inflict overly severe punishment out of pure anger and frustration
b) obey authority figures, even when it involves immoral actions
c) lose control of innate aggressive tendencies, once those tendencies are released
d) use deception to get away with activities in which they shouldn't be engaged
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
73) In Milgram’s research, when subjects had full view of their victims, which they did not have in his original study, the number of subjects who complied with the experimenter’s demands ______.
a) dropped significantly
b) remained about the same
c) increased slightly
d) increased significantly
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
74) When we change our behavior in order to adhere to social norms (without a direct order to change) we are said to ______.
a) obey
b) conform
c) deindividuate
d) undergo role diffusion
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
75) Ron decides to wear low-hanging, loose, baggy pants, because all of his friends are wearing them. No one told him he has to; he chooses to do it simply because he wants to “fit in,” and look like his friends even though he doesn’t particularly like the style. His behavior is an example of ______.
a) obedience
b) conformity
c) deindividuation
d) role diffusion
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Application
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
76) Being fashionably late to a party or social gathering is an example of conforming to a ______.
a) response cue
b) fear hierarchy
c) social norm
d) passive-aggressive behavior
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
77) Laws are derived from explicit ______.
a) response sets
b) instinctive trends
c) interactive patterns
d) social norms
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
78) You enter an empty elevator. The next three people who enter the elevator all turn and face backward. You decide that since they are facing backward, they must know something you don’t, so you turn around and face backward too. This is an example of ______.
a) obedience
b) altruism
c) the phi phenomenon
d) conformity
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Application
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
79) In a classic Candid Camera episode, a person is riding an elevator. The next three people who board the elevator (who are all in league with the producers of the show) face the rear. By the time the third confederate boarded the elevator, the subject ______.
a) had also turned to face the rear
b) left the elevator early
c) ignored them all
d) continued to face forward, but kept looking over his should while giving them weird looks
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
80) The researcher known for his studies on conformity to group pressure was ______.
a) Asch
b) Zimbardo
c) Milgram
d) Sharif
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
81) In the Asch study, ______ percent of subjects agreed with the majority’s wrong answer at least once.
a) 25
b) 50
c) 75
d) 100
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
82) Subjects in the Asch study were told they were participating in a study on ______.
a) learning and memory
b) visual discrimination
c) obedience to authority
d) group psychology
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
83) Subjects in the Asch study were asked to ______.
a) learn word pairs
b) give “learners” electric shocks
c) act as guards in a mock prison
d) match similar length straight lines
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
84) A person is MOST likely to conform if he or she is from ______ culture and is ______ with the task.
a) an individualistic, unfamiliar
b) a collectivist, unfamiliar
c) an individualistic, familiar
d) a collectivist, familiar
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
85) A person is LEAST likely to conform if he or she is from ______ culture and is ______ with the task.
a) an individualistic, unfamiliar
b) a collectivist, unfamiliar
c) an individualistic, familiar
d) a collectivist, familiar
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
86) Research on situational factors and conformity indicates that the probability of conformity, even to incorrect group judgments, grows most rapidly as a group increases to ______ members.
a) two or three
b) four or five
c) six or seven
d) eight or nine
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
87) Research on conformity and group pressures has found that it takes ______ who agree(s) with the subject to significantly increase the chances that subjects would "stick to their guns" and oppose group judgments.
a) just one other person
b) at least two other people
c) at least three other people
d) at least four other people
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
88) Research on conformity and group pressures has found that if one person in a group agrees with you in opposing group judgments, ______.
a) it significantly decreases your tendency to conform
b) it has no significant effect on your tendency to conform
c) it only decreases your tendency to conform if the person who agrees with you is a male
d) it actually increases your tendency to conform
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
89) According to your text, Arthur Stevens was a victim of ______.
a) police brutality
b) a baiting crowd
c) a lynch mob
d) lowballing
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
90) According to your text, ______ is a state of reduced self-awareness and lowered concern for social evaluation.
a) fogging
b) deindividuation
c) conformity
d) assimilation
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
91) The process by which group members discontinue self-evaluation and adopt group norms and attitudes is called ______.
a) fogging
b) deindividuation
c) conformity
d) assimilation
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
92) According to your text, factors such as anonymity, diffusion of responsibility, emotional arousal, and the focusing of attention on group processes lead to ______.
a) fogging
b) rebellion
c) deindividuation
d) cognitive dissonance
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
93) When there is diffusion of responsibility for individual behavior, crowd members tend to act ______.
a) more cautiously than they would act as individuals
b) more introspectively than they would act as individuals
c) about the same as they would act as individuals
d) more aggressively than they would act as individuals
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
94) The dilution of one’s own accountability for an action hen acting as part of a group is called ______.
a) risky shift
b) groupthink
c) diffusion of responsibility
d) social contagion
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
95) The dilution or loss of individual accountability for behavior when members of a group act in unison, is known as ______.
a) risky shift
b) groupthink
c) diffusion of responsibility
d) social contagion
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
96) Joe joins in an angry mob that begins looting local stores. When he is caught and arrested, he claims that he thought it was okay since everyone else was doing it. His excuse sounds most like ______.
a) social contagion
b) risky shift
c) the phi phenomenon
d) diffusion of responsibility
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Application
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
97) Unselfish concern for the welfare of others is called ______.
a) misanthropy
b) altruism
c) antipathy
d) the bystander effect
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Knowledge
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
98) A woman risks her life, without thinking, to save a small child from drowning. Her act represents ______ behavior.
a) risky shifted
b) altruistic
c) deindividuated
d) misanthropic
Difficulty: Medium
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Knowledge
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
99) Altruism is a form of ______ behavior.
a) antisocial
b) attributional
c) reciprocal
d) prosocial
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
100) Altruism is characterized by ______ behavior.
a) helping
b) selfish
c) anxious
d) careless
Difficulty: Medium
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
101) The Kitty Genovese case is one of the most well-known examples of the ______.
a) elaboration-likelihood model
b) bandwagon effect
c) bystander effect
d) Stockholm syndrome
Difficulty: Medium
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
102) The tendency of people to refuse to get involved and do nothing when others are in need is known as the ______.
a) phi phenomenon
b) Stockholm syndrome
c) autokinetic illusion
d) bystander effect
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Knowledge
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
103) Alice sees an elderly person fall and have difficulty getting up. Since there are five other people around, she says to herself, “One of them can help her,” and she goes on her way without helping. Her reaction sounds most like ______.
a) the bystander effect
b) altruistic behavior
c) the Stockholm syndrome
d) the bandwagon effect
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Application
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
104) In a study in which men hear a convincing recording of a person apparently having an epileptic seizure, the majority of them ______ when they thought they were the only person around, and the majority of them ______ when they thought that four other persons were immediately available.
a) did not help, did not help
b) helped, did not help
c) did not help, helped
d) helped, helped
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Knowledge
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
105) A bystander is most likely to help if he or she is ______.
a) the only person around
b) one of a small group of people nearby
c) part of a large crowd of people who know each other
d) part of a large crowd of people who are strangers to each other
Difficulty: Medium
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
106) A person is MOST likely to help someone else if he or she is ______.
a) the only one around and knows the person in distress
b) the only one around and doesn't know the person in distress
c) is with several other people and they all know the person in distress
d) is with several other people and none of them knows the person in distress
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Knowledge
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
107) Which of the following persons would be MOST likely to help someone in distress?
a) someone in a good mood
b) someone with a low need for approval
c) someone who does not fully understand the situation of the person in distress
d) someone who fears making social blunders or looking foolish
Difficulty: Medium
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Application
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
108) Which of the following people is MOST likely to engage in altruistic behavior?
a) a male in a good mood who believes an emergency exists and is very different from the person needing help
b) a male in a bad mood who believes an emergency exists and is very similar to the person needing help
c) a female in a good mood who believes an emergency exists and is very similar to the person needing help
d) a female in a good mood who does not believe an emergency exists and is very similar to the person needing help
Difficulty: Hard
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Application
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
109) Which of the following people is LEAST likely to engage in altruistic behavior?
a) a male in a good mood who believes an emergency exists and is very different from the person needing help
b) a female in a bad mood who believes an emergency exists and is very similar to the person needing help
c) a female in a good mood who believes an emergency exists and is very similar to the person needing help
d) a male in a bad mood who does not believe an emergency exists and is very different from the person needing help
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Application
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
110) Which of the following people is MOST likely to engage in altruistic behavior?
a) a male by himself, in a good mood, who believes an emergency exists and does not know the person needing help
b) a male in a group, in a bad mood, who believes an emergency exists and knows the person needing help
c) a female by herself, in a good mood, who believes an emergency exists and knows the person needing help
d) a female in a group, in a good mood, who does not believe an emergency exists and knows the person needing help
Difficulty: Medium
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Application
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
111) Which of the following people is LEAST likely to engage in altruistic behavior?
a) a male by himself, in a good mood, who believes an emergency exists and does not know the person needing help
b) a male in a group, in a bad mood, who believes an emergency exists and does not know the person needing help
c) a female by herself, in a good mood, who believes an emergency exists and knows the person needing help
d) a female in a group, in a good mood, who does not believe an emergency exists and knows the person needing help
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Application
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
112) Which of the following people, when in need, is MOST likely to be helped by a male?
a) an older, unattractive female
b) a younger, attractive female
c) an older male
d) a younger male
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
113) A woman is MOST likely to be helped by a man if she is ______.
a) unattractive and unaccompanied
b) unattractive and accompanied
c) attractive and unaccompanied
d) attractive and accompanied
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
114) A woman is LEAST likely to be helped by a man if she is ______.
a) unattractive and unaccompanied
b) unattractive and accompanied
c) attractive and unaccompanied
d) attractive and accompanied
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
115) Recent evidence indicates that blacks are less likely to receive help than whites when helping requires ______ time and when it involves ______ risk and effort.
a) less, less
b) more, less
c) less, more
d) more, more
Difficulty: Medium
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Knowledge
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
116) ______ behavior involves the expression of your genuine feelings, standing up for your legitimate rights, and refusing unreasonable requests.
a) Assertive
b) Aggressive
c) Dominant
d) Dynamic
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Knowledge
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
117) ______ behavior means withstanding undue social influences, not obeying arbitrary authority figures, and not conforming to arbitrary group standards.
a) Assertive
b) Aggressive
c) Dominant
d) Dynamic
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
118) According to your text, assertive people use the power of ______ to achieve desired ends.
a) physical intimidation
b) psychological coercion
c) social influence
d) silent self-control
Difficulty: Hard
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
119) According to your text, when you are ______, your self-esteem plummets.
a) assertive
b) submissive
c) dynamic
d) selfish
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
120) ______ behavior usually involves physical and verbal attacks, threats, and insults.
a) Assertive
b) Submissive
c) Aggressive
d) Dynamic
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Knowledge
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
121) An accountant deserves a raise, but when it comes time to ask his boss he waits quietly, hoping she will offer him the raise without being asked. His behavior is best described as ______.
a) submissive
b) assertive
c) argumentative
d) aggressive
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Application
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
122) A young woman is standing in line at a movie theater when a teenage boy cuts in front of her. She politely, but firmly, says, "Excuse me! I believe I was in line first. Would you please go to the end of the line and wait your turn?" Her behavior is best described as ______.
a) submissive
b) assertive
c) argumentative
d) aggressive
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Application
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
123) A student fails a math test, and upon receiving his “F” he immediately jumps up in front of the class and accuses the teacher of being a lousy teacher and giving an unfair test. His behavior is best described as ______.
a) passive
b) assertive
c) submissive
d) aggressive
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Application
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
124) According to your text, if you decide to change your nonassertive ways and become assertive, your behavior change might lead to ______, usually from those closest to you.
a) no response at all
b) anthropomorphism
c) immediate social disapproval
d) immediate social approval
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
125) Which of the following is NOT one of the four methods recommended by your text for becoming more assertive?
a) self-monitoring
b) become more accommodating
c) modeling
d) behavioral rehearsal
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Knowledge
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
126) Keeping a diary of your behaviors is likely to be a part of which technique for developing assertive behavior?
a) self-monitoring
b) challenging irrational beliefs
c) modeling
d) behavioral rehearsal
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
127) Many women have more difficulty becoming assertive than men because of ______.
a) differences in genetic and biological makeup
b) lack of motivation to become assertive
c) early socialization messages pushing them to be submissive
d) stereotypes that claim that women should not be emotional
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
128) "Women should be guided by men to achieve satisfaction," "only men should initiate sexual activity," and "a woman should place the needs of her husband before her own” are examples of ______.
a) principles of a "contemporary male's bill of rights"
b) statements believed by most women with high levels of life satisfaction
c) socialization messages often received by women beginning in childhood
d) sexist myths that have been effectively eliminated in the early socialization of young women
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Application
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
129) The text describes early socialization messages received by many women about passivity and submissiveness to be harmful because they deny women ______.
a) choice
b) protection
c) a traditional sex role
d) security
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
130) A technique in which a therapist provides examples of specific things for a client to say, or provides examples of how to act in particular situations by showing the client how such behaviors are performed, is called ______.
a) behavioral rehearsal
b) role-playing
c) modeling
d) fogging
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
131) Nikela goes to a therapist to learn to become more assertive. The therapist helps her by providing examples of things she can say, or how she can act in particular situations. The therapist takes extra time to show her how specific behaviors are performed. This therapeutic technique is called ______.
a) behavioral rehearsal
b) role-playing
c) modeling
d) fogging
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Application
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
132) Shola goes to a therapist to learn how to become more assertive. The therapist makes Shola try out her new assertive behaviors by practicing them in front of a mirror by herself. The therapeutic technique being used by Shola's therapist is called ______.
a) behavioral rehearsal
b) role-playing
c) modeling
d) fogging
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Application
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
133) Beatriz goes to a therapist to learn how to become more assertive. The therapist uses a training technique in which he portrays a social antagonist and Beatriz portrays herself. Together, they act out the problem situation. This therapeutic technique is called ______.
a) diffusion
b) role-playing
c) modeling
d) fogging
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Application
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
134) Kumiko goes to a therapist to learn how to become more assertive. The therapist teaches Kumiko a therapeutic technique in which a person engages in persistent repetition of one’s position on a subject to "wear down the opposition." This technique is called ______.
a) behavioral rehearsal
b) role playing
c) fogging
d) the broken record technique
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Application
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
135) The broken record technique involves ______.
a) refusing requests through persistent repetition of one's position
b) refusing a request by paraphrasing it and then refusing to comply with it
c) repeatedly practicing assertiveness skills until they are learned
d) repeatedly acting out a potential confrontation with someone else until an effective method of coping with the situation can be developed
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
Question type: True-False
136) Prejudice can serve as a cognitive schema or anchor.
Difficulty: Hard
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
137) Prejudice is a negative form of behavior that results from discrimination.
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
138) We tend to divide the social world into "us" and "them."
Difficulty: Easy
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
139) Children who have been victims of discrimination are less likely to practice discrimination themselves.
Difficulty: Easy
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
140) Playing on the same team with people of other ethnicities can help break down prejudice.
Difficulty: Easy
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Knowledge
Section Reference 1: Prejudice and Discrimination
141) One way of combating prejudice is to seek compliance with the law.
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
142) Advertisements use central and peripheral routes to influence people's attitudes and behaviors.
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
143) Admitting your product's weak points in an ad is the death knell for sales.
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Knowledge
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
144) When you are trying to persuade someone, it helps to present both sides of the argument.
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
145) Most of us are swayed by ads that offer useful information, not by emotional appeals or celebrity endorsements.
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
146) When it comes to advertising, sex sells, but only in some situations.
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
147) People who worry about what other people think of them are likely to be vulnerable to sales techniques.
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
148) It is easier to say no, and stick to it, the first time a request is made and not later.
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
149) When instructed to do so by an experimenter, most participants in a study administered what they believed were painful electric shocks to another participant.
Difficulty: Medium
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
150) Many people are more concerned about the approval of their supervisors than their own morality.
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
151) Most of the participants in Milgram's study showed no signs of stress when they administered punishment to "learners."
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Knowledge
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
152) People tend to obey authority figures even when the figures' demands contradict their own values.
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
153) People are more likely to behave in ways that are consistent with their values when their attitudes are readily accessible.
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
154) Coloring your hair purple or wearing rings through your nose may be a way of conforming to a social norm.
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Application
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
155) Group norms can promote maladaptive behavior.
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Analysis
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
156) Most people will not agree with an obviously wrong answer, even when under pressure to conform.
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
157) People will do things as members of a mob that they would never do on their own.
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Application
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
158) Deindividuation tends to make people more altruistic.
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
159) We are more likely to help others when we are in a good mood.
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Application
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
160) Observers are more likely to help people they know than people they do not know.
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
161) Assertive people do not need to use social influence techniques to achieve their ends.
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
162) Expressing your genuine beliefs may lead to some immediate social disapproval.
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
163) Irrational beliefs often lead to unassertive or aggressive behavior.
Difficulty: Easy
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Comprehension
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
Question type: Essay
164) Compare and contrast prejudice and discrimination, and identify at least five sources of prejudice.
Difficulty: Medium
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Analysis
Section Reference 1: Prejudice and Discrimination
165) Identify and briefly describe at least four methods of coping with prejudice and discrimination.
Difficulty: Easy
Learning Objective 1: Discuss ways of combating prejudice and discrimination.
Standard 1: Bloom's || Comprehension
Section Reference 1: Prejudice and Discrimination
166) Define social influence, explain the Elaboration Likelihood Model, and discuss the routes involved in the social influence process.
Difficulty: Hard
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
167) Identify and briefly discuss the factors involved in making a message persuasive.
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
168) Identify and briefly discuss the factors involved in making a communicator persuasive.
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
169) Discuss how the context of a message influences its persuasiveness and briefly describe the audience factors involved in the persuasiveness of a message.
Difficulty: Easy
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Comprehension
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
170) Explain the foot-in-the-door technique, lowballing, and the bait-and-switch technique. Give an example of each and discuss methods of coping with these techniques.
Difficulty: Medium
Learning Objective 1: Explain the elaboration likelihood model of persuasion and various sales tactics, including the foot-in-the-door technique, low-balling, and bait and switch.
Standard 1: Bloom's || Application
Section Reference 1: Persuasion: Of Hard Pushing, Soft Peddling, and You
171) Describe what happened in the Milgram studies on obedience and identify the factors thought to be responsible.
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
172) Identify and briefly describe at least five factors that may foster blind obedience to perceived authority.
Difficulty: Hard
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
173) Define conformity and social norms and briefly discuss the factors that influence conformity.
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
174) Explain why people behave differently in groups than they do as individuals.
Difficulty: Easy
Learning Objective 1: Discuss the implications of the Milgram studies on obedience and the Asch study on conformity
Standard 1: Bloom's || Comprehension
Section Reference 1: Social Pressure: Of Obedience, Conformity, and Mob Behavior
175) Explain what altruism is, and why it is not always as selfless as it may seem.
Difficulty: Easy
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
176) Explain what the bystander effect is and the various factors that determine or influence helping behavior.
Difficulty: Medium
Learning Objective 1: Discuss mob behavior, diffusion of responsibility and helping behaviors in the Social Fabric
Standard 1: Bloom's || Comprehension
Section Reference 1: Altruism and Helping: Preventing Tears in the Social Fabric
177) Compare and contrast assertive, passive, and aggressive behavior. Also, briefly explain the four methods discussed in your text for becoming a more assertive person.
Difficulty: Medium
Learning Objective 1: Define assertive behavior and describe ways of becoming more assertive
Standard 1: Bloom's || Analysis
Section Reference 1: Becoming an Assertive Person – Winning Respect and Influencing People
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