Test Questions & Answers Ch18 Social Cognition And Attitudes

Chapter 18: Social Cognition and Attitudes

Multiple choice

1. Social cognition is a broad area of:

a) social neuroscience

b) social identity theory

c) social psychology

d) cognitive neuropsychology

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

2. What are the two main approaches of social cognition?

a) Social cognition and social identity theory

b) Social identity theory and personal identity theory

c) Social thinking and social cognition

d) Social thinking and social identity theory

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

3. The social cognition approach relies on methodologies and models derived from:

a) behavioural psychology

b) functionalism

c) cognitive psychology

d) positive psychology

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

4. The focus of the social cognition approach is on:

a) how social perceivers respond to social situations

b) how people store social information in memory

c) how people process social information

d) all of the above

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

5. Social identity approaches originated with the work of:

a) Allport

b) Rosenberg

c) Cacioppo

d) Tajfel

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

6. Social identity theorists believe that people have a preference for:

a) a congruent self-concept instead of an incongruent self-concept.

b) a positive self-concept instead of a negative self-concept.

c) a balanced self-concept instead of an unbalanced self-concept.

d) a coherent self-concept instead of an incoherent self-concept.

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

7. Our self-concept, according to social identity theorists, is defined in terms of our social identity and our:

a) cultural identity

b) national identity

c) personal identity

d) biological identity

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

8. According to Tajfel (1981), social psychology must strongly reject:

a) individualism

b) interactionism

c) behaviourism

d) structuralism

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

Fill-in-the-blank

9. Tajfel was instrumental in rejecting what he saw as the excess of pure _________ theory.

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

10. Tajfel believed that social psychology must reject ___________ and reductionism. He criticized how social psychology addressed to much the individual as opposed to the ________.

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Hard

11. According to social ________ theorists, people have a preference for a positive __________ instead of a negative one.

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

Essay

12. What was Tajfel’s main criticism to social psychology?

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Hard

Short answer

13. What’s the main difference in social cognition between humans and higher primates?

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

14. With reference to your textbook, which social skills in particular gave the Homo sapiens an evolutionary advantage?

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

15. What is ‘social comparison’?

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

True/False

16. The Neanderthals appear to have evolved sophisticated social skills at the expense of visual and motor skills.

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Easy

17. Human culture is not innate, but it is learned through high levels of processing ability.

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Easy

18. For Allport, social psychology should be concerned with the behaviour and conscious processes of individuals, as opposed to groups.

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

Multiple choice

19. Which of the following theorists is considered the founding father of modern experimental social psychology?

a) Allport

b) Moscovici

c) Tajfel

d) Dunbar

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

20. According to Allport, what should be the main focus of social psychology?

a) The group

b) The society

c) The individual

d) The family

Section Ref: Social Thinking

Learning Objective: Clearly describe what social thinking is and what is uniquely human about it.

Difficulty Level: Medium

21. __________ refers to the set of beliefs or knowledge that people have about themselves.

a) Self-idea

b) Self-esteem

c) Self-concept

d) Self-respect

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Easy

22. The general idea is that the self-concept is composed of:

a) a limited number of ideas regarding the self.

b) a general unique identity.

c) multiple aspects of the self and multiple identities.

d) only one identity that may change across time.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

23. _________ are mental representations of the different identities and facets of the self.

a) Self-cognitions

b) Self-scripts

c) Self-heuristics

d) Self-schemas

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

24. Cognitive representations of the different identities that make up the self-concept are:

a) dynamic and responsive to context.

b) dynamic but not particularly responsive to the environment.

c) static and fixed.

d) not responsive to general context but may be influenced by social interactions.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Hard

25. What is the relationship between self-schemas and information processing?

a) Information processing and self-schemas are two independent entities.

b) Self-schemas guide information processing.

c) Self-schemas rarely guide information processing.

d) Information processing is mostly independent from self-schemas.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Hard

26. What type of characteristics we hold a self-schema for?

a) Aspects of the self that we would want to possess.

b) Aspects of the self that we are sure we possess.

c) Aspects of the self that we are about to accomplish.

d) Aspects of the self that are not important to us.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

a) having disorganized self-schemas.

b) not having a self-schema.

c) having only one unique self-concept.

d) not being influenced by self-schemas.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

28. Jane is very proud of her dancing abilities, but she does not mind her total lack of skills at cooking. Jane is:

a) self-schematic for both dancing and cooking skills.

b) self-aschematic for both dancing and cooking skills.

c) self-schematic for dancing skills and self-aschematic for cooking skills.

d) self-aschematic for dancing skills and self-schematic for cooking skills.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

29. According to Higgin’s (1987) self-discrepancy theory, the self-concept consists of an:

a) actual self

b) ideal self

c) ought self

d) all of the above

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

30. According to the self-discrepancy theory (Higgin, 1987), the ________ self corresponds to who we think we should be.

a) should

b) must

c) ought

d) potential

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Easy

Fill-in-the-blank

31. Social identity approaches argue that we possess __________ identities and also __________ identities.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

32. The self-discrepancy theory suggests that the self-concept includes a(n) _________ self, a(n) _________ self, and a(n) __________ self.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

33. Bem’s (1972) ___________ theory argues that because introspective knowledge of the self is rather sketchy, we learn about ourselves by a process of ____________, observing our own behaviour and the situation in which occurs and inferring the reasons behind that behaviour.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Hard

Short Answer

34. How do people come to an understanding of themselves according to the social comparison theory?

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

35. In one of Benjamin Franklin’s famous quotes, what is so hard that it is compared to diamond and steel?

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Hard

36. According to most social psychologists, what are the three fundamental motives that affect how we seek and respond to information about the self?

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

37. What is the fourth motive that affects our search for information that helps to ‘better’ the self?

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

True/False

38. Research suggests that human beings are not so much interested in knowing about the truth about the self, but they are more interested in knowing positive stuff about the self.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

39. The motives for self-assessment predict that we seek information that confirms what we think we already know about ourselves.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

Essay

40. Describe the three fundamental motives that affect how we seek and respond to information about the self.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Hard

Multiple choice

41. What is the evaluative component of the self-concept?

a) Self-assessment

b) Self-esteem

c) Self-improvement

d) Self-verification

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

42. Which of the following items is a famous explicit measure of self-esteem?

a) The Rosenberg’s 10-item scale

b) The IAT

c) Leary’s sociometer questionnaire

d) The Likert scale self-assessment

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Easy

43. What is one of the main problems of explicit measures of self-esteem?

a) They are difficult to deliver.

b) People don’t always have accurate introspective access.

c) They explore very personal facets of self-concept.

d) They are too expensive.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

44. The implicit association test:

a) is an implicit test of self-esteem.

b) is an implicit test that can be adopted to measure self-esteem.

c) is an implicit test that cannot be used to measure self-esteem.

d) is rarely used to measure self-esteem.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

45. __________ is the desire to maintain, protect, and improve one’s self-esteem.

a) Self-assessment

b) Self-awareness

c) Self-enhancement

d) Self-verification

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

46. The ________ theory is based on the assumption that, because human beings are intelligent creatures, we are all painfully aware of our own mortality.

a) mortality

b) human big awareness

c) terror management

d) fear of death

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Easy

47. According to Leary and colleagues (1995), self-esteem acts as a(n):

a) anxiety buffer

b) protective layer

c) sociometer

d) social bearings

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

48. _________ is a transient state of self-focus that occurs in particular situations, but also a general ability to distinguish ourselves from the external environment.

a) Self-consciousness

b) Self-assessment

c) Self-awareness

d) Self-esteem

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

49. The capacity of self-awareness is thought to develop around the age of:

a) 6 months

b) 12 months

c) 18 months

d) 2 year

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

Short answer

50. What is the rouge test?

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

51. How is the tendency for chronic self-awareness called?

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

52. In empirical research, what situational factors can prompt and/or increase self-awareness?

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Hard

Fill-in-the-blank

53. A distinction can be made between ________ self-awareness, in which attention is directed at personal and inward aspects of the self, and __________ self-awareness, in which attention is directed at external aspects of the self as they appear to others.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

54. In the presence of a mirror people have a high sense of _________ self-awareness and may adjust their behaviour in line with __________ norms.

Section Ref: Self and Identity

Learning Objective: Critically evaluate how our self and identity affect the way we think and behave.

Difficulty Level: Medium

55. Social __________ refers to the way in which we process social information to form impressions of and make judgements about others.

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

True/False

56. Social inferences based on heuristics consist of a careful and systematic processing of social information.

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Easy

57. The processing of social information based on heuristics is fast and automatic.

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Easy

58. The phrase ‘motivated scientist’ has been used to describe how people systematically assemble information to form impressions and make judgements.

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Easy

Essay

59. Discuss how people can be described as ‘naïve scientists’, ‘cognitive misers’, and ‘motivated tacticians’ in the context of social inference.

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

Multiple choice

60. People do not always have the time and mental capacity to make social inferences based on systematic and careful evaluations of social information. Therefore, people act as ____________ and use mental shortcuts.

a) naïve scientists

b) motivated tacticians

c) cognitive misers

d) accurate scientists

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

61. __________ are quick and experience-based techniques for problem solving, learning, and discovery that give a solution not guaranteed to be optimal.

a) Schemas

b) Heuristics

c) Scripts

d) Biases

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

62. Heuristics are:

a) experience-based

b) simple rules

c) error-prone

d) all of the above

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Easy

63. Which of the following heuristics assesses how similar a particular target is to a typical member of that category?

a) Representative heuristic

b) Availability heuristic

c) Anchoring heuristic

d) Adjustment heuristic

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Hard

64. Which of the following heuristics refers to the fact that events or associations that come readily to mind are considered to be more common and prevalent than they really are?

a) Representative heuristic

b) Availability heuristic

c) Anchoring heuristic

d) Adjustment heuristic

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Hard

65. What purpose do attribution theories serve?

a) Avoiding attributional biases based on negative stereotypes.

b) Defining ourselves through the comparison with others.

c) Allocating a particular person to a broader category based on features, traits or attributes.

d) Explaining and predicting how other people will behave.

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

66. Which of the following is a dispositional attribution?

a) Arrogance

b) Social skills

c) Curiosity

d) All of the above

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

67. Trait inferences are an example of:

a) internal attribution

b) external attribution

c) situational attribution

d) social attribution

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

Short answer

68. According to Kelley (1967), what three types of information are used by people to make either internal or external attributions?

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

69. According to Weiner’s (1986) attribution theory, what are the three dimensions of causality when we make attributions about succeeding or failing on a task?

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: medium

70. What does ‘locus’ refer to in Weiner’s (1986) attribution theory?

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

True/False

71. External attributions are attributions based on people’s external factors, such as facial features, clothes, hairstyle, etc.

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Easy

72. According to Kelley’s (1967) attribution theory, if both the distinctiveness and the consensus of a behaviour are high, we tend to make an external attribution.

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

73. Saying that our best friend obtained a really high mark because she/he is very intelligent is an example of internal attribution.

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Easy

Multiple choice

74. With reference to Weiner’s (1986) attribution theory, which of the following achievement attributions is internal, stable, and uncontrollable?

a) Mood

b) Task difficulty

c) Ability

d) Luck

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

75. With reference to Weiner’s (1986) attribution theory, which of the following achievement attributions is external, unstable, and uncontrollable?

a) Mood

b) Task difficulty

c) Ability

d) Luck

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

76. What is the best-known attribution bias?

a) False consensus bias

b) Actor-observer bias

c) Correspondence bias

d) Stereotype

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

77. The correspondence bias is also known as:

a) fundamental attribution error

b) actor-observer effect

c) consensus effect

d) internal-external attribution bias

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

78. People are more likely to focus on internal causes of behaviour when making attributions about others’ behaviour, and to external causes when making attributions about their own behaviour. This asymmetry in attribution is known as:

a) fundamental attribution bias

b) actor-observer effect

c) correspondence bias

d) false consensus effect

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

Short answer

79. What are the two most likely causes of the actor-observer effect?

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Hard

80. What is the ‘false consensus effect’?

Section Ref: Person Perception 1: Social Inference and Attribution

Learning Objective: Clearly evaluate and describe how we understand others’ behaviour and make inferences and attributions about their behaviour.

Difficulty Level: Medium

81. Why can stereotypes be viewed as a form of heuristic?

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

Fill-in-the-blank

82. A __________ is formed using the most representative members of a category or an averaging of traits of all members of a given group.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

83. ___________ is the process by which we group associated things to organize our social perception in a coherent fashion.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

84. Prototypes drawn from social categories are known as ____________.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

Essay

85. Discuss the difference between ‘categorization’ and ‘individuation’ with reference to the continuum of impression formation proposed by Fiske and Neuberg (1990).

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Hard

True/False

86. According to Fiske and Neuberg (1990), individuation is likely to occur when there is poor fit between the person we are attempting to form an impression of and the activated category.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

87. Multiple categorization occurs as a result of people being members of numerous social categories.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Easy

88. Emergent attributes are the most salient attributes associated with a specific social category (e.g. race, nationality, gender).

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

Multiple choice

89. What are the two extremes of the continuum of impression formation (Fiske & Neuberg, 1990)?

a) Categorization – Stereotyping

b) Heuristics – Individuation

c) Categorization – Individuation

d) Single categorization – Multiple categorization

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

90. Which of the following is a social category?

a) Race

b) Nationality

c) Occupation

d) All of the above

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Easy

91. ___________ attributes are new attributes which are not associated with the constituent stereotypes.

a) Updated

b) Latest

c) Emergent

d) Consistent

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

True/False

92. People tend to recall positive information more readily about their in-groups and more negative information about out-groups.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Easy

93. Individuation provides a quick, easy path to social perception and is a precursor of stereotyping.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Easy

94. During social categorization, people are capable of perceiving more than one active category at the same time.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Easy

Essay

95. Describe social categorization using the following phrases: ‘multiple categorization’, ‘conflicting expectations’, ‘inconsistency resolution’, and ‘emergent attributes’.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Hard

Fill-in-the-blank

96. People engage in a(n) _____________ process to resolve the poor fit between conflicting social categories, and this results in the application of new attributes not associated with the constituent stereotypes – these are referred to as ____________.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

97. People tend to recall positive information more readily about _________-groups.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Easy

98. According to Fiske and Neuberg (1990), social perception is based on a continuum from ___________ to ___________.

Section Ref: Person Perception 2: Social Cognition and Social Knowledge

Learning Objective: Clearly evaluate and describe both how we use social categorization and individuation to gain coherent impressions of others, and the associated disadvantages of categorical thinking.

Difficulty Level: Medium

Short answer

99. What are stereotypes?

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

100. Provide an example of a positive stereotype.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Easy

Essay

101. What is the difference between ‘stereotype activation’ and ‘stereotype application’?

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

Multiple choice

102. Who created the term ‘stereotype’?

a) Allport

b) Lippmann

c) Hamilton

d) Gilbert

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

103. Which of the following statements is TRUE?

a) Stereotypes are always negative.

b) Stereotypes can be either negative or positive.

c) Stereotypes can be negative, positive, or contain a mix of negative and positive traits.

d) Stereotypes are always a mix of positive and negative traits.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

104. What are the two key dimensions along which the dynamic content of stereotypes can be classified, according to the stereotype content model?

a) Warmth and competence

b) Warmth and expertise

c) Kindness and expertise

d) Kindness and competence

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

105. Stereotype __________ refers to the degree to which a stereotype is accessible in the mind.

a) accessibility

b) availability

c) readiness

d) activation

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

106. Stereotype ___________ refers to the actual use of a stereotype.

a) activation

b) application

c) employment

d) engagement

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

107. According to theoretical models which consider stereotypes as a tool that simplifies information processing, stereotypes can be seen as a:

a) judgmental heuristic

b) cognitive script

c) mental bias

d) prime

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

108. Stereotypes are more likely to emerge in conditions of:

a) low cognitive demand

b) high cognitive load

c) low attention

d) high stress

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

109. According to the system ____________ theory, people like to believe that the systems underlying the world in which they live are fair and legitimate. Therefore, stereotypes act as a way of rationalizing any inequality that exists in the world.

a) explanation

b) congruency

c) rationalization

d) justification

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

110. One of the key cognitive factors involved in the formation and maintenance of stereotypes is known as the ____________ correlation.

a) illusory

b) positive

c) false

d) deceptive

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

111. Which of the following is a bias affecting the way people interpret the behaviour of the out-groups?

a) Self-fulfilling prophecy

b) Actor-observer effect

c) Ultimate attribution error

d) Illusory correlation

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

Fill-in-the-blank

112. According to the ultimate attribution error, people tend to attribute negative or stereotypical behaviour to __________ but positive or counter-stereotypical behaviour to __________ when interpreting the behaviour of the out-groups.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

113. A phenomenon known as the ______________ occurs when two statistically infrequent events are paired and the perception about the degree to which those events are correlated is inflated because of their ___________, resulting in a false impression about the relationship between the two.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

114. When interpreting the behaviour of the out-groups, people are prone to attribute positive behaviours to ___________ factors.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

Short answer

115. Name three cognitive biases which contribute to the formation and maintenance of stereotypes.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

116. Chen and Bargh (1997) found that participants who were subject to subliminal priming with the category of African Americans (which activated the stereotype of hostile behaviour) showed more hostile behaviour in a later interaction with a non-primed partner. Crucially, the non-primed partners of these participants showed hostile behaviour in return. What phenomenon does this study demonstrate?

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Hard

117. What does ‘stereotype threat’ refer to?

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Hard

True/False

118. One of the processes which have been proposed to underlie stereotype threat is the limited nature of working memory.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Hard

119. Stereotypes can be seen as an energy-saving device that helps to conserve our cognitive resources.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Easy

120. Cognitive biases contribute to the development, but not the maintenance, of stereotypes.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Easy

Multiple choice

121. Which of the following is not considered a cognitive bias?

a) Self-fulfilling prophecy

b) Ultimate attribution error

c) Illusory correlation

d) Stereotype threat

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

122. If you want to prime warm and caring behaviour in participants, which of the following categories of people would you use?

a) Bankers

b) Women

c) University students

d) Skinheads

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Easy

123. According to Devine’s (1989) dual-process model, when are stereotypes activated?

a) Rarely

b) In conditions of high cognitive demand

c) All the time

d) Only when people choose to

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

124. According to Devine’s (1989) dual-process model, when are stereotypes applied?

a) Rarely

b) In conditions of high cognitive demand

c) All the time

d) Only when people choose to

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

125. Nowadays, psychologists think that stereotype activation is:

a) automatic

b) controlled

c) conditionally automatic

d) unavoidable

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

True/False

126. The concept of ‘motivated stereotyping’ suggests that human beings can be quite strategic about when they activate and use stereotypes.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Easy

127. The activation of stereotypes is always automatic and outside of people’s control.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Easy

128. Stereotypes are more likely to be used when there is a lack of information needed to make a more informed social judgement.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Easy

Fill-in-the-blank

129. Thorn and Castelli (1997) found that people were more likely to activate stereotypes when making ____________ decisions than _____________ decisions.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Hard

130. The concept of ‘_________ stereotyping’ suggests that we may be more or less likely to stereotype when it suits our particular purposes.

Section Ref: Stereotyping

Learning Objective: Discuss why and when we apply stereotypes to others.

Difficulty Level: Medium

131. “__________ is a learned disposition to respond in a consistently favorable or unfavorable manner with respect to a given object” (Fishbein & Ajzen, 1975, p. 6).

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

Short answer

132. What, according to Gordon Allport (1935), were ‘the most distinctive and indispensable concept in contemporary American social psychology’?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

133. According to leading definitions of attitudes, what are the three key features of attitudes?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Hard

134. Why are attitudes evaluative in nature?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

Multiple choice

135. Which of the following statements is TRUE?

a) Attitudes influence what we do.

b) Attitudes vary between people.

c) Attitudes represent evaluations of a given object.

d) All of the above.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

136. Attitudes towards ourselves influence:

a) stereotyping activation

b) our self-esteem

c) our IQ

d) social categorization

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

137. Attitudes are directed toward a(n):

a) object

b) behaviour

c) person

d) all of the above

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

138. The ________ is a popular model of attitudes, also known as ‘tripartite’ model.

a) ABC

b) ABCD

c) ACB

d) AAB

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

139. Which of the following components is not included in the tripartite model of attitudes?

a) Biological

b) Cognitive

c) Behavioural

d) Affective

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

140. “Sarah loves knitting”. This statement highlights the __________ component of Sarah’s attitude towards the activity of knitting.

a) Biological

b) Cognitive

c) Behavioural

d) Affective

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

141. “John thinks that knitting requires lot of patience”. This statement highlights the __________ component of John’s attitude towards the activity of knitting.

a) Biological

b) Cognitive

c) Behavioural

d) Affective

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

142. Which of the following statements is TRUE?

a) We can observe attitudes directly.

b) We cannot observe attitudes.

c) We cannot observe attitudes directly.

d) We can observe attitudes both directly and indirectly.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

143. What is the most popular means of measuring attitudes?

a) Subliminal priming

b) Self-report questionnaires

c) Implicit association test

d) Skin conductance

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

144. Which of the following measures is a popular self-report measure of attitudes?

a) IAT

b) Semantic differentials

c) Priming

d) None of the above

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

145. Which of the following is not one of the three dimensions that are tapped by our judgements of a broad range of objects according to Osgood, Suci, & Tannenbaum (1957)?

a) Evaluation

b) Power

c) Warmth

d) Activity

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

146. Which of the following dimensions that are tapped by our judgements of a broad range of objects can be measured by using semantic differentials?

a) Evaluation

b) Power

c) Potency

d) Activity

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

Short answer

147. What are ‘semantic differentials’?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

148. Provide three examples of semantic differentials.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

149. What are the two most popular self-report measures of attitudes?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

150. What is the most common non-self-report measure of attitude?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

Fill-in-the-blank

151. ___________ are an indirect form of measurement used to assess attitudes in which respondents are presented with a series of statements about an attitude object and are required to rate their degree of agreement or disagreement.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

152. A type of non-self-report attitude measure is the IAT, which stands for ____________.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

153. The basis of the __________ is that people find it easier and are quicker at classifying things that are related in _________ than things that are unrelated.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

True/False

154. During his test, LaPiere visited over 250 establishments along with a Chinese couple and was refused service approximately 40% of the times.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

155. LaPiere is known for his attempt to examine the relationship between attitudes and behaviour and for concluding that the two are not related.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

156. LaPiere view that attitudes and behaviour are not related is in contrast with the prevailing view that there is a moderate-sized relationship between appropriately measured attitudes and behaviours.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

Essay

157. Discuss the main limitations of LaPiere’s (1934) study on the relationship between attitudes and behaviour.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Hard

Multiple choice

158. In LaPiere’s (1934) study on the relationship between attitudes and behaviour, what did the majority of establishments respond to the request of accepting members of the Chinese race as guests?

a) Yes

b) No

c) Not sure

d) It depends on circumstances

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

159. Which of the following is a problem of LaPiere’s (1934) study?

a) He was testing the effect of behaviour on attitudes rather than their relationship.

b) He measured behaviour and attitudes in different subjects.

c) The two measures were not well matched.

d) All of the above

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

160. Which of the following terms does not correspond to one of the four principles defining how attitudes are held and behaviours performed according to the principle of correspondence (Ajzen & Fishbein, 1977)?

a) Target

b) Action

c) Context

d) Tactic

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

161. According to Ajzen and Fishbein (1977), attitudes are held and behaviours performed in relation to principles corresponding to the acronym TACT. What does the A stand for?

a) Action

b) Assessment

c) Attitude

d) Activation

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

162. Dan felt cheated by the used car salesperson who sold him a 1997 Honda Accord several years ago. Ever since then, he assumes the worst when it comes to dealing with salespeople. Which attitude component is this an example of?

a) Affective

b) Behavioural

c) Cognitive

d) Biological

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

163. Mick did not believe himself to be homophobic, but he broke out in hives when a homosexual individual sat next to him in class. What type of attitude is being described here?

a) Affective

b) Behavioural

c) Explicit

d) Implicit

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Hard

164. A relatively stable and enduring evaluation of things and people is:

a) an attitude.

b) a social cognition.

c) a schema.

d) an opinion

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

165. In Richard LaPiere’s field study where he traveled 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 towards Chinese guests and offered them good service.

d) even though most places of business did not want Chinese guests, only one refused service.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

166. According to the theory of planned behaviour, attitudes affect behaviour through:

a) intentions

b) subjective norms

c) emotions

d) perceived behavioural control

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

Short answer

167. What are the three key determinants of behaviour according to the theory of planned behaviour?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

168. What does Fazio’s (1990) MODE model stands for?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

169. What are the two modes through which attitude influences behaviour according to Fazio’s (1990) MODE model?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

170. Who proposed the concept of cognitive dissonance?

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

True/False

171. In the MODE model attitudes can influence behaviour through intentions.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

172. According to the dissonance theory, people are motivates to maintain a consistent view of the world because cognitive inconsistency creates dissonance, which is unpleasant.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

173. Attitudes are not necessarily related to behaviour.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

Multiple choice

174. Miriam, a major in gender studies, was in an abusive relationship with Don. She experienced emotional discomfort because her beliefs about equal rights and respect in a relationship were contradicted every time she tolerated Don’s abusive behaviour. Which of the following best describes the discomfort Miriam experienced?

a) Attitude specificity

b) Cognitive dissonance

c) Associative dissonance

d) All of the above

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

175. According to cognitive dissonance theory, which of the following people is most likely to change his attitude?

a) Joe, who is a political conservative but who argues in favour of liberal policies as part of a class assignment.

b) Sam, who is paid $100 to tell people how interesting a particular experiment is.

c) Ben, who makes his living telling people why satellite is better than cable.

d) Frank, who opposes unions, but makes up a pro-union argument just to annoy his parents.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Hard

176. Cognitive dissonance theory was proposed by

a) Bem

b) Milgram

c) Chaiken

d) Festinger

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Easy

177. Festinger 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.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

178. 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.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

179. _________ emphasizes the content of the message, using factual information and logical arguments to persuade.

a) Central route to persuasion

b) Peripheral route to persuasion

c) The foot-in-the-door technique

d) The door-in-the-face technique

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

180. Which of the following products is MOST likely to be marketed using the central route of persuasion?

a) ice cream

b) cars

c) paper towels

d) clothing

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

181. Forewarning an audience that you will be trying to persuade them of something will immediately __________.

a) raise their defenses

b) strengthen their agreement with the speaker

c) change their attitudes

d) make them less skeptical of the speaker's position

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

182. What is the peripheral route to persuasion also called?

a) Systematic

b) Logical

c) Heuristic

d) Affective

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

Essay

183. Compare and contrast the central route and the peripheral route to persuasion and give an example of each.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Hard

Fill-in-the-blank

184. Asher noted that one candidate was more attractive than another which illustrates his use of superficial information via the __________ route of persuasion.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

185. Petty and Cacioppo refer to the amount of systematic processing devoted to a message as ____________ and, consequently, their model is known as the elaboration likelihood model.

Section Ref: Attitudes and Attitude Change

Learning Objective: Demonstrate a critical understanding of how our attitudes are formed and changed.

Difficulty Level: Medium

186. __________ processes are those processes which are activated with inevitability, without the need for attention or any form of control on the part of the actor.

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Medium

Short answer

187. What four factors, according to Bargh (1994), determine whether a process can be thought of as automatic or controlled?

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Medium

188. Briefly describe automatic processes with reference to the ‘four horsemen of automaticity’.

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Hard

189. What is behavioural priming?

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Medium

True/False

190. Automatic processes are beneficial in that they are efficient and do not overly tax our limited cognitive resources.

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Easy

191. Automatic processes are often initiated with the deliberate intention of the individual.

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Easy

192. Using a procedure known as process dissociation, Payne (2001) demonstrated that the effect of racial cues on weapons misidentification was due to automatic rather than controlled processing.

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Easy

193. One way to measure whether a process is operating automatically is to put participants under cognitive load. In fact, automatic processes consume our cognitive resources.

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Easy

Multiple choice

194. Which of the following elements is not one of the ‘four horsemen of automaticity’?

a) Awareness

b) Control

c) Efficiency

d) Effort

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Medium

195. In 1996, Bargh, Chen, and Burrows demonstrated that participants primed with politeness-related words in a scrambled sentence task:

a) were more likely to subsequently interrupt a conversation between the experimenter and a confederate.

b) were less likely to subsequently interrupt a conversation between the experimenter and a confederate.

c) felt guilty about interrupting a conversation between the experimenter and a confederate.

d) were more likely to subsequently show passive behaviour.

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Medium

196. _________ priming refers to an automatic effect of priming on behaviour that occurs without awareness, such that behaviour is consistent with the activated construct.

a) Cognitive

b) Implicit

c) Behavioural

d) Unintentional

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Medium

197. If we want to prime somebody to do better on a subsequent general knowledge test, we should ask them to imagine the typical behaviours and characteristics of:

a) an animal

b) a criminal

c) a professor

d) a rap singer

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Easy

198. Behavioural priming share many similarities with the phenomenon of:

a) actor-observer effect

b) attribution bias

c) illusory correlation

d) self-fulfilling prophecy

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Medium

199. Behavioural priming effects can be counteracted by using ___________.

a) a subsequent behavioural priming

b) tasks with high cognitive demand

c) implementation intentions

d) systematic reasoning

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Medium

200. What is one of the main problems associated with behavioural priming effects?

a) They are rarely replicated.

b) They are difficult to obtain.

c) They have raised many ethical concerns.

d) It is difficult to control for other variables which may influence the occurrence of the same effects.

Section Ref: Automatic Processes in Social Cognition

Learning Objective: Describe the differences between automatic and controlled processes, particularly with regard to behavioural priming.

Difficulty Level: Medium