Verified Test Bank Groups Chapter 12 7th Edition

Chapter 12

Groups

Total Assessment Guide (T.A.G.)

Topic	Question Type	Remember the Facts	Understand the Concepts	Apply What You Know	Analyze It
12.1 The Nature of Groups	Multiple Choice	2, 14, 15, 27, 29, 30, 32, 34	3, 5, 6, 11, 13, 17, 18, 19, 20, 21, 23, 24, 25, 26, 33, 35, 36, 37, 38, 39	8, 9, 10, 16, 22, 28	4, 7, 12, 31
	Short Answer		109, 10, 111, 112	106, 107, 108
	Essay		118		116, 117
12.2 Getting Things Done	Multiple Choice	40, 41	42, 43, 45, 46, 48, 51, 52, 54	44, 47, 49, 50, 53, 55, 56
	Short Answer
	Essay			119	120
12.3 Making Accurate Decisions	Multiple Choice	64, 65, 77	58, 59, 60, 61, 66, 69, 70, 71, 72, 74, 76, 78, 80, 81, 82	62, 67, 68, 75, 79	57, 63, 73
	Short Answer		113
	Essay		122	121, 123
12.4 Gaining Positions of Leadership	Multiple Choice	86, 87, 88, 100, 104, 105	83, 84, 85, 90, 91, 92, 93, 96, 98, 99, 102, 103	89, 95, 97, 101	94
	Short Answer		114, 115
	Essay			124, 125

Chapter 12 Groups

Multiple Choice Questions

1) What do Coleen Rowley, Sherron Watkins, and Cynthia Cooper have in common?

A) They all worked for the FBI.

B) They each discovered reporting errors in their respective organizations.

C) They were CEOs of big companies that collapsed during the stock market crash.

D) They are sisters who all became social psychologists.

Learning Objective: None

Topic: Introduction

Difficulty Level: Easy

Skill Level: Remember the Facts

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

2) A group, in the broadest sense, is two or more individuals __________.

A) who are proximal to each other

B) who influence each other

C) who have similar opinions

D) who have similar goals

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Nature of Groups

Difficulty Level: Easy

Skill Level: Remember the Facts

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

3) Factors that increase the extent to which a collection of individuals is “grouplike” include __________.

A) sharing similar attitudes

B) interdependence

C) having diverse identities

D) lacking structure

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Nature of Groups

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

4) Which of the following is the most “grouplike”?

A) a boxing team in which each person’s performance and success is independent of the performance of other members

B) three strangers standing at a bus stop who don’t even notice each other

C) a golf team where each player’s score is critical to overall team success

D) a classroom in which each person’s grades depend only on his or her achievement

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Nature of Groups

Difficulty Level: Difficult

Skill Level: Analyze It

5) In one of the earliest social psychological experiments, Norman Triplett found that __________.

A) children wound their fishing reels more quickly when adults were watching than when they were not

B) children wound their fishing reels more slowly when adults were watching than when they were not

C) children wound their fishing reels more slowly when other children were also winding their fishing reels

D) children wound their fishing reels more quickly when other children were also winding their fishing reels

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

6) Social facilitation is the process __________.

A) of losing one’s sense of personal identity when in a group

B) through which the presence of others increases the likelihood of dominant responses

C) through which the presence of other group members leads to decreased individual effort

D) through which a group’s initially negative opinion becomes even more negative after discussion

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

7) The theory of social facilitation states that the presence of others improves performance on __________ and hinders performance on __________.

A) well-mastered tasks; unmastered tasks

B) creative tasks; logical tasks

C) complex tasks; simple tasks

D) conjunctive tasks; additive tasks

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Difficult

Skill Level: Analyze It

8) Peter is an accomplished football player, but Mark is still learning how to play. Whereas Peter usually does very well during practice, Mark doesn’t. However, during the last big game, Mark played well and Peter didn’t. This finding is predicted by research on __________.

A) social polarization

B) social facilitation

C) social loafing

D) deindividuation

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Difficult

Skill Level: Apply What You Know

9) Supporting the theory of social facilitation, Michaels and colleagues (1982) watched pool players and found that, when observed, __________.

A) good players performed better and poor players performed more poorly

B) good players performed worse and poor players performed better

C) both good and poor players performed better

D) both good and poor players performed worse

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Difficult

Skill Level: Apply What You Know

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

10) Imagine you are required to give a presentation to your social psychology class on social facilitation with a partner. You are quite comfortable speaking in front of class, whereas your partner has little practice and is very anxious about it. The two of you practice several times in an empty room. During the actual presentation, you are likely to perform __________ than during the practice, and your partner is likely to perform __________ than during the practice.

A) about the same; better

B) better; better

C) better; worse

D) worse; better

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Difficult

Skill Level: Apply What You Know

11) As discussed in the textbook, evaluation apprehension and distraction may contribute to __________.

A) social facilitation

B) groupthink

C) social loafing

D) deindividuation

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

12) According to the concept of social facilitation, the presence of other people __________ physiological arousal, which improves performance on __________ tasks.

A) increases; unmastered

B) increases; well-learned

C) decreases; unmastered

D) decreases; well-learned

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Difficult

Skill Level: Analyze It

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

13) According to research on deindividuation, when people are in a group they are more likely to __________.

A) increase their sense of personal identity

B) increase their individual effort

C) adhere to their personal values

D) behave inconsistently with their personal values

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

14) Deindividuation is __________.

A) the process through which the presence of others increases the likelihood of dominant responses

B) the process of losing one’s sense of personal identity

C) the process through which the presence of other group members leads to decreased individual effort

D) the process through which a group’s initially negative opinion becomes even more negative after discussion

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Easy

Skill Level: Remember the Facts

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

15) The process of losing one’s sense of personal identity is __________.

A) social loafing

B) deindividuation

C) norming

D) socialization

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Easy

Skill Level: Remember the Facts

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

16) Mark, a shy and sensitive student, finds himself yelling obscenities and performing highly aggressive acts when involved in a large student demonstration against a proposal to increase his college’s tuition fee by 50 percent. Mark’s behavior is most likely an example of __________.

A) social loafing

B) social facilitation

C) social interference

D) deindividuation

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Easy

Skill Level: Apply What You Know

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

17) Groups become deindividuated by __________.

A) making people likely to join the groups

B) masking individual identities and distracting members from their personal values

C) enhancing positive feelings toward the groups

D) facilitating expression of individual desires and attitudes in the group

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

18) Deindividuation can be caused by __________.

A) frustration, heat, and pain

B) anonymity and large crowds

C) hostile attributional style and threats to self-esteem

D) heat, threats to self-esteem, and good leadership

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

19) Children in a study were more likely to steal candy when __________.

A) they saw themselves in a mirror

B) they were in a crowd

C) they were required to state to put their names and addresses on a piece of paper

D) they were alone

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

20) Seeing yourself in the mirror can make one objectively __________.

A) self-aware

B) self-actualized

C) normalized

D) deindividualized

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

21) According to Postmes and Spears, people in groups become deindividuated as a result of their increased sensitivity to __________.

A) the group’s structure

B) the actions of others in the group

C) the personal values of others in the group

D) social facilitation processes

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

22) Imagine you were a public official who lived in the early part of the twentieth century when the Ku Klux Klan frequently harassed minorities. Now imagine you had the ability to pass a law designed to diminish the frequency of Klan harassment. Based on the concept of deindividuation, which of the following ideas might you consider in order to significantly reduce undesirable Klan behavior?

A) Require all members of mobs to wear masks.

B) Make the public wearing of hoods and masks illegal.

C) Prohibit mobs from gathering when it is daylight out.

D) Require all members of the mob to use nicknames.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Difficult

Skill Level: Apply What You Know

23) According to the textbook, a dynamical system __________.

A) strives for homeostasis but does not change over time

B) is composed of elements that are near each other but don’t interact much

C) is made up of many interacting elements that change over time

D) has structure that is imposed from outside the system

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Groups as Dynamic Systems: The Emergence of Norms

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

24) In the computer simulation of the Westgate neighborhood referred to in your textbook, the residents of the community initially had a variety of opinions about the council. The result of the computer simulation showed that __________.

A) similar opinions cluster by residence location over time

B) people become even more mixed in their opinions

C) no change will occur because of the different influences each person will be exposed to

D) no final pattern could be predicted because there are too many interconnected people having too many opinions

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Groups as Dynamic Systems: The Emergence of Norms

Difficulty Level: Moderate

Skill Level: Understand the Concepts

25) Social scientists have found that computer simulations of human social behavior __________.

A) tend not to be very useful

B) are useful in the laboratory but rarely generalize to the external world

C) tend to have too many confounds to be useful at this point in time

D) are useful for explaining current data and generating predictions

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Groups as Dynamic Systems: The Emergence of Norms

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 2.4 Interpret, design and conduct basic psychological research.

26) Interdependence, group identity, and structured relations contribute to __________.

A) social facilitation

B) minimal group effects

C) group polarization

D) defining a collection of individuals as a group

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

27) Aspects of “real” groups include __________.

A) multiple leaders

B) ill-defined or no structure

C) interdependence

D) friendships

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Easy

Skill Level: Remember the Facts

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

28) In the Phi Upsilon Nu sorority at Upstate University, sisters expect each other to party hard on the weekends, to get multiple navel piercings, and to wear the color pink. This set of shared expectations of how group members ought to behave is called a(n) __________.

A) descriptive norm

B) postscriptive norm

C) injunctive norm

D) proscriptive norm

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Difficult

Skill Level: Apply What You Know

29) __________ are expectations for how all group members should behave.

A) Descriptive norms

B) Injunctive norms

C) Hierarchy norms

D) Status norms

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Easy

Skill Level: Remember the Facts

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

30) __________ are expectations for how particular group members should behave.

A) Descriptive norms

B) Injunctive norms

C) Hierarchy norms

D) Status norms

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Easy

Skill Level: Remember the Facts

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

31) Whereas __________ are expectations for how all group members should behave, __________ are expectations for how particular group members should behave.

A) injunctive norms; descriptive norms

B) injunctive norms; roles

C) roles; injunctive norms

D) descriptive norms; injunctive norms

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Difficult

Skill Level: Analyze It

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

32) __________ are expectations held by the group for how members in particular positions ought to behave.

A) Descriptive norms

B) Injunctive norms

C) Roles

D) Status hierarchy

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Easy

Skill Level: Remember the Facts

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

33) Roles, status hierarchy, and a communication network are components of __________.

A) group structure

B) group facilitation

C) group polarization

D) group identity

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

34) __________ is a ranking of group members by their power and influence over other members.

A) Descriptive norms

B) Injunctive norms

C) Roles

D) Status hierarchy

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Easy

Skill Level: Remember the Facts

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

35) Teams with high interpersonal cohesiveness are good at __________ but susceptible to __________.

A) decision making; poor coordination

B) communication; poor decision making

C) problem-solving; poor communication

D) generating alternative solutions; unstable group structure

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

36) The strength of the bonds among members of a group is __________.

A) cohesiveness

B) status hierarchy

C) a communication network

D) an injunctive norm

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

37) The pattern of information flow through a group is __________.

A) cohesiveness

B) status hierarchy

C) a communication network

D) an injunctive norm

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

38) The two types of cohesiveness described in the textbook are __________.

A) social and interpersonal

B) task and group

C) ingroup and outgroup

D) task and interpersonal

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

39) According to the textbook, why do people join groups?

A) Groups help us define ourselves and provide support when we need it.

B) Groups help control our impulses and make us feel uncomfortable.

C) Groups provide emotional support and force us to change who we are.

D) Groups keep us from being who we are destined to be and make us feel lonely.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Why do People Belong to Groups?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

40) After studying groups at work, Max Ringelmann proposed that __________ could be the cause of reduced inefficiency of group work over individual work.

A) overly enthusiastic employees who worked too fast and made mistakes

B) poor coordination among workers

C) negative stereotypes among workers

D) workers who were poorly trained

Learning Objective: 12.2 Understand how group productivity is related to (1) social loafing,
(2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Topic: Lightening the Load, Dividing the Labor

Difficulty Level: Easy

Skill Level: Remember the Facts

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

41) Social loafing is __________.

A) the process of losing one’s sense of personal identity

B) the process through which the desire for group harmony leads to poor decision making

C) the process through which the presence of other group members leads to decreased individual effort

D) the process through which a group’s initial opinion becomes more extreme after discussion

Topic: Lightening the Load, Dividing the Labor

Difficulty Level: Easy

Skill Level: Remember the Facts

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

42) Social loafing is less likely to occur when __________.

A) group members are from an individualistic culture

B) the task is boring and unimportant

C) each member’s contributions are identifiable

D) the people who work together are strangers

Topic: Lightening the Load, Dividing the Labor

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

43) Working in groups can increase overall effectiveness or productivity when __________.

A) all members have similar tasks

B) the task is routine

C) it is possible to identify the contributions of each member of the group

D) social loafing occurs

Topic: Lightening the Load, Dividing the Labor

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

44) You are a social psychologist with training in efficiency, and you are hired by a local company to increase the number of cupcakes each packer can package. Considering the phenomenon of social loafing, you should recommend __________.

A) that the number of employees packing cupcakes should be increased quickly

B) that the number of employees packing cupcakes should be increased slowly over time

C) that the employees packing cupcakes should wear uniforms

D) that individual packing productivity be made identifiable in some way

Topic: Lightening the Load, Dividing the Labor

Difficulty Level: Difficult

Skill Level: Apply What You Know

45) One effective way to reduce social loafing is to __________.

A) tell group members that their personal effort won’t have a large impact on group performance

B) give the task special meaning

C) keep the task as simple as possible

D) recruit group members who are individualistic

Topic: Lightening the Load, Dividing the Labor

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

46) People are more likely to join performance groups when __________.

A) they worry they may fail as individuals

B) they believe that their partners will be less skilled at the task

C) the task is stereotypically “male”

D) the task is stereotypically “female”

Topic: Expectations of Individual Failure and Group Success

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

47) Mattia is hoping to get an A in his social psychology class, but is concerned about his poor quiz grades. Mattia will more likely join a study group if __________.

A) he is particularly individualistic

B) he believes that studying with the group will help improve his grade

C) the group cohesiveness is low

D) studying is not particularly meaningful for him

Topic: Expectations of Individual Failure and Group Success

Difficulty Level: Difficult

Skill Level: Apply What You Know

48) People in individualistic societies are more likely to join multiple performance groups because __________.

A) they have a stronger need “to belong”

B) they are in general more interdependent

C) they are more likely to subordinate their own needs to the group needs

D) they are interested in satisfying their particular needs at the moment

Topic: Current Needs, Individualistic Societies

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

49) Kevin works on a team where all of the members are highly sociable. His team should do particularly well on __________ tasks but poorly on __________ tasks.

A) teaching; accounting

B) problem-solving; teaching

C) engineering; problem-solving

D) routine; artistic

Topic: When Are Groups Most Productive?

Difficulty Level: Difficult

Skill Level: Apply What You Know

50) Dave is working on a problem-solving task with five other students from his class. Most of the members of this team are very sociable and get along very well. They are considering including a new person, Steve, on their team. Although conscientious, Steve is not very sociable. Using your knowledge about social groups, what would you advise this team?

A) not to take Steve because they might not get along very well with him

B) not to take Steve because people who lack social skills are good for routine tasks but not for problem-solving tasks

C) to include Steve because he might help the team stay focused on the task

D) to include Steve because he might help to create the rapport needed to generate new ideas freely

Topic: When Are Groups Most Productive?

Difficulty Level: Difficult

Skill Level: Apply What You Know

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

51) Research has shown that heterogeneous groups of people seem to do better on tasks requiring __________, whereas diversity in experience can hurt the performance of groups when success is determined by __________.

A) precision and accuracy; flexibility and quick adjustments

B) adherence to deadlines; flexibility and quick adjustments

C) intelligence and high levels of education; traditional ways of achieving success

D) new solutions and quick adjustments; each member of the group performing his or her role well

Topic: When Are Groups Most Productive?

Difficulty Level: Difficult

Skill Level: Understand the Concepts

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

52) The advantages of culturally diverse groups in the workplace include __________.

A) the generation of a wider range of solutions

B) an easier working environment

C) more frequent communications

D) less formal communications

Topic: When Are Groups Most Productive?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

53) Why do scientists perform better when their collaborators span a wide range of scientific disciplines?

A) Social facilitation effects are reversed for members of the scientific community.

B) Each member of a scientific team typically must perform his or her job well in order for the group to succeed.

C) Their jobs require innovation and creativity.

D) Communication among members is vital.

Topic: When Are Groups Most Productive?

Difficulty Level: Difficult

Skill Level: Apply What You Know

54) The disadvantages of racially and ethnically diverse groups in the workplace include __________.

A) excessive commitment to the group

B) too much communication

C) fewer solutions to problems generated

D) lack of cohesion

Topic: When Are Groups Most Productive?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

55) Hailey is working on a team with people from three different cultures. Which of the following is likely to occur in this group initially?

A) more commitment to the group

B) misunderstandings

C) fewer workdays missed by group members

D) successful performance

Topic: When Are Groups Most Productive?

Difficulty Level: Difficult

Skill Level: Apply What You Know

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

56) Your textbook discussed a study (Watson et al., 1993) that compared ethnically homogeneous versus ethnically heterogeneous classroom groups. The study found that __________.

A) at the beginning, the heterogeneous group performed worse than the homogeneous group, but at the end both groups were performing equally

B) at the beginning, both groups were performing equally, but at the end the homogeneous group was performing better

C) at the beginning, the homogeneous group performed worse than the heterogeneous group, but at the end both groups were performing equally

D) both groups were performing equally from the beginning to the end

Topic: When Are Groups Most Productive?

Difficulty Level: Difficult

Skill Level: Apply What You Know

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

57) Which of the following features of group discussions is most likely to make a group decision better than individual decisions?

A) group polarization

B) transactive memory

C) groupthink

D) social loafing

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Making Accurate Decisions

Difficulty Level: Difficult

Skill Level: Analyze It

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

58) The company officers are experts in different fields, such as finance, sales, and marketing. If they can effectively share information throughout the company, the company as a whole will make superior decisions over those made by individuals as a result of __________.

A) group polarization

B) diversity sharing

C) social facilitation

D) transactive memory

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Making Accurate Decisions

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

59) A group’s transactive memory is more likely to lead to more accurate decisions if __________.

A) the group has a very strict hierarchy

B) group members are relatively independent

C) group members possess accurate information

D) the group is very concerned about its image

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Making Accurate Decisions

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

60) According to the textbook, the European “café society” lets people __________.

A) come together and discuss art, philosophy, and the events of the day

B) organize rebellions against leadership.

C) pool finances

D) study for exams

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: The Need to Know

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

61) Uncertain circumstances motivate people to join groups in order to __________.

A) engage in social comparison

B) increase anxiety

C) hide information

D) promote individuality

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Uncertain Circumstances

Difficulty Level: Easy

Skill Level: Understand the Concepts

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

62) Suppose that you are in a hospital where you are waiting for surgery. According to research, you would prefer to share a room with a person who __________.

A) has never had surgery before

B) recently had surgery that was different from yours

C) recently had surgery that was similar to yours

D) is about to have surgery similar to yours

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Uncertain Circumstances

Difficulty Level: Difficult

Skill Level: Apply What You Know

63) Group discussion is likely to lead members to make judgments that are __________.

A) extreme in the direction that they individually favored before the discussion

B) more extreme in the direction that the group initially favored

C) less extreme in the direction that the group initially favored

D) extreme in the direction that the group initially opposed

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Difficult

Skill Level: Analyze It

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

64) Group discussion may lead members to make judgments that are more extreme on the side of the issue that the group initially favored. This phenomenon is known as __________.

A) social loafing

B) social facilitation

C) group polarization

D) groupthink

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Easy

Skill Level: Remember the Facts

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

65) Early research on group decision making seemed to demonstrate that groups tended to make __________ decisions than individuals.

A) more conservative

B) riskier

C) better

D) poorer

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Easy

Skill Level: Remember the Facts

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

66) Because of later research, the term “risky shift” has been replaced by the term __________.

A) social facilitation

B) group polarization

C) social loafing

D) groupthink

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

67) Imagine a group of moderately pro-feminist women having a discussion about feminism. Can you predict the typical attitude change (if any) of these women after the discussion?

A) They will probably have the same attitudes after the discussion as before.

B) They will probably become less pro-feminism.

C) They will probably become more pro-feminism.

D) They will initially become more pro-feminism but over time will become less pro-feminism than they were before the discussion.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Difficult

Skill Level: Apply What You Know

68) As architects, Rita and her partners are concerned persons with disabilities have access to buildings. Recently, she attended a design meeting where she heard her colleagues make a number of strong, new arguments for increased access. As the group discussion continued, the partners seemed to develop an even stronger attitude favoring access. Which of the following best describes what Rita’s group experienced?

A) social facilitation

B) social loafing

C) group polarization

D) group inoculation

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Difficult

Skill Level: Apply What You Know

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

69) Group polarization in decision making occurs as a result of __________.

A) individuals hearing additional persuasive arguments from others in the group

B) social exchange

C) arousal causing biased processing of information

D) successful strategies of conflict resolution

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

70) After a group discusses an issue, the group members are likely to have a __________ extreme position on the side of the issue that the group initially favored because they are likely to __________.

A) more; avoid social comparison

B) more; hear more persuasive arguments

C) less; engage in social comparison

D) less; experience risky shift

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

71) According to the textbook, holding steadily to views, appearing to have little personal stake in an issue, and having an audience that wants to make an accurate decision contribute to __________.

A) success in ethnically diverse groups

B) complex dynamical systems

C) successful minority influence

D) effective transformational leadership

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

72) Individuals holding a minority view will be most persuasive when they __________.

A) are able to show why they have a personal stake in the issue

B) use high-quality arguments and come across as credible

C) never compromise in their views

D) demonstrate that their group has always rejected majority opinions

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

73) Research on minority influence suggests that which of the following is a successful strategy?

A) Minority group members should never be willing to compromise.

B) Minority group members who once held the majority opinion are especially quiet.

C) Minority group members should highlight the strong differences between themselves and the majority group opinion.

D) The minority group will be more persuasive if there are more than one or two members.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Difficult

Skill Level: Analyze It

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

74) When minorities successfully argue their positions, which of the following is most likely to happen?

A) People will drastically shift toward the minority view.

B) The minority influence will be indirect or hidden.

C) People will not be likely to reassess their views.

D) Group polarization will occur.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

75) Your very kind social psychology professor is allowing students to decide whether the final exam will be taken in class or as a take-home assignment. You are about to go into a meeting with other students in your class to vote on this issue. You know that only 8 or so of the 28 students favor an in-class exam, and you are one of them. Given your knowledge of social psychology, what strategies would you recommend to your fellow minority members to maximize your chances of “winning” the vote?

A) Tell the majority that they should help you avoid group polarization by becoming unified.

B) Explain that the professor is on your side.

C) Tell the majority that you really like them but believe they are wrong in this instance.

D) Hold steadily to your views and present the in-class exam as meeting the goals the majority believes the take-home exam will achieve.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Difficult

Skill Level: Apply What You Know

76) Which of the following decreases the power of jurors holding minority views in the courtroom?

A) videotapes in courtrooms

B) smaller juries

C) the requirement that the jury should reach unanimity

D) increasing the diversity of the members of the jury

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

77) A style of group decision making that is characterized by a greater desire among members to get along than to generate and critically evaluate alternative viewpoints and positions is referred to as __________.

A) groupthink

B) group identity

C) group polarization

D) social loafing

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Easy

Skill Level: Remember the Facts

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

78) The Bay of Pigs invasion and the decision to cover up the Watergate break-in were all mentioned in your textbook as examples of __________.

A) social facilitation

B) deindividuation

C) groupthink

D) group polarization

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

79) Imagine that you are the CEO and respected leader of a large, successful firm. You want your employees to be able to discover and reject poor ideas during an important meeting. Because you know social psychology, you decide to __________.

A) start the meeting by letting employees know what you think about the issue and then encourage employees to disagree with you

B) start the meeting by letting your employees discuss the issue and then rewarding employees who take your perspective

C) start the meeting by pointing out the importance of group harmony

D) start the meeting by letting your employees discuss the issue, being careful to keep your opinion to yourself

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Difficult

Skill Level: Apply What You Know

80) According to research on group decision making, groups may be more susceptible to groupthink when their leaders __________.

A) hold the minority position

B) do not provide strong and clear leadership

C) emphasize group harmony as the primary goal

D) are not present during the discussion

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

81) In which of the following circumstances might a group decision be worse than an individual decision?

A) Group members focus on group harmony.

B) Leaders encourage people to air alternative perspectives.

C) Leaders refrain from presenting their own positions.

D) The group is encouraged to gather information from the outside.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

82) According to research, under which of the following conditions is computer-mediated discussion (such as e-mail or instant messaging) as effective as face-to-face discussion?

A) when the group has unlimited discussion time

B) when the group is very large

C) when the decision is a complex one

D) when the group is high in diversity

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

83) Your textbook discusses two reasons that motivate people to become leaders despite the great costs of leadership. What are they?

A) to appear likable and to establish family bonds

B) to acquire information and to choose correctly

C) to gain resources and to achieve social status

D) to manage moods and emotions and to cope with feelings of annoyance

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Gaining Positions of Leadership

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

84) Which of the following personality characteristics is discussed in the textbook as common among people who seek leadership positions?

A) need for power

B) need for structure

C) need for consistency

D) need for cognition

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Wants to Lead?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

85) Your textbook discusses a particular combination of personality qualities that facilitate becoming a leader. Those qualities are __________.

A) collectivism and independence

B) individualism and creativity

C) authoritarianism and risk-taking

D) ambition and the ability to work hard

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Wants to Lead?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

86) Concerning gender and leadership, your textbook states that __________.

A) men are generally more interested in becoming leaders than women are

B) women are generally more interested in becoming leaders than men are

C) desires to attain leadership are equivalently high for both men and women

D) women are more interested in leadership than men are in individualistic Western cultures, but men are more interested in leadership than women are in collectivistic Eastern cultures

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Wants to Lead?

Difficulty Level: Easy

Skill Level: Remember the Facts

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

87) Which of the following motivates competition for status?

A) salicylic acid

B) estrogen

C) testosterone

D) progesterone

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Wants to Lead?

Difficulty Level: Easy

Skill Level: Remember the Facts

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

88) The textbook reports that leaders often succeed because they __________.

A) encourage groupthink

B) engage in collectivistic thinking

C) engage in individualistic thinking

D) have personal connections

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Opportunity Knocks

Difficulty Level: Easy

Skill Level: Remember the Facts

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

89) Jim wishes to become the CEO of an airline company. Which of the following qualities would help him attain this leadership?

A) He has limited expertise in the airline industry.

B) He has physically mature facial features.

C) During group meetings, he speaks only when his suggestions are particularly insightful or useful.

D) He is exceptionally short.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Gets to Lead?

Difficulty Level: Difficult

Skill Level: Apply What You Know

90) People with physically mature facial features such as a broad jaw, narrow eyes, and angular face, are __________ likely to become leaders because __________.

A) less; they are perceived as a threat

B) less; they are perceived as less powerful

C) more; they are perceived as more intelligent

D) more; they fit with the traditional leadership prototype

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Gets to Lead?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

91) According to the textbook, which of the following people best matches the image of a leader?

A) Aki, who has a great sense of humor

B) Dongyoun, who speaks only when he has something important to say

C) Sanjay, who is very tall

D) Cecilia, who is very attractive

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Gets to Lead?

Difficulty Level: Moderate

kill Level: Understand the Concepts

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

92) According to the textbook, which statement is true of research on leadership?

A) Tall males are perceived as more leaderlike.

B) Men are more effective leaders, even in jobs that require interpersonal skills.

C) Groups led by leaders who are autocratic, as opposed to democratic, work more when the leader is absent.

D) Groups led by leaders who are charismatic work more when the leader is present.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Gets to Lead?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

93) According to the textbook, women are less frequently chosen to become leaders because they __________.

A) have weaker interpersonal skills

B) don’t match the traditional leadership prototype

C) are generally less effective as leaders

D) are less charismatic

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Gets to Lead?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

94) As evidence that leadership success is contingent on group needs, research has demonstrated that workers in conventional occupations (such as accountants) respond well to __________ leadership, whereas workers in investigative occupations (such as college professors) respond well to __________ leadership.

A) inspirational; exemplary

B) task-oriented and authoritative; democratic and less directive

C) liberal and permissive; conservative and traditional

D) charismatic; relational

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Difficult

Skill Level: Analyze It

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

95) You are a manager and have both new and seasoned employees. According to your textbook, you should provide __________ for new workers while providing __________ for expert workers.

A) access to management; access to information

B) emotional support; monetary incentives

C) structured tasks; less directive leadership

D) democratic leadership; emotional support

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Difficult

Skill Level: Apply What You Know

96) A classic experiment conducted by Lewin and colleagues (1939) demonstrated that children guided by autocratic leaders __________.

A) spent more time on task when supervised but then decreased their efforts when their leaders were absent

B) spent less time on task when supervised but then increased their efforts when their leaders were absent

C) spent the same amount of effort when leaders were absent as when they were present

D) worked harder than children guided by democratic leaders, regardless of whether the leader was present

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

97) Imagine that you are teaching a first-grade class and you want your students to keep working on their task even when you are not in the room. Which of the following should you do?

A) Dictate which task the children should work on.

B) Encourage the children as a group to decide which task to work on.

C) Give candies to the children who work on the task while you are in the room.

D) Punish children who do not work on the task while you are in the room.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Difficult

Skill Level: Apply What You Know

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

98) A transformational leader is able to __________.

A) alter the motivations and outlooks of the followers so that the leader’s mission becomes their own

B) transform his or her motivation and outlook to meet the needs of the group

C) transform the group to a body of similar individuals, all similar to him or her

D) inspire the followers by stressing achievement of the mission rather than well-being of the individual

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

99) The effects of transformational leadership on the group typically are __________.

A) low satisfaction among followers and high productivity

B) high satisfaction among followers and low productivity

C) high satisfaction among followers and high productivity

D) low satisfaction among followers and low productivity

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

100) Research has shown that transformational leaders possess the characteristics of __________.

A) charisma and interest in the well-being of others

B) charisma and presents a realistic view of the future

C) rigid thinking and interest in the well-being of others

D) rigid thinking and interest in the well-being of others

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Easy

Skill Level: Remember the Facts

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

101) Representative Rankins is a successful leader who is charismatic, creates openness to new ways of thinking, inspires others to strive for a better future, and recognizes individual strengths and weaknesses. Representative Rankins is displaying characteristics of a(n) __________.

A) collectivistic leader

B) authoritative leader

C) transformational leader

D) transactive leader

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Difficult

Skill Level: Apply What You Know

102) Transformational leaders seem especially effective when the group __________.

A) faces minimal tasks

B) has a certain future path

C) feels pressure to change

D) is fully functioning

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

103) Alice Eagly and her colleagues (1995) conducted a meta-analysis to review sex differences in leader effectiveness. They discovered that __________.

A) there were large sex differences in leadership effectiveness

B) men were more effective as leaders in jobs that required interpersonal skills

C) men were more effective as leaders in jobs that required a tough-minded task orientation

D) women didn’t work as hard as men to become effective leaders

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

104) According to your textbook, when the task requires a leader to be __________, a man tends to be the best leader for the job.

A) controlling and directive

B) detail-oriented

C) relationship-oriented

D) transformational

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Easy

Skill Level: Remember the Facts

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

105) According to your textbook, when the task requires a __________ leader, a woman tends to be the best leader for the job.

A) controlling and directive

B) transformational

C) relationship-oriented

D) accuracy-oriented

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Easy

Skill Level: Remember the Facts

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

Short Answer Questions

106) What is a group? Give an example.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Nature of Groups

Difficulty Level: Difficult

Skill Level: Apply What You Know

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

107) What is social facilitation? Provide an example.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Difficult

Skill Level: Apply What You Know

108) Define deindividuation, and describe how wearing Halloween costumes could affect it.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Difficult

Skill Level: Apply What You Know

109) What is a dynamical system, and what is the central lesson that has been produced by research on dynamical systems?

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Groups as Dynamic Systems: The Emergence of Norms

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

110) Describe four key features of group structure that could be imposed on a group to improve its structure.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

111) What are three reasons that people join groups?

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Why Do People Belong to Groups?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

112) Briefly describe Ringlemann’s experiment involving pulling carts and his discovery of an important element of group processes. Name and define this process.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Lightening the Load, Dividing the Labor

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

113) What is group polarization?

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

114) Name and describe the two personality characteristics that are related to the desire to become a leader.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: Who Wants to Lead?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

115) Describe the qualities of a transformational leader.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

Essay Questions

116) The presence of other people can have different influences on task performance. When does the presence of others improve task performance? When does the presence of others hinder task performance?

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: The Mere Presence of Others and Social Facilitation

Difficulty Level: Difficult

Skill Level: Analyze It

117) What is deindividuation? Describe the two ways in which groups can deindividuate members and two ways to counteract this process.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: Crowds and Deindividuation

Difficulty Level: Difficult

Skill Level: Apply What You Know

118) What are the properties of “real” groups? Define each of these properties. What does it mean to say that groups are more or less “grouplike”?

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Topic: “Real” Groups

Difficulty Level: Moderate

Skill Level: Understand the Concepts

119) What is social loafing? Give two examples. Why does social loafing occur and how can social loafing be reduced?

Topic: Lightening the Load, Dividing the Labor

Difficulty Level: Difficult

Skill Level: Apply What You Know

120) What are the advantages and the disadvantages of having diversity in a group?

Topic: When Are Groups Most Productive?

Difficulty Level: Difficult

Skill Level: Analyze It

121) Describe transactive memory. How can it improve accuracy in decisions?

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Making Accurate Decisions

Difficulty Level: Difficult

Skill Level: Apply What You Know

122) Describe the conditions under which opinion minorities are most likely to have influence in their groups.

Learning Objective: 12.3 Define and describe (1) transactive memory (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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

123) What is groupthink? Suppose that you are a leader of a campus group. What can you do to prevent groupthink in your group?

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Topic: Discussion and Decision Making

Difficulty Level: Difficult

Skill Level: Apply What You Know

124) What are the situation factors that influence whether people seek and attain leadership? Give an example of each.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Opportunity Knocks

Difficulty Level: Difficult

Skill Level: Apply What You Know

125) Discuss the definition of a transformational leader and the characteristics of transformational leadership. Give examples of how these characteristics are manifested by a transformational leader.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Topic: When Are Leaders Effective?

Difficulty Level: Difficult

Skill Level: Apply What You Know

Revel Quiz Questions

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

End of Module Quiz 12.1: The Nature of Groups

EOM Q12.1.1

Which of the following factors contributes to a collection of individuals becoming a “real” group?

shared identity
independence

Consider This: The members of “real” groups tend to be interdependent: they need each other to reach their shared goals. Think about what groups you consider yourself to be in and why you might feel like a part of this group. 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

a structure that is informal rather than formal

Consider This: Real groups often develop stable structures and may possess injunctive norms. Think about what groups you consider yourself to be in and why you might feel like a part of this group.12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

mixed sex

Consider This: The text does not mention sex composition as a factor that contributes to a collection of individuals becoming a “real” group. Think about what groups you consider yourself to be in and why you might feel like a part of this group. 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOM Q12.1.2

The Halloween studies on deindividuation found which of the following?

Theft among trick-or-treaters arriving in groups decreased significantly when they no longer felt anonymous.
Trick-or-treaters arriving alone were as likely to steal extra candy as those arriving in groups.

Consider This: Trick-or-treaters arriving in groups were more likely to steal extra candy than those arriving alone, presumably because crowds can mask the identities of their individual members. 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Placing a mirror behind the candy bowl decreased theft among those arriving in groups but did not affect those arriving alone.

Consider This: Placing a mirror behind the candy bowl affected those arriving alone as well as those arriving in groups. The act of looking in the mirror made these children objectively self-aware and thus less able to cast aside their personal values forbidding theft. 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Theft among trick-or-treaters did not change after the researchers asked the children’s name and address.

Consider This: Asking the children’s names made their personal identity very salient. If you are reminded of your identity you may be more likely to behave in ways that are consistent with that identity. 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q12.1.3

What is a dynamical system?

a system consisting of many interacting elements that changes and evolves over time
any system consisting of interacting elements that has no discernible order

Consider This: Order often emerges out of apparent chaos. 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

a social group with initially divergent opinions that converges over time on a single opinion

Consider This: This answer choice is just one example of a dynamical system, but it is not the only thing a dynamical system could be. 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

the pattern of information flow through a group

Consider This: This is the definition of a communication network. 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Difficulty Level: Easy

Skill Level: Remember the Facts

End of Module Quiz 12.2: Getting Things Done

EOM Q12.2.1

People in __________ societies tend to participate in performance groups more than those in __________ societies.

individualistic; collectivistic
collectivistic; individualistic

Consider This: People in collectivistic societies are generally so committed to their existing groups that they don’t look elsewhere when they need help getting things done. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

egalitarian; individualistic

Consider This: The text does not discuss how people in “egalitarian societies” participate in performance groups. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

hierarchical; individualistic

Consider This: The text does not discuss how “hierarchical societies” participate in performance groups. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Learning Objective: 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q12.2.2

Effective problem-solving teams should typically consist of at least one member who is __________.

agreeable and tolerant
not achievement motivated and energetic

Consider This: A team member who is not achievement motivated and energetic would not contribute to making the team effective at problem solving. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

hostile

Consider This: If one member of the team were hostile, there is a likely chance that the team would not get along and would, therefore, not be effective at problem solving. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

good with money

Consider This: Money handling was not mentioned in the text as a part of what makes a good problem-solving team. Consider what a team needs in order to get along. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Learning Objective: 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q12.2.3

Group __________ helps on tasks in which a group needs only one member to get the correct answer, whereas group __________ is beneficial when group success depends on whether each of its members performs his or her role well.

heterogeneity; homogeneity
collectivism; individualism

Consider This: Collectivism is essentially about being interdependent with others, subordinating one’s needs to the group’s needs, and being loyal and committed. Individualism is about independence and individual achievement. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

individualism; collectivism

homogeneity; heterogeneity

Consider This: Heterogeneous groups seem to do best on tasks requiring new solutions. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Learning Objective: 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

End of Module Quiz 12.3: Making Accurate Decisions

EOM Q12.3.1

Which of the following is a reason that people seek out groups?

to glean information that will reduce feelings of uncertainty
to gain general information by observing the behavior of people who are going through different experiences

Consider This: People often prefer to group themselves not just with others who are in the same boat but with those who have already completed the journey. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

to gain knowledge from people with dissimilar interests

Consider This: Although there are some circumstances when interacting with dissimilar others can be beneficial, people more generally seek out groups to gain knowledge from people with similar interests, so this is not the best answer. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

to avoid having to confront new information

Consider This: People often seek out groups because they need knowledge that others possess. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q12.3.2

Which of the following factors helps make opinion minorities more persuasive?

They have at least some support from others.
They display strength by showing unwillingness to compromise.

Consider This: Even while holding steadily to their views, minorities who are willing to negotiate will come across as reasonable and nonrigid. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

They present their views as incompatible with the majority view.

Consider This: By pointing out that their views are “in the same ballpark” as views held by most group members, opinion minorities make it easier for others to shift their opinions. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

The audience is not too concerned about making an accurate decision.

Consider This: When the audience wants to make an accurate decision they will pay the closest attention to the quality of arguments and are more likely to consider alternative viewpoints. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q12.3.3

Which of the following techniques helps counteract groupthink?

developing procedures to ensure that members critically evaluate all proposals and gather outside feedback
making group members interpersonally focused rather than task focused

Consider This: Decisions are better when group members focus on the task rather than on social harmony. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

having leaders reveal their own views at the beginning of the discussion rather than at the end

Consider This: When leaders reveal their own views at the beginning of a discussion, group members are less likely to engage in the kinds of critical discussion needed to ferret out bad ideas. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

insulating group members from criticism and outside feedback so as not to stifle the creative process

Consider This: When group members feel strong pressure to agree, they often fail to engage each other in effective discussion. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

End of Module Quiz 12.4: Gaining Positions of Leadership

EOM Q12.4.1

Which of the following person and situation factors increases the likelihood that an individual will become a leader?

being highly ambitious
being female

Consider This: Men are somewhat more interested in becoming leaders than women are. The male preference for leadership is no doubt influenced by the ways males and females are socialized. The hormone testosterone, present in higher concentrations in males, motivates competition for status and may be another reason why males are more likely to become leaders. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

having a relaxed work ethic

Consider This: People who are energetic are more likely to become leaders because they can make their ideas a reality. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

The group decreases in size.

Consider This: Leadership positions become available as groups get larger, not smaller. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q12.4.2

Which of the following claims about leadership effectiveness is true?

New workers tend to prefer more directive leadership than expert workers.
Leadership success tends to be independent of a group’s specific needs or the nature of the task.

Consider This: The effectiveness of leaders depends on the nature of the task and the needs of the group. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Groups with autocratic leaders tend to be more productive regardless of whether the group leader is present to supervise their tasks.

Consider This: Autocratic leadership may be effective only when leaders can supervise their members closely. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

A dictatorial leadership style is more effective than a more democratic one.

Consider This: Whether a particular leadership style is effective may depend on the other resources available to the leader. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q12.4.3

Which of the following claims about gender and leadership is true?

Studies show that men and women do not differ in their effectiveness as leaders.
Men tend to exhibit slightly more transformational leadership than women.

Consider This: Research shows that women are often more effective as transformational leaders. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Men are equally effective leaders regardless of whether the group’s task requires stereotypically “female” or “male” skills.

Consider This: Women are more effective in jobs viewed as feminine or that require interpersonal skills; men are more effective in jobs viewed as masculine or that require a hard-nosed task orientation. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Men and women exhibit equal amounts of transformational leadership.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

Chapter Quiz: Groups

EOC Q12.1

Why can the mere presence of other people sometimes improve performance?

Being around others increases arousal, and this leads people to more likely exhibit dominant responses.
People tend to avoid dominant responses in the presence of others.

Consider This: The best answer has to do with an enhancement in familiar, well-learned behaviors. 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

The presence of other people tends to increase deindividuation.

The distraction created by onlookers prevents a person from overthinking his or her performance.

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q12.2

Social facilitation theory suggests that the presence of others increases performance on __________.

well-mastered tasks
novel tasks

Consider This: If you were trying to do a task very new to you or very complicated, do you think having others watching would make you perform better or worse? 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

complex tasks

Consider This: If you were trying to do a task that was very new to you or very complicated, do you think having others watching you would make you perform better or worse? 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

any task

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Difficulty Level: Easy

Skill Level: Understand the Concepts

EOC Q12.3

Diener’s classic Halloween study found that 57% of the children arriving as anonymous members of groups stole extra candy or money. Children arriving alone and children in groups who were not allowed to be anonymous stole __________.

significantly less candy and money
significantly more candy and money

Consider This: Do you think a person would be more likely to steal if he or she knew that others were watching? 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

about the same amount of candy and money

candy but not money

Learning Objective: 12.1 Describe the characteristics of a “real” group, and define social facilitation, deindividuation, and dynamical systems.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q12.4

All of the assembly-line workers knew that management expected them to complete 150 parts per hour. There were so many workers that they could have completed twice as many, but Conrad and many others didn’t bother—they just took it easy and relied on the efforts of their fellow workers to get the minimum done. This is an example of __________.

social loafing
groupthink

Consider This: Groupthink is defined as a style of group decision making characterized by a greater desire among members to get along and agree with one another than to generate and critically evaluate alternative viewpoints and positions. If the workers noticed something wrong with the parts but did not say anything so as not to go against their boss, this would be an example of groupthink. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

status hierarchy

Consider This: Status hierarchy is a ranking of group members by their power and influence over other members. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

a dynamical system

Consider This: A dynamical system is made up of many interacting elements (e.g., people), and it changes and evolves over time. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Learning Objective: 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q12.5

To minimize the social loafing that was taking place, management made sure each worker had a slightly different job. This helps minimize social loafing because __________.

the workers cannot presume that the work of others will hide their laziness
workers will try to compete for the jobs of others

Consider This: Group members are more likely to loaf when their individual contributions can’t be evaluated. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

it helps the workers feel good about working together

it prevents workers from competing with each other

Learning Objective: 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q12.6

As shown in the research on stereotypically male and female tasks, when people worry that they may fail at a task, they will likely desire to __________.

join a group rather than work alone
work alone so they may learn to be more self-sufficient

Consider This: The fear of failure makes people look for others who may be better at the task or at least use the logic that “two heads would be better than one.” 2.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

work alone so as not to fail in front of others

Consider This: The fear of failure makes people look for others who may be better at the task or at least use the logic that “two heads would be better than one.” 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

join a group only if they have high self-esteem

Learning Objective: 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Difficulty Level: Easy

Skill Level: Understand the Concepts

EOC Q12.7

Studies show that heterogeneous groups do best on tasks that require __________.

flexibility
rigidity

Consider This: A group composed of people from different backgrounds can bring a wider variety of problem-solving approaches to any given situation. 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

easing into changing conditions

low as opposed to high creativity

Learning Objective: 12.2 Understand how group productivity is related to (1) social loafing, (2) individualistic societies, and (3) the interactions between group participants and type of task they are performing.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q12.8

Which of the following techniques is an effective strategy to counteract groupthink?

having leaders encourage group members to contribute alternative perspectives
ensuring that social harmony in the group is maintained at all times

Consider This: This strategy would most likely increase groupthink because it emphasizes the members’ desire to get along rather than to evaluate potential solutions realistically. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

insulating key decision-makers from dissenting opinions

Consider This: This strategy would most likely increase groupthink. When powerful leaders reveal their own views at the beginning of the discussion, group members are less likely to engage in the kinds of critical discussion needed to ferret out bad ideas. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

avoiding outside feedback

Consider This: This strategy would most likely increase groupthink. When people feel welcome to share differing viewpoints, they will be more likely to do so. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Difficulty Level: Difficult

Skill Level: Analyze It

EOC Q12.9

Morgan realized that whenever she had a discussion with her friends, her opinions tended to become more extreme to match the opinions of her friends. This is known as __________.

group polarization
cohesiveness

Consider This: Having the support of other group members can enhance your own position, even for a brief period of time. Cohesiveness is the strength of the bonds among group members. Think about which of these answers is a word that means the same thing as thinking in a more “extreme” sort of way. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

social comparison

Consider This: Social comparison might lead people to try to differentiate themselves from other group members. Think about which of these answers is a word that means the same thing as thinking in a more “extreme” sort of way. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

group communication

Consider This: Group communication in itself does not mean that opinions will become more extreme. Think about which of these answers is a word that means the same thing as thinking in a more “extreme” sort of way. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q12.10

Minority opinions are most persuasive when __________.

the audience wants to make an accurate decision
the minority members present their position as being directly opposed to the so-called prevailing wisdom

Consider This: If minority opinions present their views as compatible with the majority view but as just a bit “ahead of the curve,” they are more likely to be persuasive. By pointing out that their views are “in the same ballpark” as views held by most group members, opinion minorities make it easier for others to shift their opinions. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

they have never held the opinion of majority members

Consider This: Holding the majority opinion at one point makes minority opinions more persuasive. If a person became convinced that the majority view was mistaken, one might think, “Maybe there’s something to it.” 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

minority members clearly distinguish their opinion as distinct from those of other people

Consider This: Having some support from others makes minority opinions more persuasive because several individuals holding a minority position are more influential than a lone voice of dissent. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Difficulty Level: Moderate

Skill Level: Remember the Facts

EOC Q12.11

Which of these legal trends lessens the power of jurors holding a minority opinion?

Some courts no longer require juries to reach unanimous decisions.
Some judges are now making the final court decision without using a jury trial system.

Consider This: If a group does not have to come to a consensus, then those with minority opinions can simply be “overwhelmed” by the majority voice. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

In many jurisdictions, the size of juries has been increased to 16.

Consider This: If the size of juries was increasing it would slightly strengthen the impact of minority jurors simply because the probability of having more dissenting opinions goes up. Smaller jury numbers make it more likely that a juror holding a minority position will be alone in his or her views, and we know that lone jurors are less able to hold fast to their positions. 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

In some counties, if a unanimous decision is not reached within 24 hours, the case is thrown out.

Learning Objective: 12.3 Define and describe (1) transactive memory, (2) group polarization, (3) minority influence, and (4) groupthink.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q12.12

Which of the following factors decreases the likelihood of an individual becoming a leader?

not fitting the cultural stereotype of what a leader should look like
high need for power

Consider This: Think about the qualities that you might associate with a person being highly ambitious, and you can then probably eliminate at least a couple of wrong answers. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

high need for achievement

being a man

Consider This: Being a man would increase the likelihood of an individual becoming a leader. The hormone testosterone, present in higher concentrations in males, motivates competition for status and may be one reason why males are more likely to become leaders. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Difficulty Level: Easy

Skill Level: Understand the Concepts

EOC Q12.13

Competition for status is strongly influenced by the hormone __________.

testosterone
estrogen

Consider This: Remember that your text notes that men are more likely to hold leadership positions than women. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

naloxone

progesterone

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q12.14

Women’s chances of being selected as leaders are reduced by the fact that __________.

their physical characteristics don’t fit the commonly held image of a leader
they tend to have higher levels of estrogen

Consider This: Estrogen is not directly relevant to this question. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

women exhibit less transformational leadership than men

people are more likely to have experiences with unpleasant female leaders

Consider This: People who have actually worked under women leaders are as satisfied with female as with male leaders. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q12.15

Research demonstrates that __________ leaders may be more effective when they can keep their group members under constant surveillance, whereas __________ leaders create groups that work equally hard regardless of whether they are being supervised.

autocratic; democratic
dictatorial; autocratic

Consider This: “Autocrat” is a word that is similar in meaning to “dictator.” 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

democratic; autocratic

contingent; democratic

Consider This: The word “contingent” is irrelevant in this circumstance. 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Learning Objective: 12.4 Discuss the factors that determine (1) who wants to lead, (2) who is chosen to lead, and (3) who is an effective leader.

Difficulty Level: Difficult

Skill Level: Analyze It

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Aug 21, 2025

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Chapter 12 Groups

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Douglas Kenrick

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