Test Bank for Social Psychology 11th Edition by Aronson, Wilson, Sommers by ACADEMIAMILL

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 1 Introducing Social Psychology Total Assessment Guide (TAG)

Topic

Question Type

Introduction

Multiple Choice

Remember the Facts

Understand the Concepts

Apply What You Know

2, 11, 12, 13, 19, 26, 29, 30, 31, 41, 43, 58, 59, 60

1, 3, 4, 6, 7, 10, 14, 15, 16, 17, 18, 20, 23, 24, 25, 32, 33, 34, 46, 52, 53, 55, 57, 63

5, 8, 9, 21, 22, 27, 28, 35, 38, 39, 40, 42, 44, 47, 48, 49, 50, 51, 54, 56, 61, 62

176, 177, 180

178, 179

74, 80, 86, 87, 93, 94, 110, 111, 119, 125

65, 67, 68, 69, 73, 75, 77, 81, 82, 83, 85, 88, 90, 91, 92, 96, 97, 99, 100, 101, 102, 103, 105, 106, 108, 109, 121, 122, 123, 126

76, 112

181, 182, 183,

185

184

130, 143, 148, 150, 151, 155, 158, 159, 160, 163, 164, 166, 167

128, 131, 132, 134, 138, 139, 140, 141, 142, 144, 145, 146, 147, 152, 153, 162, 165

187, 189, 190

188

169, 170, 171, 173, 175

174

Analyze It

Essay Defining Social Psychology

Multiple Choice

Essay The Power of the Situation

Multiple Choice

64, 66, 70, 71, 72, 78, 79, 84, 89, 95, 98, 104, 107, 113, 114, 115, 116, 117, 118, 120, 124

Essay Where Construals Come From: Basic Human Motives

Multiple Choice

127, 129, 133, 135, 136, 137, 149, 154, 156, 157, 161

Essay Why Study Social Psychology?

Multiple Choice Essay

168, 172

191

36, 37, 45

186

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 1 INTRODUCING SOCIAL PSYCHOLOGY _____________________________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

In the introduction to Chapter 1, you read about a number of social phenomena: selfless and selfish actions performed during the COVID pandemic; a sister and brother disagreed on the attractiveness of the same fraternity; and more than 800 people committed mass suicide in Jonestown, Guyana. What do these examples have in common? a. They defy explanation. b. They describe socially deviant behavior. c. They reveal the power of social influence. d. They reflect the operation of deliberate persuasion attempts. Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The scientific study of the way in which people’s thoughts, feelings, and behaviors are influenced by the real or imagined presence of other people is the definition of __________. a. psychology b. personality psychology c. social psychology d. sociology Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Social psychology is the study of how __________ affect(s) the thoughts, feelings, and behaviors of humans. a. live social interactions with other humans b. the presence of real or imagined other people c. other living things d. perceptions of the social world Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which of the following is an example of social influence? a. You concoct a convincing lie to tell your professor about why your assignment was late. b. When you get hungry, you have trouble concentrating. c. You didn’t do well on an exam because you stayed up all night cramming. d. You almost fall asleep while driving, so you pull to the side of the road to take a short nap. 2 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

E’Lisha agrees to spend all day Saturday helping her friend complete her chores, even though she doesn’t want to, had other plans, and doesn’t even like her friend all that much. It’s likely E’Lisha’s friend used the skillful application of __________ to get her to agree to help. a. social influence b. her mere presence c. obedience d. threat Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which example illustrates a direct persuasion attempt? a. A bully threatens Billy and steals his lunch money. b. Ramona works hard in school to make her mother proud. c. Felipe thinks of his ex-boyfriend and becomes sad. d. Jason moves from New York to Atlanta and develops a Southern accent. Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Not all social influence is direct or deliberate. Compared to the others, which example BEST illustrates indirect or subtle social influence? a. An nationwide advertising campaign is launched to promote a new soft drink. b. A senatorial candidate delivers a speech to convince voters that she is not really liberal. c. A parent disciplines a child by taking away a favorite toy. d. A child sees other kids wearing their T-shirts inside out and starts wearing a T-shirt the same way. Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

From across the room, Xiao sees his mother sigh, and he approaches to give her a hug in hopes of cheering her up. In this case, Xiao’s behavior is an example of a(n) __________ social influence attempt. a. direct b. ineffective c. indirect d. unintended Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult 3 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

Jada gives Winston her dessert at lunch because she wants him to like her. Jada’s behavior is an example of __________. a. social cognition b. a direct social influence attempt c. a construal d. the fundamental attribution error Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Which of the following is an example of social influence? a. A boy plays basketball in the schoolyard during recess. b. Your child tells you she likes participating in art at school, but she doesn’t like participating in math. c. You cover your mouth when you cough because you don’t want to spread germs. d. You perceive the bathwater as hot when you first get in but don’t notice the temperature ten minutes later. Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

When social psychologists conduct research, they seek to answer their questions of interest by using experimentation and measurement. By doing so, they are asking __________ questions. a. empirical b. unsolvable c. common sense d. philosophical Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Rather than relying on the personal opinions of others, Dr. Miyaka wants to answer research questions using experimentation and measurement. Dr. Miyaka is interested in asking __________ questions. a. intuitive b. rhetorical c. empirical d. contemplative Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a.

Social psychologists, like all scientists, rely on experimentation and measurement to answer empirical questions, whereas philosophers typically do not. b. Philosophers tend to answer important questions about the origins of human behavior, whereas social psychologists tend to focus on simpler behaviors. c. Social psychologists rely on folk wisdom, popular consensus, and personal opinions to derive an answer to their questions of interest; philosophers rely on direct empirical evidence. d. Philosophers generally agree with one another in their conclusions, whereas disagreements among social psychologists mean few advances have been made over the years. Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

The philosopher Benedict (Baruch) de Spinoza proposed the idea that when you love someone whom you used to hate, you __________. a. love that person more strongly than if hatred had not preceded the love b. love that person less strongly because hatred preceded the love c. cannot ever love that person fully d. will always question the sincerity of the love Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Why do social psychologists tend to not just simply ask people about the reasons driving their behavior? a. there is clear evidence that the vast majority of people lie about their behavior when asked by a researcher b. social psychologists rely on logic and deduction to answer their questions of interest; they wouldn’t bother to ask people such a question about their behaviors c. people might not know, might not want to tell, or might not understand the reasons for their own behavior d. social psychologists are only interested in group behavior, rather than the behavior of individuals Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Juano thinks the idea that “birds of a feather flock together” has more merit than “opposites attract,” so he designs an experiment to test his hypothesis and identify the conditions under which this assumption might be correct. Juano is most likely a __________. a. personality psychologist b. social psychologist c. sociologist d. journalist Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

17.

Social psychology is set apart from other ways of interpreting social behavior, such as folk wisdom or literature, because it is __________. a. based on meditations about human nature b. an experimental science c. a purely theoretical science d. reliant on popular opinion Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

18.

How do social psychologists differ from those who rely on common sense or folk wisdom in answering questions about human nature? Social psychologists __________. a. seldom disagree with one another b. ignore the notion of human consciousness c. use science to test hypotheses about the social world d. rely primarily on their own personal insights Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

19.

Folk wisdom is considered to be a form of __________. a. empirical research b. self-consciousness c. common sense d. scientific explanation Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Birds of a feather sometimes do flock together, and sometimes they do not. Opposites might attract under some circumstances and might not attract under others. Clarifying when, how, or why social behaviors take place reflects the importance of identifying a. the convergence of popular opinion that results in folk wisdom. b. universal laws of behavior. c. the conditions under which a behavior is likely to be seen. d. when philosophical explanations of behavior are correct. Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Jamal was confused by his sister’s relationship with her boyfriend. They just didn’t seem to have anything in common. “Oh well,” Jamal figured, “I guess opposites really do attract.” Jamal’s explanation is an example of __________. 6 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. folk wisdom b. philosophy c. sociology d. social psychology Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

Angelo isn’t sure if he wants to date Marisol, with whom he shares many similarities, or Evangeline, who is very different from him. His friend says, “Opposites attract” and advises him to date Evangeline. But his brother says, “Birds of a feather flock together” and suggests that he pursue Marisol. This best exemplifies that __________. a. folk wisdom is often full of contradictions b. folk wisdom is usually wrong c. folk wisdom oversimplifies complex situations d. common sense is an individual difference Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

What role can folk wisdom play in social psychology? a. The two approaches are unrelated. b. It provides many ideas or hypotheses for scientific investigation. c. It has been completely disproven by scientific research. d. It tends to be more accurate and useful than social psychological research. Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

Why is a scientific approach preferable to reliance on folk wisdom and common sense? a. Common sense approaches focus on the situation and not on the personality of the people involved. b. Nothing useful can be learned from journalists, philosophers, or social critics. c. Science has tested and debunked most folk wisdom. d. Folk wisdom and common sense are filled with contradictions. Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Why is conducting research in social psychology so challenging? a. Research results rarely allow social psychologists to draw any conclusions about behavior. b. Psychologists cannot study common sense because it is rarely expressed in observable behavior. c. Research in social psychology relies on self-report data, which is inherently inaccurate. d. Psychologists are attempting to predict the behavior of highly sophisticated organisms in complex situations. 7 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

In the context of social psychology, evolutionary theory is used to explain __________. a. social behavior in terms of genetic factors that have evolved over time b. how humans utilize societies to target changes in their behaviors c. how the brain drives changing behaviors in a hostile environment d. how personality remains the same throughout the life span Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

27.

A social psychologist asks, “Are there social behaviors that have genetic determinants that evolve through the process of natural selection?” This question is based in the __________ perspective. a. sociological b. personality psychology c. evolutionary d. folk wisdom Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

28.

Dr. Ramirez believes that, over time, men have developed an attraction to women who have a body type that will successfully support pregnancy or reproduction. Dr. Ramirez is most likely taking a(n) __________ perspective on social psychology. a. biological b. evolutionary c. personality d. sociological Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

29.

What is the best way to apply evolutionary theory to current social psychological concepts? a. Create novel hypotheses that can be tested experimentally b. Use intricate brain-scanning techniques to record social perceptions as they happen c. Understand how personality drives decision-making in the presence of others d. Test how environmental cues affect how we behave in groups Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know 8 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 30.

What is a limitation of applying evolutionary theory to social psychology? a. Evolutionary psychology is not a widely accepted perspective in psychology. b. Most researchers believe that evolution is not related to social behavior. c. Evolutionary psychology can only predict changes in genetics. d. There are debates about whether it is testable using the experimental method. Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

31.

Amber and Julio are friends, but they differ in how neat they keep their rooms. According to personality psychologists, the distinction between the friends can be referred to as a(n) __________. a. hypothesis b. social influence c. direct persuasion attempt d. individual difference Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

Professor Takahami is a personality psychologist interested in understanding divorce. Compared to the others, which question is Dr. Takahami most likely to investigate? a. Have the changing social roles of women contributed to divorce? b. How does relationship satisfaction relate to divorce? c. Are some types of people more likely to divorce than others? d. Does the presence of children in a relationship reduce the likelihood of divorce? Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

How would personality psychologists most likely explain the mass suicide that took place in Jonestown, Guyana, in 1978? a. An increasingly complex society creates confusion and the need to belong to a group at any cost. b. People who have traits of being unstable are more likely to join cults. c. They wouldn’t try to explain it; personality psychologists are not interested in investigating suicide. d. A leader’s control over followers increases slowly over time, due to the effects of social influence. Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Compared to social psychologists, personality psychologists are more likely to focus their attention on __________. a. subjective construals 9 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. positive behaviors c. individual differences d. rewards and punishments Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 35.

When social psychologists discuss individual differences, they are discussing __________. a. genetic variation that occurs at a biological level b. differences in how people respond in different situations c. aspects of personality that make people differ from one another d. differences within a person in how to behave publicly versus privately Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

Social psychologists, as compared with personality psychologists, believe that by only paying attention to the influence of personality traits on behavior, what is being ignored? a. Genetic variation b. The role of social influence c. Individual differences d. Common sense Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Like social psychologists, personality psychologists believe the appropriate level of analysis is __________. a. individuals, rather than collectives or institutions b. the cultural context in which behavior occurs c. customs and traditions that evolve within a specific culture d. mental construals that shape human behavior Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

38.

Social psychologists and personality psychologists share what common goal? a. Understanding individual differences b. Understanding how the actual presence of others influences people c. Understanding people who have psychological disorders d. Understanding causes of human behavior Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology 10 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 39.

When explaining another person’s behavior, we often assume that something about the person—and not the situation—caused the behavior. In this sense, laypeople are most like __________. a. sociologists b. personality psychologists c. social psychologists d. philosophers Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40.

“Are some people just better leaders than others?” Such a question about human nature is most likely to be asked by a __________. a. personality psychologist b. social psychologist c. philosopher d. sociologist Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

41.

Although the fields of personality psychology and social psychology are related, what distinguishes social psychology from personality psychology? a. Social psychology uses rigorous scientific methods; personality psychology does not. b. Social psychologists examine an individual within a social context, whereas personality psychologists focus primarily on the individual. c. Social psychology examines the individual, whereas personality psychology examines broader societal issues. d. Social psychologists examine social situations, but not the individuals in them. Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

42.

Although the fields of sociology and social psychology are related, what distinguishes social psychology from sociology? a. Social psychology uses observation to answer questions of interest; sociology relies on rigorous scientific methods. b. Social psychologists examine an individual within a social context, whereas sociologists focus primarily on the individual. c. Social psychology examines the individual, whereas sociology examines broader societal issues and societal structures. d. Social psychologists examine social situations, but not the individuals in them. Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. 11 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 43.

Which question is most likely to be asked by a social psychologist? a. Are some kinds of people more susceptible than others to recruitment into cults? b. Do some types of people make better leaders than others? c. Are some individual characteristics genetically determined? d. What situations cause people to behave rudely? Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

44.

Rahid’s server in the restaurant just can’t seem to get his order right. If Rahid is thinking more like a trained social psychologist than a typical layperson, what would he be most likely to think? a. “This person is a chronic dolt.” b. “The waiter is a simpleton.” c. “Maybe this person has had a bad morning.” d. “Human beings are inherently lazy.” Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Shanika is an executive, and she’s asked her assistant repeatedly to make some copies for her. The assistant failed repeatedly to successfully complete the assignment. If Shanika is thinking about this situation as a social psychologist would, what is she most likely to conclude about her assistant? a. “My assistant is incompetent and I should fire him immediately.” b. “All of my subordinates are incompetent.” c. “I am the only intelligent person in this office.” d. “Perhaps my assistant is distracted by some stressor in his life.” Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

Social psychologists tend to be more focused on __________, and personality psychologists tend to focus more on __________. a. global issues; mental health b. societal problems; therapies for psychological disorders c. how people are unique; how people are similar d. the influence of the situation on a person’s behavior; individual differences Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 12 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

47.

Which statement BEST reflects a social psychological point of view? a. I’ll hire Ingo to house-sit because he seems like a trustworthy type. b. Esme won the competition because she is a hardworking person. c. Fred offered to help because there was a certain someone watching whom he wanted to impress. d. Janet’s love for Jessica is an unconscious reflection of her childhood idealization of her mother. Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

48.

Dr. Gunderson is interested in documenting how the collapse of traditional family structures contributes to juvenile delinquency. Dr. Gunderson is most likely a __________. a. clinical psychologist b. personality psychologist c. philosopher d. sociologist Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Thomas is scrupulously honest when it comes to not cheating on his college tests and papers, but when a cashier accidentally gives him too much change, he keeps the extra money. A social psychologist would most likely say that Thomas’s behavior __________. a. reflects moral immaturity because of its inconsistency b. is influenced by the social setting he is in c. is chaotic and unpredictable d. reflects his true immoral nature Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

By level of analysis, which sequence reflects the narrowest to broadest focus? a. Personality psychology, social psychology, sociology b. Personality psychology, sociology, social psychology c. Sociology, personality psychology, social psychology d. Social psychology, sociology, personality psychology Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

51.

Which social phenomenon would be of interest to both social psychologists and sociologists? a. The variation in unemployment between China and the United States b. The role of competition between groups in increasing intergroup aggression 13 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. The relation between murder rates and social class d. Teaching frustrated people alternatives to responding with aggression Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 52.

Consider the following research question: “Have no-fault divorce laws increased the rate of divorce in the United States?” This question is most likely to be asked by a __________. a. personality psychologist b. sociologist c. social psychologist d. philosopher Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

53.

Consider the following research question: “How has new computer technology changed the U.S. educational system?” This question is most likely to be asked by a(n) __________. a. social psychologist b. personality psychologist c. sociologist d. evolutionary psychologist Answer: C Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

54.

Dr. Sardonicus studies how people’s lowered levels of self-esteem, resulting from feedback about their cognitive performance on a test, affects their tendency to then discriminate against others. Dr. Sardonicus is most likely to be a __________. a. social psychologist b. sociologist c. personality psychologist d. political scientist Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

55.

Both social psychologists and sociologists are interested in aggression. Compared with a sociologist, a social psychologist is most likely to ask which of the following questions? a. What is the effect of handgun laws on homicide rates in different states? b. Under what conditions does anger lead to aggression? c. Are homicide rates higher among people from disadvantaged socioeconomic backgrounds? d. Do stiffer prison sentences deter homicide? Answer: B 14 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 56.

Which question about romantic relationships is a sociologist most likely to ask? a. Why does absence make the heart grow fonder? b. Do outgoing people make better romantic partners? c. Is the capacity to love one of humanity’s greatest achievements? d. Why are marriage rates decreasing in urban areas? Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

57.

The major difference between sociology and social psychology is the __________. a. kinds of topics studied b. level of analysis used c. reliance on philosophical ideas d. ability to apply knowledge to address social problems Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

58.

One common goal of sociology and social psychology is to understand __________. a. how individuals function in modern society b. the processes of society at large c. how individuals are influenced by other people d. the influence of social factors on human behavior Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

59.

Dr. Neal and Dr. Giuliano both study aggression. However, Dr. Neal studies the topic from the standpoint of society at large; Dr. Giuliano studies it from the standpoint of the individual in a social setting. Who is more likely to be the social psychologist? a. Dr. Neal, because she is studying a societal problem b. Dr. Giuliano, because she focuses on individuals c. They could both be social psychologists, since they both study aggression. d. Neither one is a social psychologist. Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 60.

Social psychologists differ from sociologists in that social psychologists __________. a. are interested in how social institutions, such as political affiliations or education levels, change over time b. are concerned with people’s construals of their social environments c. advocate the use of common sense to explain complex social behaviors d. are reliant on the insights of philosophers Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

61.

When social psychologists talk about construals, what are they referring to? a. How individual differences in observable behavior are produced by genetic variations b. The way in which social structures break down and reform over time c. How the individual in society is more important than either the individual or society alone d. The way in which people perceive, comprehend, and interpret the social world Answer: D Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

62.

“Americans focus on the deer, and not the forest it lives in.” What does this saying mean in the context of explaining behavior? a. People first weigh the situation in which a behavior occurs, then they weigh the personality characteristics of the person doing the behavior. b. People tend to explain behavior in terms of personality characteristics; they don’t give enough weight to the social circumstances in which the behavior occurs. c. People assume that behavior exhibited by one person is likely to be exhibited by all people. d. People interpret the same behavior as applying to all people who share some surface similarities. Answer: B Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

The fundamental attribution error occurs when __________. a. we underestimate situational influences and overestimate dispositional influences on an actor's behavior b. we ignore the effects of dispositional qualities of the actor c. we overestimate situational influences and underestimate dispositional influences on an actor's behavior d. we perceive others to be more similar to ourselves than they really are Answer: A Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

64.

The tendency most Americans have to discount situational explanations of behavior in favor of personality characteristics or traits is called the __________. 16 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. character bias b. discounting effect c. fundamental attribution error d. negativity bias Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 65.

Keitha shows up for a blind date with her hair disheveled and a soup stain on her blouse. Her date, Jemaine, thinks, “She must be a total slob!” Jemaine’s conclusion about Keitha is an example of __________. a. the sociological imagination b. the fundamental attribution error c. a situational explanation d. direct social influence Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

Which definition of the fundamental attribution error is correct? a. People’s strong need to see themselves as reasonably good, competent, and decent b. The subjective way in which an object appears in people’s minds c. The influence of the real or imagined presence of others d. The tendency to underestimate the role of situational factors in influencing people’s behavior Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Nanami and Marcello were playing in the den when Marcello’s mother entered the room and scolded them for making a mess. Nanami decided then and there that Marcello’s mother was a grouch. Nanami’s inference is an example of __________. a. the fundamental attribution error b. the positivity bias c. controlled thinking d. a self-fulfilling prophecy Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

Which person has fallen prey to the fundamental attribution error? a. Taffi, who explains her poor exam performance by pointing out how difficult the test questions were 17 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Hans, who points to a person who fell down and says, “What a clumsy oaf!” c. Guillermo, who explains his girlfriend’s tears by saying, “She didn’t get enough sleep last night” d. Dien, who points to an erratic driver and says, “Look at that! The roads are slick tonight” Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 69.

When Professor McDonald starts class, a student rushes in late, making a lot of noise and disrupting the entire classroom. Professor McDonald immediately labels the student as irresponsible. This is an example of __________. a. a self-fulfilling prophecy b. a fundamental attribution error c. an intrinsic error d. discrimination Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

When we commit the fundamental attribution error, we __________ the power of __________ in determining a person’s behavior. a. overestimate; the situation b. overestimate; personal influence c. underestimate; personality characteristics d. underestimate; personal motivations Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

Which outcome is a consequence of underestimating the power of the social situation in which a behavior occurs? a. We perceive people as more inconsistent and variable than they really are. b. We overestimate our vulnerability to social situations. c. We tend to overcomplicate simple situations. d. We tend to oversimplify complex situations. Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 72.

Researchers at Stanford University found that people playing the Wall Street Game were __________ competitive than people playing the Community Game, __________ of individual differences in competitiveness and cooperativeness. a. more; because b. more; regardless c. less; because d. less; regardless Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Reiko had a hypothesis about the outcome of the experiment in which participants were told they would play either the Wall Street Game or the Community Game. Reiko hypothesized that the players would respond based on their personalities, not just the name of the game they played. Her hypothesis is most likely based on which tendency? a. The self-fulfilling prophecy b. Cultural construals c. Direct social influence d. The fundamental attribution error Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

In an experiment in which participants were told they would play either the Wall Street Game or the Community Game, the personality traits of the participants __________. a. determined how participants played the game b. had no measurable effect on the participants’ behavior c. caused them to commit the fundamental attribution error d. meant the more competitive students did better on the Community Game Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Participants previously identified as either competitive or cooperative were randomly assigned to play one of two games: the Wall Street Game or the Community Game (which, in reality, were identical games). Two-thirds of the players in the Wall Street Game behaved competitively, compared with one-third of the people who played the Community Game. What do these findings indicate? a. True personality differences do not exist. b. It is not important to study individual differences in personality. c. Seemingly minor aspects of a social situation can override personality differences. d. All the competitive people ended up playing the Wall Street Game. Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. 19 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

Researchers at Stanford University randomly assigned participants previously identified as cooperative or competitive to play a game that was labeled either the Wall Street Game or the Community Game. If their results had indicated that, no matter what the game, participants who were identified as competitive behaved more competitively in both groups than did participants who were identified as cooperative, these findings would have indicated that __________. a. seemingly minor aspects of a social situation can override personality differences b. cooperation and competition are based on personality characteristics that are consistent across social situations c. competitive participants in the Wall Street Game caused their partners to respond in kind d. cooperative participants in the Community Game caused their partners to respond in kind Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

When Monique plays checkers with her younger sister, she lets her sister win. When she plays with her older brother, she does everything she can to beat him. A social psychologist would suggest that __________. a. Monique’s personality is unstable b. Monique is ambivalent in how she feels about her siblings c. Monique is responding to different social situations d. Monique is blindly obedient to the rules of the game Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

Behaviorists argue that all learning is a result of __________. a. reinforcement and punishment b. interpretation c. emotional reactions d. Gestalt principles Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Which psychologist was a primary proponent of behaviorism? a. Leon Festinger b. Daniel Wegner c. B. F. Skinner d. Kurt Lewin 20 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

In discussing the issue of parental discipline, which professional would be LEAST likely to remind parents that it is important to consider what the child thinks about being punished? a. A behaviorist b. A social psychologist c. A philosopher d. A journalist Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Lihn tells her professor that her dog is very smart. Every time he hears the word “walkies,” he runs to get his leash and stands in front of the door. Lihn’s professor tells her that her dog has learned to do this because, in the past, pleasant walks always followed the word “walkies.” Lihn’s professor is most likely offering a __________ explanation. a. behaviorist b. cognitive c. Gestalt d. comparative Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Professor Jaffrey believes that children learn to be polite when they are reinforced for saying things like “please” and “thank you.” Professor Jaffrey is most likely a __________ psychologist. a. Gestalt b. personality c. behavioral d. cognitive Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Professor Srinivasan is a psychologist, yet she does not study cognition, thoughts, or feelings, because she claims they are vague terms that are not rooted in observable behavior. Professor Srinivasan is most likely a __________. a. Gestalt psychologist 21 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. personality psychologist c. clinician d. behaviorist Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

The behaviorist approach __________. a. has its historical roots in Gestalt psychology b. revolutionized psychology by introducing cognitive concepts c. claims that all learning occurs through reinforcement and punishment d. claims that although thinking and feeling cannot be directly observed, such concepts are essential for a complete understanding of human behavior Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

In trying to make sense of the mass suicide in Jonestown, a behaviorist would probably examine the __________. a. rewards and punishments that Jim Jones used to influence his followers b. prior mental health of the people who committed suicide c. attitudes and values of the people who committed suicide d. contents of the speeches that Jim Jones delivered to his followers Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

86.

For a behaviorist, learning depends primarily on what happens __________ a response. a. a little prior to b. after c. instead of d. immediately before Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

87.

“To understand humans, one needs only to know about environmental rewards and punishments.” This statement would most likely be endorsed by a strict __________. a. behaviorist b. Gestaltist 22 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. evolutionary psychologist d. personality psychologist Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 88.

Which question is a behaviorist most likely to ask? a. How does the person construe this situation? b. Are some types of people more likely to find praise reinforcing? c. Why is a smile perceived as a reward? d. What are the external rewards in this situation? Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

89.

A behaviorist would be most likely to focus on the role of __________ in influencing behavior. a. reasoning and problem solving b. emotion and attitudes c. objective properties of the environment d. individual differences Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Sandi raises her hand during her 6th-grade math class. Her answer is wrong, and the teacher scolds and teases her a bit. After that, Sandi doesn’t participate much in class. This situation is most compatible with a __________ approach to understanding and predicting behavior. a. social cognition b. behaviorist c. self-esteem d. Gestalt Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

When baby Lexi smiles, her mother claps her hands, says “Good girl!” and smiles back. According to the __________ perspective, Lexi will smile at her mother more often in the future. a. Gestalt b. social psychological c. behavioral 23 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. construal Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

Sue Ellen begs her father for a frosted cookie at the bakery, but he refuses to buy her one. Sue Ellen continues to whine and complain until finally he breaks down and gets her the cookie. For Sue Ellen, the cookie is a ________. a. punishment b. construal c. Gestalt d. reinforcer Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

93.

Which criticism applies to the behaviorist approach? a. Concepts like reinforcement and punishment are too vague to measure empirically. b. Behaviorist explanations are too simplistic to explain all human social behavior. c. Terms like “cognition,” “thinking,” and “feeling” are too prominent in the behaviorist approach. d. There is inconsistent evidence that reinforcement shapes behavior. Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

94.

Why did behaviorists not incorporate cognition, thinking, and feeling into their theoretical approach? a. There was no evidence that these concepts influenced people’s decisions or behaviors. b. Those concepts had already been studied exhaustively prior to the advent of behaviorism. c. They considered the concepts too vague and mentalistic, and too difficult to measure in observable behavior. d. Cognition, thinking, and feeling only respond to punishment, not reinforcement. Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

95.

The word “construal” refers to __________. a. objective reality b. information provided by other people c. imagined events d. personal interpretations 24 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

Ophelia is in love with Carol and views her quick temper as an endearing example of her “feistiness.” Her coworkers, however, interpret Carol’s temper as rude and insensitive. The different conclusions of Ophelia and the coworkers illustrate how the objective reality of a behavior may not be as important as __________. a. an observer’s construal of the behavior b. the reinforcement of that behavior c. social influence d. the frequency of that behavior Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

William Shakespeare wrote, “There is nothing either good or bad, but thinking makes it so,” spoken by Hamlet in the play that bears his name. Shakespeare’s observation is most consistent with which approach to understanding social behavior? a. fundamental attribution error b. behaviorism c. construals d. naïve realism Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

Which word corresponds most closely with “construal? ” a. blame b. objective c. interpret d. excuse Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Last weekend, Paula smiled politely while Lance talked to her for several hours. “Wow,” thinks Lance to himself, “she was so nice. Paula must really like me—she was so friendly!” Lance’s interpretation of Paula’s behavior is an example of __________. a. a direct persuasion attempt 25 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. an indirect persuasion attempt c. a gestalt d. a construal Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 100.

Lisle and Olga were comparing grades on their chemistry exam. Lisle was disappointed when she first saw that she had received a grade of 76 percent, but when she saw that Olga (the class valedictorian in high school) had earned a grade of 78 percent, she felt much better about her grade. What is most likely to be a reason that Lisle changed her perspective? a. She had a different construal of her grade after seeing Olga’s score. b. She was directly persuaded by Olga that the exam was only worth 10 percent of their grade. c. She fell prey to the fundamental attribution error. d. She exerted direct social influence on Olga. Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

Karen returns home from her first year of college and is very proud of her first-year GPA. She earned a 3.0 (B) average. She’s unhappily surprised to discover that her parents are disappointed that she didn’t perform better. This difference in interpretation illustrates the power of __________ in explaining social behavior. a. interpersonal conflict b. construals c. achievement motivation d. socialization Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

Ted likes Jim and smiles at him every chance he gets. Jim wonders why Ted is always smirking at him sarcastically and studiously avoids him. Ted thinks he’s being friendly and cannot understand Jim’s standoffishness; Jim thinks Ted is a jerk for continuing to smirk at him without explanation. This difference illustrates the role of __________ in explaining social behavior. a. power b. construals c. the need for affiliation d. persuasion Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know 26 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 103.

Diego likes his new roommate, Bert. He invites Bert to go everywhere with him—parties, lunch, even to the grocery store. Diego feels he’s being warm and welcoming to his new friend. Bert, however, doesn’t understand why it seems that Diego can’t do anything on his own, and seems to need his companionship constantly. The difference in how Diego and Bert perceive Diego’s actions is an illustration of __________ in explaining social behavior. a. explicit values b. naïve realism c. the need to belong d. construals Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

Social psychologists use the term __________ to describe the way in which people perceive, comprehend, and interpret their social worlds. a. perspective b. social psychology c. construal d. assumption Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

At a dinner party, Marcia spilled wine on her boss’s antique rug. If Marcia is like most social psychologists who study construals, what will she ask herself in predicting how her boss will respond? a. “How much does the rug cost?” b. “Did anyone witness the spill?” c. “Will my boss think I am drunk?” d. “Is my boss a gracious host?” Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Ming is eating dinner at her fiancé Roberto’s parents’ house and barely touches her food. Ming is aware that his parents could make different construals of this behavior, such as __________. a. Ming is a polite person b. Roberto and Ming make a cute couple c. Ming must not like the food served at dinner d. Roberto treats Ming very well Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. 27 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Social psychologists’ emphasis on construals of social situations has its roots in __________ psychology. a. personality b. cognitive c. Gestalt d. behavioral Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

108.

In trying to make sense of the mass suicide in Jonestown, a Gestaltist would probably __________. a. examine the external rewards and punishments used by Jim Jones b. offer an explanation based on individual personality differences c. ponder what the subjective meaning of the act meant to Jim Jones’s followers d. ask about the traumatic events in the lives of Jones’s followers Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

109.

Marta left a party feeling very upset. Rather than trying to recall each conversation she had during the party, Marta tried to explain her feelings by reflecting on the party and its guests as a whole. The process Marta used resembles the approach used by __________ psychologists. a. behavioral b. clinical c. personality d. Gestalt Answer: D Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

110.

Which word is most closely associated with Gestalt psychology? a. objective b. phenomenological c. reality d. punishment Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult 28 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 111.

Behaviorism is to __________ as Gestalt psychology is to __________. a. rewards; perceptions b. perceptions; interpretations c. observable behavior; reinforcement d. mental behavior; interpretations and construals Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

112.

Which article would be most likely to have been written by a Gestalt psychologist? a. “The Influence of Subjective Reality on Roommate Disagreements” b. “The Role of Reinforcements in Childhood Eating Behaviors” c. “Personality Influences on Job Performance in Fast Food Restaurants” d. “Social Class and Voting Behavior in the Midwest” Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

113.

Which social psychologist promoted Gestalt principles in the emerging field of social psychology during the 1930s and 1940s? a. Kurt Lewin b. John Watson c. Leon Festinger d. B. F. Skinner Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

Most of the early social psychologists arrived in the U.S. from __________. a. Asia b. Europe c. Australia d. South America Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 115.

How did Gestalt psychology become popularized in the United States? a. Gestalt psychology originated at the University of Nebraska during the early 1900s. b. German psychologists escaping the Nazi regime brought Gestalt ideas with them when they fled to the United States. c. In 1955, B. F. Skinner recognized the limitations of behaviorism and became a staunch proponent of Gestalt psychology. d. Advertising agencies immediately saw the appeal of this theoretical approach, and consequently Gestalt principles were broadly applied. Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

One of Kurt Lewin’s boldest intellectual contributions to social psychology was __________. a. applying Gestalt principles to social perception b. applying behavioral principles to the topic of social influence c. reminding social psychologists that objective physical attributes of a social stimulus are important d. promoting the use of observational methods Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

One of the originators of modern experimental social psychology, Kurt Lewin, pointed out the importance of understanding how people __________ their social environments. a. control b. construe c. manipulate d. structure Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

In their approach to understanding social behavior, social psychologists are most similar to __________. a. behaviorists b. Gestalt psychologists c. sociologists d. personality psychologists Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 119.

Because their intellectual roots lie more in Gestalt psychology than in __________, social psychologists tend to focus less on objective aspects of a social situation and more on __________. a. behaviorism; people’s perceptions of a situation b. sociology; rewards and punishments c. behaviorism; irrationality d. personality psychology; rewards and punishments Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

120.

Which psychologist is considered a founder of modern experimental social psychology? a. D. T. Gilbert b. Kurt Lewin c. B. F. Skinner d. Lee Ross Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

When Britney’s father asks her how her day was at school, she says, “Great!” When he asks for details, she explains that she did well on her spelling test and made a new friend but injured herself in gym class and was late for soccer practice. Britney’s overall summary of the day’s events as “Great!” best exemplifies a __________ perspective. a. Gestalt b. behaviorist c. cognitive d. personality Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

When Mario goes to give Sven a congratulatory pat on the back after a job well done, he jumps and turns away. Mario fancies himself something of a Gestalt psychologist. What is he likely to think about Sven’s behavior? a. “Sven must have been abused as a child.” b. “What’s his problem? A pat on the back is a reinforcer.” c. “Sven must have interpreted my gesture differently than I intended.” d. “Sven must have low self-esteem.” Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know 31 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 123.

From the perspective of construals, you’re not only reacting to the behavior of your roommate but also __________. a. planning on how to reward or punish your roommate’s behavior b. perceiving the individual components of your roommate’s behavior to determine how to respond c. reacting to what you think your roommate is perceiving, thinking, and feeling d. ignoring what your roommate thinks Answer: C Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

Lee Ross describes the idea of “naïve realism” as the __________. a. conviction we all have that we perceive things “as they really are” b. scientific study of the way in which people’s thoughts, feelings, and behaviors are influenced by the real or imagined presence of other people c. way in which people perceive, comprehend, and interpret the social world d. aspects of people’s personalities that make them different from other people Answer: A Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

Research by the late social psychologist Lee Ross suggests that even when people recognize that others perceive information differently, they persist in thinking that those other people are biased, while they themselves are objective. This illustrates the idea of __________. a. social psychology b. naïve realism c. individual differences d. implicit values Answer: B Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

One application of Lee Ross’s idea of naïve realism is to assist in negotiations between longtime adversaries, such as Palestinians and Israelis. How would understanding naïve realism potentially help these parties negotiate more successfully? a. They would understand their religious and cultural differences and be able to communicate effectively. b. Both sides would understand that their perceptions are biased and try to be more objective. c. The Palestinians would come to understand the historical occupation of Israel and leave the West Bank. d. Both sides would understand the role of culture in forming construals and use conflict resolution skills appropriately. Answer: B

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 127.

Social psychologists have identified two motives that are of primary importance in explaining our thoughts and behaviors; these are the need to __________ and the need to __________. a. enhance our power; be as accurate as possible b. be as accurate as possible; feel good about ourselves c. feel good about ourselves; belong d. be as accurate as possible; maintain social control Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

In which scenario does the need for accurate information most conflict with the need for self-esteem? a. Carla has to decide whether to read the detailed red-ink comments on the D paper she just spent weeks writing. b. Joy has to decide whether to examine her job review file after receiving a promotion. c. Isabel has to decide whether to pay attention to her coach’s evaluation of her performance after they have won the semifinal match. d. Troy has to decide whether to read his opening night reviews after the play’s producer has promised that the play will have at least a six-week run. Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

Several presidents have been given conflicting advice during wartime. Some advisers urged the pursuit of a peaceful solution; others urged escalated bombing to overcome the enemy. These presidents did not want to go down in history as the first U.S. president to lose a war, so most chose to escalate, thereby prolonging the war. According to your text, this decision was most likely a consequence of the motive to __________. a. perceive the situation as accurately as possible b. save as many lives as possible c. justify previous actions d. convince taxpayers that a tax increase was necessary Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

Several presidents’ decisions to continue and even escalate wars illustrates which conclusion about people’s motives? a. The need to be accurate and the need to feel good about ourselves are usually compatible. 33 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. c. d.

The need to be accurate is stronger than the need to feel good about ourselves. The need to be accurate and the need to feel good about ourselves are always in conflict. When we forego accuracy in the interest of feeling good about ourselves, there are sometimes serious consequences. Answer: D Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 131.

Boris just finished a poem and is very proud of his work. He knows he should ask his instructor for some constructive feedback to improve it but chooses not to because he is afraid of endangering his sense of accomplishment. In this case, which basic motive did Boris give in to? a. The need to belong b. The need for accuracy c. The need to feel good about oneself d. The need for affiliation Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

Dr. Lao is a physician and is convinced that his patient has bladder cancer. However, after several diagnostic tests and a biopsy that came back negative, Dr. Lao rethinks his original diagnosis. He admits that he was wrong and does more research to find the correct diagnosis. In this case, which basic motive did Dr. Lao give in to? a. The need for accuracy b. The need to feel good about oneself c. The need for meaning d. The need for control Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

People often construe the world as they do in order to maintain a favorable image of themselves. This assumption underlies the __________ approach. a. self-esteem b. public image c. accuracy motive d. self-perception Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

134.

When asked why she is always losing things, Veronique replies, “I’m not careless. It’s just that I have more important things to think about.” This response would be predicted by a social psychologist who understands Veronique’s __________ motive. a. social cognition b. Gestalt c. self-esteem d. self-perception Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

Given the choice between distorting the world in order to enhance their self-esteem or viewing the world accurately, people often __________. a. completely distort reality b. choose accuracy and thereby suffer from low self-esteem c. put a slightly different spin on things in order to feel good about themselves d. refuse to make a choice, behaving erratically Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

Why do people sometimes misconstrue information to feel good about themselves? a. Generally, they don’t; only narcissists do this. b. They are committing the fundamental attribution error. c. People have a strong need to maintain their self-esteem. d. Because it is important to be accurate perceivers of reality. Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

People’s evaluations of how good, competent, and decent they are is the definition of __________. a. self-evaluation b. self-efficacy c. self-monitoring d. self-esteem Answer: D Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 138.

Jacob was pouring gravy when he dropped the ladle and splattered it all over the tablecloth. In order to maintain his self-esteem, Jacob decided that __________. a. he was a clumsy person b. spilling the gravy was embarrassing to his family c. the ladle was slippery and anyone would have dropped it d. he would be more careful next time Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

139.

Jordan’s lover of four years just left him. He is hurt, angry, and confused, and says to himself, “He never did understand my need for independence.” This explanation for the break-up best reflects which human motive? a. Protecting one’s self-esteem b. Sacrificing happiness in the interest of accuracy c. Deserting reality under stress d. Justifying our suffering Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

Rashim is viewed by most people he knows as rude, brusque, and completely unconcerned with other people’s feelings. He, in contrast, describes himself as efficient, realistic, and task-oriented. Rahim’s selfdescription best reflects the motive to __________. a. justify our failed efforts b. justify our past behavior c. perceive the world accurately d. succeed at any cost Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Which outcome is a likely consequence of the human tendency to prefer self-justifying information over accurate information? a. People maintain their level of self-esteem. b. People become more likely to learn from their experiences. c. People should make more accurate decisions about future behavior. d. People gain feedback that makes for better decisions. Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know 36 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 142.

Mikaela justifies her past behaviors to protect her self-esteem. Which outcome is most likely to happen to Mikaela? a. She will not learn from past experiences. b. She will totally distort reality. c. She will show a decrease in her self-esteem. d. She will show a decrease in her self-confidence in social situations. Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

One potential problem of justifying past behavior in order to protect our self-esteem is that __________. a. people tend to become narcissistic b. people distort reality and deny any negative information about themselves c. it hinders people from learning from their past mistakes d. it leads people to present themselves as being better than they really are Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

144.

Bruno and his friends have just started a campus organization, and they want to recruit people who will be loyal to the group and love it. Based on the self-esteem approach, which initiation strategy would you recommend to Bruno? a. Make it easy: Let in any member who can pay the $5 yearly dues. b. Make it very easy: Let in everyone who expresses any interest. c. Make them suffer a little: Potential members must remain silent for an entire day. d. Make it fun: Let in the people who like to hang out and party. Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

Matteo ordered a $200 weight-loss program claiming that deep breathing exercises would speed up metabolism, causing people to lose weight. When the plan arrived, Matteo rearranged his day so he could complete the 15 breathing exercises as scheduled. They made him nauseated and dizzy, and before long, Matteo’s friends began to think that he was going overboard with the program, and they began to avoid him. After the end of the 10-week program, Matteo got on the scale and hadn’t lost an ounce! Still, he remained enthusiastic and thought, “I may not have lost any weight, but I feel so much healthier!” Matteo’s conclusion is best explained by __________. a. the justification of suffering b. the self-fulfilling prophecy c. the fundamental attribution error d. accurate self-perceptions Answer: A 37 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 146.

Many fraternities, sororities, and sports teams have initiation rituals. For example, at one school, all the members of the soccer team must wear unusual clothing everywhere on campus for an entire day and then submit to embarrassing haircuts. These rituals try to capitalize on the role of __________ in increasing commitment to a group via self-justification. a. suffering b. the affiliation motive c. reinforcement d. social power Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

Agnes, Cielo, Jolie, and Lynne went mountain climbing. According to the self-justification approach, which person would most appreciate the view from the top of the mountain? a. Agnes, who climbed while listening to arousing music on her headphones b. Cielo, who pulled a muscle and got scratched by thorns c. Jolie, who enjoyed seeing the different types of trees on the mountain d. Lynne, who daydreamed about her job while she climbed Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

148.

You might have heard the old Groucho Marx quip, “I wouldn’t belong to any club that would have me for a member.” From a self-esteem perspective, which would be a more accurate (if less humorous) statement? a. “I would most want to belong to any club that would have me.” b. “I would most want to belong to a club that made me suffer to get into it.” c. “I wouldn’t want to join any club at all.” d. “I would want to avoid a club that would have me.” Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

Social psychological research has convincingly demonstrated that the __________ the initiation to join a group, the __________ the initiates like the group. a. milder; more b. more severe; more c. more severe; less 38 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. longer; more Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 150.

Assume that, contrary to research findings, people who undergo a severe initiation to join a group actually like the group less than do people who undergo a mild initiation. If these findings were true, they would provide support for a __________ approach to explaining social influence. a. social cognitive b. self-esteem c. Gestalt d. behaviorist Answer: D Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

Julie and Madelaine have a very exclusive club. In order to make new members loyal and really enjoy being part of the club, Julie says new members should be rewarded for their good behaviors during club meetings. Madelaine, however, suggests that they use an embarrassing initiation that causes new members a small but noticeable amount of discomfort. In this example, Julie is taking a __________ approach, while Madelaine is taking a __________ approach. a. behaviorist; self-justification b. self-esteem; Gestalt c. Gestalt; behaviorist d. self-esteem; behaviorist Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

152.

Dimitri went through a lot of hard work during Basic Training in the Army. At times, drill sergeants yelled at him; he was physically exhausted and emotionally distressed. But, at the end of Basic Training, he felt that joining the Army had been a very good decision. The maintenance-of-self-esteem explanation for Dimitri’s feelings about Basic Training is that __________. a. Dimitri is delusional for deriving meaning from the horrible experience he just endured b. Dimitri has to somehow justify his suffering to help maintain his self-esteem c. Dimitri’s self-esteem increased every day that he survived Basic Training d. Dimitri’s justification for joining the Army was strong enough to see him through to finishing Basic Training Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know 39 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 153.

Leslie cannot refuse any request. Consequently, she takes on too much and doesn’t fulfill her commitments as promptly as she might. Assume that when asked to explain these behaviors, Leslie is motivated to be accurate in her self-perceptions. Which statement would she be most likely to say? a. “I would have gotten everything done if my sister hadn’t come to visit.” b. “You know me. I’m a go-getter who can’t stand being bored.” c. “I guess I’m a bit of a pushover and take on more than I can responsibly handle.” d. “I guess you can’t teach an old dog new tricks.” Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

154.

The social cognition approach to understanding fundamental human motives is based on the notion that humans are often motivated to __________. a. be accurate in their perceptions and inferences b. enhance their self-esteem c. seek out reinforcers and avoid punishers d. justify their behaviors Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

Human beings are often motivated to construe themselves and the social world accurately. The __________ approach is based on this assumption. a. behaviorist b. social cognition c. self-esteem d. anthropological Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

Social cognition involves understanding how people __________. a. solve societal problems b. think about themselves and the social world c. behave in groups d. actually behave toward people from other cultures Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts 40 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 157.

How people select, interpret, remember, and use information to make judgments and decisions forms the basis of__________. a. self-esteem b. personality psychology c. behaviorism d. social cognition Answer: D Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

158.

Which statement is consistent with the social cognition approach to social psychology? a. Human thinking and reasoning abilities involve making numerous decisions every day. b. People view the world in ways that make themselves look good. c. People tend to distort reality to enhance their self-esteem. d. People are able to process vast amounts of social information quickly and accurately. Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

159.

The __________ approach portrays humans as akin to skilled detectives who try their best to accurately and objectively make sense of the facts. a. esteem enhancement b. self-esteem c. social cognition d. rational-economic Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

Which statement BEST describes humans’ abilities to accurately understand and predict their social worlds? a. “I’m doing the best that I can.” b. “Easy-peasy; decisions are breezy.” c. “A little practice has already made me perfect.” d. “I’ve got all the information.” Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 41 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

161.

According to social cognition researchers, we sometimes have difficulty making sense of the social world because we __________. a. are inherently flawed in our reasoning b. choose to ignore the relevant facts c. ignore simple decisions in favor of complex decisions d. lack the time and stamina to seek out all the relevant facts to interpret a situation Answer: D Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

162.

Julia eats granola bars and avoids chocolate bars, even though the granola bars contain 50 percent more fat and 15 percent more sodium than the chocolate bars. According to a social cognition approach, why might Julia do that? a. She is motivated to see herself as a healthy person. b. She is motivated to convince her friends that she is a healthy person. c. She failed to gather all the relevant facts needed to make a decision about those snacks. d. She needs to justify paying more for the granola bar. Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

Compared to the others, which question would be of most interest to a social psychologist investigating the processes of social cognition? a. How does the motive to control the environment influence social behaviors? b. Why are people motivated to maintain their self-esteem? c. Which factors prevent people from reasoning accurately? d. Why is the whole less than the sum of its parts? Answer: C Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

Della is interested in the ways in which romantic partners gather information, process it, and make decisions about each other. Her research most neatly fits the realm of __________. a. personality psychology b. social cognition c. sociology d. behaviorism Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts 42 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 165.

Julian is trying to decide who would be the better roommate, Yushi or Lamar. Yushi has lots of money and a flat-screen TV to add to the apartment, but Lamar is really fun to hang out with. Julian doesn’t have other information, such as how tidy each person is or how loud they are at night, but he has to make a decision soon. This scenario best illustrates which challenge of performing the tasks of social cognition? a. People usually make emotional decisions. b. People usually don’t know all of the facts. c. People are rarely motivated to be accurate. d. People typically make haphazard decisions. Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

166.

When describing research participants in many social psychological studies, what does WEIRD refer to? a. White Entitlement Isn’t Really Desirable b. Western, Educated, Industrialized, Rich, Democratic c. We Expect Individual Responses Differ d. Wary, Experienced, Introverted, Ruly, Distractible Answer: B Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

Which statement best describes our understanding of the applicability of general social psychological principles? a. Universal principles of human behavior are exactly that: universal in their application across people, time, and cultural settings. b. Social psychology is a form of history, because the ever-changing landscape of human interaction means no definitive statements about behavior can be developed. c. All human beings have the same cognitive toolbox from which to draw when construing the world, but culture influences the specific tools they employ. d. Culture is the single most important determinant of behavior, because every human behavior occurs within a cultural context. Answer: A Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

Which statement is true about social psychologists’ interest in social problems? a. Contemporary social psychologists are not interested in social problems. b. Interest in social problems has arisen only in the last decade. c. Social problems have been a concern since the beginning of social psychology. d. Social problems are too complex to be addressed by social psychologists. Answer: C Learning Objective: 1.4 Explain why the study of social psychology is important. 43 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Why Study Social Psychology? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 169.

If you were to advise producers of a safe-sex television campaign, what would you tell them, based on general principles of social psychology? a. Remember that sometimes people would rather feel good than be accurate. b. HIV is more likely to be transmitted via intravenous drug use than via sex. c. People can process multiple complex arguments simultaneously. d. Social influence needs to be direct in order to be effective. Answer: A Learning Objective: 1.4 Explain why the study of social psychology is important. Topic: Why Study Social Psychology? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

170.

One reason why social psychologists study the causes of social behavior is to __________. a. gain political power b. contribute to the solution of social problems c. understand psychological disorders d. catalog individual differences Answer: B Learning Objective: 1.4 Explain why the study of social psychology is important. Topic: Why Study Social Psychology? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

Compared to the others, which question is LEAST likely to be asked by a social psychologist? a. Why are we attracted to some people and not others? b. How can we influence others to think like we do? c. At which age do humans gain the ability to walk? d. How might persuasion be used to get more people to recycle? Answer: C Learning Objective: 1.4 Explain why the study of social psychology is important. Topic: Why Study Social Psychology? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

172.

At the founding of social psychology, __________, having escaped Nazi Germany, brought with him a passionate interest in understanding social behavior. a. Kenneth Gergen b. Leon Festinger c. Kurt Lewin d. Robert Helmreich Answer: C Learning Objective: 1.4 Explain why the study of social psychology is important. Topic: Why Study Social Psychology? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. Being able to lower the age at which children first read b. Being able to condition someone to work longer through the application of rewards and punishments c. Reducing memory loss among older people d. Reducing prejudice and violence between groups Answer: D Learning Objective: 1.4 Explain why the study of social psychology is important. Topic: Why Study Social Psychology? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 174.

Agnetha developed a program to reduce high school dropout rates among students from underserved populations. Agnetha is most likely a __________. a. social psychologist b. biological psychologist c. evolutionary psychologist d. behaviorist Answer: A Learning Objective: 1.4 Explain why the study of social psychology is important. Topic: Why Study Social Psychology? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

175.

Which outcome would most likely be a personal benefit of studying social psychology? a. You could identify and change your own self-defeating behaviors. b. You could always find a compatible person to start a romantic relationship. c. Studying social psychology can lead to securing better jobs. d. Studying social psychology will make you a better parent. Answer: A Learning Objective: 1.4 Explain why the study of social psychology is important. Topic: Why Study Social Psychology? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 176.

How is social psychology related to folk wisdom? How does social psychology differ from folk wisdom? Answer: Both approaches ask and answer questions about human social behavior. Both seek to explain why people think, feel, or behave as they do. Compared to social psychology, folk wisdom is often oversimplified in its explanations, is replete with incompatible contradictory explanations, and often blames individuals for their plights. Social psychology is a science, and as such relies on empirical methods, such as experimentation and objective observation. Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

Explain the role of common sense in social psychology, noting how it might (and might not) help researchers. Answer: Common sense can be used as a springboard for formulating new research ideas. Common sense is not a substitute for using the scientific method because it is filled with contradictions and is subject to biases in thinking. Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

Few people would disagree that human aggression is a pressing social problem that leads to violent criminal acts, and that it is important to understand the causes of aggression before we can intervene to reduce it. How would a social psychologist approach this phenomenon? How would a social psychologist’s approach differ from the approach of a personality psychologist or a sociologist? Answer: First, like a personality psychologist, a social psychologist would focus on the individual, instead of on larger structural variables like socioeconomic status, political systems, or the availability of handguns (an approach that might be used by a sociologist). Unlike a personality psychologist, however, a social psychologist would be more likely to focus on specific social situations or on people’s construals of those specific situations. Social psychologists put less emphasis on enduring personality characteristics or traits as a basis of explanation and are more interested in how people behave within a social context. This approach also differs from a sociologist’s approach. Sociologists—unlike social psychologists—tend to focus not on the individual but on larger segments of society. Nonetheless, like social psychologists—and unlike personality psychologists—sociologists would consider how people in different social, cultural, or economic groups are different from one another when it comes to aggressive behaviors. Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

Suppose that, in a restaurant, a waiter grows impatient with a customer, rolls his eyes, taps his pencil impatiently on his order book, and finally snaps, “I haven’t got all day, you know!” Compare and contrast how a personality psychologist and a social psychologist would attempt to explain such behavior. Answer: Both personality and social psychologists would use an individual level of analysis rather than a larger, broader level that focuses on economic, political, or historical forces impacting people’s behaviors. Personality psychologists, however, would focus on the kinds of characteristics across which people differ; 46 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition for example, they would focus on enduring characteristics such as the hostility or impulsivity of the waiter. In contrast, although social psychologists would also focus on the individual, they would attend to ways in which the waiter in that social situation behaved like other people, or unlike other people. For example, social psychologists might note that anyone in a high-pressure, low-paying, low-recognition situation (such as being a food server) would respond to inconveniences in an irritable fashion. They might also observe that, unlike all the other waiters at that restaurant, this waiter appears to be especially testy, and therefore they would investigate why this person’s behavior in that same situation departs so dramatically from the behavior of others. Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 180.

Disciplines differ in the level of analysis they focus on when addressing questions of interest. Describe a question or topic that would be best answered by a sociologist, and explain how that question or topic might be modified to be answered by a social psychologist. Answer: Sociologists are interested in the study of large social units such as institutions, organizations, and societies. They might be interested in declining rates of marriage in American families or the number of divorces in cultures that practice arranged marriages. To explain such trends, a sociologist might consult census data (which would provide a snapshot of practices across a wide range of people) or investigate how the erosion of traditional social values might contribute to these trends. Social psychologists could examine these topics by focusing on the individuals in those situations. For example, they might compare how partners communicate with one another during periods of relationship conflict, or examine how individuals perceive their level of similarity in arranged marriages. Learning Objective: 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

Define the term “fundamental attribution error” and provide an example of this phenomenon that might occur in daily life. Answer: The fundamental attribution error is defined as the tendency to overestimate the extent to which people’s behavior is due to internal dispositional factors, and to underestimate the role of situational factors in influencing the behavior. One example of this is when you see someone trip and fall, you might assume that person is clumsy and may not take into account that it is icy outside. Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

What are the risks of making the fundamental attribution error? Answer: When people ignore the potential influence of the situation and assign causality to internal dispositional factors, it can lead to misinterpretations about a person and color future interactions with that person. For example, if you make a negative dispositional attribution of someone’s behavior (“they were snippy and curt because they’re a sour person”), you are less likely to foster a relationship with that person. Providing internal attributions for a person’s behavior can also give us a sense of false security, allowing us to assume that we would never do the same behaviors. Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. 47 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 183.

Describe how people tend to interpret the behaviors of themselves and others. Answer: People may consider the effects of the situation when determining the causes of a behavior, but often they underestimate the power of the situation, committing the fundamental attribution error. In these cases, they attribute the behavior to a dispositional quality of the person displaying the behavior. In a broad sense, the perceiver has formed a construal about the actor, offering an explanation for behavior that may or may not be correct but that is consistent with that construal. We offer construals for our own behavior as well. In explaining why we act as we do, our perception of the world and our perception of the forces impinging on us color those explanations. Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

184.

Compare the importance that behaviorist and Gestalt approaches attach to such “mentalistic” concepts such as thoughts and feelings. To which of these schools of thought is contemporary social psychology more closely related, and why? Answer: Behaviorists have historically believed that to understand human behavior, there is no need to consider such subjective internal states as thinking or feeling; instead, they have focused on observable characteristics of the external environment (e.g., punishment and reinforcement). In contrast, Gestalt psychologists assert that it is not enough to understand the objective characteristics of the situation; one must understand how people perceive and interpret the situation. Given social psychology’s focus on social cognition and subjective construals, it shares more in common with Gestalt psychology than it does with strict behaviorism. Social psychologists often view behaviorist explanations for social behavior as simplistic. Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

Two groups at your university are at odds. Design an intervention based on research investigating “naïve realism” that might get them to change their opinions of the other group. Answer: Experimenters showed people opinions that were labeled as the opposing side’s views, and people automatically didn’t like them. However, the opinions had really come from those readers’ same side of the argument. By presenting arguments as opposing, then revealing that they really aren’t, then showing both parties both sets of arguments, the conflict can be resolved. Both parties can recognize that their viewpoints are perhaps not as divergent as they perceived them to be. As documented in previous social psychology experiments, “once negotiators on both sides become fully aware of this phenomenon and how it impedes conflict resolution, a reasonable compromise will be more likely.” Learning Objective: 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

186.

Consider the following situation: Beatrice does very poorly on a term paper she has written. If Beatrice is motivated by the need to feel good about herself (the self-esteem approach), which kinds of construals might she make about this outcome? Answer: Beatrice would try to make herself feel better about her performance. She may claim that she just did not care that much about the paper. Or she may claim that the instructor did not grade it fairly. Another possibility is that she will say that she did not try that hard on the paper, and the grade does not really reflect her abilities. Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

Compare the self-esteem approach and the social cognition approach in terms of the motivations assumed to underlie human behavior. Answer: The self-esteem approach explains human social behavior with reference to the basic motive to preserve or enhance one’s self-esteem, even at the expense of accuracy. The social cognition approach views humans as motivated to perceive themselves and the world accurately, sometimes at the expense of their self-esteem. Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

188.

Rollo’s doctor recently told him that he needs to start eating healthier and lose some weight. If Rollo is more motivated by the need for accuracy (social cognition approach), which thoughts would he likely think and which behaviors would he likely enact after this visit? Answer: Rollo might start by assessing his lifestyle. He may stop eating candy and junk food and begin eating a healthier diet. He might seek information about how to eat well. Rollo also may limit his food intake in an effort to lose a few pounds. Additionally, he may begin an exercise program. Rollo would seek information and try to make the most accurate decision about his lifestyle. Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

189.

Jacqui is fired by her employer because she just can’t seem to learn the tasks her job involves. If Jacqui is motivated by the self-esteem approach, how will she respond to the firing? Answer: Jacqui is likely to blame her lack of performance on her situation or on the person training her. She will try to attribute the lack of performance to anything but her, in order to maintain her self-view, which may or may not be an accurate one. She may declare that the job is too hard for anyone to learn or that the expectations of the employer are simply too high. Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate 49 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 190.

Why is it important for social psychologists to take culture into account when explaining human behavior? Answer: All humans have the same set of cognitive resources to draw upon as they set about understanding their complex social worlds. However, which resources they apply and how they wield them can be influenced by a person’s cultural context. Social psychologists want to understand the extent to which laws of human behavior are universal, as well as differences across cultures and within a culture in how these laws might be expressed. A reliance solely on WEIRD research participants (i.e., those who are Western, Educated, Industrialized, Rich, and Democratic) would lead to an incomplete understanding of human social behavior. Learning Objective: 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

191.

Why do social psychologists want to understand social influence? Answer: Social psychologists are fascinated by human social behavior and want to understand it on the deepest possible level. Many social psychologists want to contribute solutions to social problems. Many of the investigations of social psychologists will examine causes and potential solutions to problematic social behaviors. Learning Objective: 1.4 Explain why the study of social psychology is important. Topic: Why Study Social Psychology? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 1.1: Defining Social Psychology EOM_Q1.1.1 A social psychologist would tend to look for explanations of a young man’s violent behavior primarily in terms of __________. a) his aggressive personality traits Consider This: We are often influenced merely by the presence of other people, including perfect strangers who are not interacting with us. LO 1.1 Define social psychology and distinguish it from other disciplines. b) possible genetic contributions Consider This: We are often influenced merely by the presence of other people, including perfect strangers who are not interacting with us. LO 1.1 Define social psychology and distinguish it from other disciplines. c) how his peer group behaves d) what his father taught him Consider This: We are often influenced merely by the presence of other people, including perfect strangers who are not interacting with us. LO 1.1 Define social psychology and distinguish it from other disciplines. Answer: c Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q1.1.2 The topic that would most interest a social psychologist is __________. a) how the level of extroversion of different presidents affected their political decisions Consider This: We are governed by the imaginary approval or disapproval of our parents, friends, and teachers and by how we expect others to react to us. LO 1.1 Define social psychology and distinguish it from other disciplines. b) whether people’s decision about whether to cheat on a test is influenced by how they imagine their friends would react if they found out c) the extent to which people’s social class predicts their income Consider This: We are governed by the imaginary approval or disapproval of our parents, friends, and teachers and by how we expect others to react to us. LO 1.1 Define social psychology and distinguish it from other disciplines. d) what passers-by on the street think of global warming Consider This: We are governed by the imaginary approval or disapproval of our parents, friends, and teachers and by how we expect others to react to us. LO 1.1 Define social psychology and distinguish it from other disciplines. Answer: b Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q1.1.3 Which of the following is true about evolutionary psychology? a) Natural selection works differently in humans than other animals. Consider This: Evolutionary theories are difficult to test. LO 1.1 Define social psychology and distinguish it from other disciplines. b) It is easy to test evolutionary hypotheses by doing experiments. 51 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Evolutionary theories are difficult to test. LO 1.1 Define social psychology and distinguish it from other disciplines. c) Most social behaviors are genetically determined with little influence by the social environment. Consider This: Evolutionary theories are difficult to test. LO 1.1 Define social psychology and distinguish it from other disciplines. d) Evolutionary approaches can generate novel hypotheses about social behavior that can then be tested with experiments. Answer: d Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q1.1.4 How does social psychology differ from personality psychology? a) Social psychology focuses on individual differences, whereas personality psychology focuses on how people behave in different situations. Consider This: The goal of social psychology is to identify properties of human nature that make almost everyone susceptible to social influence, regardless of social class or culture. LO 1.1 Define social psychology and distinguish it from other disciplines. b) Social psychology focuses on the shared processes that make people susceptible to social influence, whereas personality psychology focuses on individual differences. c) Social psychology provides general laws and theories about societies, whereas personality psychology studies the characteristics that make people unique. Consider This: The goal of social psychology is to identify properties of human nature that make almost everyone susceptible to social influence, regardless of social class or culture. LO 1.1 Define social psychology and distinguish it from other disciplines. d) Social psychology focuses on individual differences, whereas personality psychology provides general laws and theories about societies. Consider This: The goal of social psychology is to identify properties of human nature that make almost everyone susceptible to social influence, regardless of social class or culture. LO 1.1 Define social psychology and distinguish it from other disciplines. Answer: b Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q1.1.5 What is the “level of analysis” for a social psychologist? a) The individual in the context of a social situation b) The social situation itself Consider This: Although social psychologists would agree that personalities vary, they explain social behavior in terms of the power of the social situation to shape how one acts. LO 1.1 Define social psychology and distinguish it from other disciplines. c) A person’s level of achievement Consider This: Although social psychologists would agree that personalities vary, they explain social behavior in terms of the power of the social situation to shape how one acts. LO 1.1 Define social psychology and distinguish it from other disciplines. d) A person’s level of reasoning Consider This: Although social psychologists would agree that personalities vary, they explain social behavior in terms of the power of the social situation to shape how one acts. LO 1.1 Define social psychology and distinguish it from other disciplines. Answer: a 52 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q1.1.6 Which of the following research topics about violence is one that a social psychologist might investigate? a) How rates of violence change over time within a culture Consider This: The laws governing the relationship between frustration and aggression, for example, are hypothesized to be true of most people in most places, not just members of one gender, social class, culture, age group, or ethnicity. LO 1.1 Define social psychology and distinguish it from other disciplines. b) Why murder rates vary across cultures Consider This: The laws governing the relationship between frustration and aggression, for example, are hypothesized to be true of most people in most places, not just members of one gender, social class, culture, age group, or ethnicity. LO 1.1 Define social psychology and distinguish it from other disciplines. c) Brain abnormalities that produce aggression when a person is provoked Consider This: The laws governing the relationship between frustration and aggression, for example, are hypothesized to be true of most people in most places, not just members of one gender, social class, culture, age group, or ethnicity. LO 1.1 Define social psychology and distinguish it from other disciplines. d) Why some situations are more likely to provoke aggression than others Answer: d Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Analyze It

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 1.2: The Power of the Situation EOM_Q1.2.1 The fundamental attribution error is best defined as the tendency to __________. a) explain our own and other people’s behavior entirely in terms of personality traits, thereby underestimating the power of social influence b) explain our own and other people’s behavior in terms of the social situation, thereby underestimating the power of personality factors Consider This: Most of us go through life assuming that what really counts is an individual’s true character, not something about the individual’s immediate situation. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. c) believe that people’s group memberships influence their behavior more than their personalities Consider This: Most of us go through life assuming that what really counts is an individual’s true character, not something about the individual’s immediate situation. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. d) believe that people’s personalities influence their behavior more than their group memberships Consider This: Most of us go through life assuming that what really counts is an individual’s true character, not something about the individual’s immediate situation. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Answer: a Learning Objective: LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q1.2.2 What does the Wall Street Game reveal about personality and situation? a) Competitive people will compete fiercely no matter what a game is called. Consider This: When it was called the Wall Street Game, approximately two-thirds of the students responded competitively; when it was called the Community Game, only a third responded competitively. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. b) Cooperative people will try hard to get competitive opponents to work with them. Consider This: When it was called the Wall Street Game, approximately two-thirds of the students responded competitively; when it was called the Community Game, only a third responded competitively. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. c) The name of the game makes no difference in how people play the game. Consider This: When it was called the Wall Street Game, approximately two-thirds of the students responded competitively; when it was called the Community Game, only a third responded competitively. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. d) The name of the game strongly influences how people play the game. Answer: d Learning Objective: LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Analyze It EOM_Q1.2.3 A stranger approaches Emily on campus and says he is a professional photographer. He asks if she will spend 15 minutes posing for pictures next to the student union. According to social psychologists, Emily’s decision will depend on which of the following? a) How well dressed the man is

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: We are busy guessing all the time about the other person’s state of mind, motives, and thoughts. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. b) Whether the man offers to pay her Consider This: We are busy guessing all the time about the other person’s state of mind, motives, and thoughts. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. c) How Emily construes the situation d) Whether the man has a criminal record Consider This: We are busy guessing all the time about the other person’s state of mind, motives, and thoughts. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Answer: c Learning Objective: LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q1.2.4 Social psychology had its origins in __________. a) Gestalt psychology b) Freudian psychology Consider This: First proposed as a theory of how people perceive the physical world, Gestalt psychology holds that we should study the subjective way in which an object appears in people’s minds (the gestalt, or whole) rather than the way in which the objective, physical attributes of the object combine. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. c) behavioral psychology Consider This: First proposed as a theory of how people perceive the physical world, Gestalt psychology holds that we should study the subjective way in which an object appears in people’s minds (the gestalt, or whole) rather than the way in which the objective, physical attributes of the object combine. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. d) biological psychology Consider This: First proposed as a theory of how people perceive the physical world, Gestalt psychology holds that we should study the subjective way in which an object appears in people’s minds (the gestalt, or whole) rather than the way in which the objective, physical attributes of the object combine. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Answer: a Learning Objective: LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q1.2.5 “Naïve realism” refers to the fact that __________. a) most people are naïve (uneducated) about psychology Consider This: If other people see the same things differently, it must be because they are biased. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. b) few people are realistic Consider This: If other people see the same things differently, it must be because they are biased. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. c) most people would rather be naïve than accurate

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: If other people see the same things differently, it must be because they are biased. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. d) most people believe they perceive things accurately Answer: d Learning Objective: LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 1.3: Where Construals Come From: Basic Human Motives EOM_Q1.3.1 Researchers who study social cognition assume that people __________. a) try to view the world as accurately as possible b) can’t think clearly with other people around them Consider This: They regard human beings as amateur sleuths who are doing their best to understand and predict their social world. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. c) distort reality in order to view themselves favorably Consider This: They regard human beings as amateur sleuths who are doing their best to understand and predict their social world. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. d) are driven by the need to control others Consider This: They regard human beings as amateur sleuths who are doing their best to understand and predict their social world. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Answer: a Learning Objective: LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q1.3.2 Which of the following does NOT reflect the motive to maintain high self-esteem? a) After Sarai leaves Hiroko for someone else, Hiroko decides that he never really liked her much anyway. Consider This: Given the choice between distorting the world to feel good about themselves and representing the world accurately, people often take the first option. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. b) Students who want to take Professor Lopez’s seminar have to apply by writing a 10-page essay. Everyone who is selected ends up loving the class. Consider This: Given the choice between distorting the world to feel good about themselves and representing the world accurately, people often take the first option. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. c) Janetta did poorly on the first test in her psychology class. She admits that she didn’t study enough and vows to study harder for the next test. d) Zach has been involved in several minor traffic accidents since getting his driver’s license. “There sure are a lot of terrible drivers out there,” he says. “People should learn to be good drivers like me.” Consider This: Given the choice between distorting the world to feel good about themselves and representing the world accurately, people often take the first option. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Answer: c Learning Objective: LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q1.3.3 The “self-fulfilling prophecy” is the reason that many people __________. a) love Doomsday predictions Consider This: If you were a teacher and were led to expect two or three specific students to perform well, you would be more likely to treat them in special ways: paying more attention to them, listening to them with more 57 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

respect, calling on them more frequently, encouraging them, and trying to teach them more challenging material. Your attention and attitude would, in turn, almost certainly make these students feel happier, more respected, more motivated, and smarter—and, voilà, the prophecy is fulfilled. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. b) make a prophecy that they will fail their exams Consider This: If you were a teacher and were led to expect two or three specific students to perform well, you would be more likely to treat them in special ways: paying more attention to them, listening to them with more respect, calling on them more frequently, encouraging them, and trying to teach them more challenging material. Your attention and attitude would, in turn, almost certainly make these students feel happier, more respected, more motivated, and smarter—and, voilà, the prophecy is fulfilled. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. c) create a prophecy that they will succeed on their exams Consider This: If you were a teacher and were led to expect two or three specific students to perform well, you would be more likely to treat them in special ways: paying more attention to them, listening to them with more respect, calling on them more frequently, encouraging them, and trying to teach them more challenging material. Your attention and attitude would, in turn, almost certainly make these students feel happier, more respected, more motivated, and smarter—and, voilà, the prophecy is fulfilled. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. d) act in ways to make predictions of their own behavior or others’ come true Answer: d Learning Objective: LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q1.3.4 Which of the following is true about the study of culture in social psychology? a) Social psychological research has been conducted exclusively with “weird” participants. Consider this: Throughout the book, we will point out cases in which findings have been replicated in different cultures. At the same, time, it is clear that the culture in which we live has profound influences on how we think about ourselves and the social world. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. b) People who grow up in different cultures have different cognitive “tools” with which they understand the world. Consider this: Throughout the book, we will point out cases in which findings have been replicated in different cultures. At the same, time, it is clear that the culture in which we live has profound influences on how we think about ourselves and the social world. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. c) Cross-cultural research demonstrates the universality of social psychological theories and the ways in which culture influences people’s construals of themselves and the social world. d) All social psychological processes are universal; culture has little influence on these processes. Consider this: Throughout the book, we will point out cases in which findings have been replicated in different cultures. At the same, time, it is clear that the culture in which we live has profound influences on how we think about ourselves and the social world. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Answer: c Learning Objective: LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 1 Quiz: Introducing Social Psychology EOC_Q1.1 Social psychology is the study of __________. a) the real or imagined influence of other people b) social institutions, such as the church or school Consider This: When we think of social influence, the kinds of examples that readily come to mind are direct attempts at persuasion, whereby one person deliberately tries to change another person’s behavior or attitude. LO 1.1 Define social psychology and distinguish it from other disciplines. c) social events, such as football games and dances Consider This: When we think of social influence, the kinds of examples that readily come to mind are direct attempts at persuasion, whereby one person deliberately tries to change another person’s behavior or attitude. LO 1.1 Define social psychology and distinguish it from other disciplines. d) psychological processes, such as dreaming Consider This: When we think of social influence, the kinds of examples that readily come to mind are direct attempts at persuasion, whereby one person deliberately tries to change another person’s behavior or attitude. LO 1.1 Define social psychology and distinguish it from other disciplines. Answer: a Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q1.2 For social psychologists, the likely explanation of the mass suicide at Jonestown was __________. a) members of the cult were mentally unstable or clinically depressed Consider This: In fact, as social psychologists have shown, the social conditions at Jonestown were such that virtually anyone—even strong, nondepressed individuals like you or us—would have succumbed to Jones’s influence. LO 1.1 Define social psychology and distinguish it from other disciplines. b) the cult leader used hypnotism or drugs to coerce his followers into obedience Consider This: In fact, as social psychologists have shown, the social conditions at Jonestown were such that virtually anyone—even strong, nondepressed individuals like you or us—would have succumbed to Jones’s influence. LO 1.1 Define social psychology and distinguish it from other disciplines. c) processes that could ensnare almost any healthy person d) the open, welcoming nature of the cult that made members feel it was safe to obey their leader Consider This: In fact, as social psychologists have shown, the social conditions at Jonestown were such that virtually anyone—even strong, nondepressed individuals like you or us—would have succumbed to Jones’s influence. LO 1.1 Define social psychology and distinguish it from other disciplines. Answer: c Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Difficult Skill Level: Analyze It EOC_Q1.3 In social psychology, the level of analysis is __________. a) society at large Consider This: If people are feeling frustrated, under what conditions will they vent their frustration with an aggressive act and under what conditions will they restrain themselves? LO 1.1 Define social psychology and distinguish it from other disciplines. b) the individual in a social context c) groups and organizations

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: If people are feeling frustrated, under what conditions will they vent their frustration with an aggressive act and under what conditions will they restrain themselves? LO 1.1 Define social psychology and distinguish it from other disciplines. d) cognitive and perceptual brain processes Consider This: If people are feeling frustrated, under what conditions will they vent their frustration with an aggressive act and under what conditions will they restrain themselves? LO 1.1 Define social psychology and distinguish it from other disciplines. Answer: b Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q1.4 Which of the following comments does not illustrate the fundamental attribution error? a) A man says, “My wife has sure become a grouchy person” but explains his own grouchiness as a result of having a hard day at the office. Consider This: Explaining behavior in terms of personality can give us a feeling of false security. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. b) A woman reads about high unemployment in poor communities and says, “Well, if those people weren’t so lazy, they would find work.” Consider This: Explaining behavior in terms of personality can give us a feeling of false security. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. c) “The people who died by suicide at Jonestown were socially isolated and thus cut off from other points of view about their leader.” d) “The people who died by suicide at Jonestown were mentally ill.” Consider This: Explaining behavior in terms of personality can give us a feeling of false security. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Answer: c Learning Objective: LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q1.5 What do social psychology and personality psychology have in common? a) They both focus on the individual. b) They both focus on personality traits. Consider This: Explaining people’s behavior in terms of their traits is the work of personality psychologists, who generally focus on individual differences. LO 1.1 Define social psychology and distinguish it from other disciplines. c) They both focus on formative childhood experiences. Consider This: Explaining people’s behavior in terms of their traits is the work of personality psychologists, who generally focus on individual differences. LO 1.1 Define social psychology and distinguish it from other disciplines. d) They both focus on genetic contributions to personality. Consider This: Explaining people’s behavior in terms of their traits is the work of personality psychologists, who generally focus on individual differences. LO 1.1 Define social psychology and distinguish it from other disciplines. Answer: a Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate 60 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Skill Level: Defining Social Psychology EOC_Q1.6 What do social psychology and sociology have in common? a) They both examine demographic trends in society. Consider This: Social psychology and sociology share an interest in the way the situation and the larger society influence behavior. LO 1.1 Define social psychology and distinguish it from other disciplines. b) They both study national institutions. Consider This: Social psychology and sociology share an interest in the way the situation and the larger society influence behavior. LO 1.1 Define social psychology and distinguish it from other disciplines. c) They both are concerned with personality differences. Consider This: Social psychology and sociology share an interest in the way the situation and the larger society influence behavior. LO 1.1 Define social psychology and distinguish it from other disciplines. d) They both are concerned with group processes. Answer: d Learning Objective: LO 1.1 Define social psychology and distinguish it from other disciplines. Topic: Defining Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q1.7 In social psychology, why is construal so important? a) People’s behavior is affected by their interpretation of events, not only the events themselves. b) People’s behavior is primarily determined by the objective circumstances they are in. Consider This: For example, if a person approaches you, slaps you on the back, and asks you how you are feeling, your response will depend not on what that person has done, but on how you interpret that behavior. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. c) People are aware of their biases in perceiving events. Consider This: For example, if a person approaches you, slaps you on the back, and asks you how you are feeling, your response will depend not on what that person has done, but on how you interpret that behavior. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. d) People realize that other reasonable people see things the way they do. Consider This: For example, if a person approaches you, slaps you on the back, and asks you how you are feeling, your response will depend not on what that person has done, but on how you interpret that behavior. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Answer: a Learning Objective: LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Difficult Skill Level: Analyze It EOC_Q1.8 What was the main contribution of Gestalt psychology to social psychology? a) It added an understanding of how the brain works. Consider This: Gestalt psychology holds that we should study the subjective way in which an object appears in people’s minds (the gestalt, or whole) rather than the way in which the objective, physical attributes of the object combine. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. b) It emphasized how people perceive the physical world. Consider This: Gestalt psychology holds that we should study the subjective way in which an object appears in people’s minds (the gestalt, or whole) rather than the way in which the objective, physical attributes of the object combine. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. 61 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

c) It showed that the whole is larger than the sum of its parts. d) It added historical perspective to the study of behavior. Consider This: Gestalt psychology holds that we should study the subjective way in which an object appears in people’s minds (the gestalt, or whole) rather than the way in which the objective, physical attributes of the object combine. LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Answer: c Learning Objective: LO 1.2 Summarize why it matters how people explain and interpret events, as well as their own and others’ behavior. Topic: The Power of the Situation Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q1.9 Which of the following motives are central to how we construe the world? a) The needs to feel good about ourselves and to feel our opinions are accurate b) The needs to feel superior to others and to discriminate against them Consider This: Sometimes, each of these motives pulls us in the same direction. Often, though, these motives tug us in opposite directions, where to perceive the world accurately requires us to admit that we have behaved foolishly or immorally. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. c) The needs to be accurate in our perceptions and convince others that they are wrong Consider This: Sometimes, each of these motives pulls us in the same direction. Often, though, these motives tug us in opposite directions, where to perceive the world accurately requires us to admit that we have behaved foolishly or immorally. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. d) The needs for self-expression and creativity Consider This: Sometimes, each of these motives pulls us in the same direction. Often, though, these motives tug us in opposite directions, where to perceive the world accurately requires us to admit that we have behaved foolishly or immorally. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Answer: a Learning Objective: LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q1.10 Eleanora gets a bad grade on the first paper in her English class. To predict whether she will drop the course or stick with it, which question would a social psychologist be most likely to ask? a) How did she score on a personality test of persistence? Consider This: People’s behavior is affected by how they construe a situation. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. b) How did she do in the English class she took the previous semester? Consider This: People’s behavior is affected by how they construe a situation. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. c) What were her SAT scores? Consider This: People’s behavior is affected by how they construe a situation. LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. d) What is her explanation for why she got the bad grade? Answer: d Learning Objective: LO 1.3 Explain what happens when people’s need to feel good about themselves conflicts with their need to be accurate. 62 Copyright © 2023, 2016, 2013 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Topic: Where Construals Come From: Basic Human Motives Difficulty Level: Difficult Skill Level: Analyze It

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 2 Methodology: How Social Psychologists Do Research Total Assessment Guide (TAG)

Topic

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

Introduction

Multiple Choice

3, 4, 10, 12

5, 6, 7, 8, 9

2, 11

15, 19, 24, 29, 40, 44, 56, 57, 58, 61, 64, 68, 79, 84, 85, 86, 92, 97, 101, 105, 111, 112, 115, 117, 120, 121, 125, 127, 128, 136, 139, 143, 147, 150, 154

18, 20, 22, 23, 30, 33, 34, 35, 36, 41, 45, 51, 52, 53, 54, 59, 60, 62, 63, 65, 71, 75, 78, 80, 81, 82, 83, 87, 93, 95, 96, 98, 100, 102, 107, 108, 114, 122, 129, 132, 133, 134, 135, 137, 138, 142, 145, 146, 148, 149, 152, 153, 155

13, 14, 16, 17, 21, 25, 26, 27, 28, 31, 32, 37, 38, 39, 42, 43, 46, 47, 48, 49, 50, 55, 66, 67, 69, 70, 72, 73, 74, 76, 77, 88, 89, 90, 91, 94, 99, 103, 104, 106, 109, 110, 113, 116, 118, 119, 123, 124, 126, 130, 131, 140, 141, 144, 151

190, 191, 192

184, 186, 188,

157, 158, 159, 160, 161, 163

166, 167

Analyze It

Essay Social Psychology: An Empirical Science

Multiple Choice

Research Designs

Multiple Choice

Essay

Essay New Frontiers in Social Psychological Research

Multiple Choice

156, 162, 164, 165, 168

Ethical Issues in Social Psychology

Multiple Choice

171, 175, 177, 179, 182, 183

170, 173, 174, 176, 181

169, 172, 178, 180

Essay

197

199, 196

198

Essay

194, 195

185, 187, 189, 193

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 2 METHODOLOGY: HOW SOCIAL PSYCHOLOGISTS DO RESEARCH _____________________________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

A fundamental principle of social psychology is that many social problems can be studied __________. a. in children b. in animals c. scientifically d. anecdotally Answer: C 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.

After Lyla’s husband was injured in a car accident, she said, “I woke up that morning with a bad feeling in my stomach; I knew something awful was going to happen that day.” Lyla is exhibiting __________. a. accessibility b. thought suppression c. scientific reasoning d. the hindsight bias Answer: D Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The hindsight bias is __________. a. the tendency for people to exaggerate how much they could have predicted an outcome after knowing what that outcome is b. the level of agreement between two or more people who independently observe and code a set of data c. judging the probability of an event based on how similar it is to one’s preconceived notions of how that event should take place d. the extent to which the results of a study can be generalized to other situations and to other people Answer: A Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Compared to the others, a hypothesis is most similar to a(n) __________. a. brilliant insight b. experiment c. theory d. hunch 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: D Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

If a scientist believes that another person’s theory is incomplete or flawed in some way, the best approach for that scientist to take is to __________. a. write an essay explaining why the other theory is wrong b. ignore the other’s research because it is irrelevant to the scientist’s preconceived views c. design a study making specific predictions to test the alternate explanation d. investigate some other problem in an unrelated area Answer: C Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

In the 1950s, Leon Festinger arrived at a theory of attitude change that was at odds with the psychological “wisdom” of the day. The genesis of cognitive dissonance theory demonstrates the point that many ideas in social psychology are __________. a. best viewed as “common sense” b. the result of dissatisfaction with current theories c. based on researchers’ personal experiences d. applicable only to the current historical era Answer: B Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Cognitive dissonance research resulted from Leon Festinger’s skepticism about the behaviorist approach. In recent years, new researchers have explored alternatives to dissonance explanations for social phenomena. These approaches illustrate __________. a. that behaviorist folk wisdom and dissonance folk wisdom are incorrect b. the influence of researchers’ personal experiences in shaping their research questions c. that old theories can inspire new research d. the shortcomings of science as a cumulative enterprise Answer: C Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which statement provides the best summary of theory refinement as a means of advancing a scientific discipline? a. Theories are developed and debated by experts in the field. b. When hypotheses are supported, they become theories. c. Theories are developed, hypotheses are proposed and tested, and then theories are revised. d. Hypotheses are proposed and tested at least three times by different researchers before altering a theory. Answer: C 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology. 9.

When Rufus, a student in a social psychology class, notices that an older person is more likely to hold a door open for another older person than for a younger person, he may use this personal observation to __________ as a means of conducting a scientific investigation. a. read about existing theories of politeness b. develop a hypothesis about age and politeness, and design studies to test it c. engage in philosophical debates about human behavior d. get more people to donate to charitable causes Answer: B Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

10.

When Bibb Latané and John Darley began to seriously consider why no one helped Kitty Genovese during her brutal attack, they hypothesized that the explanation was that __________. a. New Yorkers are all apathetic b. no one witnessed the attack c. witnesses knew they would not be reinforced for reporting the crime d. when many people witness a crime, they assume someone else will call for help Answer: D Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Compared to the others, which situation is LEAST likely to result in diffusion of responsibility? a. An entire neighborhood hears screams coming from the street. b. While attending a baseball game at the stadium, several people witness a woman punch a friend in the mouth. c. Several people observe two men fighting. d. Freddie and Miguel see a young woman being mugged in a parking lot. Answer: D Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

The more people who witness an emergency, the less likely it is that witnesses will help. This phenomenon is known as __________. a. witness avoidance b. social loafing c. diffusion of responsibility d. social avoidance Answer: C Learning Objective: 2.1 Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Easy 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

Many “reality TV” shows place a group of people in a common situation (such as on a remote island, confined to a house, or in a locale with limited resources) and then record what happens. In this regard, reality TV shows are most like __________ research in social psychology. a. observational b. archival c. experimental d. cross-sectional Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

A researcher has recorded that, during a typical day in a primary school classroom, green-eyed children are more likely than blue-eyed children to ask questions. This researcher most likely employed a(n) __________ research method to gather data. a. observational b. archival c. experimental d. interview Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Observational research allows a researcher to __________. a. make statements about causality b. make predictions about one variable based on knowledge of another variable c. provide a description of a phenomenon d. randomly assign participants to conditions of an experiment Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology.

16.

Professor MacDougall is interested in the reaction of students to a new university policy requiring attendance at all class meetings. Professor MacDougall inconspicuously listens to student conversations when the topic comes up and records the students’ opinions. This technique represents __________ research. a. observational b. experimental c. correlational d. archival Answer: A

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 17.

Compared to the others, which example BEST illustrates the observational method? a. Chris puts a glass to the wall so that he can hear the neighbors argue. b. Elaine positions herself near a traffic light and records how many drivers run through red lights. c. Gustavo stops people on the street to ask them how they voted in the last election. d. Twyla videotapes her sister’s wedding, focusing on sentimental and silly moments. Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

18.

A researcher wants to investigate the subculture of snowboarders. He begins hanging out with the snowboarders but does not impose his own ideas on the group. He merely records his observations of the group. This is an example of a(n) __________. a. ethnography b. correlation c. experimental design d. archival design Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

19.

Ethnography can be defined as the method by which researchers attempt to understand a group or culture by __________. a. independently observing and coding a set of data b. examining the accumulated documents of that culture, such as newspaper reports c. asking questions of a representative sample of people by means such as telephone interviews d. observing it from the inside, without imposing any preconceived notions Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology.

20.

Compared to the others, which discipline is MOST likely to use ethnography as a primary technique for gathering data? a. archeology b. social psychology c. cultural anthropology d. political science Answer: C 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology. 21.

A cult in the 1950s believed that the world was coming to an end very soon. Researcher Leon Festinger and his colleagues studied this cult by joining the group and pretending to share these beliefs. Which research method were they using? a. Archival analysis b. Ethnography c. Correlational study d. Field experiment Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

22.

Two hundred years from now, after watching our television commercials and internet advertising, it is possible that researchers will conclude that everyone had all sorts of medical problems and only ate food in our cars. These conclusions would be based on __________ research. a. ethnographic b. experimental c. correlational d. archival Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

23.

Archival research is based on __________. a. distinguishing an experimental from a control group b. artifacts gathered within a given culture c. keen observations of ongoing behavior d. identifying the statistical relationship between two or more variables Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

24.

__________ research involves systematic examination of the documents or records of a culture. a. Systematic b. Archival c. Participant observational d. Cross-sectional Answer: B 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology. 25.

Professor Yarnofsky wonders whether recent acts of airline terrorism have made the public more fearful of airline flight. He secures records of the amount of flight insurance that people have purchased via machines at the airport, and compares the records of insurance purchases before the last hijacking to purchases after the last hijacking. Professor Yarnofsky has employed a(n) __________ research method. a. participant observation b. systematic observation c. archival d. experimental Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

26.

A researcher is interested in the changing nature of sex roles in contemporary society. If she were to employ an archival analysis, what would she be most likely to do? a. Record how boys and girls have been portrayed in children’s books over some well-defined time period b. Observe both women and men working in “non-traditional” occupations c. Interview both male and female doctors to determine how they are treated by colleagues d. Participate in the daily activities of a couple with a different-sex orientation, in which the woman works and the man stays home Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

27.

In order to examine the importance of loving relationships in several different generations of Americans, a researcher decides to collect the lyrics from the 50 most popular songs of each decade from 1940 through 2010, and to code those lyrics for how often love-related themes are present. Which research method is this researcher using? a. Correlational b. Observational c. Archival d. Cross-sectional Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 28.

Professor Rothman is interested in tracking changes in racial stereotypes in the United States. If an archival analysis is used, Professor Rothman should __________. a. interview multiple generations in families of different races and ethnicities b. record how minority group members are portrayed in cartoons in New Yorker magazine from 1930 to 2020 c. ask students to report their impressions of how different ethnic groups are portrayed in television comedies d. randomly assign research participants to interact with a member of a minority group or a member of a cultural majority group Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

29.

Which conclusion about pornography usage has been reached based on archival analyses of sexually explicit materials? a. Women are more likely than men to subscribe to online pornography sites. b. Liberals in “blue” states are the largest subscribers to online pornography sites. c. Residents of “blue” and “red” states are equally likely to subscribe to online pornography sites. d. Residents of “red” states are the largest subscribers to online pornography sites. Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

Which conclusion represents a limitation of observational methods? a. The coding of the data by judges is always high in reliability. b. Many behaviors of interest occur only in private. c. Causal conclusions may require multiple observations. d. Third variables always explain observational results. Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

31.

Dr. Carruthers wants to understand the motivations behind school shootings. To begin answering her questions, she examines the social media posts and blogs by identified school shooters. She also reads all the media reports she can find about the school shooters. Doing research in this manner is an example of __________. a. ethnography b. cognitive dissonance c. the correlational method d. archival analysis Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 32.

Dr. Nash wants to conduct research on partner abuse. Why would Dr. Nash be unwise to use observational methods for this topic? a. Participants will lie about being abused. b. Abuse is usually something that occurs privately. c. There actually are no drawbacks to using observational methods. d. Dr. Nash will be unable to remain neutral. Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

The primary strength of the observational method is that it can be used to __________. a. describe behavior b. predict and explain behavior c. determine the cause of behavior d. understand the nature of behavior Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

34.

Whereas observational research is designed to __________ behavior, correlational research is designed to __________. a. systematically describe; explain behavior b. systematically describe; determine what causes behavior c. explain; assess relations between variables d. systematically describe; assess relations between variables Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

35.

The primary strength of correlational research is that it can be used to __________. a. determine the causes of behavior b. explain a behavior c. predict behavior d. manipulate a behavior Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.3 Describe applications of psychology. 36.

What do observational and correlational research have in common? a. They cannot answer causal questions. b. They can describe social behavior. c. They cannot predict behavior. d. They rely on random assignment. Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

37.

A researcher wants to determine if there is any relationship between car color and the tendency to run through stop signs at intersections. The best method to address this question is __________. a. archival analysis b. correlational c. survey research d. experimental Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

38.

A researcher wants to see if there is a relationship between a person’s birth order and their leadership ability. The best method for answering this question would be __________. a. experimental b. correlational c. observational d. archival analysis Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

39.

A researcher hired by a department store wants to examine whether manipulating the room temperature to be hotter as opposed to cooler affects sales of air conditioners. The best method for answering this question would be __________. a. experimental b. correlational c. observational d. archival analysis Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.3 Describe applications of psychology. 40.

Which research method provides the researcher the possibility of determining a causal relationship between variables? a. Observational b. Correlational c. Experimental d. Archival analysis Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology.

41.

Complete the following analogy about research methods in social psychology: observational is to __________ as __________ is to causality. a. description; correlational b. prediction; experimental c. description; experimental d. prediction; correlational Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

A researcher is interested in the relationship between the age of a person and their degree of job satisfaction. To determine this, the researcher should use the __________ method. a. longitudinal b. correlational c. observational d. behavioral Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

43.

Song Ho has discovered that, according to information from the registrar’s office, people who score higher on the SAT tend to have a higher GPA in their first year of college. Song Ho has used a(n) __________ research method. a. ethnographic b. correlational c. experimental d. field study Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 44.

When researchers say that there is a relationship between two variables, this means that __________. a. you can predict the scores of one variable from the scores of the other b. they are very similar to each other in the effects they have on a third variable c. one variable is causing the other variable to happen d. they are equal to each other in magnitude Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Are people who are better educated less prejudiced than people who have less education? This question is most appropriately answered by using __________. a. archival analysis b. experimental research c. ethnography d. correlational research Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

46.

A negative correlation means that __________. a. there is no relationship between the two variables b. high values of one variable are associated with low values of the other c. high values of one variable are associated with high values of the other d. low values of one variable are associated with low values of the other Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

47.

Assume that instead of conducting experiments, Bibb Latané and John M. Darley had used a correlational approach to study the relationship between the number of bystanders who witness an emergency and how quickly a victim receives help. Assume that the correlational data were compatible with results from experiments: the more bystanders, the more time it took bystanders to help. What type of correlation is this between time and number of bystanders? a. Nonlinear correlation b. Positive correlation c. Negative correlation d. Nominal correlation Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Before Jonas Salk discovered a vaccine to prevent polio, people noticed a correlation between environmental temperature and the incidence of polio: The warmer the temperature over the course of the year, the more outbreaks of polio. This relationship is an example of a(n) __________ correlation. a. negative b. positive c. bimodal d. illusory Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

49.

Eero finds that children’s hours of daily exercise and quality of nutritional intake are correlated +.73 with one another. What does this correlation coefficient indicate? a. Higher rates of exercise cause better nutrition. b. As rates of exercise increase, quality of nutritional intake decreases. c. Better nutrition causes higher rates of exercise. d. As quality of nutritional intake increases, rates of exercise increase. Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

50.

As children grow older, their discretionary income usually increases. The best conclusion to draw about the variables age and income are that they are __________. a. uncorrelated b. causally related c. positively correlated d. negatively correlated Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

If two variables have no correlation with each other, this means that __________. a. you can only predict one of the two variables b. when one is higher, the other is lower c. they are probably very similar d. one variable cannot be predicted from the other Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

You are reading a magazine article about how to do well in college, and it presents several correlation coefficients. These correlation coefficients indicate __________. a. that this study compared three or more groups of students b. how well you can predict one variable from the other c. the causal relationship between the variables d. the reliability of the variables under study Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

If height and weight have a positive correlation, what does this tell you about the relationship between these variables? a. Height and weight are unrelated. b. Taller people are almost never heavier, but there are exceptions to the rule. c. Shorter people tend to be heavier. d. Taller people are usually heavier, but there are exceptions to the rule. Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

A researcher conducted a study and found a positive correlation between age and life satisfaction. In other words, this researcher found that as age __________, life satisfaction tends to __________. a. increases; decrease b. increases; increase c. increases; stay the same d. decreases; increase Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

A researcher conducted a survey and found a negative correlation between education level and the tendency to resort to violence during disputes. In other words, this researcher found that as education level __________, the tendency to use violence __________. a. decreases; also decreases b. increases; decreases c. increases; also increases d. increases; remains the same Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

Surveys are instruments most often used by social psychologists who conduct __________ research. a. archival b. observational c. correlational d. experimental Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology.

57.

Research in which a representative sample of people are asked questions about their attitudes or behavior is called __________. a. ethnography b. archival analysis c. field experiments d. survey research Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology.

58.

One of the greatest advantages of surveys is that researchers __________. a. can examine variables that are difficult to observe directly b. do not have to worry about whether their samples are representative c. can be confident that respondents answered honestly d. can be biased but still collect objective information Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Ingo wants to gauge the nation’s attitudes toward handguns, so he polls a very large sample of National Rifle Association (NRA) members and asks them what they think. Despite having a lot of data, Ingo’s conclusions are likely to be flawed. Why? a. Samples should always include about 13 percent of the population. b. The sample he polled wasn’t representative of the population he’s interested in learning about. c. He used a survey to collect data when he should have used interviews. d. He didn’t construct the survey items himself, so he can’t be sure they’re reliable. Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

Compared to the others, which question would a researcher be most likely to investigate using a survey? a. How often do people run a red light at the intersection of Bluegrass Drive and Spurflower Drive? b. Which features of an intersection cause people to run a red light more often? c. In the past 30 years, has there been an increase of drivers running through red lights without stopping? d. What are people’s attitudes about drivers who run red lights? Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

The only way to be certain that the results of a survey represent the behavior of a particular population is to ensure that the respondents are __________ that population. a. randomly assigned to b. randomly selected from c. conveniently accessible in d. normally distributed in Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

In which of the following types of research is the researcher most concerned with the representativeness of the sample used? a. Naturalistic observation b. Archival analysis c. Survey research d. Experiments Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

The problem with a survey that does not rely on a representative sample is that __________. a. it is unfair not to give everyone an equal chance to participate b. the data will be limited in its reliability c. the rules governing random assignment have been violated d. the researcher will not be able to draw valid conclusions about the intended population Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

Which statement provides the BEST definition of the term “sample?” a. The group of people about whom the results of a study are intended to generalize b. A group of people who are representative of the population as a whole c. The people actually measured in a study d. A small group of people used to pilot test a study Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Recall the description of the 1936 political poll taken by Literary Digest about the Landon vs. Roosevelt election. This is an example of a potential error that can be made when conducting survey research involving political polls. Which lesson was learned by survey researchers from this error? a. Although people may report one opinion, they are likely to behave differently. b. Surveys are not useful tools for predicting human behavior. c. It is important to ask mostly hypothetical questions. d. It is important to use random selection to obtain a representative sample. Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

Rita is interested in college students’ morality, so she administers a survey to her classmates asking how many times they’ve vandalized public property, shoplifted a small item, lied to a loved one, or kept miscounted change from a cash transaction. Rita was pleased to see that a staggering 96 percent of participants reported little to none of these activities, and she concluded that today’s college students are a downright moral bunch. Why might this conclusion not be entirely correct? a. Rita should have polled a more focused sample of known transgressors. b. Rita should have conducted an experiment using the 4 percent of respondents who were immoral. c. Rita needed to phrase each question in the opposite way, then administer that survey to a new group. d. People may not always respond accurately to self-report measures, such as surveys. Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Consider the following survey item: “If you found yourself on an airplane that suddenly developed engine problems because a flock of Canadian geese flew into the turbines, what are the first three things you would do?” Most social psychologists would not include such an item on their survey because most respondents would __________. a. be offended at being asked such a personal question b. never have experienced that situation, yielding too small a sample c. find it difficult to accurately imagine what they would actually do in such a hypothetical situation d. avoid flying in the future, opting instead for train travel Answer: C 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

People’s reports about causes of their behavior quite often reflect __________. a. subconscious conflicts between implicit and explicit attitudes b. their theories and beliefs about what they think should have influenced them c. what people believe most other people would report d. what people think the researcher wants them to say Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

There is a moderately strong correlation between the number of ice cream cones sold in a day and the number of criminal acts occurring in a day. It seems more likely that it is really hot temperatures that are associated with both the increased ice cream sales and the increased crime, rather than that criminals treat themselves to ice cream after committing their crimes. This observation illustrates that correlations are __________. a. unreliable b. no guarantee of causation c. subject to a third variable for their explanations d. indicative of causation Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Carlos, the president of a fraternity on campus, randomly sampled 500 students, asked them if they belonged to a fraternity or sorority, and asked them about their current GPA. He discovered that the GPAs of those people in fraternities and sororities were higher than those of people who were not involved in the Greek system. Gleefully, he presented his findings to the dean, saying that being involved in a fraternity or sorority leads to higher grades. Which principle of research methodology is Carlos breaking? a. Correlation does not prove causation. b. College students are not representative of the whole sample of people in the world. c. A sample size of 500 is too small to make such a generalization. d. Correlational data do not provide any practical information on a topic. Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 71.

Why is it unwise to conclude that if two variables are correlated, one must have caused the other? a. Variables can never be measured with complete accuracy. b. Any single variable is bound to have multiple causes. c. Some unmeasured third variable might actually be responsible for causing the changes seen in both of the other two variables. d. It is impossible to conclude that two variables are related unless one can measure them perfectly. Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

Imagine that researchers have found a positive correlation between the frequency of disagreements that couples have and how long they stay together in a romantic relationship. Based on this correlation, should you start arguments with your dating partner in order to sustain your relationship? a. Yes, because the correlation is positive. b. No, because the correlation is positive. c. No, because although the two may be correlated, causation has not been established. d. No, because in your group of friends, the correlation is negative. Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Researchers found that women who relied on the diaphragm or contraceptive sponge had fewer sexually transmitted infections (STIs) than women who relied on condoms. The media jumped to the conclusion that condom use contributes to STIs. Of the limitations of this study, which one should have prevented the media from drawing a causal conclusion? a. Women who use public clinics are not representative of women in the United States. b. The researchers did not study women who were using a birth control pill. c. The choice to use condoms may have stemmed from STI contraction rather than the reverse. d. No such relationship between birth control device and STIs exists for men. Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

Let’s say that a strong positive correlation exists between the presence of arm tattoos and motorcycle riding. What can be concluded definitively about this correlation? a. Motorcycle riding causes people to get more arm tattoos; with hands perched on handlebars, there’s a lot of available space for bodily decoration. b. Having a lot of tattoos causes people to buy motorcycles; after decorating their arms, a great way to show off those decorations is by riding a motorcycle. c. Recklessness and impulsivity cause people to both get a greater number of arm tattoos and ride motorcycles. d. As the number of arm tattoos increases, the likelihood of owning a motorcycle also increases. Answer: D

Which serious shortcoming applies to the correlational research strategy? a. It is difficult for social psychologists to secure a random sample. b. Causal inferences based on correlational data are often faulty. c. There is always some third variable that accounts for the correlation. d. Surveys are often poorly designed, leading to erroneous conclusions. Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

School boards have noted that there is an increased number of teen pregnancies among high schools that offer daycare to their students. Which conclusion can be accurately drawn from this? a. There is a negative correlation between teen pregnancies and daycare in the high schools. b. High schools that provide daycare services are also offering sexual education. c. The presence of daycare facilities is causing students to become sexually active. d. There is a positive correlation between teen pregnancies and daycare centers in high schools. Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

After completing a scientific study, a researcher concludes that frustrating people (by giving them a task that is impossible to complete) causes them to behave more aggressively. Only __________ warrants this type of conclusion. a. correlational research b. observational research c. experimental research d. an archival analysis Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

A researcher interested in testing a __________ hypothesis would be most likely to conduct an experiment. a. descriptive b. correlational c. causal d. theoretical Answer: C

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 79.

The experimental method always involves __________. a. one experimental group and one control group, which allows the researcher to subtract the average scores from one to the other b. a direct intervention on the part of the researcher, such that different groups of participants experience an event one way versus another way c. psychological realism, which is why most experiments are conducted in the field d. random selection of participants from the population at large Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

Complete the analogy: correlation is to __________ as experiment is to __________. a. predict; relate b. relate; observe c. hypothesis; theory d. relate; cause Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

If a researcher were to observe 5th-graders exercising during a physical education class, and then 6thgraders exercising during their class period, and compare these groups, why would this not be considered an experiment? a. The experimenter is not manipulating anything. b. The study is biased. c. There is no prior evidence that age or grade level is related to a person’s preferred type of exercise. d. An experiment must involve at least three different conditions. Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Which technique is used in experiments but not in the correlational method? a. Measurement of a variable such as how aggressive or how helpful people are b. Systematically manipulating the situation that is presented to participants c. Representative sampling of people from a population d. Surveys Answer: B 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 83.

Why didn’t Bibb Latané and John Darley, in their study of bystander intervention in emergencies, use a manipulation more like the events in the Kitty Genovese murder? a. It would be unethical to expose unwitting participants to a simulated murder simply as an experimental manipulation. b. It would be impossible to ensure that the events of the murder sounded identical to all participants. c. It would be impossible to assign participants on the street to experimental conditions. d. The New York City police refused to give the researchers permission to conduct their experiment. Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 3.1 Apply ethical standards to evaluate psychological science and practice.

84.

Participants in the Latané and Darley (1968) experimental study of the effects of group size on offering assistance in an emergency utilized __________. a. audiotapes of the Kitty Genovese murder b. a staged assault on the experimenter c. an audiotaped (but simulated) seizure d. participants’ reports of what they would do in an emergency Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Assume that you were a participant in Bibb Latané and John M. Darley’s experiment examining the conditions under which people offer help in an emergency. You believe that there are five other people participating with you in a discussion, although you are isolated in a booth to ensure privacy. As you are listening to the other participants, you hear one of them beginning to have a seizure. If you behave like the typical subject in Latané and Darley’s research, what are you most likely to do? a. Run out of the booth to find the experimenter for help. b. Try yelling through the walls to see if the person is all right. c. Remain in the booth, do nothing, and hope for the best. d. Leave the experiment because of psychological stress. Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

How did Latané and Darley (1968) vary the number of bystanders in their experimental study of the effects of the number of witnesses exposed to an emergency? a. They allowed participants to choose whether to participate in a group or in a one-on-one discussion. 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b.

They asked participants whether they would like to be engaged in a discussion with one, three, or six other individuals. c. Participants who arrived first were assigned to a large group condition, and those who arrived later were assigned to a small group condition. d. They randomly assigned participants to one of three conditions: several witnesses, few witnesses, or one witness. Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

In an experiment, the ___________ receives some kind of treatment and the _____________ does not. a. dependent group; observational group b. experimental group; control group c. dependent group; independent group d. independent group; dependent group Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

In a study of group dynamics, participants were placed in groups consisting of either three or ten people. During the experiment, group members worked together trying to solve a puzzle. After completing the task, participants reported how satisfied they were with the other members of their group. __________ is the independent variable in this study. a. Group dynamics b. The puzzle c. Group size d. Satisfaction Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

In an experiment investigating frustration and aggression, some participants are exposed to an accomplice who insults them, and other participants are exposed to no such insult. Participants are then allowed to recommend whether the accomplice should be fired. Those who were insulted were more likely to retaliate by recommending that the accomplice be fired from the job. In this experiment, the __________ was the dependent variable. a. presence or absence of an insult b. accomplice c. participants’ recommendations d. difference between the groups Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

Recall that, during their experiment investigating helping behavior, Bibb Latané and John Darley observed the number of participants in each condition who left their cubicles to help the alleged victim of a seizure. The __________ was the dependent variable in their experiment. a. severity of the seizure b. number of participants who tried to intervene c. number of other discussants d. number of personal problems reported by participants Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

Recall that Bibb Latané and John Darley observed the number of participants in each experimental condition who left their cubicles to help the alleged victim of a seizure. The __________ was the independent variable in their experiment. a. severity of the seizure b. number of other witnesses present c. type of personal problems discussed d. number of participants who helped Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

In an experiment, the independent variable is __________ and the dependent variable is __________. a. varied; measured b. measured; varied c. varied; randomly assigned d. measured; manipulated Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Complete this analogy: independent variable is to __________ as dependent variable is to __________. a. relationship; direction b. hypothesis; evidence c. varied; measured d. internal validity; external validity Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

In a study in which college students are pampered (given endless amounts of money, unlimited data plans, and an all-they-can-eat buffet) to see whether this will improve their grades in their social psychology course, what is the independent variable? a. students’ scores on the next midterm minus the baseline score b. students’ previous scores (or baseline) on social psychology midterms c. whether students were pampered or not d. students’ scores on the next social psychology exam Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

When the results of an experiment demonstrate that an independent variable is a cause of a phenomenon, what is the most reasonable conclusion one should draw? a. The hypothesis has been proven correct. b. The scientific question has been answered once and for all. c. There is evidence that supports the hypothesis, though multiple experiments and methods are still warranted. d. There is some evidence for an association, but one should be cautious about drawing causal conclusions. Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

Rudy is conducting a psychology experiment with the help of his instructor. As participants come into the laboratory, Rudy flips a coin. If it lands on heads, the participant takes part in the experimental group; if it lands on tails, the participant goes into the control group. What principle of experimental design is Rudy utilizing? a. manipulating the dependent variable b. manipulating the independent variable c. controlling the effects of the dependent variable d. random assignment Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

By controlling all extraneous variables and by randomly assigning people to different experimental conditions, an experimenter can achieve high __________. a. interjudge reliability b. generalizability c. replicability 26 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. internal validity Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Which situation represents a primary threat to internal validity? a. Randomly assigning participants to experimental conditions b. Having more than one experimental group c. Randomly changing several aspects of the study in addition to the independent variable d. Changing only the independent variable Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

A researcher wants to examine the relationship between viewing television violence and later behaving aggressively. Participants decide for themselves whether they would prefer to view a violent or a nonviolent film, and the number of subsequent aggressive behaviors they show in a competitive game is recorded. The researcher cannot legitimately make a causal statement based on this research design because the study __________. a. didn’t randomly select participants from the population b. lacks random assignment c. has no cover story d. lacks psychological realism Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

__________ allows researchers to rule out differences among participants as the cause of differences in the dependent variable. a. A factorial design b. Measuring more than one dependent variable c. Random sampling d. Random assignment Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

Which circumstances threaten the internal validity of an experiment? a. Measuring more than one dependent variable b. Failing to use a representative sample 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Using an independent variable with more than one level d. Failing to assign participants randomly to conditions Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 102.

__________ and __________ are hallmarks of the experimental method, which set it apart from observational and correlational methods. a. Random assignment; probability levels b. Representative sampling; control over extraneous variables c. Control over extraneous variables; random assignment d. Correlation coefficients; dependent variables Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

A researcher is designing an experiment and ensures that each participant is equally likely to be in one condition as another. There is no assignment based on existing characteristics, such as gender, ethnicity, or personality test scores. This researcher is __________ participants. a. randomly assigning b. meta-analyzing c. randomly selecting d. generalizing Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

Luisa wants to study how easily people make friends. She assigns people to talk with a stranger for either 5 minutes or 10 minutes, and she assigns people who are more outgoing to the “5-minute” condition and shy people to the “10-minute” condition. Which consideration is the threat to the internal validity in this experiment? a. The independent variable isn’t held constant for every participant in a condition. b. Dependent variables are not being assigned randomly. c. She did not select a random sample from the population. d. Luisa did not use random assignment to conditions. Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 105.

The __________ is a number that expresses the likelihood that a given experimental finding would have occurred by chance alone. a. probability level b. uncertainty quotient c. chaos index d. chance index Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

An experimenter determines that the p-value in an experiment is 3 in 100. What does this mean? a. The results have a 3 percent chance of being valid. b. There is a 3 percent chance that these results could have occurred by chance alone. c. The hypothesis has only a 3 percent chance of being correct. d. There is a 30 percent chance that the study had good internal validity. Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

It is important to know the probability level for a given set of experimental findings because p-values __________. a. alert experimenters to poor dependent variable measures b. inform experimenters whether their results could have happened merely by chance c. indicate that experimenters have used the correct manipulation of the independent variable d. greater than .10 indicate that there is no need to replicate the experiment Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

Why do psychologists rely on statistics, such as p-values, when they conduct research studies? a. They are necessary to help interpret the outcomes of a scientific study. b. They help to formulate hypotheses. c. Statistics provide the means by which to directly test theories. d. They allow even poor scientific results to look important and meaningful. Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 109.

Shannon conducts an experiment to test her hypothesis that longer arguments cause couples to become angrier at each other. She randomly assigns couples to argue for either 10 minutes or 20 minutes. After her assistant Ken runs the study, Ken tells Shannon that he allowed the couples who were really fighting hard to keep arguing longer than Shannon had originally stated. Shannon cringes, for she knows that the __________ of her study is very low. a. random assignment b. random selection c. internal validity d. meaningfulness Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

Annika analyzed the results of her study and found that the probability of getting such findings by chance was less than 1 in 100. Annika can say that her results are __________. a. generalizable b. significant c. valid d. realistic Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

Internal validity is to __________ as external validity is to __________. a. causality; generalizability b. control; random assignment c. generalizability; control d. causality; minimizing differences Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

Experimenters who value external validity primarily want their findings to generalize across __________ and __________. a. people; situations b. independent variables; dependent variables c. observers; independent variables d. time; cost of experiment Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 113.

Dr. Horowitz makes sure to design research studies that involve the participation of a wide variety of people. Dr. Horowitz is concerned with __________. a. deception b. external validity c. internal validity d. interjudge reliability Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

A drawback to using experiments is that __________. a. they cannot be used to draw causal conclusions and instead can only hint at two or three possible causal explanations for a relationship between variables b. the reliance on random assignment means that a wide variety of people from different backgrounds can never be studied in a single experiment c. the control needed to attain random assignment and rule out the effects of extraneous variables may render them artificial and unlike real life d. they tend to be low in internal validity, given the very nature of how a dependent variable gets manipulated in the laboratory Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

The biggest problem with using random assignment and controlling extraneous variables in an experiment is that __________. a. the experimental situation may lack generalizability b. participants often become angry at the deception involved c. it is difficult to ensure internal validity d. debriefing becomes very cumbersome Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

Participants in a classic experiment conducted by Stanley Milgram found themselves in the uncomfortable position of being asked to administer increasingly strong shocks to another person. Films of the participants showed them laughing nervously, chain-smoking, sweating, and fidgeting anxiously. Based on these records, it could be inferred that Milgram’s experiment was high in __________. a. internal validity b. reliability c. experimental control d. psychological realism Answer: D 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

No matter how artificial an experimental situation may at first appear, if participants think, feel, or react the way that people in a real-life situation would think, feel, and react, the experiment has __________. a. high psychological realism b. high internal validity c. low psychological realism d. low demand characteristics Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

Recall that Bibb Latané and John M. Darley studied bystander intervention by having participants overhear a seizure while they were speaking on headphones with another discussant. Assuming that the participants believed that the seizure was real and felt anxious and confused about whether and how to help, Latané and Darley’s experiment was __________. a. low in psychological realism b. high in psychological realism c. low in internal validity d. invalid Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

Latané and Darley told participants that they were interested in the kinds of problems that college students experience, when in reality they were interested in studying helping behavior during an emergency. This explanation to their participants was the __________. a. independent variable b. dependent variable c. cover story d. experimental debriefing Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

A cover story is __________. a. what’s used to present experimental findings of interest to the media b. a fabricated description of the purposes of a study that is told to participants c. an explanation provided to participants when the study is over 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. a way to make sure that an experiment is ethical Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 121.

A credible cover story helps to ensure __________. a. internal validity b. psychological realism c. reliability d. appropriate dependent variable measures Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

Why do researchers go to great lengths to create cover stories and devise elaborate situations in their experiments to disguise the true purpose of the study? a. It reduces the likelihood that participants will change their behavior because they know too much about the study. b. It helps them to manipulate participants into doing what they need to prove their theory correct. c. It increases the likelihood that participants will participate in a study that could be dangerous. d. Researchers customarily use deception just to trick participants. Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

In reading descriptions of the behaviors of the New York University students who participated in Latané and Darley’s experiment on bystander intervention, you wonder whether a similar study conducted in Tokyo during that same era would have yielded the same results. In essence, your question is, “Will these results generalize across __________?” a. time b. people c. situations d. manipulations Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 124.

A psychologist first conducted a study on helping behavior by enlisting the participation of a sample of college undergraduates. This psychologist then replicated the study using the same procedure with a different sample of participants drawn from a social club for retirees. If similar results were obtained with both samples, this experimenter has demonstrated __________. a. internal validity b. external validity c. population consistency d. chronological consistency Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

One way to increase the possibility that research results will generalize is to study a(n) ____________ sample. a. small, focused b. single-person c. large, random d. available convenience Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

Dr. Gilbert conducts a study to investigate the careers that young adults are interested in pursuing by polling a sample of 300 Harvard University honors students. What is the major problem with this sample? a. It lacks internal validity. b. It is unlikely that the results will generalize across situations. c. It is difficult to say with certainty that the results can generalize across people. d. It is too small in size to provide any meaningful information. Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

__________ is defined as an experiment conducted in natural settings rather than in the laboratory. a. External validity b. A cover story c. Psychological realism d. A field experiment Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology. 34 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

128.

Relative to laboratory-based experiments, field experiments tend to be high in __________. a. external validity b. internal validity c. p-value d. reliability Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology.

129.

A field experiment is similar to a laboratory experiment because both involve __________. a. random selection of participants from the population b. high internal validity c. manipulation of an independent variable d. direct control of extraneous variables Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

130.

Dr. Lim conducts a study in which he places either an expensive or a cheap purse on a park bench. He then counts how many people try to return the purse to its owner. What kind of study is this? a. Experiment b. Field experiment c. Correlational d. Observational Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

131.

Which research design will increase the external validity of an experiment? a. Field experiment b. Survey c. Laboratory experiment d. Cover story Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 132.

When Bibb Latané and John Darley replicated their laboratory experiment of helping behavior as a field experiment, they had two burly men steal a case of beer from a convenience store, and then they measured the number of customers who reported the robbery. Why would these researchers replicate their laboratory study in a field setting? a. To ensure that psychological realism was achieved uniformly b. To solidify the internal validity of their laboratory experiment c. To enhance the external validity of their initial findings d. To test the p-value Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

Given that field experiments are high in external validity, why is it that social psychologists still rely on laboratory experiments? a. Laboratory experiments are more psychologically realistic. b. Laboratory experiments allow for better control over extraneous variables. c. Laboratory experiments permit random assignment of participants to conditions. d. Laboratory experiments are more reliable. Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

134.

Conceptually, a perfect experiment would involve __________. a. random assignment and experimental control over most extraneous variables b. random selection of participants in an observational setting c. high levels of external validity coupled with the rigorous control of a laboratory setting d. surveying a random sample of the population, then experimentally studying the most consistent respondents Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

Many times in social psychological research, it is often the case that when internal validity is high, there is a trade-off, and __________ is low. a. the p-value b. reliability c. psychological realism d. external validity Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts 36 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 136.

“The basic dilemma of the social psychologist” refers to __________. a. whether or not to conduct ethically questionable research b. whether or not to use deception in their experiments c. the trade-off between internal and external validity d. the trade-off between independent and dependent variables Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

Which consideration is important to replication across different situations and people? a. Testing whether the same results occur with a different independent variable b. Testing whether results are replicated with a different dependent variable or research design c. Testing whether results are externally valid across people and situations d. Enhancing the internal validity of all experiments through random selection and random assignment Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

138.

The ultimate test of an experiment’s external validity is __________. a. generalizability b. p-value c. replications d. random selection Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

139.

Replications are designed to ensure that __________. a. the original study was high in psychological realism b. the original results can be obtained in different populations and in different settings c. the original study was internally valid d. ethical procedures are always followed Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 140.

Under carefully controlled experimental conditions, Dominique finds that seventh graders who study an additional 2 hours raise their test scores by 5 percent. Before publishing her results, she repeats the experiment with a different group of seventh graders, another group of seventh graders studying different material, and a group of eighth graders; in all cases the same pattern of results emerges. What important feature of the scientific process is Dominique demonstrating? a. meta-analysis b. a cover story c. surveys d. replication Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Assume that Bibb Latané and John M. Darley want to demonstrate the external validity of their initial experiment investigating bystander intervention. To do this, they conduct a study in which participants solve crossword puzzles alone, or in large or small groups. While the participants are working on the puzzles, they overhear a woman fall from a ladder and cry out, “Oh, my leg! I can’t move it!” The researchers then observe and record the number of participants who attempt to help. The study described here represents a(n) __________ of the original “seizure” study. a. manipulation check b. replication c. needless duplication d. encore Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

142.

The basic dilemma of the social psychologist is the trade-off between internal and external validity. Which tactic provides the best way to resolve this dilemma? a. Focus on internal validity, because it is the most important element for establishing causal relationships b. Focus on external validity, because this demonstrates how research generalizes to other people and situations c. Use both observational and correlational approaches to research d. Replicate results using both laboratory and field studies to maximize both types of validity Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

A __________ enables researchers to decide whether the effects of an independent variable are reliable across studies. a. meta-analysis b. peer review c. reliability coefficient 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. validity index Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 144.

Suppose a researcher wants to know whether frustration really does cause aggression. The researcher collects a large number of experimental studies that involve both children and adults, and that are conducted both in the laboratory and in the field in both the United States and in other cultures. The researcher would then conduct a(n) __________ to determine whether there is enough consistency in findings across studies to determine the generalizability of the relationship between frustration and aggression. a. systematic replication b. direct replication c. meta-analysis d. archival study Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

145.

Consider the following (fictitious) conclusion reached by a social psychologist: “After analyzing the results of over 578 experiments, we have concluded that the question of whether rural dwellers are more likely than urban dwellers to help a person in need is difficult to answer. Based on the findings of this large number of studies, we have concluded that urban dwellers are more likely to help when helping demands physical risk; otherwise, there are no reliable geographic differences in helping.” This conclusion about the reliability of the relationship between residential location and helping was most likely based on __________. a. pure conjecture b. surveys of researchers c. meta-analytic techniques d. experimental procedures Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

146.

In social psychology, the technique of meta-analysis is most like __________ research. a. experimental b. observational c. survey d. archival Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate 39 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology. 147.

A researcher who examines several replications of a phenomenon would be most likely to examine these data using the statistical technique of __________. a. correlational analysis b. meta-analysis c. p-values d. internal validity Answer: B Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology.

148.

Suppose someone says to you, “I don’t understand what you can learn from laboratory psychology experiments in social psychology. They are so artificial, and most of them employ limited populations, namely college students.” What would your best response be, according to a social psychologist? a. A great advantage to laboratory studies is the ability to know for sure what is causing what. To see how much you can generalize from them, you can replicate the studies with different populations and in different situations. b. It is too impractical and expensive to conduct field experiments. Most studies have to be done in the laboratory for this reason. c. College students have personality characteristics and educational backgrounds that are similar to most other people in most other samples. d. You can learn a lot from laboratory experiments as long as you maintain random selection. Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

Basic research is to __________ as applied research is to __________. a. satisfying intellectual curiosity; solving social problems b. experiments; observational research c. biological sciences; social sciences d. single studies; meta-analyses Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

150.

Satisfying intellectual curiosity describes __________ research, whereas solving social problems describes __________ research. a. basic; applied b. cross-cultural; social neuroscience c. applied; basic d. social neuroscience; cross-cultural Answer: A 40 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology. 151.

An experimenter conducts a program of research to determine what types of persuasive messages are most effective in promoting condom use among sexually active adolescents. How would you classify this type of research? a. Primary research b. Secondary research c. Basic research d. Applied research Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

152.

Kurt Lewin once wrote, “There is nothing so practical as a good theory.” By that, Lewin was referring to the idea that __________. a. to solve social problems, psychologists must understand the processes that underlie them b. basic researchers should not be afraid to conduct applied research aimed at solving social problems c. applied researchers should have a higher status than they currently do in the field of social psychology d. the line dividing basic and applied research is clearer in social psychology than in other sciences Answer: A Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

Which is more important: basic or applied research? a. Basic research, because as Kurt Lewin said, “There is nothing so practical as a good theory” b. Applied research, because this type of research is involved in solving social problems c. Neither is that important compared with experimental research, which can establish causality. d. Both are important, because basic research allows for an understanding of psychological processes that can be used in applied research to solve social problems. Answer: D Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

154.

Applied research involves studies that are designed to __________. a. satisfy intellectual curiosity b. test well-established theories c. establish causal explanations d. solve a particular social problem Answer: D 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 155.

Dr. Swinkels studies mood awareness, which refers to individual differences in how people monitor and label their mood states. His interest is in knowing how those processes work and the underlying psychological mechanisms that make them happen. Dr. Edwards wants to know whether people who are higher in mood awareness are better at regulating their mood states, which in turn might contribute to better outcomes during the process of therapy to treat emotional disorders. Dr. Swinkels’ interests are in __________, and Dr. Edwards’ interests are in __________. a. applied research; applied research b. field studies; lab studies c. basic research; applied research d. basic research; basic research Answer: C Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

The primary goal of cross-cultural research is to __________. a. demonstrate the universality or cultural dependence of psychological processes b. increase the internal validity of manipulations and measures c. increase the psychological realism of experiments d. replicate questionable findings to increase consistency Answer: A Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

Westerners and East Asians often differ in their social orientation, with one group preferring an independent stance and the other group preferring an interdependent one. Why would a researcher who didn’t understand this cultural difference have a difficult time investigating people’s reactions to finding a “lost” wallet during a field experiment? a. “Money” doesn’t have the same connotation in these two different cultural groups; finding a lost wallet would be meaningless in East Asian cultures. b. People in East Asian cultures would recognize the cultural viewpoint of the Western experimenter and therefore act in accordance with that cultural standard. c. Cross-cultural generality is an abstract concept to begin with, so conducting any kind of field experiment would be a waste of time. d. The cultural orientation of Westerners would already make them more likely to keep the found wallet, whereas East Asians already might be more likely to look for the owner. Answer: D Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research 42 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 158.

Which primary benefit for social psychologists results from conducting cross-cultural research? a. Social psychologists don’t have to gather informed consent in other countries. b. Translation of independent and dependent variables into other cultures is easy. c. It allows researchers to see if a given phenomenon is generalizable to other cultures. d. Cross-cultural research does not require the same concerns for internal and external validity in the experiment. Answer: C Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

159.

Which main problem is faced by researchers who want to test their theories cross-culturally? a. Basic psychological processes inevitably differ from culture to culture. b. Ethical laws often prohibit psychologists from studying phenomena in all cultures. c. Materials may have to be changed so that a variable’s meaning is understood in the same way across cultures. d. Because experimental social psychology is historically an American enterprise, it is difficult to secure funding for cross-cultural research. Answer: C Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

One reason why it is important to examine cultural influences on social psychological processes is that __________. a. establishing cultural differences helps to increase the internal validity of research b. it helps us understand whether certain psychological processes are universal versus culture-bound c. replicating results across cultures is more effective than doing meta-analyses d. looking at the documents of a culture can usually answer most social psychological questions Answer: B Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

When researchers examine a social psychological phenomenon using cross-cultural research, they are enhancing __________. a. internal validity b. external validity c. deception d. random selection 43 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: B Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 162.

External validity is enhanced when results generalize across different people. __________ research is especially useful for this purpose. a. Cross-cultural b. Social neuroscience c. Archival d. Applied Answer: A Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

Compared to the others, which group of professionals would be most likely to share a research laboratory and equipment with the biology department or medical school? a. Ethnographers b. Social neuroscientists c. Personality psychologists d. Archival researchers Answer: B Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

Which technique is most likely to be used by social neuroscientists? a. Ethnography b. Archival research c. Functional magnetic resonance imaging (fMRI) d. Field experiments Answer: C Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

Social neuroscience represents the intersection between which fields? a. Medicine and psychology b. Social psychology and biology 44 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Biology and psychology d. Social psychology and medicine Answer: B Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.3 Describe applications of psychology. 166.

Dr. Hwang uses an electroencephalograph (EEG) to detect patterns of brain activity as participants negotiate with their romantic partners. Dr. Hwang can best be described as a(n) __________. a. neurologist b. evolutionary psychologist c. social neuroscientist d. psychiatrist Answer: C Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

Researchers conduct an experiment in which participants watch either a violent film or a nonviolent film. After watching the film, the researchers take saliva samples from participants to test for levels of a hormone called testosterone. Compared to the others, which field of psychology are these researchers MOST likely from? a. Personality psychology b. Evolutionary psychology c. Social neuroscience d. Cross-cultural psychology Answer: C Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

When scientists study how social behavior is related to hormones, the immune system, and neurological processes, they are studying __________. a. social psychology b. neurology c. psychiatry d. social neuroscience Answer: D Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Easy Skill Level: Remember the Facts 45 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.3 Describe applications of psychology. 169.

The open science movement is most closely aligned with which principle of research methodology? a. survey methodology b. replication c. cross-cultural investigations d. field experimentation Answer: B Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

170.

Social psychologists must often balance the goal of discovering important information about human social behavior with the ethical issue of __________. a. random assignment to condition b. random selection from a population c. concern for the welfare of participants d. using replication and meta-analysis Answer: C Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

When a person agrees to participate in an experiment in full awareness of the nature of the experiment (which has been provided prior to their participation), the person has provided __________. a. a cover story b. informed consent c. institutional review d. a debriefing Answer: B Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 3.1 Apply ethical standards to evaluate psychological science and practice.

172.

What effect does the planned use of deception have on the conduct of a research study? a. Studies with deception are never approved by ethical review boards. b. Studies using deception can be conducted, but only if the deception is necessary to test the hypothesis. c. Studies that involve deception go through a different approval process, involving a majority vote among experts in the given research area. d. The use of deception should be avoided; most research participants will respond naturally if told exactly what’s being studied. Answer: B Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know 46 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 3.1 Apply ethical standards to evaluate psychological science and practice. 173.

One problem with informed consent is that __________. a. full knowledge of the experiment’s purpose can alter participants’ behavior b. its use tends to undermine the external validity of an experiment c. its use is limited to deception experiments d. it is time-consuming to collect Answer: A Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

Knowing the experiment’s purpose can alter participants’ behavior. This is a major problem associated with __________. a. debriefing b. informed consent c. archival research d. basic research Answer: B Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

175.

The procedure whereby the researcher explains the nature of the study and participants then decide whether or not to participate is called __________. a. experimental debriefing b. pre-experimental briefing c. informed consent d. a truthful cover story Answer: C Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 3.1 Apply ethical standards to evaluate psychological science and practice.

176.

One main reason why social psychologists may elect to use deception in their studies is that it __________. a. allows for stronger p-values to be detected. b. creates a situation in which participants experience contrived events as though they were real c. ensures that all participants in all conditions of an experiment are treated equally d. can be easier to deceive naïve participants than to tell the truth and provide a complex explanation Answer: B Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 177.

What is the function of an institutional review board (IRB)? a. to represent the university or other research agency should charges of ethical violations be leveled against scientists employed by that agency b. to defend the rights of scientists to conduct whatever research projects the scientists deem important c. to review proposals for psychological research, and judge the safety and consideration that will be given to the participants d. to defend the rights of research participants who have been subjected to ethical violations, should the matter come to a hearing or some other legal forum Answer: C Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 3.1 Apply ethical standards to evaluate psychological science and practice.

178.

Institutional review boards (IRBs) must be composed of certain types of people. If the IRB at Hudson University already consists of a scientist and a nonscientist, which of the following people would also need to be on the IRB at Hudson University? a. Dr. Gomez, the president of Hudson University b. Mary Piper, a student at Hudson University c. Mr. Allen, a physician in the town near Hudson University d. Ms. Goettehrer, an administrative assistant for the other members of the IRB Answer: C Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

The ethical principle of __________ requires that researchers reveal the true nature and purpose of a psychological study to research subjects at the conclusion of their participation, and explain any deception that was used during the study. a. risk aversion b. briefing c. debriefing d. informed consent Answer: C Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

180.

Maisie was very upset after she participated in an experiment. During the __________, the researcher made sure that she understood that the situation was not real, and made sure that Maisie was calm and happy before leaving. a. informed consent process b. debriefing c. measurement of internal validity d. measurement of the independent variable Answer: B Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. 48 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Ethical Issues in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 181.

Which ethical principle must psychologists follow when studying human participants? All participants must be __________. a. informed that they can withdraw from the study at any time b. informed of the true nature of the study upon arriving at the laboratory c. contacted six months and then one year after the study’s completion to assure that no psychological harm resulted d. compensated in some way for their participation in research Answer: A Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 3.1 Apply ethical standards to evaluate psychological science and practice.

182.

If a researcher were to use deception as part of an experimental procedure, when would the researcher explain the purpose of this deception to participants? a. During the debriefing b. Before obtaining informed consent c. Immediately preceding the experimental manipulation d. Before collecting any dependent measures Answer: A Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

183.

Research that examines the effects of deception experiments on participants has found that __________. a. most people find such experiences extremely upsetting b. participating in such experiments causes people to develop an enduring distrust of researchers c. people do not object to the mild discomfort and deceptions used in social psychological research d. participating in such experiments has a delayed negative effect Answer: C Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 184.

Compare the goals of researchers who use the observational method, the correlational method, and the experimental method. Provide an example of a question that is best addressed by each method. Answer: The observational method is used to describe some phenomenon, and is often used to test hypotheses informally or more formally via systematic observation or archival analyses. The correlational method is designed to determine the relationship between two variables and is useful in making predictions; observations and surveys are often used in this kind of research. The experimental method is used to determine whether two related variables are causally related, and enables researchers not only to make predictions but also to understand why two variables might be related. (Note: Students generate their own examples.) Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

A social psychologist found that there was a positive correlation between students’ self-esteem and academic achievement. First, what does a positive correlation mean in this case? Second, how might these results be explained? Answer: A positive correlation in this case means that students with high self-esteem also show high academic achievement, just as students with low self-esteem also demonstrate low academic achievement. Because the correlation coefficient is positive, it means that both variables are moving in the same direction. Three explanations could be offered for this relationship: (1) self-esteem causes achievement; a person’s self-perception causally affects their achievement strivings; (2) achievement causes self-esteem; levels of attainment cause a person to feel good or bad about their self-perception; (3) some third variable is the actual agent responsible for causing changes in both of the other two; time management skills, for example, might both cause a person to develop a certain self-perception and cause the person to attain certain levels of achievement. Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

“What is the relationship between viewing violence and later behaving aggressively?” How might researchers adopting an observational approach, a correlational approach, and an experimental approach answer that question? Answer: Observational researchers might systematically observe how much violence children watch on television and how aggressively they behave on the playground or in the classroom; they might also conduct archival research, examining statistics on violent crime in areas of a city with more or fewer theaters showing pornography, horror movies, or other films with violent content. Correlational researchers might administer surveys to see whether there is a relationship between what people watch on television and their self-reports of aggressive behaviors; alternatively, they could survey parents about children’s viewing habits and survey teachers about the children’s behaviors. Minimally, experimental researchers would randomly assign participants to one of two experimental conditions (experimental and control groups) that systematically vary in their exposure to violent media content, and collect dependent measures of participants’ aggressive feelings and behaviors. Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. 50 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

What are some possible advantages and disadvantages associated with using surveys to enhance our understanding of social behavior? Answer: Although surveys are useful in collecting data about behaviors that cannot easily be observed directly, and surveys can afford the prediction of behaviors, the data they generate are correlational in nature, so cause-and-effect conclusions cannot be drawn. In addition, surveys using nonrepresentative samples can yield inaccurate results and conclusions. Finally, even surveys collected from representative samples can yield inaccurate responses due to unclear or leading questions, or inaccurate respondent recall or reports. Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Easy Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

188.

Provide a hypothesis that can be tested using the experimental method. Identify the independent variable and the dependent variable in your experiment. Answer: Whatever the hypothesis, the independent variable is the variable that is manipulated; there must be at least two levels of the independent variable for the study to be an experiment (i.e., one group receives a treatment and the other group does not). Whatever the hypothesis, the dependent variable is the variable that is measured; it may be an attitude, a feeling, a belief, or a behavior. Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

189.

Dr. Denison has conducted a number of experiments to assess whether playing violent video games makes people become more aggressive. He assigns men to play violent games for an hour a week, and women to play violent games for three hours a week. After a month, he assesses how aggressively they behave in a frustrating situation. He has replicated this study using the same sample of Buddhist monks and nuns twelve times. Identify the major threats to internal validity and to external validity in the design of this research. Answer: Dr. Denison has not used random assignment; therefore he cannot be sure that there aren’t preexisting attributes associated with one group of participants or the other. In fact, there are; even apart from biology, there is good evidence that women and men differ from one another in a variety of ways. As such, as the independent variable is changing (amount of time playing violent video games) an extraneous variable is also changed (the sex of the participants playing those games). Any differences in behavior cannot be confidently attributed to difference in the independent variable, as they could be caused by this glaring extraneous variable. A threat to the external validity is that Dr. Denison used the same sample repeatedly in his replications. Moreover, a sample of nuns and monks may not generalize to other people, especially when it comes to the behavior of aggression. Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Difficult Skill Level: Analyze It 51 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 190.

Why are random assignment and experimental control two essential ingredients of an experiment? Answer: Random assignment is the “great equalizer,” and ensures that groups of participants are comparable to one another before the delivery of the independent variable. Control over extraneous variables ensures that any differences on the dependent variable are due to the manipulation of the independent variable only. Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

191.

Describe three different ways in which experimental social psychologists can enhance the external validity of their experiments. Answer: Social psychologists can work to make their experiments psychologically real to participants, even if experimental procedures or manipulations do not perfectly resemble situations in real life. They can conduct replications with conceptually similar independent variables or with different participants in different settings. They can use cross-cultural research to better understand which human experiences seem universal versus which are culturally bound. They can conduct field experiments outside the laboratory, thereby replicating results obtained under carefully controlled conditions with results obtained in a more naturalistic setting. Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

192.

Describe the interplay between internal validity and external validity. Answer: There is frequently a trade-off between internal and external validity. More specifically, there is a trade-off between (1) having enough experimental control to eliminate extraneous variables and to apply random assignment, and (2) ensuring that results can be generalized to people and situations in everyday life. Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

193.

How do social psychologists who primarily conduct basic research differ from social psychologists who primarily conduct applied research? Answer: Basic research is conducted to satisfy scientific and intellectual curiosity; researchers who adopt this approach seek answers to questions about human behavior solely to test a specific hypothesis or theory. Applied research is conducted with an eye toward elucidating the sources of, or finding solutions to, realworld social problems. Of course, applied researchers should and do rely on basic research findings that provide information on psychological processes and social influence. Learning Objective: 2.2 Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs 52 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 194.

Which factors make conducting cross-cultural research difficult? Why does it involve more than just translating materials or gathering a different sample of people? Answer: First, researchers must make sure that they are not imposing their own viewpoints learned in their own culture onto another culture with which they aren’t familiar. Second, they must make sure that the independent and dependent variables are interpreted the same way in different cultures. Third, they need to be aware that there are subtle norms or values in different cultures, and that these may be operating in a new culture, without the researcher’s awareness. Learning Objective: 2.3 Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: New Frontiers in Social Psychological Research Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

195.

Why are access to other researchers’ materials and replication two important cornerstones of the open science movement? Answer: Having access to other researchers’ materials allows people working in other laboratories to check one another’s work and build on it. Should there be a flaw in a researcher’s analysis or a questionable interpretation of a result, having other qualified researchers review the data can help to clarify the situation. Replication is a hallmark of any scientific endeavor; scientists want to be certain that the results of any one experiment weren’t due to a lucky chance or a fluke outcome. But the open science movement has advocated replication on a much broader scale, such that many teams of researchers might work on replicating an established finding in the field. The confirmation, disconfirmation, or qualifications this practice might reveal then provide a firmer basis for future investigations. Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: New Frontiers in Social Psychological Research Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

196.

What happens during a typical post-experiment debriefing? Answer: If any deception was used during the study, the deception and the reasons for it are explained to participants. The experimenter looks for any lingering discomfort and works to eliminate it. The experimenter tells participants about the goals and purposes of the research, so that participation serves an educational function. Experimenters question their participants about their experiences, listen to what they say, and answer any of their questions. Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

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Who are the members of an institutional review board, and what is the role of an institutional review board in guiding research at an institution? Answer: The board, which must include at least one scientist, one nonscientist, and one person who is not 53 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition affiliated with the institution, reviews all research proposals and decides whether the procedures meet ethical guidelines. Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 198.

Dr. Jimenez wanted to study the effects of caffeine intake on memory skills during stressful conditions. She told the students in her Social Psychology course that they would be required to participate in her study (or risk a failing grade), but she provided no information about what was being investigated (to make sure their responses weren’t biased ahead of time). All participants were required to drink a highly caffeinated beverage and then solve a series of anagrams under time pressure, with jarring industrial noises playing to produce the stress manipulation. Dr. Jimenez eventually thanked her students, at the end of the semester, for their participation in the research, which contributed to her receiving a pay bonus from the dean. Which ethical violations are present in this research project? Answer: Dr. Jimenez didn’t collect informed consent at the beginning of the experiment. Telling participants “you have to do this, or else you’ll fail” is a far cry from supplying enough information to allow a person to decide whether or not to participate. There was no indication to the participants that they could withdraw from the study with no penalty. Requiring people to ingest caffeine may be counter to a person’s religious or dietary practices, or simply violate a person’s free choice of what to consume. Being exposed to a stressful situation without forewarning exceeds the bounds of mild discomfort that may be present during an experiment. Deception wasn’t used, but the purpose and nature of the experiment was not explained during debriefing. And, finally, there was no debriefing; participants left the experiment uninformed about what was being studied or why it was being studied. To compound matters, there’s an implication that Dr. Jimenez benefited monetarily from the students’ coerced participation in the research project. Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 199.

Dr. Fujita has found that when college sophomores at a local university work in pairs to solve difficult logic problems, they often resolve the problems more quickly and accurately than those who work alone. However, Dr. Fujita wishes to replicate these findings to generalize that working in pairs is more effective than working alone. Which two main ways could be used to replicate these findings, and in what ways should Dr. Fujita go about conducting these replications? Answer: Dr. Fujita should try to replicate the findings across people and situations. In order to replicate across people, a new study could enlist participants from other age groups, those who are not college students, and even participants in other cultures. To generalize to other situations, Dr. Fujita would want to assign different types of logic problems, such as word problems or analogies, or examine tasks that pairs perform in a workplace setting versus a home versus a coffee shop. Learning Objective: 2.4 Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 2.1: Social Psychology: An Empirical Science EOM_Q2.1.1 Which of the following is a basic assumption that social psychologists make? a) Social problems have complex causes and we will never know why they occur. Consider This: Social psychologists conduct experiments to test hypotheses. LO 2.1: Describe how researchers develop hypotheses and theories. b) It is hard to study what effect looking at pornography has on people, because everyone is different. Consider This: Social psychologists conduct experiments to test hypotheses. LO 2.1: Describe how researchers develop hypotheses and theories. c) Many social problems can be studied scientifically. d) Many people fail to help others in emergencies because they don’t care about other people. Consider This: Social psychologists conduct experiments to test hypotheses. LO 2.1: Describe how researchers develop hypotheses and theories. Answer: c Learning Objective: LO 2.1: Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q2.1.2 Which of the following is true about social psychological findings? a) They sometimes seem obvious after we learn about them, because of a hindsight bias. b) Most people could easily predict them in advance of knowing how the studies turned out. Consider This: After people know that something occurred, they often exaggerate how much they could have predicted it before it occurred. LO 2.1: Describe how researchers develop hypotheses and theories. c) Wise people such as our grandparents could easily predict them in advance of knowing how the studies turned out. Consider This: After people know that something occurred, they often exaggerate how much they could have predicted it before it occurred. LO 2.1: Describe how researchers develop hypotheses and theories. d) Most people who live in the culture in which the studies were conducted could predict the findings in advance of knowing how the studies turned out. Consider This: After people know that something occurred, they often exaggerate how much they could have predicted it before it occurred. LO 2.1: Describe how researchers develop hypotheses and theories. Answer: a Learning Objective: LO 2.1: Describe how researchers develop hypotheses and theories. Topic: Social Psychology: An Empirical Science Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q2.1.3 How do social psychologists formulate hypotheses and theories? a) They are inspired by previous theories and research. Consider This: Did the chapter discuss more than one way that social psychologists formulate hypotheses? LO 2.1: Describe how researchers develop hypotheses and theories. b) They disagree with a previous researcher’s interpretations of their study. Consider This: Did the chapter discuss more than one way that social psychologists formulate hypotheses? LO 2.1: Describe how researchers develop hypotheses and theories. c) They construct hypothesis and theories based on personal observations in everyday life. 55 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Did the chapter discuss more than one way that social psychologists formulate hypotheses? LO 2.1: Describe how researchers develop hypotheses and theories. d) All of the above Answer: d Learning Objective: LO 2.1: Describe how researchers develop hypotheses and theories. Topic: Formulating Hypotheses and Theories Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 2.2: Research Designs EOM_Q2.2.1 A researcher is interested in whether moods vary by the day of the week. She codes the postings on thousands of Facebook pages to see whether people express more positive comments on some days than others. Which research method has she used? a) Ethnography Consider This: Is the researcher examining the accumulated documents, or archives, of a culture? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) Survey Consider This: Is the researcher examining the accumulated documents, or archives, of a culture? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) Correlational method Consider This: Is the researcher examining the accumulated documents, or archives, of a culture? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) Archival analysis Answer: d Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Research Designs Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q2.2.2 The observational method is best at answering which of these questions? a) How polite are people in public places? b) Are people from the southern United States more polite in public places than people from the northern United States? Consider This: The goal of the observational method is to describe what a particular group of people or type of behavior is like LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) What makes people act politely or rudely in public places? Consider This: The goal of the observational method is to describe what a particular group of people or type of behavior is like LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) Does music played in department stores influence how polite people are in those stores? Consider This: The goal of the observational method is to describe what a particular group of people or type of behavior is like LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: a Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Observational Method Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q2.2.3 The correlational method is best at answering which of these questions? a) How polite are people in public places? Consider This: The goal of the correlational method is to assess how much one variable can be predicted from another. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) Are people from the southern United States more polite in public places than people from the northern United States? 57 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

c) What makes people act politely or rudely in public places? Consider This: The goal of the correlational method is to assess how much one variable can be predicted from another. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) Does music played in department stores influence how polite people are in those stores? Consider This: The goal of the correlational method is to assess how much one variable can be predicted from another. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: b Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: The Correlational Method Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q2.2.4 The experimental method is best at answering which of these questions? a) How aggressively do people drive during rush hours in major U.S. cities? Consider This: The only way to determine causal relationships is with the experimental method. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) Are people who play violent video games more likely to drive aggressively? Consider This: The only way to determine causal relationships is with the experimental method. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) Are people who play violent video games more likely to be rude to someone who cuts in line in front of them? Consider This: The only way to determine causal relationships is with the experimental method. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) Does playing violent video games cause people to be more rude to someone who cuts in line in front of them? Answer: d Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: The Experimental Method Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q2.2.5 Suppose a researcher found a strong positive correlation between the number of tweets people send each day and their reported happiness. Which of the following is the best conclusion they can draw from this finding? a) Sending tweets makes people happy. Consider This: Correlation does not equal causation. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) Feeling happy makes people want to tweet more. Consider This: Correlation does not equal causation. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) Happy people are more likely to send a lot of tweets than sad people. d) There is a third variable that makes people happy and send a lot of tweets. Consider This: Correlation does not equal causation. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: c Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: The Correlational Method Difficulty Level: Difficult 58 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Skill Level: Apply What You Know EOM_Q2.2.6 A researcher wants to see whether people are more likely to donate money to a charity when they receive a small gift from that charity. She sends an appeal for money from the charity to 1000 people. For half of the people (randomly chosen) the letter includes free address labels and for half it does not. The researcher then sees whether those who got the address labels donate more money. Which of the following is true about this study? a) It uses the correlational method. Consider This: What did the researcher change to see if it had an effect on donations? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) The independent variable is whether people got address labels and the dependent variable is how much money they donate. c) The independent variable is how much money people donate and the dependent variable is whether they got address labels. Consider This: What did the researcher change to see if it had an effect on donations? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) The study is low in internal validity because the people who got the address labels may differ in other ways from the people who did not. Consider This: What did the researcher change to see if it had an effect on donations? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: b Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Independent and Dependent Variables Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q2.2.7 Which of the following is the best way to increase the external validity of a study? a) Make sure it is low in psychological realism. Consider This: External validity is the extent to which the results of a study can be generalized to other situations and other people. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) Conduct the study in the laboratory instead of the field. Consider This: External validity is the extent to which the results of a study can be generalized to other situations and other people. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) Replicate the study with a different population of people in a different setting. d) Make sure you have at least two dependent variables. Consider This: External validity is the extent to which the results of a study can be generalized to other situations and other people. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: c Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: External Validity Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q2.2.8 Social psychologists often do experiments in the laboratory, instead of the field, in order to __________. a) increase internal validity b) increase external validity

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: In a good experiment, researchers make sure that the independent variable, and only the independent variable, influences the dependent variable. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) conduct a meta analysis Consider This: In a good experiment, researchers make sure that the independent variable, and only the independent variable, influences the dependent variable. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) decrease psychological realism Consider This: In a good experiment, researchers make sure that the independent variable, and only the independent variable, influences the dependent variable. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: a Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: Internal Validity Difficulty Level: Moderate Skill Level: Understand

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 2.3: New Frontiers in Social Psychological Research EOM_Q2.3.1 Which of the following is true about cross-cultural research? a) Most social psychological findings have been found to be universal; that is, true in virtually all cultures that have been studied. Consider This: How and why would a researcher try to replicate the Latané and Darley (1968) seizure experiment in another culture? LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. b) The purpose of cross-cultural research is to see which social psychological findings are universal and which are culture-bound. c) To conduct a cross-cultural study a researcher travels to another country, translates the materials into the local language, and replicates the study there. Consider This: How and why would a researcher try to replicate the Latané and Darley (1968) seizure experiment in another culture? LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. d) It is relatively easy to conduct a study that is interpreted and perceived similarly in different cultures. Consider This: How and why would a researcher try to replicate the Latané and Darley (1968) seizure experiment in another culture? LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Answer: b Learning Objective: LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: Cross-Cultural Research Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q2.3.2 Which of the following is true about social neuroscience? a) This field is concerned exclusively with how different kinds of brain activity correlate with social information processing. Consider This: What are the different technologies used by social neuroscientists, and why do they use them? LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. b) This field is concerning primarily with how hormones influence social behavior. Consider This: What are the different technologies used by social neuroscientists, and why do they use them? LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. c) Social psychologists are increasingly interested in the connection between biological processes and social behavior. d) When it comes right down to it, the brain is not very related to behavior and there is not much to be learned by measuring its electrical activity or blood flow. Consider This: What are the different technologies used by social neuroscientists, and why do they use them? LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Answer: c

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Learning Objective: LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: Social Neuroscience Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q2.3.3 What is the best “take home” message about the open science movement? a) Researchers should keep their data to themselves so that other scientists don’t steal their ideas. Consider This: Social psychology has always been concerned with improving its methods LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. b) Social psychological findings rarely replicate. Consider This: Social psychology has always been concerned with improving its methods LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. c) Social psychologists should copyright the materials they develop for a study and charge other researchers for access to them. Consider This: Social psychology has always been concerned with improving its methods LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. d) Social psychologists have taken the lead in examining research practices and proposing reforms. Answer: d Learning Objective: LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: Social Neuroscience Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 2.4: Ethical Issues in Social Psychology EOM_Q2.4.1 Which of the following is true about the ethical conduct of psychological research? a) It is good scientific procedure to tell participants about the research hypotheses before they participate. Consider This: Why might social psychologists use deception in experiments, and what are their obligations if they do? LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. b) If research participants are misled about a study, they must be fully debriefed at the end of the study. c) Darley and Latané could have easily tested their hypotheses about helping behavior by telling participants in advance that they would hear someone pretending to have a seizure. Consider This: Why might social psychologists use deception in experiments, and what are their obligations if they do? LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. d) It is never permissible to use deception. Consider This: Why might social psychologists use deception in experiments, and what are their obligations if they do? LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Answer: b Learning Objective: LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Deception and Debriefing Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q2.4.2 Which of the following is true about institutional review boards (IRBs)? a) Universities can decide whether to have an IRB to approve psychological research. Consider This: What is the purpose of IRBs? LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. b) The purpose of IRBs is to review research after it is conducted and review any complaints. Consider This: What is the purpose of IRBs? LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. c) IRBs review psychological studies before they are conducted to make sure they meet ethical guidelines. d) IRBs must be made up entirely of nonscientists. Consider This: What is the purpose of IRBs? LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Answer: c Learning Objective: LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q2.4.3 Which of the following is one of the ethical principles of the American Psychological Association? a) Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination. b) Psychologists may not use minors (those under age 18) as participants in research.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: The American Psychological Association has published a list of ethical principles that govern all research in psychology. LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. c) If a study is conducted over the internet, psychologists need not obtain informed consent from participants. Consider This: The American Psychological Association has published a list of ethical principles that govern all research in psychology. LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. d) Psychologists are not responsible for protecting the confidentiality of information they obtain from participants. Consider This: The American Psychological Association has published a list of ethical principles that govern all research in psychology. LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Answer: a Learning Objective: LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 2 Quiz: Methodology: How Social Psychologists Do Research EOC_Q2.1 Megan reads a research study which shows that children who see a lot of violence on television are more likely to be aggressive on the playground. Megan thinks, “This is obvious; I could have predicted that!” Megan’s reaction to the study is probably an example of __________. a) internal validity Consider This: After people know that something occurred, they exaggerate how much they could have predicted it before it occurred. LO 2.1: Describe how researchers develop hypotheses and theories. b) the hindsight bias c) external validity Consider This: After people know that something occurred, they exaggerate how much they could have predicted it before it occurred. LO 2.1: Describe how researchers develop hypotheses and theories. d) psychological realism Consider This: After people know that something occurred, they exaggerate how much they could have predicted it before it occurred. LO 2.1: Describe how researchers develop hypotheses and theories. Answer: b Learning Objective: LO 2.1: Describe how researchers develop hypotheses and theories. Topic: The Hindsight Bias Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q2.2 Suppose a researcher found a strong negative correlation between college students’ grade point average (GPA) and the amount of alcohol they drink. Which of the following is the best conclusion from this study? a) Students with a high GPA study more and thus have less time to drink. Consider This: Correlation does not equal causation. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) Drinking a lot interferes with studying. Consider This: Correlation does not equal causation. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) If you know how much alcohol a student drinks, you can predict his or her GPA fairly well. d) People who are intelligent get higher grades and drink less. Consider This: Correlation does not equal causation. LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: c Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: The Correlational Method Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q2.3 A team of researchers wants to test the hypothesis that drinking wine makes people like jazz more. They randomly assign college students who are 21 or over to one room in which they will drink wine and listen to jazz or to another room in which they will drink water and listen to jazz. It happens that the “wine room” has a big window with nice scenery outside, while the “water room” is windowless, dark, and dingy. The most serious flaw in this experiment is that it __________. a) is low in external validity Consider This: Was everything the same in the two conditions except for the independent variable? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) is low in internal validity c) did not randomly select the participants from all college students in the country

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Was everything the same in the two conditions except for the independent variable? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) is low in psychological realism Consider This: Was everything the same in the two conditions except for the independent variable? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: b Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: The Experimental Method Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q2.4 Misha wants to find out whether eating sugary snacks before an exam leads to better performance on the exam. Which of the following strategies would answer her question most conclusively? a) Identify a large number of students who perform exceptionally low and exceptionally high in exams, ask them whether they eat sugary snacks before exams, and see whether high performers eat more sugary snacks before exams than do low performers. Consider This: Why is the experimental method the method of choice in most social psychological research? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) Wait for exam time in a big class, ask everyone whether they ate sugary snacks before the exam, and see whether those who ate sugary snacks before the exam do better compared to those who didn’t. Consider This: Why is the experimental method the method of choice in most social psychological research? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) Wait for exam time in a big class, give a random half of the students M&Ms before the exam, and see whether the students who ate M&Ms perform better. d) Pick a big class, give all students sugary snacks before one exam and salty snacks before the next exam; then see whether students score lower on average in the second exam. Consider This: Why is the experimental method the method of choice in most social psychological research? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: c Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: The Experimental Method Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q2.5 A researcher conducts a study with participants who are college students. The researcher then repeats the study using the same procedures but with members of the general population (i.e., adults) as participants. The results are similar for both samples. The research has established __________ through __________. a) external validity, replication b) internal validity, replication Consider This: What is the ultimate test of an experiment’s external validity? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) external validity, psychological realism Consider This: What is the ultimate test of an experiment’s external validity? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) internal validity, psychological realism Consider This: What is the ultimate test of an experiment’s external validity? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: a Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. 66 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Topic: The Experimental Method Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q2.6 Professor X wants to make sure their study of gifted youngsters will get published, but they’re worried that their findings could have been caused by something other than the independent variable, which was a new teaching method they introduced. They are concerned with the __________ of their experiment. a) probability level Consider This: When is an experimenter in a position to judge whether the independent variable causes the dependent variable? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) external validity Consider This: When is an experimenter in a position to judge whether the independent variable causes the dependent variable? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) replication Consider This: When is an experimenter in a position to judge whether the independent variable causes the dependent variable? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) internal validity Answer: d Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: The Experimental Method Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q2.7 Suppose a psychologist decides to join a local commune to understand and observe its members’ social relationships. This is __________. a) cross-cultural research Consider This: What is the specific method that the researcher is using? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) applied research Consider This: What is the specific method that the researcher is using? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. c) an experiment Consider This: What is the specific method that the researcher is using? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) ethnography Answer: d Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: The Observational Method Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q2.8 The basic dilemma of the social psychologist is that __________. a) it is hard to teach social psychology to students because most people believe strongly in personality Consider This: What are the advantages and disadvantages of laboratory experiments vs. field experiments? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. b) there is a trade-off between internal and external validity in most experiments 67 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

c) it is nearly impossible to use a random selection of the population in laboratory experiments Consider This: What are the advantages and disadvantages of laboratory experiments vs. field experiments? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. d) almost all social behavior is influenced by the culture in which people grew up Consider This: What are the advantages and disadvantages of laboratory experiments vs. field experiments? LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Answer: b Learning Objective: LO 2.2: Compare the strengths and weaknesses of various research designs that social psychologists use. Topic: The Observational Method Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q2.9 Which of the following is true about new frontiers in social psychological research? a) Social psychologists are interested in the role of culture but not in evolutionary processes. Consider This: Human beings are biological organisms and social psychologists have become increasingly interested in the connection between biological processes and social behavior. LO 2.3: Explain the impact crosscultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. b) Social psychologists are interested in evolutionary processes but not the role of culture. Consider This: Human beings are biological organisms and social psychologists have become increasingly interested in the connection between biological processes and social behavior. LO 2.3: Explain the impact crosscultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. c) Social psychologists use functional magnetic resonance imaging (fMRI) to correlate different kinds of brain activity with social information processing. d) The purpose of cross-cultural research is to show that all social psychological findings are universal with no cultural variations. Consider This: Human beings are biological organisms and social psychologists have become increasingly interested in the connection between biological processes and social behavior. LO 2.3: Explain the impact crosscultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Answer: c Learning Objective: LO 2.3: Explain the impact cross-cultural studies and social neuroscience research have on the way in which scientists investigate social behavior, and how the open science movement has focused attention on research methods in psychology. Topic: Ethical Issues in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q2.10 All of the following except one are part of the guidelines for ethical research. Which is not? a) All research is reviewed by an IRB (institutional review board) that consists of at least one scientist, one nonscientist, and one person unaffiliated with the institution. Consider This: If possible, participants are made fully aware of the kinds of experiences they are about to undergo in a social psychology experiment. LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. b) A researcher receives informed consent from a participant unless deception is deemed necessary and the experiment meets ethical guidelines. Consider This: If possible, participants are made fully aware of the kinds of experiences they are about to undergo in a social psychology experiment. LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. c) When deception is used in a study, participants must be fully debriefed. 68 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: If possible, participants are made fully aware of the kinds of experiences they are about to undergo in a social psychology experiment. LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. d) There must be a cover story for every study, because all studies involve some type of deception. Answer: d Learning Objective: LO 2.4: Summarize how social psychologists ensure the safety and welfare of their research participants, while at the same time testing hypotheses about the causes of social behavior. Topic: New Frontiers in Social Psychological Research Difficulty Level: Easy Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 3 Social Cognition: How We Think About the Social World Total Assessment Guide (TAG)

Topic

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

Introduction

Multiple Choice

1, 2, 4, 7, 9, 10, 11, 21, 37, 41, 43, 44, 47, 50, 52, 53, 55

3, 8, 17, 19, 28, 30, 31, 38, 39, 40, 42, 48, 49, 51, 54, 57

5, 6, 12, 13, 14, 15, 16, 18, 20, 22, 23, 24, 25, 26, 27, 29, 32, 33, 34, 35, 36, 45, 46, 56

Essay

176

177

178

Multiple Choice

59, 62, 69, 74, 78, 81, 88, 89, 92, 93, 98

58, 60, 61, 65, 66, 67, 68, 70, 71, 73, 76, 79, 80, 82, 85, 90, 96, 97, 100, 102, 105, 107, 108, 109, 110

63, 64, 72, 75, 77, 83, 84, 86, 87, 91, 94, 95, 99, 101, 103, 104, 106, 111

184

183

113, 116, 119, 120, 121, 122, 124, 127, 128, 132, 133

112, 114, 115, 117, 130, 131, 136, 137

Analyze It

Essay On Automatic Pilot: LowEffort Thinking

Types of Automatic Thinking

Essay Cultural Differences in Social Cognition

Multiple Choice

118, 123, 125, 126, 129, 134, 135

Essay Controlled Social Cognition: High-Effort Thinking

Multiple Choice

Essay

179, 180, 181, 182

185 144, 146, 147, 149, 152, 159, 162, 163, 170, 171, 172, 175

138, 139, 140, 142, 143, 148, 160, 161, 164, 166, 167, 168, 169, 174 187, 189

141, 145, 150, 151, 153, 154, 155, 156, 157, 158, 165, 173 190, 191

186, 188

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 3 SOCIAL COGNITION: HOW WE THINK ABOUT THE SOCIAL WORLD ______________________________________________________ Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

Social psychologists who are interested in understanding how people think about themselves and the social world, and how they select, interpret, remember, and use social information to make decisions, are focused on investigating __________. a. attitude change b. negotiation c. conformity d. social cognition Answer: D Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

__________ thinking is nonconscious, effortless, and unintentional, whereas __________ thinking is conscious, effortful, and intentional. a. Biased; accurate b. Automatic; controlled c. Controlled; automatic d. Illogical; logical Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Parents seldom spend a lot of time explaining to their children how to ride a bicycle. Instead, they often get a bike with training wheels and let the children learn for themselves how to ride a bike. This is because our understanding about how to ride a bicycle is based on __________. a. automatic thinking, which is difficult to describe to someone else b. controlled thinking that can only be learned by experience c. intuition, which is difficult to express in language that a child can understand d. personal experience that is not likely to be believed by a child Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 4.

Our automatic analysis of our environment is based primarily on our __________ and knowledge of the world. a. feelings b. past experiences c. thoughtful analysis d. impressions Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

New students often have to concentrate very hard to take notes in class. They must listen to the lecture, pick out what is important, and focus their attention only on the classroom. As students gain experience, they can more easily identify what is important and what is not, they can often multitask, and they gain a deeper understanding of lectures. This example shows how students move from __________ thinking to __________ thinking as they gain experience in the classroom. a. unconscious; conscious b. random; systematic c. automatic; controlled d. controlled; automatic Answer: D Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Achmed is considering buying a new car. He has narrowed his choices down to two models. On a sheet of paper, he begins writing down the positive characteristics of each car and the negative characteristics of each car. He will be using this list to help guide his final decision. In this example, Achmed is demonstrating __________. a. automatic thinking b. illogical thinking c. self-fulfilling thinking d. controlled thinking Answer: D Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

__________ refer(s) to the way people select, interpret, remember, and use social information to make judgments and decisions about themselves and others. a. Social cognition b. Schemas c. Counterfactual thinking d. Decision rules Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

In general, when people first encounter a new situation, they tend to __________. a. be in a state of complete confusion until they have explored the situation extensively b. size up the situation quickly and effortlessly, and for the most part accurately c. size up the situation quickly and effortlessly, but with frequent and extensive errors that are corrected only with experience d. size up the situation quickly and effortlessly, but with frequent and extensive errors that are resistant to change Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Automatic is to __________ as controlled is to _________. a. accurate; inaccurate b. voluntary; involuntary c. effortless; deliberate. d. useful; useless Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

When people rely on automatic thinking, they tend to size up new situations __________. a. slowly and inaccurately b. quickly and inaccurately c. slowly and accurately d. quickly and accurately Answer: D Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

We can form impressions of people we interact with rather quickly and effortlessly. We do this by engaging in an automatic analysis of our environments, based on __________. a. our past experiences and knowledge of the world b. information provided by our parents c. biological signals we receive from other people d. rewards given to us by our friends Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Moises is so used to stopping to get gas on the way home from work that he stops one night at the station even though the gas tank is full. Moises is experiencing __________. a. counterfactual thinking b. judgmental heuristics 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. automatic thinking d. controlled thinking Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The fact that students “instantly” know the difference between a classroom and a party is an example of __________. a. controlled thinking b. automatic thinking c. a heuristic d. social cognition Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

When Robin visits her friend’s apartment, she sees that a new roommate has easels and paints strewn about and has decorated one side of the room with lots of handmade ceramic pots and paintings. At first, Robin is most likely to __________. a. use her “artistic person” schema and assume that her friend’s roommate is free-thinking and creative b. not make any assumptions about her friend’s roommate’s preferences and tastes c. use her “artistic person” schema and focus on her friend’s roommate’s deviations from the schema, such as the fact that she is majoring in business d. expand her “artistic person” schema when she discovers that her friend’s roommate is an art dealer Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

When you meet your new roommate for the first time, he is wearing glasses, listening to classical music, and reading a copy of The New York Review of Books. You think, “Well, maybe rooming with an intellectual this year will be good for me.” You instantly categorized your roommate as an intellectual on the basis of your __________. a. schemas b. memories c. intuitions d. heuristics Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Katarina meets a young man who has long unwashed hair, saggy pants, multiple facial piercings, and many tattoos. Katarina applies a schema from her past experience and immediately categorizes this young man as __________. a. an intellectual 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. a fraternity brother c. a slacker d. an engineering student Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

Based on the principles of social cognition, when we meet someone new, we are likely to __________. a. consider carefully all information about the person before forming an impression b. use only internal characteristics, such as personality, to form an impression c. categorize this person based on our schemas and other people we know d. rely on scripts to form an accurate impression of the person Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

When most Americans walk into a fast-food restaurant chain, they know they should approach the counter to order, pay, and pick up their food, rather than sit down and wait to be served. This knowledge of how to act in such a situation is called __________. a. controlled thinking b. a theory c. a counterfactual thought d. a schema Answer: D Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Korsakov’s syndrome is a neurological disorder that makes sufferers unable to form new memories. The world is disorienting and incoherent to patients with this disorder, so they often confabulate and invent fictions to make the world less scary and confusing. A social psychologist might say that these patients __________. a. invent schemas where none exist b. apply the wrong schemas to a given social situation c. can only use controlled but not automatic processes d. are not concerned with reducing ambiguity Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Alexis has a subtle “Mona Lisa” smile that is much harder to detect than an obvious toothy grin. Assume that before you met Alexis, a mutual friend described her as warm and friendly. The first time Alexis smiled at you, if you were to rely on your schema, you would probably conclude that she is __________. a. bored with talking to you b. a friendly person 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. a cool, aloof person d. very hard to read Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

Recall that Harold Kelley told some college students that their guest lecturer was a warm person, and others that their guest lecturer was a cold person. The visitor then lectured for 20 minutes. When students evaluated the lecturer, __________. a. no matter what their prior expectation, none of the students liked the lecturer b. those students who expected a warm person interpreted the lecturer’s behavior as aloof and uncaring c. students expecting a warm person rated the lecturer significantly higher, compared to students who expected the lecturer to be cold d. students who expected a cold person rated the lecturer as more likeable and approachable than students who expected a warm person Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

Reggie is headed out on a blind date. The friend who set him up told Reggie that his date was valedictorian of his graduating class. As Reggie is conversing, he begins to question his own understanding of math when his date tells him that 1+1=3. His perception that his date is correct, even though it goes against what he understands, is due to __________. a. priming b. heuristics c. controlled thinking d. a self-fulfilling prophecy Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

In an experiment performed by Harold Kelley, some college students were told that their guest lecturer was a warm person, whereas others were told that he was a cold person. Those students who were told that the lecturer was a warm person evaluated him more positively than those who had been told he was cold. This demonstrates that schemas can be subject to __________. a. priming b. alteration c. flaws d. change Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 24.

In Hal Kelley’s research about perceptions of a guest lecturer, the students were told that the guest lecturer was either a “warm” person or a “cold” person. The researcher wanted to see if this information would impact how they __________ after the lecture. a. rated the lecturer on personality b. understood the information presented c. retained information d. left the lecture hall Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

In Harold Kelley’s research about perceptions of a guest lecturer, the researcher wanted to study the impact of __________ on the students’ later impressions of the lecturer. a. personality descriptions b. the teacher’s expectations c. the quality of the information in the lecture e. the lecturer’s presentation style Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Professor Chadwick is young and looks even younger than his years. He dresses in jeans, grubby tennis shoes, and Hawaiian print shirts. One day in the hallway, he strikes up a conversation with a student. During the conversation, the student begins to complain about the poor teaching of the faculty in the department and about the bad things she’s heard about the course that Professor Chadwick teaches. Needless to say, when the student finds out she was actually talking to a professor, she feels embarrassed and avoids Professor Chadwick in the future. What is the moral of this story? a. Students should be seen and not heard. b. Schemas may make us efficient processors of social information, but sometimes at a cost in accuracy. c. Heuristics make us more efficient, but only if we apply them to schemas. d. The world would be a better place if people abandoned their schemas altogether. Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Based on the principles of social cognition, if your friend were to describe you to a blind date as being witty, how would she be most likely to view a slightly sarcastic comment you made during the date? a. As rude b. As insensitive c. As funny and witty d. As extremely sarcastic Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

Schema that are __________ are at the forefront of a person’s mind and easily invoked in a relevant social situation. a. poorly constructed b. accessible c. effortful d. fulfilled Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Ethan and Heather see a man stumbling around as he walks down the street. Ethan, who met with his Alcoholics Anonymous group last night, thinks the man is drunk, but Heather, who just watched a TV special on Michael J. Fox, thinks the man has Parkinson’s disease. These differing interpretations of the same behavior are sparked by Ethan and Heather’s differences in schema __________. a. accessibility b. retention c. deliberateness d. conversion Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

What are the three reasons that schemas become accessible? a. Chronic accessibility due to experience; a current goal; priming b. Priming; imagination; current goals c. Chronic accessibility due to experience; priming; base rate information d. Priming; chronic accessibility due to experience; nonapplicable information Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Faustino is a musician who plays the trumpet in the band at his school. When he sees Isabel carrying a case into the school, he assumes she is a musician as well. Faustino’s schema is __________. a. accessible because of his experience with the band b. primed by the representativeness heuristic c. primed by his need to get to know new people d. accessible because of his goal to get to know her better Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 32.

Agnetha goes to see a rerun of Jaws (a movie about a vicious shark) a few days before she leaves for Florida on spring break. On break, she finds that she is now too nervous to actually spend much time in the water, because she is convinced that anything she sees in the water is a shark. Her heightened sensitivity is due to __________. a. a self-fulfilling prophecy b. priming caused by watching the film c. anchoring and adjustment d. representativeness Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

A person who grew up in a home with an alcoholic parent who sees a stranger acting in a somewhat peculiar manner may be __________ likely to interpret this behavior as due to alcohol because of __________. a. more; chronic accessibility of an “alcoholic schema” b. more; ego-defensive biases c. less; chronic accessibility of an “alcoholic schema” d. less; ego-defensive biases Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Jerrica received an F on a recent exam at school. When her mother arrives home, the house is clean, dinner has been started, and the laundry is all done. Jerrica is trying to get her mother to see her as very responsible before she breaks the news about the poor exam performance. Jerrica is trying to capitalize on __________ to help her in this situation. a. controlled thinking b. counterfactual thinking c. representativeness heuristic d. priming Answer: D Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Dinah currently has a goal to lose 15 pounds by the summer, and she notices that lately her friend Moesha hasn’t been eating much. Based on how current goals can affect the accessibility of schemas, how is Dinah most likely to interpret Moesha’s behavior? a. Moesha is ill and has no appetite. b. Moesha has symptoms of depression. c. Moesha must be on a diet, too. d. Moesha must not like the food. Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

You are listening to a radio broadcast that describes a person who donated a kidney to a stranger in need of a transplant, when the phone rings and the firefighter’s charitable association asks you to make a contribution. The mechanisms of priming suggest that you will __________. a. be less likely to make a donation, because your self-esteem has been threatened by realizing that you will never be as morally pure as the person in the story b. be more likely to make a donation, because you are in a good mood after hearing the heartwarming story about kidneys c. be more likely to make a donation, because the schema of being charitable has been made more accessible in memory d. not be affected in your likelihood of making a donation by the radio broadcast Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Researchers asked participants to memorize a list of words that included either the word “reckless” or the word “adventurous.” The participants then read an ambiguous passage in which a person is described as engaging in a number of recreational activities (e.g., driving in a demolition derby, white-water rafting) that carry the risk of injury and even death. The different interpretations of the behavior of the person in the story can be attributed to the different __________ experienced by the research participants. a. priming b. attribution formation c. application of representativeness d. degrees of counterfactual thinking Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

Researchers had participants memorize a number of words before reading an ambiguous passage about a person’s exploits. The words participants read influenced how they interpreted the person’s somewhat ambiguous behavior. The principle finding of this experiment is that thoughts have to be __________ before they affect our impressions of the social world. a. either accessible or applicable b. accessible, but not necessarily applicable c. applicable, but not necessarily accessible d. both accessible and applicable Answer: D Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Why do schemas need to be both accessible and applicable in order to act as a prime for impression formation and behavior? a. An accessible schema that isn’t applicable to the situation at hand means that an incorrect schema will be applied to the situation. b. Accessibility is an automatic process, but it then activates applicability, which is a controlled process. c. An applicable schema all by itself will be indiscriminately applied to all social situations. 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d.

Accessibility and applicability are just the first of four steps needed for priming to occur; without the first two steps, the other two steps cannot occur. Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

How does priming affect schema activation? a. Priming causes schemas to become self-fulfilling prophecies. b. Priming causes certain thoughts to become accessible and applicable to a given situation, which in turn influences our impressions of that situation. c. Priming leads people to convert forms of automatic thinking into deliberate, effortful thinking. d. Research in social psychology reveals that priming is generally unrelated to schema activation. Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

In order for priming to work successfully, thoughts need to be both __________. a. accessible and salient b. chronic and experiential c. applicable and accessible d. long-term and chronic Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

The self-fulfilling prophecy occurs because we often __________. a. work to revise our schemas when necessary b. act based on our schemas in ways that confirm those schemas c. distort our perception of reality to support our schemas d. abandon our schemas when we’re faced with social pressure Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

When people have an expectation about what another person is like, it may influence how they act toward that person; this further results in that person’s behaving consistently with the other’s original expectations. This is known as __________. a. a self-fulfilling prophecy b. priming c. automatic thinking d. belief perseverance Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

In a self-fulfilling prophecy, a perceiver has a(n) __________ that affects the __________ of the target of perception. a. bias; emotional reaction b. expectation; behavior c. schema; schema d. emotional reaction; expectation Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Warren believes that Tomaso is an outgoing, gregarious person. “Whom did you hang out with this weekend?” Warren asks Tomaso. “Tell me about all of the fun things that you have planned for the summer,” Warren continues. Although Tomaso is usually rather quiet and reserved, he responds to Warren in an outgoing, animated manner. This is an example of __________. a. the perseverance effect b. the primacy effect c. reconstructive memory d. a self-fulfilling prophecy Answer: D Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

Allison is a very sweet, intelligent, amicable person. However, Ricardo hears from her ex-boyfriend that she is difficult to get along with and very snobby. Based on research on the self-fulfilling prophecy, Ricardo acts in a(n) __________. a. neutral way toward Allison, even though he has heard bad things about her b. unfriendly way toward Allison, which in turn causes her to act in an unfriendly way toward Ricardo, causing Ricardo to believe that her ex-boyfriend was right about her in the first place c. unfriendly way toward Allison, yet he finds her to be very amicable and decides that her ex-boyfriend must not know her very well d. friendly way toward Allison, even though he has heard bad things about her, and finds her to be much friendlier than her ex-boyfriend said she was Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Self-fulfilling prophecies most often are a result of __________. a. deliberate attempts by people to confirm their self-schemas b. inadvertent and unconscious influences of individuals’ schemas c. deliberate attempts to treat people in an unbiased manner d. priming of applicable but inaccessible schemas Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

How are self-fulfilling prophecies and schemas related? a. Self-fulfilling prophecies are deliberate attempts by people to confirm their self-schemas. b. Self-fulfilling prophecies are inadvertent and unconscious influences on behavior by an individual’s schemas. c. Self-fulfilling prophecies are deliberate attempts to treat people in an unbiased manner. d. Self-fulfilling prophecies are examples of priming of schemas. Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

The news media often point out girls’ relatively poor academic performance on standardized tests compared to boys’ performance on those tests. Based on research on the effects of schemas on behavior, these gender differences may be due in part to __________. a. the gender bias that pervades standardized tests b. biological differences in the ways people process information c. girls’ and young women’s “fear of success” schemas d. the power of teachers’ self-fulfilling prophecies Answer: D Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

Which order correctly represents how a self-fulfilling prophecy develops? a. expectation of another – behavior toward the other – other responds in kind – expectation seems justified b. behavior toward the other – expectation of another – expectation seems justified – other responds in kind c. expectation seems justified – behavior toward the other – expectation of another – other responds in kind d. behavior toward the other – other responds in kind – expectation of another – expectation seems justified Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

Students from low-income backgrounds sometimes perform worse on standardized tests, despite having a knowledge base comparable to that of students from high-income backgrounds. Compared to the others, which social psychological process could account MOST clearly for this difference? a. self-fulfilling prophecy: teachers have higher expectations of low-income students; they then act in ways that boost the child’s confidence; overconfidence causes the child to do poorly b. automatic thinking: students from low-income backgrounds respond to standardized test items too quickly compared to students from high-income backgrounds

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c.

self-fulfilling prophecy: teachers think low-income students are less academically able; they then act in ways that lead the child to do poorly; the child does poorly d. automatic thinking: academic success comes more “automatically” to students from high-income backgrounds Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

In a controlled experiment, Robert Rosenthal and Lenore Jacobson informed primary school teachers that some of their students (called “bloomers”) would show great academic improvement in the upcoming year. In reality, the “bloomers” were chosen randomly by the researchers and were no smarter than any of the other students. Which statement best describes the results of this experiment? At the end of the year, __________. a. bloomers and non-bloomers performed equally well on an IQ test b. bloomers improved more on an IQ test than did non-bloomers c. non-bloomers improved more on an IQ test than did bloomers d. there were no IQ differences between bloomers and non-bloomers, but the bloomers were more interested in school Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Recall that Robert Rosenthal and Lenore Jacobson informed elementary school teachers that some of their students (called “bloomers”) would show great academic improvement in the upcoming year. Also recall that students labeled “bloomers” actually showed greater increases on IQ tests compared to students who were not labeled “bloomers.” These differences occurred because teachers __________. a. decided to devote their attention to the one or two “bloomer” students who showed the most promise b. spent significantly more time interacting with “non-bloomers,” thereby leaving “bloomers” alone to complete their assigned tasks c. challenged “bloomers” more and gave them more and better feedback on their work d. distracted “non-bloomers” from completing their work by providing them with too much personal attention Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

What is the fundamental message derived from research on the self-fulfilling prophecy? a. Self-fulfilling prophecies are a result of our desire to preserve our self-esteem. b. Schema-confirming behaviors are conscious and deliberate. c. Self-fulfilling prophecies are the result of unconscious, unintentional processes. d. Because their job is assessment of performance, educators are especially susceptible to the selffulfilling prophecy. Answer: C Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 55.

The experiments conducted by Robert Rosenthal and Lenore Jacobson on self-fulfilling prophecies have concluded that the teachers participating in the study treated “bloomers” in class differently than the other children. In which way did the teachers treat these students differently? a. They gave bloomers more personal attention. b. They forced bloomers to do extra homework. c. They gave the bloomers bonus points for no real reason. d. They scolded the bloomers more harshly when they got an answer wrong. Answer: A Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

Ms. Howell is an elementary school teacher who maintains that in her 35 years of experience, boys just tend to do better at math than girls do. Recently, she has read a number of studies that show that girls and boys actually have about the same level of math ability. Based on information about how teachers create and sustain self-fulfilling prophecies, what is Ms. Howell most likely to think about the study results? a. “Well, I guess everyone is wrong once in a while; maybe girls and boys are the same.” b. “I don’t buy it; three times as many boys as girls in my classes have excelled at math.” c. “Come to think of it, maybe girls may actually be better than boys.” d. “Who cares? Girls are better than boys at reading, anyway; the differences even out.” Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Recently, a state department of education decided to lower the grade needed to pass the writing portion of a standardized test. Assuming that Rosenthal and Jacobson’s research results remain true in today’s classrooms, which outcome is MOST likely to happen to students’ writing ability as a result? a. Their writing will get much better with less pressure to make a high grade. b. Their writing will get worse because they are not being held to a higher standard. c. Their writing will remain the same. d. Their scores in other academic subjects will get better because they don’t have to worry so much about writing. Answer: B Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

Imagine you were taking part in an experiment in which you had the opportunity to divide a fixed amount of money between you and another research participant. Based on the principles of automatic goal pursuit, which prime would make you MOST likely to give money to the other person? a. images of puppies and kittens b. words related to God or fairness to others c. subliminal images of war and famine d. words such as “mother” and “kindly” Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 59.

When research participants are primed with words related to God, doing good deeds, or fairness to others, they are likely to behave __________. a. more selflessly b. more selfishly c. selflessly, but only if they themselves are religious d. unpredictably, because abstract concepts are an ineffective prime Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

Based on a meta-analysis of research investigating the priming of religious thoughts, if you are a religious person and pass by several churches, then a block or so later a person in need asks you for some spare change, how are you likely to behave? a. You would probably take the person to the churches you passed to get help. b. You would be very unlikely to give the person money. c. You would be more likely to give the person money. d. Passing by churches would not prime you to give more money, but passing by banks might. Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Why were the results of priming experiments considered controversial by some social psychologists at one point? a. Priming worked only when the personality characteristics of research participants were already in line with the material used as the prime. b. It appeared as though some priming effects couldn’t be replicated consistently by other researchers. c. Most priming effects require people’s conscious acknowledgement that they have been primed to think in a certain way. d. Priming affected only behavior and not thoughts. Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Which conclusion has been reached about the effects of priming, based on a meta-analysis of 133 experiments? a. Priming has no discernable effect on behavior. b. Priming effects are evident in behavior only two to three weeks after the prime has been introduced. c. Priming specific goals doesn’t work, but priming conformity does. d. Priming goals can influence people’s behavior. Answer: D Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Eva wants to raise a lot of money for her cat rescue group. Based on meta-analyses of priming effects, the best strategy for doing this involves __________. a. mentioning fairness or good deeds several times in the appeal for donations b. putting happy cat pictures on the brochures c. telling potential donors they are “stars” d. mentioning potential donors’ names several times Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Research has demonstrated that priming metaphors about the relationship between the mind and the body influences how we think and the decisions we make. If that is true, the next time you are feeling as though the world is a cold, heartless place, intent only on prolonging your feelings of loneliness and despair, what should you do and why? a. Clean your room, because it is associated with “washing away sins” b. Hold a warm beverage in your hands, because warmth is associated with comfort and compassion c. Carry something heavy, because that is associated with “carrying the weight of the world” d. Take a nap, because “life is but a dream” Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

An old adage has it that “cleanliness is next to Godliness.” If you wanted people to donate money to a charitable cause you endorse, where should you make your pitch in order to increase the likelihood of giving? a. In a public park, because “God is everywhere” in many people’s minds b. In a room that has recently been scrubbed clean and still has that “fresh” scent to it c. In a dingy room littered with debris, to emphasize the plight of those in need d. In a small room barely seating two people, so that “immediacy” is primed Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

As with many topics in social psychology, experiments investigating the priming of metaphors about the mind and body have been subject to replication. Which general pattern of results has been documented? a. Some studies have replicated, others have not, but meta-analyses have found that the effects of priming are reliable. b. Priming research in this area has been replicated only by the original researchers repeating their same studies in their same laboratories. c. Priming research in this area has not been replicated, although priming research in other areas has. d. Research on priming of metaphors has consistently been replicated across researchers and across different experimental conditions. Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 67.

Based on research investigating priming and metaphors about the body and mind, you would be more likely to meet your true love on vacation somewhere __________. a. sunny and warm b. cold and snowy c. urban and industrial d. crowded and scary Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

What is the primary reason that people often rely on a variety of mental shortcuts? a. We’re too mentally lazy to do the cognitive work involved. b. We’re confronted with an overwhelming amount of social information. c. We’re inherently flawed in our ability to reason. d. We’re motivated to enhance our self-esteem. Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

The mental shortcuts that people use to make judgments quickly and efficiently are called __________. a. judgmental heuristics b. self-fulfilling prophecies c. schemas d. controlled processes Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Our use of mental shortcuts usually leads to __________. a. optimal decisions that could not be bettered if more time were spent b. faulty decisions that get us into trouble c. good decisions in a reasonable amount of time d. faulty decisions, but the fact that we’ve decided quickly gives us time to cope with the consequences, so there is no harm done in the end Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 71.

In trying to decide which of two classmates is smarter, you use the rule that “the faster people talk, the smarter they are,” so you choose the classmate who talks faster. You have applied a __________ to decide who is smarter. a. systematic judgment b. self-fulfilling prophecy c. cultural truism d. judgmental heuristic Answer: D Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

Instead of considering every single brand and variety of pasta sauce at the grocery store, most people make quick decisions about which one to purchase. This is an example of how people use __________. a. self-fulfilling prophecies b. judgmental heuristics c. controlled processes d. priming Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

The availability heuristic is associated with which of the following characteristics of schemas? a. Elaboration b. Differentiation c. Accessibility d. Clarity Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

When using the availability heuristic, people tend to judge the probability of an event based on __________. a. how easy it is to think of examples or instances b. the need to be right, which makes it hard to listen to the available information with an open mind c. the burden of doubt people feel about their abilities to determine probability from available information d. statistical consideration of the frequency with which the event occurs in everyday life Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Kirk mistakenly believes that there are more words that begin with the letter “k” than there are with the letter “k” in the third position due to ___________. a. the representativeness heuristic 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. base rate information c. the availability heuristic d. counterfactual thinking Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

Why does the availability heuristic sometimes lead to incorrect inferences? a. What is easily brought to mind may not be typical of the overall picture in a given reasoning situation. b. People wrongly assume that correlation implies causation. c. What looks like the typical case may not be representative of the typical case. d. People are far better at making inferences about themselves than about others. Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Recall the words of Dr. Robert Marion, who was the first physician to correctly diagnose a 9-year-old girl with a rare disease: “Doctors are just like everyone else. We go to the movies, watch TV, read newspapers and novels. If we happen to see a patient who has symptoms of a rare disease that was featured on the previous night’s ‘Movie of the Week,’ we’re more likely to consider that condition when making a diagnosis.” In essence, Dr. Marion is describing the __________ heuristic. a. representativeness b. availability c. primacy d. counterfactual Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

When we lack firm schemas about our own traits, we rely on the __________ heuristic as a source of information. a. representativeness b. relativistic c. availability d. prophecy Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Research participants were asked to think about how assertive they were and to provide a varying number of examples of that trait. The researchers were interested in seeing if __________ would impact how people rated their own assertiveness. a. the participants’ age b. how many examples of assertiveness they had to provide 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. how quickly they provided examples d. how many people were in the experiment Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Researchers asked some participants to think of 6 times they had behaved assertively and asked other participants to think of 12 times they had behaved assertively, and then asked all participants to rate how assertive they thought they really were. Participants who tried to generate 6 examples of assertive behaviors rated themselves as more assertive than did participants who tried to generate 12 examples. This study illustrates that __________. a. more assertive people will be able to generate more examples of their past assertive behavior b. generating examples of assertiveness creates a self-fulfilling prophecy c. people use the availability heuristic to make judgments about themselves as well as other people d. people with well-elaborated schemas for assertiveness will be able to generate more examples of assertive behaviors Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Researchers asked some participants to think of 6 times they had behaved assertively and asked other participants to think of 12 times they had behaved assertively. They then asked all participants to rate how assertive they thought they really were. Participants who tried to generate 6 examples of assertive behaviors rated themselves as more assertive than did participants who tried to generate 12 examples. This result was obtained because participants __________. a. who could generate 12 examples were really more assertive, or else they couldn’t come up with the examples b. who were asked to think of 12 examples didn’t have time to complete the experimental task c. who were asked to generate 6 examples could do so more easily and more readily than participants who were asked to generate 12 d. who were asked to generate 6 examples were more likely to use the representativeness heuristic Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

You really want your date to like you and to agree to go out with you again. Based on the availability heuristic, at the end of the night, it would be best to ask that person for __________. a. one example of what was special about the night b. five examples of what was special about the night c. ten examples of what was special about the night d. fifteen examples of what was special about the night Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

83.

Your roommate questions how charitable you really are. She says to you, “Give me just one example of the last time you gave money to a homeless person.” Odds are that her challenge will convince you that you really are a generous person. Based on research investigating this phenomenon, why is that? a. It’s easy to bring to mind one example that supports your self-schema. b. Your roommate’s challenge makes you feel defensive and threatens your self-esteem. c. People experiencing homelessness are representative of people who need our help. d. It’s easier to think of “actuals” than counterfactuals. Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

Dr. Sardonicus wants to get good student evaluations for her Social Psychology course. Which prompt should she give her students? a. “Tell me the one thing you disliked the most about this course.” b. “Are there even two things about this course that could be improved?” c. “I can’t think of any ways this course could be better; can you?” d. “Please list at least 12 ways that this course could be improved.” Answer: D Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

What is the primary conclusion from the research regarding the effects of generating different numbers of examples of behavior? a. The more examples you have to think of, the less the behavior describes you. b. The fewer examples you have to think of, the less the behavior describes you. c. The more examples you have to think of, the more the behavior describes you. d. The number of examples does not affect how much the behavior describes you. Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

Desmond thinks that Republicans and Democrats almost never work together in Congress. He believes this because he finds it much easier to think of examples of politicians from the two parties not working together than to think of examples of them working together. It is likely that the ______________ has caused Desmond to underestimate how frequently Democrats and Republicans work together. a. confirmation bias b. representativeness heuristic c. anchoring effect d. availability heuristic Answer: D Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 87.

Because of the availability heuristic, Jayne and her husband are most likely to exaggerate the likelihood of risk to their children caused by ____________. a. being kidnapped b. depression c. asthma d. delinquency Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

When using the availability heuristic, people make quick judgments by __________. a. making a checklist of pros and cons b. basing the decision on a lot of information about the person c. completing detailed research on the person d. bringing examples easily to mind Answer: D Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

A college professor asked students to list either 2 or 10 ways to improve the course. Because students used the availability heuristic, which group of students gave the professor the highest course ratings overall? a. The ratings were actually the same across both groups. b. The students who were asked to list 10 improvements c. The students who were asked to list 2 improvements d. The students who skipped listing any improvements Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

If your professor asks you to list 10 ways to improve the course and you cannot do it, how will that affect your course ratings overall? a. You will feel the same as if you weren’t asked to list any improvements. b. You will feel negatively about the course. c. You will feel positively about the course. d. You will feel neutrally about the course. Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

If you wanted to improve customer satisfaction survey ratings for your company using the availability heuristic, which task would you ask of customers in terms of their suggestions for improvement? a. Don’t ask them for any criticisms or suggestions for improvement b. Ask them to list their biggest criticisms or suggestions c. Ask them to list as many shortcomings about your competitor’s business as they can 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. Ask them to list 10 criticisms or suggestions Answer: D Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

The __________ heuristic refers to the mental shortcut whereby people classify a person or thing based on how similar it appears to be to the typical case. a. base rate b. availability c. anchoring and adjustment d. representativeness Answer: D Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

The representative heuristic is being used when __________. a. people classify a stimulus based on how similar it appears to be to the typical case b. people classify a stimulus based on how easy it is to recall a schema about that stimulus c. people classify other people using base rate information d. people ignore the “Barnum effect” when making judgments about themselves Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

Simon is meek, tidy, quiet, and overly concerned with order and detail. People guess that he’s a bookkeeper because of a. the availability heuristic. b. the similarity heuristic. c. the representativeness heuristic. d. the anchoring heuristic. Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

You wrongly assume that because of Marcia’s short hair, unshaved legs, and liberal views she is a political activist. Your (incorrect) assumption was based on applying the __________. a. representativeness heuristic b. availability heuristic c. anchoring and adjustment heuristic d. self-fulfilling prophecy Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

“If it walks like a duck and quacks like a duck, it must be a duck,” the adage goes. This expression best captures the essence of the __________. a. fundamental attribution error b. representativeness heuristic c. availability heuristic d. correspondence heuristic Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Which example best describes the representativeness heuristic? a. “To decide if someone is a lawyer, I compare that person’s characteristics to the characteristics of the typical lawyer.” b. “To decide if someone is dishonest, I try to recall instances of that person’s dishonest behavior.” c. “To decide if someone is an environmentalist, I consider the proportion of environmentalists in the population.” d. “To decide if someone is conscientious, I consider how easy it is to imagine them acting in a nonconscientious manner.” Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

When people use information about the relative frequency of members of different categories in the population to make judgments (e.g., the percentage of students who are psychology majors), they are using __________. a. the representativeness heuristic b. the availability heuristic c. census data d. base rate information Answer: D Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Julie sees an Ethiopian couple at the Des Moines, Iowa, Municipal Zoo. According to __________, she may assume that they are tourists visiting the area, but according to __________, she should assume that, given the low tourism rate in her town, they are actually local residents. a. base rate information; the availability heuristic b. the representativeness heuristic; base rate information c. the availability heuristic; base rate information d. the representativeness heuristic; the availability heuristic Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult 26 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Research by Danny Kahneman and Amos Tversky found that people do not use base rate information sufficiently and pay more attention to __________. a. how well the information they have about a person represents a certain category b. the extent to which people seem to resemble someone familiar c. actual statistical data about base rates d. physical characteristics and categories Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

In a classroom, 70% of the students are women and 30% are men. One student is described as large, hairy, ambitious, athletic, and aggressive. Why are most people likely to think this description refers to a male student? a. They are using the representativeness heuristic. b. The availability heuristic can lead to gender bias. c. People tend to make relative comparisons. d. People seek only confirming information. Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

Physicians often say, “When you hear hoof beats behind you, think horses, not zebras.” In terms of social cognition, this idea most closely resembles __________. a. base rate information b. controlled thinking c. chronic accessibility d. self-fulfilling prophecy Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

Nutsenboltz, Inc., employs 100 people; 80 are salespeople and 20 are engineers. Nunzio, a salesperson at the company, is quiet, likes to keep to himself, and carries a calculator. Most people, when asked whether Nunzio is a salesperson or an engineer, will guess that he is an engineer. These people are using __________ to make this faulty guess. A correct guess would have been made if they had used __________. a. the representativeness heuristic; base rate information b. base rate information; the representativeness heuristic c. the representativeness heuristic; the availability heuristic d. base rate information; anchoring and adjustment Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

When asked to guess whether Enrico is from Wyoming or California, you guess California, because more people live in California. You have used __________ in making your decision. a. the representativeness heuristic b. base rate information c. the availability heuristic d. counterfactual thinking Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

If accurate judgments are our goal, we should use base rate information instead of the representativeness heuristic when __________. a. we lack specific information about the person b. base rates are high in the sample c. base rates are low in the sample d. the decision is a complicated one Answer: A Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

You are taking a university course with a combined graduate and undergraduate enrollment. You know that there are many more undergraduate than graduate students enrolled in this course. There is a person who looks to be about 30 years old sitting next to you. If you use only the base rate to guess this person’s student status, you would guess that the person is a(n) __________ student because __________. a. graduate; the person is older than most other students in the class b. undergraduate; you have a bias to expect undergraduates in your courses c. graduate; the person fits your schema for graduate students d. undergraduate; there are more of them enrolled in the class Answer: D Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

With regard to the use of base rate information, the evidence suggests that people __________. a. totally disregard base rate information and rely only on the similarity of information to a category b. are very adept at using base rate information c. focus too much on individual characteristics and insufficiently on base rates d. focus equally on individual characteristics and base rate information Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 108.

How reasonable is it for someone to rely on the representativeness heuristic to make a quick judgment? a. Not reasonable at all; it usually leads to incorrect judgments b. Often perfectly reasonable, when there is no other information available c. Reasonable, when there is also base rate information to refer to d. Somewhat reasonable, but only if you put considerable thought into it first Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

When there is no other information available, it is __________ reasonable to rely on the representativeness heuristic to make a quick judgment. a. not b. perfectly c. somewhat d. never Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

The “Barnum effect,” in which vague statements about one’s future or personality may be seen as accurate and valid, occurs because of the __________. a. self-fulfilling prophecies it creates b. representativeness heuristic c. base rate information it relies on d. principle of the “sucker effect” Answer: B Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

Isabella goes to a fortune teller, who tells her, “You are the type of person who is very outgoing and sociable, yet at times you enjoy being alone.” Isabella thinks this captures her personality amazingly well, because she finds many instances in her memories of such behaviors. Isabella has just fallen prey to the __________. a. base rate heuristic b. priming effect c. Barnum effect d. self-fulfilling prophecy Answer: C Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

Adele is from France, where rabbits are eaten regularly as a source of protein. She can tell you the most tender part of the rabbit, how long to cook one, and how big a rabbit you would need to feed five people.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Marsha is from the United States, where rabbits are pets and bring colored eggs to children in the spring. She hasn’t a clue about how to cook one, even if she wanted to. This example best illustrates __________. a. cultural differences in schemas b. the universality of schemas c. that rabbits are ambiguous stimuli d. personality differences in the contents of schemas Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 113.

Culture can influence our schemas by influencing __________. a. the amount of cognitive activity required to engage socially b. our ability to creatively interpret the world c. what we notice and remember d. how long we attend to important information Answer: C Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

Zhenya had a hard time remembering the names of streets when she traveled because they were in a different language. In addition, the buildings did not look like what she was used to, so she got lost several times. These problems emphasize the role of schemas in __________. a. influencing what we notice and remember b. influencing how we feel about people c. determining what is accessible d. determining how much cognitive activity we need to use Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

Iain is from Australia, where people drive on the left-hand side of the road. When he moved to the United States, his accident rate was higher than that of any of his friends. Why might this be? a. They don’t have driver education courses in Australia. b. Iain had no schema for driving behaviors. c. There is no speed limit in Australia. d. Driving schemas differ between the United States and Australia. Answer: D Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

Why do schemas differ from culture to culture? a. Cultures differ in terms of what is important and relevant to the people who live there. b. In some cultures, having a good memory is more important than in other cultures. c. Life is simpler in non-industrialized cultures, making schemas less important. 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. Survival is more difficult in nomadic cultures, making schemas more important. Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 117.

You’ve streamed the movie Sophie’s Choice. There is a scene in which Sophie, a recent immigrant from Poland, is both surprised and amused that Americans have so many words for the concept “fast.” She reports that in Polish, there is only one word. A friend asks you why the cultures differ in that regard, based on your understanding of social cognition. What would you say? a. English has borrowed more words from foreign languages than has Polish. b. Polish has different roots than does English. c. Poles don’t have well-developed schemas for the concept “fast.” d. Americans are generally better educated than Poles. Answer: C Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

When Sir Frederick Bartlett, a famed memory researcher, interviewed both a Scottish settler and a Bantu herdsman about the details of a complicated cattle transaction, the Scottish man __________, whereas the Bantu herdsman __________. a. consulted his notes; recalled details from memory b. guessed; said that he couldn’t remember c. remembered the faces of the traders; remembered the color of the cattle d. erroneously recalled that sheep were traded; accurately recalled that oxen and cattle were traded Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

In a 1932 study, a Bantu herdsman readily recalled the details of a cattle transaction, but a Scottish settler in Swaziland had to look up his written record of the event. Which principle of social cognition can best explain this difference in memory ability? a. Bantu culture emphasizes cattle herding so strongly that herdsmen have well-developed schemas. b. Scottish people have a written language and do not rely on memory anymore. c. Bantu people have a genetic mutation that gives most of them a photographic memory. d. Scottish culture discourages cattle herding; thus, herders have little opportunity to create schemas. Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

There is evidence that all cultures, all humans, have access to the same cognitive tools. How does culture impact the use of these tools? a. It helps us to make quick decisions using all of the tools available. b. It limits when we use the tools available to us. c. It determines which tools are used the most. 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. It helps us to make more accurate decisions. Answer: C Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 121.

Western styles of thinking are to __________ as Eastern styles of thinking are to __________. a. holistic; context b. context; details c. analytic; holistic d. properties; analytic Answer: C Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

Several studies conducted by Richard Nisbett and his colleagues involved showing participants two similar pictures and asking them to find the differences between them. The researchers found a(n) __________ difference in how participants described the differences. a. gender b. cultural c. age d. socioeconomic status Answer: B Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

Several studies conducted by Dick Nisbett and his colleagues suggest that people who grow up in East Asian cultures think more __________ than people who grow up in Western cultures. a. intelligently b. creatively c. analytically d. holistically Answer: D Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

Cultural differences in ways of thinking may stem from differences in Eastern and Western philosophical traditions. With that in mind, how would you expect your new roommate, who is from Korea, to think? a. holistically b. analytically c. representatively d. in a slow and controlled way Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 125.

Researchers compared photographs of city scenes in the United States and Japan. They found that, on average, city scenes in Japan contained more __________. a. businesses and advertisements; they were focused on commerce b. people and residences; they were focused on social interactions c. objects and information; they were generally “busier” d. buildings and concrete; the “constructed environment” was the focus Answer: C Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

An analytic thinking style has been shown to be associated with __________. a. focusing on the properties of objects, without consideration of the surrounding context b. focusing on the context more than the properties of objects c. focusing on the relationships between the properties of objects and the context in which they occur d. focusing on the purpose of the objects in relation to the context Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

Compared to the others, people raised in which country would be most likely to have an analytic thinking style? a. United States b. Japan c. Korea d. China Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

Compared to the others, people raised in which country would be most likely to have a holistic thinking style? a. United States b. Italy c. Great Britain d. China Answer: D Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 129.

Several studies conducted by Richard Nisbett and his colleagues involved showing participants two similar pictures and asking them to find the differences between them. The researchers found that East Asian participants were more likely to focus on __________, whereas Western participants focused more on __________. a. context and how objects relate to each other; properties of objects and foreground b. properties of objects and foreground; context and how objects relate to each other c. context and how objects relate to each other; details such as the size or color of objects d. properties of objects and foreground; details such as number of windows present Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

Nao was raised in Japan and is walking through Times Square in New York City. Based on research investigating cultural differences in thinking styles, which features would Nao be most likely to notice relative to people raised in the United States? a. The number of people b. The advertisements c. The number of people dressed as cartoon characters d. How the buildings are arranged relative to one another Answer: D Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

If both Chinese and Americans are comparing two pieces of art, the Americans are most likely to notice _________. a. differences in the foreground b. the color schemes c. differences in how objects are oriented d. differences in brushstrokes Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

Recent research suggests that cultural differences in thinking styles may stem from _________. a. physiological differences across races b. actual differences in environments across cultures c. political differences across nations d. religious differences among countries Answer: B Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 133.

An environment that promotes getting along well with others, being connected to one another, and seeing the larger context of social situations is most likely to promote __________ thinking. a. holistic b. analytic c. representativeness d. counterfactual Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

134.

Researchers conducted a study in which participants viewed either photos of U.S. city scenes or Japanese city scenes, then were asked to detect differences between two similar pictures. They found that participants who viewed Japanese city scenes were more likely to detect changes in _________. a. color b. main objects c. number of objects d. background Answer: D Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

Researchers conducted a study in which participants viewed either photos of U.S. city scenes or Japanese city scenes, then were asked to detect differences between two similar pictures. The researchers found evidence that viewing Japanese city scenes _________. a. primed a holistic thinking style b. was an ineffective way of priming thinking style c. primed an analytic thinking style d. only primed holistic thinking in people with beliefs in Eastern philosophies Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

Consider the experiments in which participants viewed either photos of U.S. city scenes or Japanese city scenes, then were asked to detect differences between two similar pictures. If an American citizen was touring in Tokyo, Japan, which aspects of a picture would that person be most likely to pick up on? a. Foreground b. Objects c. Background d. Contrasting colors Answer: C Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 137.

Aoi is from Japan. If you want her to think analytically, what will you have to do? a. Prime analytical thinking with pictures or a story b. Prime holistic thinking with pictures or a story c. It doesn’t matter what you do; Aoi cannot think analytically because of her cultural background. d. Tell her you want her to think analytically Answer: A Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

138.

Controlled thinking is conscious, intentional, voluntary, and __________ . a. multi-focused b. effortful c. inaccurate d. effortless Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

139.

The most important facet of controlled thinking is that it __________. a. provides a check on automatic thinking b. replaces automatic thinking c. increases the efficiency of thinking d. precedes automatic thinking Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

Automatic thinking is __________, whereas controlled thinking is __________. a. effortful; effortless b. nonconscious; unconscious c. involuntary; voluntary d. accurate; inaccurate Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

When Diamanda first started typing, she used the “hunt and peck” method and found typing very effortful. Now, after taking a typing class, she feels like her papers practically type themselves, after she figures out what she wants to write. This change in her typing reflects a shift from __________. a. automatic to controlled thinking b. controlled to automatic thinking c. emotional to cognitive thinking d. cognitive to emotional thinking Answer: B 36 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 142.

Which major advantage applies to processing information automatically? a. We can use our cognitive resources for other, more important matters. b. Automatic processing yields more accurate judgments than does controlled processing. c. It is easier to learn how to process information automatically. d. Automatic processing is more easily modified than controlled processing. Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

Which statement is true about the difference between automatic and controlled thinking? Automatic thinking tends to be __________, whereas controlled thinking tends to be __________. a. nonconscious; conscious b. intentional; unintentional c. voluntary; involuntary d. accurate; inaccurate Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

144.

Dan Wegner’s analysis of the illusion of free will is MOST comparable to which principle? a. The “correlation does not equal causation” problem b. The representativeness heuristic c. The self-fulfilling prophecy d. The interjudge reliability effect Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

At the grocery store, mothers often keep children busy by letting them “drive” the cart. Little do the children realize that the steering wheel they are playing with does not control anything. This example demonstrates our sometimes misplaced sense of control over __________. a. free will and our own behavior b. self-esteem and our own feelings c. schemas and their contents d. heuristics and their processes Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 37 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

146.

In a study of facilitated communication, headphones were used to ask a communication-impaired person one question and the facilitator a different question (unbeknownst to the two parties). Then the answers provided by the communication-impaired person with the help of the facilitator were examined. Findings indicated that the technique was __________. a. successful; the facilitators conveyed the answers of their partners and ignored the questions they themselves were asked b. a fraud; the facilitators were deliberately faking their answers c. ineffective; the facilitators answered the question they were asked but believed they were answering the question asked of the others d. ineffective; there were technical problems with the keyboard and the communication apparatus Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

Facilitated communication is a technique that has been touted as allowing communication-impaired people to express themselves via a keyboard operated with the help of a facilitator. In fact, the technique __________. a. has been scientifically validated and is cited as an example of the successful application of research on automatic processing b. is controversial, with evidence both for and against its effectiveness, and is cited as an example of the limits of the scientific method c. was discredited when scientific evidence indicated that, in fact, the facilitators unknowingly communicated their own responses rather than those of the other d. has been superseded by a more powerful technique and is used as an example of the pace of scientific progress Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

148.

Research on facilitated communication and the illusion of free will illustrate which general principle? a. People have conscious control over their free will, although in the case of facilitated communication the will of another is imposed on someone else. b. There can be a disconnect between our conscious sense of how much we are causing our own actions and how much we are really causing them. c. “Thinking” and “doing” are essentially the same process; there is no distinction between having a thought and willing that thought into action. d. Thought precedes action; after we muster the determination to do something, our actions follow naturally from having that thought in mind. Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

Counterfactual thinking can be described as __________. a. mentally reconstructing the past b. putting a positive spin on things to enhance self-esteem c. thinking about how things couldn’t have turned out differently 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. one of the most rational responses to an undesirable outcome Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 150.

You stayed up all night cramming for this examination and didn’t do as well as you had hoped. “If only I had started studying sooner and gotten a good night’s rest, I’d have done much better,” you think to yourself. You have just engaged in __________. a. self-justification b. counterfactual thinking c. wish fulfillment d. unrealistic fantasy Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

When Jana was chiding herself for losing her favorite necklace and reciting a list of all the things she could have done to prevent the loss, her grandmother said, “Now, Jana. Don’t cry over spilled milk.” In essence, Jana’s grandmother was advising her to __________. a. use base rates rather than the representativeness heuristic b. avoid the self-fulfilling prophecy c. stop engaging in counterfactual thinking d. adjust her judgment farther away from the anchor Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

152.

People tend to have __________ emotional reactions the __________ it is to “mentally undo” an outcome. a. weaker; easier b. weaker; harder c. stronger; easier d. stronger; harder Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

Assume that the winning lottery ticket was purchased at the convenience store just around the corner from your house. Based on the principles of counterfactual thinking, you would probably feel worse than if the winning ticket had been purchased all the way across the state, because __________. a. you could easily remember what it was like to struggle to make every penny count b. it would be easy to imagine all the wonderful things you could do with the prize c. you could think back on a dozen opportunities that you had to buy the winning ticket, but didn’t d. you would assume that the local winner is similar to you Answer: C 39 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Edgar and Julius are both in line for a movie, but it sells out before either of them can get tickets. Edgar is the last person in line, but Julius is directly behind the person who got the last ticket. Based on the principles of counterfactual reasoning, why will Julius be more upset than Edgar? a. Julius wanted to see the movie more than Edgar did. b. Julius got there earlier than Edgar did, so he felt he deserved to see the movie. c. It was easier for Julius to imagine how he could have gotten a ticket. d. Julius won’t be more upset than Edgar. Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

You were supposed to make an important presentation at work but you overslept, the bus was late, and you missed the meeting. If you are able to generate many ways in which to “undo” this terrible outcome, you will experience __________ emotional reaction. a. no b. a mild c. a strong d. an unclear Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

It is __________ to miss a bus by 5 minutes than to miss it by an hour because __________. a. less distressing; you don’t have to wait as long for the next bus b. more distressing; it’s easier to imagine more things you might have done to have been 5 minutes earlier c. less distressing; it’s easier to imagine what you might have done to have been 5 minutes earlier d. more distressing; images of the people waiting impatiently for you are more available in memory Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

Based on the principles of counterfactual thinking, who would you predict would be more frustrated: Rhonda, who missed receiving an A on her term paper by one point, or Jimmy, who missed an A by five points? a. Rhonda, because it’s easier for her to imagine getting one more test item right b. Jimmy, because it’s harder for him to imagine an alternative outcome c. Rhonda, because she and Jimmy studied together d. Jimmy, because he and Rhonda studied together Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. 40 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 158.

A mother who has tragically lost a daughter in a car accident spends her days rehearsing “if onlys.” “If only I had made her stay home that night”; “If only she had taken Route 78 instead of Route 22”; “If only I had offered to drive her instead of letting her drive herself.” The mother is engaging in the process known as __________. a. counterfactual thinking b. blaming the victim c. the availability heuristic d. the self-fulfilling prophecy Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

159.

Which adage BEST summarizes the strong emotional reactions experienced by people engaged in counterfactual thinking? a. “As above, so below.” b. “I came so close.” c. “‘Do what thou wilt’ shall be the whole of the law.” d. “Missed it by a country mile.” Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

The emotions experienced by Olympic athletes who won bronze and silver medals differ. If silver medalists outperformed bronze medalists, why are they less happy? a. The gold medalists taunted the silver medalists more than they did the bronze medalists. b. It was easier for silver medalists to imagine ways of winning the gold medal, whereas bronze medalists were happy to just finish in the top three. c. Bronze medalists were grateful simply to have the opportunity to compete. d. There is a positive correlation between talent and competitiveness. Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

Counterfactual thinking can be either detrimental or beneficial to people’s mental health. Counterfactual thinking can be detrimental because it __________ and beneficial if it __________. a. makes people ruminate over past events; leads to seeking social support b. may prevent people from thinking about anything else; focuses people on ways they can cope better in the future c. leads to thought suppression; fosters consideration of a better future d. makes people more likely to use automatic processes; leads people to express their thoughts more Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 162.

Engaging in counterfactual thinking may result in __________. a. an increased belief in God b. an increase in self-esteem c. a decrease in controlled thinking in the future d. an increase in the self-fulfilling prophecy Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

Research participants who were asked to write about how their lives would be worse if something good in their life had never happened subsequently expressed __________. a. a greater need for drawing their friends and loved ones closer to them b. more religious faith, compared to participants who simply described a past event in their lives c. a greater sense of being the functional center of the universe, compared to participants who simply described a past event in their lives d. less of a belief in God and more of a sense of self-determination for causing events in the world Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

People who were asked to think about how their lives could be worse if something good had never happened to them demonstrated a greater belief in God, compared to those who simply described a past event in their life. This occurred because __________. a. the participants in this experiment were Jesuit priests and Marianist nuns b. the word “good” primed thoughts of “God” due to their semantic similarity c. people came to believe that God had a hand in making the good thing happen in the first place d. participants engaged in the planning fallacy Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

Jason cannot stop thinking about the fact that, because he turned in his term paper late, he missed getting an A in the class. He repetitively focuses on this negative part of the class; in other words, his counterfactual thinking has turned into __________. a. thought suppression b. rumination c. heuristics d. controlled thinking Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult 42 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Counterfactual reasoning__________. a. is intentional and voluntary b. always results in ruminations c. is conscious and effortful d. is intentional and effortful Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

Which outcome is a function of controlled thinking? a. To make quick decisions in ambiguous situations b. To provide checks and balances on automatic thinking c. To enforce schemas in appropriate situations d. To be nonconscious, unintentional, and involuntary Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

Compared to the others, which situation demonstrates a common barrier to improving human thinking? a. Krystal is a person who carefully examines every important decision using controlled thinking. b. Johan is a person who balances how often he uses automatic and controlled thinking when considering decisions. c. Benji is a person who is often too optimistic about the accuracy of his judgments. d. Juano is a person who is realistic about his thinking but lacks confidence in his decisions. Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

Tyrell has looked at all of his syllabi and has written in his calendar to begin his term paper five days before it is due in class. In the past, Tyrell has never finished a term paper in less than 10 days. But this time, he thinks it will be different because he is now smarter and more experienced. Tyrell is making what kind of error in thinking? a. The self-fulfilling prophecy b. The statistical probability fallacy c. The planning fallacy d. The confirmation bias error Answer: C Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 170.

The planning fallacy is the tendency to __________. a. be overly optimistic about how soon a project will be completed b. commit to too many responsibilities at one time c. overestimate the hidden potential deep within everyone d. overestimate the effectiveness of teamwork in project completion Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

Researchers have demonstrated that a person can improve social reasoning by taking a course in __________. a. chemistry b. statistics c. economics d. history Answer: B Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

172.

Dick Nisbett and his colleagues conducted a study examining graduate students in different disciplines to determine factors related to logical reasoning. They found that __________ appeared to influence how accurately and logically students reasoned through everyday problems. a. training in statistics b. overall intelligence c. overall math ability d. training in rhetorical arguments Answer: A Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

Based on the results of a study by Richard Nisbett and his colleagues regarding statistical reasoning across four academic disciplines, which person would you count on to solve a statistical reasoning problem accurately? a. A physician b. A chemist c. A lawyer d. A psychologist Answer: D Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

How is it best to characterize humans as social thinkers? a. We are error prone, and it is a miracle we can survive on a daily basis. b. We are unbelievably accurate over 99.9 percent of the time with our judgments. 44 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. As long as we rely only on controlled processes, we are amazingly accurate. d. We have amazing cognitive abilities, but there is room for improvement. Answer: D Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 175.

A good metaphor for human thinking is to consider people to be __________. a. budding geniuses b. overconfident apes c. lucky fools d. flawed scientists Answer: D Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 176.

What is automatic thinking, and what are the two major types of automatic thinking that people use? Answer: Automatic thinking is a form of thinking that is nonconscious, unintentional, involuntary, and relatively effortless. Two major manifestations of automatic thinking are the use of schemas and heuristics. Schemas are mental structures that people use to organize their knowledge about the social world. They are often activated without awareness and without intent. When we cannot immediately process information with an existing schema, we use heuristics, or mental shortcut strategies, to solve problems and to determine which schema is most applicable. Heuristics, too, are often used automatically, unconsciously, and unintentionally. Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

You and your friend are debating the greatness of the human mind. Your friend claims that relying on schemas and automatic processes is ultimately detrimental, but you contend that such processes have their benefits. List and explain three benefits to relying on schemas and automatic processes, as well as three drawbacks to using these processes. Answer: Schemas can be beneficial because they help to quickly organize a complex world, reduce ambiguity in our environment, and help us make quick decisions in a dangerous situation. Automatic processes such as unconscious thinking are helpful because they can actually result in better decisionmaking at times, and require little effort. Schemas and automatic processes do have their drawbacks. Specifically, relying too heavily on heuristics (such as representativeness and availability) may result in inaccurate judgments. Additionally, relying on schemas about people can lead to inaccurate decisions and seeing potential harm where there is none. Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

What are schemas and why are they often adaptive? Answer: Schemas are cognitive structures that we use to organize our knowledge of the social world. Schemas are adaptive in providing continuity and in helping us relate new experiences to old experiences. They enable us to minimize cognitive effort. They are especially useful when we encounter ambiguous information, for they give us a cognitive structure with which to interpret the unfamiliar information. Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

Do schemas tend to become stronger or weaker over time? Why? Answer: Schemas organize our knowledge about the world. They influence what we pay attention to, think about, and remember. Generally we are more likely to notice and thus more likely to recall information that fits our schemas rather than information that does not fit our schemas. If information is ambiguous, we tend to distort it in a way that fits our pre-existing schemas. If any needed information is missing, we are likely to fill it in with information that is consistent with our schemas. Additionally, because of the availability heuristic, we can recall information that is consistent with our schema quite easily. Finally, processes 46 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition involved in the self-fulfilling prophecy—where we act consistently with our expectations of another, leading the other to confirm our expectations—provides another process by which schemas can become stronger over time. Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 180.

Priming is an automatic and nonconscious process. When you watch TV and movies, you are often exposed to examples of advertisers attempting to prime you to buy their products. Give a recent example and be sure to include in your answer how it represents priming. Answer: Student can give any answer that describes an actor drinking a brand of soda, water, beer, etc. On the table or behind actors there are also often products. The answer should include how the example represents priming; that is, increasing the accessibility of a schema, trait, or concept. Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

How do we decide which schema to use in processing an ambiguous stimulus? Answer: When we have multiple schemas that we could use for interpreting a stimulus, we tend to interpret the stimulus using whichever schema is most accessible; that is, which schema is in the forefront of our mind. Schemas can be either chronically accessible, based on long-term experience, or can become temporarily more accessible through priming, in which recent experiences bring certain schemas to the forefront. Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

Explain the relation between schemas and the self-fulfilling prophecy. Provide a concrete example. Answer: Not only do people fail to revise their inaccurate schemas in response to disconfirming information; people sometimes use their erroneous schemas to guide their own behaviors. Their schemagenerated behaviors, in turn, cause other people to behave in ways that support their initially incorrect schemas. (Note: Students provide their own example; they should identify both an incorrect schema and the ways in which perceivers’ behaviors change the behaviors of others.) Learning Objective: 3.1 Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

183.

Define each of the following mental shortcuts and explain why each may be inaccurately applied to a social situation: (1) the availability heuristic and (2) the representativeness heuristic. Answer: The availability heuristic is a mental shortcut whereby people base their judgments about an event on the ease with which they can bring examples of that event to mind; unfortunately, what comes most readily to mind may not be typical, due to limited experience or biased memory processes. The representativeness heuristic is a mental shortcut whereby people classify something based on how well it

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition represents the typical case; unfortunately, people often underutilize base rate information in favor of deciding how typical an individual case is of the overall category. Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 184.

Describe how people may use metaphors about the body and mind as part of automatic thinking. Answer: Physical sensations can prime a metaphor, which then influences people’s judgments. For example, when making judgments in a room that has just been cleaned and still smells of “freshness,” a metaphor of “nice” and “wholesome” and “cleanliness is next to Godliness” is activated, leading people to be more trusting of a stranger and more likely to donate money to a charity. Learning Objective: 3.2 Describe the types of automatic thinking. Topic: Types of Automatic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

Explain some of the differences in social cognition between East Asian and Western cultures. Answer: People raised in East Asian cultures tend to have a more holistic thinking style, meaning that they tend to pay attention to how people or objects are positioned relative to one another. They focus on the overall context. People raised in Western cultures tend to have a more analytic thinking style in that they focus more on the properties of objects, and less on the context. There is evidence that these thinking styles are due in part to the environment in these cultures. Japanese cities tend to be much “busier,” with many more buildings and objects, as compared to Western cities. This type of environmental difference is thought to be a possible cause for differences in thinking styles. Learning Objective: 3.3 Analyze how culture influences social thinking. Topic: Cultural Differences in Social Cognition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

What effect does the use of automatic versus controlled thinking have on the quality of our reasoning? Overall, how good are people as social thinkers? Answer: Both automatic and controlled thinking are likely to lead to reasonably correct answers for the most part. In automatic thinking, people use simpler strategies; in controlled thinking, people use more sophisticated reasoning and are more likely to notice when facts conflict with their existing schemas. Thus people are more likely to be accurate when they use controlled rather than automatic thinking. However, controlled thinking is not a cure-all for faulty reasoning; people can still make errors because they are overly anxious and thus unable to process information efficiently, because their assumptions are faulty, or because they do not know how to reason correctly despite their desire to do so. Thus both kinds of thinking can also lead to consequential errors. Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

There are several instances in which relying on automatic thinking can lead to negative consequences. Identify and discuss one instance where using controlled thinking could be problematic. Answer: Students may discuss one of several processes. 48 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

One example of controlled thinking that is problematic is the belief in the reality of facilitated communication. Facilitators are not aware of how much control they have when assisting communicationimpaired individuals. This technique was debunked only after researchers gave different instructions to the communication-impaired person and the facilitator and found that the instructions were followed by the facilitator only. An aspect of controlled processes that is problematic is the amount of time it takes to process information consciously and effortfully. Sometimes, there could be a life-or-death decision that needs to be made quickly, for instance in an emergency room, and there is no time for controlled thinking. Using counterfactual thinking to mentally redo the past can be beneficial if we learn from our mistakes. But it can have detrimental consequences if it leads to rumination, which can be a precursor to depression. Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 188.

Controlled processes such as counterfactual thinking can have their benefits and drawbacks. First, discuss what is meant by the term “counterfactual thinking,” then explain how this phenomenon can be beneficial and how it can be detrimental. Answer: Counterfactual thinking is the process of mentally redoing the past. Sometimes this may be done by going through a series of “what if” scenarios to mentally determine how to correct a previous mistake. Counterfactual thinking can be beneficial if people use it as a means to learn from their mistakes and to do better in the future. However, it can be detrimental if people get caught in a cycle of rumination, in which they focus on the negative aspects of their mistakes. Rumination has been linked to depression, suggesting that counterfactual thinking may lead to depression if people focus only on the mistake. Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

189.

What is the planning fallacy and how can you prevent yourself from making this critical mistake? Answer: The planning fallacy is the tendency of people to be overly optimistic about how soon they will complete a project, even though they have failed to meet similar deadlines in the past. The best way to eliminate this error in thinking is to consider all of the things that have previously interfered with success in meeting deadlines. Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

190.

A friend is complaining about the requirement that she take a statistics and research methods course as part of her major. Describe to her at least two reasons that the course will make her a better thinker, not just a better psychology student. Answer: (Best answers include information about base rates, probability, random sampling, etc. Best answers should also include reference to research by Richard Nisbett and colleagues about the reasoning abilities of psychology students compared to chemistry, law, and medical students.) Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking 49 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

People are sophisticated thinkers who routinely display their shortcomings of reasoning. Provide any three examples from the research literature of social cognition that illustrate this conclusion. Answer: Responses may vary, but some possibilities are these: People can engage in either automatic or controlled thinking, and part of the skillful application of either set of processes is knowing which to use when. For example, deliberating ad nauseum over which brand of corn flakes to purchase is a misapplication of controlled thinking: the stakes are low, the choice is trivial, and the time spent on this decision is time taken from more meaningful activities. Similarly, relying too much on schemas and heuristics can lead to more grave consequences, such as the formation of prejudicial attitudes toward a group or the practice of discriminatory behavior. Sophisticated thinkers know when a quick decision should be a quick decision, and a deliberate decision should be a deliberate decision; this is the key to successful social cognition. Self-fulfilling prophecies can get the best of anyone, but recognizing when those prophecies are developing is a strategy to nip them in the bud. For example, a bit of self-insight can turn “Maurice doesn’t like me” into “No . . . I’m a good person; Maurice is misinformed, and despite his poor treatment of me I don’t need to therefore see myself as he erroneously sees me.” Applying some deliberation to the situation can stop a self-fulfilling prophecy from blooming. Despite cultural differences in thinking styles, people with an analytic style can adopt a holistic style, and vice-versa. A sophisticated thinker would recognize the value of sometimes seeing the forest for the trees, and sometimes seeing the trees in the forest. As with many other examples from the literature of social cognition research, stopping and thinking once in a while is sound advice. Learning Objective: 3.4 Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Social Cognition: High-Effort Thinking Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 3.1: On Automatic Pilot: Low Effort Thinking EOM_Q3.1.1 Which of the following is the best summary of the function of schemas? a) Schemas usually result in erroneous judgments because of the self-fulfilling prophecy. Consider This: What examples did you read about where schemas were helpful or harmful? LO 3.1: Explain the advantages and disadvantages of schemas. b) Schemas are always beneficial because they help people organize the world and fill in the gaps in their knowledge. Consider This: What examples did you read about where schemas were helpful or harmful? LO 3.1: Explain the advantages and disadvantages of schemas. c) Schemas are very useful in helping people organize information about the world, but they are problematic when they result in self-fulfilling prophecies. d) Schemas are useful for helping us organize information about other people but not about events such as what we should do when eating in a restaurant. Consider This: What examples did you read about where schemas were helpful or harmful? LO 3.1: Explain the advantages and disadvantages of schemas. Answer: c Learning Objective: LO 3.1: Explain the advantages and disadvantages of schemas. Topic: Schemas Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q3.1.2 Which of the following is NOT a way in which schemas can become accessible in people’s minds? a) The more negative in content a schema is, the more likely it is to be accessible. b) Schemas can be accessible due to people’s past experience. Consider This: Schemas encompass our knowledge about many things—other people, ourselves, social roles, and specific events. LO 3.1: Explain the advantages and disadvantages of schemas. c) Schemas can become temporarily accessible due to priming. Consider This: Schemas encompass our knowledge about many things—other people, ourselves, social roles, and specific events. LO 3.1: Explain the advantages and disadvantages of schemas. d) Schemas can be accessible if they are related to our current goals. Consider This: Schemas encompass our knowledge about many things—other people, ourselves, social roles, and specific events. LO 3.1: Explain the advantages and disadvantages of schemas. Answer: a Learning Objective: LO 3.1: Explain the advantages and disadvantages of schemas. Topic: Schemas Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q3.1.3 Which of the following is the best example of a self-fulfilling prophecy? a) A teacher believes that boys are better at math than girls, but boys in his class do worse than girls in math. Consider This: A self-fulfilling prophecy occurs when people have an expectation about what another person is like, which influences how they act toward that person, which causes that person to behave consistently

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

with people’s original expectations, making the expectations come true. LO 3.1: Explain the advantages and disadvantages of schemas. b) Hassan thinks that members of the Alpha Beta Psi sorority are unfriendly and snobby. Whenever he meets members of this sorority, they are friendly toward him. Consider This: A self-fulfilling prophecy occurs when people have an expectation about what another person is like, which influences how they act toward that person, which causes that person to behave consistently with people’s original expectations, making the expectations come true. LO 3.1: Explain the advantages and disadvantages of schemas. c) Sarah is worried that her son is not gifted in music, but he does better at his piano lessons than she expected. Consider This: A self-fulfilling prophecy occurs when people have an expectation about what another person is like, which influences how they act toward that person, which causes that person to behave consistently with people’s original expectations, making the expectations come true. LO 3.1: Explain the advantages and disadvantages of schemas. d) Freya thinks her daughter is not a very good reader and doesn’t spend much time reading to her. As a result, her daughter falls behind in reading at school. Answer: d Learning Objective: LO 3.1: Explain the advantages and disadvantages of schemas. Topic: Self-Fulfilling Prophecy Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q3.1.4 Suppose you’re driving home from watching a scary movie about a hitchhiker who was a murderer when you see someone talking loudly with a friend. Because you saw the movie, you assume that you are witnessing an argument that will probably end in a fight. This is an example of __________. a) priming b) base rate information Consider This: Recent experiences increase the accessibility of a schema. LO 3.1: Explain the advantages and disadvantages of schemas. c) belief perseverance Consider This: Recent experiences increase the accessibility of a schema. LO 3.1: Explain the advantages and disadvantages of schemas. d) controlled thinking Consider This: Recent experiences increase the accessibility of a schema. LO 3.1: Explain the advantages and disadvantages of schemas. Answer: a Learning Objective: LO 3.1: Explain the advantages and disadvantages of schemas. Topic: Accessibility and Priming Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q3.1.5 Rob is definitely not the most attractive guy in the dorms, but he is extremely confident about who he is and how he looks. He is convinced that most women find him to be very attractive, and he in fact usually gets dates with women who are much more attractive than he is. What is the best explanation of Rob’s success? a) Self-affirmation theory Consider This: Do Rob’s beliefs about himself influence the way he acts? And does that have an effect on the people he interacts with? LO 3.1: Explain the advantages and disadvantages of schemas. b) Self-fulfilling prophecy c) The representativeness heuristic Consider This: Do Rob’s beliefs about himself influence the way he acts? And does that have an effect on the people he interacts with? LO 3.1: Explain the advantages and disadvantages of schemas. d) Holistic thinking 52 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Do Rob’s beliefs about himself influence the way he acts? And does that have an effect on the people he interacts with? LO 3.1: Explain the advantages and disadvantages of schemas. Answer: b Learning Objective: LO 3.1: Explain the advantages and disadvantages of schemas. Topic: Self-Fulfilling Prophecy Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 3.2: Types of Automatic Thinking EOM_Q3.2.1 Which of the following is the best summary of research on automatic goal pursuit? a) People can only select which goals are the most important to them. Consider This: People often have competing goals, and the choice of which one to follow can happen automatically. LO 3.2: Describe the types of automatic thinking. b) People are more likely to pursue goals that have been recently primed. c) Getting people to think about religion makes people more likely to help others, even if they are not religious. Consider This: People often have competing goals, and the choice of which one to follow can happen automatically. LO 3.2: Describe the types of automatic thinking. d) People never choose their goals consciously; they only pursue automatically primed goals. Consider This: People often have competing goals, and the choice of which one to follow can happen automatically. LO 3.2: Describe the types of automatic thinking. Answer: b Learning Objective: LO 3.2: Describe the types of automatic thinking. Topic: Automatic Goal Pursuit Difficulty Level: Moderate Skill Level: Remember the Facts EOM_Q3.2.2 Suppose you are raising money for a charity and have set up a table at the student union. Which of the following actions is likely to increase the likelihood that people will donate to your charity? a) Spraying the table with a citrus-scented cleaning fluid b) Unwrapping some candy bars and putting them in a bowl so that the smell of chocolate permeates the air Consider This: A physical sensation can activate a metaphor that influences people’s judgments. LO 3.2: Describe the types of automatic thinking. c) Putting nice-smelling flowers on the table Consider This: A physical sensation can activate a metaphor that influences people’s judgments. LO 3.2: Describe the types of automatic thinking. d) Making sure there are no strong odors around your table Consider This: A physical sensation can activate a metaphor that influences people’s judgments. LO 3.2: Describe the types of automatic thinking. Answer: a Learning Objective: LO 3.2: Describe the types of automatic thinking. Topic: Automatic Thinking and Metaphors About the Body and the Mind Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q3.2.3 Over Thanksgiving break, your parents ask you if you can think of 12 reasons why your college is better than its archrival. You find it hard to come up with so many reasons and so end up thinking, “Hmm, maybe the schools aren’t all that different.” Which of the following mental strategies did you probably use to reach this conclusion? a) The representativeness heuristic Consider This: Which heuristic is defined as basing a judgment on the ease with which you can bring something to mind? LO 3.2: Describe the types of automatic thinking. b) Base rate information Consider This: Which heuristic is defined as basing a judgment on the ease with which you can bring something to mind? LO 3.2: Describe the types of automatic thinking. c) The anchoring and adjustment heuristic Consider This: Which heuristic is defined as basing a judgment on the ease with which you can bring something to mind? LO 3.2: Describe the types of automatic thinking. d) The availability heuristic 54 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Answer: d Learning Objective: LO 3.2: Describe the types of automatic thinking. Topic: Mental Strategies and Shortcuts: Judgmental Heuristics Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q3.2.4 According to research in social psychology, why do many people believe that their horoscopes are accurate descriptions of who they are and what is likely to happen to them? a) Horoscopes are written in a vague way so that most people view them as representative of their personalities and past behaviors. b) Horoscopes trigger automatic decision making. Consider This: One study found that personality feedback was so vague that virtually everyone thought it described them. LO 3.2: Describe the types of automatic thinking. c) People find it difficult to bring to mind examples that are similar to the horoscope. Consider This: One study found that personality feedback was so vague that virtually everyone thought it described them. LO 3.2: Describe the types of automatic thinking. d) Horoscopes automatically prime people’s life goals. Consider This: One study found that personality feedback was so vague that virtually everyone thought it described them. LO 3.2: Describe the types of automatic thinking. Answer: a Learning Objective: LO 3.2: Describe the types of automatic thinking. Topic: Mental Strategies and Shortcuts: Judgmental Heuristics Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 3.3: Cultural Differences in Social Cognition EOM_Q3.3.1 Which of the following is true of the holistic thinking style? a) It involves a focus on the properties of objects without considering their surrounding context. Consider This: Research shows that different thinking styles stem in part from actual differences in people’s environments. LO 3.3: Analyze how culture influences social thinking. b) People living in the West can think holistically if they are primed with pictures taken in Japan. c) The holistic style of thinking has a genetic basis. Consider This: Research shows that different thinking styles stem in part from actual differences in people’s environments. LO 3.3: Analyze how culture influences social thinking. d) It may have its roots in the Greek philosophic traditions of Aristotle and Plato. Consider This: Research shows that different thinking styles stem in part from actual differences in people’s environments. LO 3.3: Analyze how culture influences social thinking. Answer: b Learning Objective: LO 3.3: Analyze how culture influences social thinking. Topic: Holistic vs. Analytic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q3.3.2 Which of the following is most true about cultural differences in social thinking? a) Although everyone uses schemas to understand the world, the content of those schemas is influenced by the culture in which they live. b) Schemas influence what people notice in the world but have no influence on what they remember. Consider This: Our culture influences what we notice and remember about the world. LO 3.3: Analyze how culture influences social thinking. c) Schemas influence what people remember but have no influence on what they notice in the world. Consider This: Our culture influences what we notice and remember about the world. LO 3.3: Analyze how culture influences social thinking. d) Culture has no influence on automatic thinking. Consider This: Our culture influences what we notice and remember about the world. LO 3.3: Analyze how culture influences social thinking. Answer: a Learning Objective: LO 3.3: Analyze how culture influences social thinking. Topic: Cultural Determinants of Schemas Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q3.3.3 Which is the definition of analytic thinking? a) A type of thinking in which people focus on the overall context, particularly the ways in which objects relate to each other Consider This: East Asians are more likely to notice differences in the backgrounds of pictures. LO 3.3: Analyze how culture influences social thinking. b) A type of thinking in which people focus on the properties of objects without considering their surrounding context c) Thinking that is conscious, intentional, voluntary, and effortful Consider This: East Asians are more likely to notice differences in the backgrounds of pictures. LO 3.3: Analyze how culture influences social thinking. d) Thinking that is nonconscious, unintentional, involuntary, and effortless Consider This: East Asians are more likely to notice differences in the backgrounds of pictures. LO 3.3: Analyze how culture influences social thinking. Answer: b 56 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Learning Objective: LO 3.3: Analyze how culture influences social thinking. Topic: Holistic vs. Analytic Thinking Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q3.3.4 Where do differences in holistic versus analytic thinking come from? a) Genetic differences between Asians and non-Asian Westerners Consider This: Eastern thought has been shaped by the ideas of Confucianism, Taoism, and Buddhism. LO 3.3: Analyze how culture influences social thinking. b) Different educational systems in the East versus the West Consider This: Eastern thought has been shaped by the ideas of Confucianism, Taoism, and Buddhism. LO 3.3: Analyze how culture influences social thinking. c) Different weather patterns in the East versus the West Consider This: Eastern thought has been shaped by the ideas of Confucianism, Taoism, and Buddhism. LO 3.3: Analyze how culture influences social thinking. d) Different philosophical traditions of the East versus the West Answer: d Learning Objective: LO 3.3: Analyze how culture influences social thinking. Topic: Holistic vs. Analytic Thinking Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q3.3.5 Researchers took photographs in randomly chosen locations in cities in Japan and the United States. They found that on average, city scenes in Japan contained more __________. a) businesses and advertisements Consider This: The purpose of this study was to test origins of culture differences in thinking styles. LO 3.3: Analyze how culture influences social thinking. b) people and residences Consider This: The purpose of this study was to test origins of culture differences in thinking styles. LO 3.3: Analyze how culture influences social thinking. c) objects that competed for people’s attention d) buildings and concrete Consider This: The purpose of this study was to test origins of culture differences in thinking styles. LO 3.3: Analyze how culture influences social thinking. Answer: c Learning Objective: LO 3.3: Analyze how culture influences social thinking. Topic: Holistic vs. Analytic Thinking Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 3.4: Controlled Social Cognition: High-Effort Thinking EOM_Q3.4.1 Sam is playing a carnival game challenging him to guess which of the 20 cups is hiding the red ball. Unfortunately, he picked the cup directly to the left of the winning cup and thus did not win the stuffed donkey he wanted. According to social psychological research, he is most likely to __________. a) experience cognitive dissonance Consider This: What kind of thinking is triggered when people experience a “close call,” such as barely losing a race? LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. b) engage in counterfactual thinking c) blame his mistake on the noise of the crowd Consider This: What kind of thinking is triggered when people experience a “close call,” such as barely losing a race? LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. d) subsequently avoid similar games Consider This: What kind of thinking is triggered when people experience a “close call,” such as barely losing a race? LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Answer: b Learning Objective: LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Mentally Undoing the Past: Counterfactual Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q3.4.2 Which of the following is TRUE about research on free will? a) People rarely overestimate the amount of control they have over their behavior. Consider This: Research on facilitated communication has found that facilitators believe that it was the communication-impaired person who was choosing what to type and that they were simply helping them move their fingers on the keyboard—but in fact, it was the facilitators doing the typing. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. b) Sometimes people underestimate the amount of control they have over their behavior. c) Studies have shown that people have free will over almost everything they do. Consider This: Research on facilitated communication has found that facilitators believe that it was the communication-impaired person who was choosing what to type and that they were simply helping them move their fingers on the keyboard—but in fact, it was the facilitators doing the typing. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. d) The more people believe in free will, the more likely they are to engage in immoral actions such as cheating. Consider This: Research on facilitated communication has found that facilitators believe that it was the communication-impaired person who was choosing what to type and that they were simply helping them move their fingers on the keyboard—but in fact, it was the facilitators doing the typing. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Answer: b Learning Objective: LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Thinking and Free Will Difficulty Level: Moderate Skill Level: Remember the Facts EOM_Q3.4.3 Which of the following is the best description of facilitated communication? a) It is a promising new way of letting communication-impaired people, such as those with autism, express their thoughts. Consider This: Sometimes people underestimate the amount of control they have over their behavior. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

b) The facilitators, who hold the fingers and arm of communication-impaired people on a keyboard, are deliberately faking the answers. Consider This: Sometimes people underestimate the amount of control they have over their behavior. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. c) The facilitators believe that it is the communication impaired person who is choosing what to type, but are probably wrong and are unknowingly determining the answers themselves. d) Facilitated communication helps people with mild versions of autism to communicate but does not help those with severe cases. Consider This: Sometimes people underestimate the amount of control they have over their behavior. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Answer: c Learning Objective: LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Thinking and Free Will Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q3.4.4 Enrolling in which of the following graduate programs would be most likely to improve your statistical reasoning ability about problems in everyday life? a) Psychology b) History Consider This: Training in statistics improves how people reason on everyday problems involving statistics and methodology. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. c) Law Consider This: Training in statistics improves how people reason on everyday problems involving statistics and methodology. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. d) Chemistry Consider This: Training in statistics improves how people reason on everyday problems involving statistics and methodology. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Answer: a Learning Objective: LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Improving Human Thinking Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q3.4.5 According to this chapter, which is the best analogy to describe people’s thinking abilities? a) People are cognitive misers. Consider This: People are brilliant thinkers who are attempting to discover the nature of the social world in a logical manner but who do so imperfectly. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. b) People are motivated tacticians. Consider This: People are brilliant thinkers who are attempting to discover the nature of the social world in a logical manner but who do so imperfectly. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. c) People are skilled detectives. Consider This: People are brilliant thinkers who are attempting to discover the nature of the social world in a logical manner but who do so imperfectly. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. d) People are flawed scientists. Answer: d Learning Objective: LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Improving Human Thinking Difficulty Level: Easy 59 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 3 Quiz: Social Cognition: How We Think About the Social World EOC_Q3.1 Which of the following is the best summary of research on automatic thinking? a) Automatic thinking is vital to human survival, but it is not perfect and can produce mistaken judgments that have important consequences. b) Automatic thinking is amazingly accurate and rarely produces errors of any consequence. Consider This: Automatic thinking is thought that is nonconscious, unintentional, involuntary, and effortless. LO 3.1: Explain the advantages and disadvantages of schemas. c) Automatic thinking is a problem because it usually produces mistaken judgments. Consider This: Automatic thinking is thought that is nonconscious, unintentional, involuntary, and effortless. LO 3.1: Explain the advantages and disadvantages of schemas. d) Automatic thinking works best when it occurs consciously. Consider This: Automatic thinking is thought that is nonconscious, unintentional, involuntary, and effortless. LO 3.1: Explain the advantages and disadvantages of schemas. Answer: a Learning Objective: LO 3.1: Explain the advantages and disadvantages of schemas. Topic: On Automatic Pilot: Low-Effort Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q3.2 Jennifer and Nate are walking along the street when they see a man walk out of a convenience store clutching a bag. The owner of the store runs out and shouts for the man to stop and come back. Jennifer immediately assumes that there has been a robbery, whereas Nate immediately assumes that the man forgot to get his change and that the store owner wants to give it to him. What is the best explanation for why Jennifer and Nate interpreted this event differently? a) Jennifer and Nate were engaged in controlled thinking that resulted in different assumptions about what was going on. Consider This: Schemas are particularly useful when we are in confusing situations, because they help us figure out what is going on. LO 3.1: Explain the advantages and disadvantages of schemas. b) Jennifer and Nate have different personalities. Consider This: Schemas are particularly useful when we are in confusing situations, because they help us figure out what is going on. LO 3.1: Explain the advantages and disadvantages of schemas. c) Jennifer and Nate fell prey to the self-fulfilling prophecy. Consider This: Schemas are particularly useful when we are in confusing situations, because they help us figure out what is going on. LO 3.1: Explain the advantages and disadvantages of schemas. d) Different schemas were accessible in Jennifer and Nate's minds, perhaps because they had different recent experiences that primed different schemas. Answer: d Learning Objective: LO 3.1: Explain the advantages and disadvantages of schemas. Topic: Which Schemas Do We Use? Accessibility and Priming Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q3.3 Which of the following is true about the use of schemas? a) Schemas are an example of controlled thinking. Consider This: Schemas are mental structures that organize our knowledge about the social world. LO 3.1: Explain the advantages and disadvantages of schemas. b) When people have an incorrect schema, rarely do they act in a way to make it come true. Consider This: Schemas are mental structures that organize our knowledge about the social world. LO 3.1: Explain the advantages and disadvantages of schemas.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

c) Although schemas can lead to errors, they are a very useful way of organizing information about the world and filling in gaps in our knowledge. d) The schema we use is influenced only by what information is chronically accessible and not by our goals or by what has been primed recently. Consider This: Schemas are mental structures that organize our knowledge about the social world. LO 3.1: Explain the advantages and disadvantages of schemas. Answer: c Learning Objective: LO 3.1: Explain the advantages and disadvantages of schemas. Topic: People as Everyday Theorists: Automatic Thinking With Schemas Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q3.4 Tiffany has a hard time trusting her friends because she believes they are irresponsible. Accordingly, when she makes dinner plans with one friend, she also makes backup plans with someone else, and she goes to one or the other. Her friends soon in turn begin to “blow off” their arrangements with Tiffany, because they are never sure whether she will show up. Tiffany thinks to herself, “See, I was right, my friends are irresponsible.” Which of the following best explains why Tiffany made this conclusion? a) Accurate social perception due to controlled processes Consider This: What is it called when people have an expectation about what another person is like, which influences how they act toward that person, which causes that person to behave consistently with people’s original expectations, making the expectations come true? LO 3.1: Explain the advantages and disadvantages of schemas. b) A self-fulfilling prophecy c) Holistic thinking Consider This: What is it called when people have an expectation about what another person is like, which influences how they act toward that person, which causes that person to behave consistently with people’s original expectations, making the expectations come true? LO 3.1: Explain the advantages and disadvantages of schemas. d) Accurate social perception due to automatic processes Consider This: What is it called when people have an expectation about what another person is like, which influences how they act toward that person, which causes that person to behave consistently with people’s original expectations, making the expectations come true? LO 3.1: Explain the advantages and disadvantages of schemas. Answer: b Learning Objective: LO 3.1: Explain the advantages and disadvantages of schemas. Topic: Making Our Schemas Come True: Self-Fulfilling Prophecies Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q3.5 Suppose you wanted your friend Stephan to feel like a more assertive person. According to research on __________, you should ask him to think of __________ times in the past when he acted in an UNassertive manner. a) representativeness heuristic; 12 Consider This: What happened when Schwarz et al. (1991) asked people to think of 12 times they had acted unassertively? LO 3.2: Describe the types of automatic thinking. b) availability heuristic, 3 Consider This: What happened when Schwarz et al. (1991) asked people to think of 12 times they had acted unassertively? LO 3.2: Describe the types of automatic thinking. c) representativeness heuristic; 3 Consider This: What happened when Schwarz et al. (1991) asked people to think of 12 times they had acted unassertively? LO 3.2: Describe the types of automatic thinking. d) availability heuristic; 12 Answer: d Learning Objective: LO 3.2: Describe the types of automatic thinking. Topic: Mental Strategies and Shortcuts: Judgmental Heuristics Difficulty Level: Difficult 62 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Skill Level: Apply What You Know EOC_Q3.6 Which one of the following involves the least amount of automatic thinking? a) Acting according to goals that have been primed Consider This: Counterfactual reasoning is conscious and effortful. LO 3.2: Describe the types of automatic thinking. and LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. b) Using metaphors about the body to make judgments Consider This: Counterfactual reasoning is conscious and effortful. LO 3.2: Describe the types of automatic thinking. and LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. c) Counterfactual reasoning d) Self-fulfilling prophecies Consider This: Counterfactual reasoning is conscious and effortful. LO 3.2: Describe the types of automatic thinking. and LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Answer: c Learning Objective: LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: On Automatic Pilot: Low-Effort Thinking and Controlled Social Thinking Difficulty Level: Difficult Skill Level: Understand the Concepts EOC_Q3.7 Which of the following is true? a) All human beings have the same cognitive "tools" that they can use. b) When people move from one culture to another they generally do not learn to think like people in the new culture. Consider This: Recall the toolbox analogy; if you live in a house that has screws instead of nails, you will use your screwdriver more than a hammer, but if your house contains nails and not screws, the screwdriver won’t get much use. LO 3.3: Analyze how culture influences social thinking. c) East Asians tend to think more holistically and Westerns tend to think more analytically because of genetic differences between East Asians and Westerners. Consider This: Recall the toolbox analogy; if you live in a house that has screws instead of nails, you will use your screwdriver more than a hammer, but if your house contains nails and not screws, the screwdriver won’t get much use. LO 3.3: Analyze how culture influences social thinking. d) American college students were more likely to notice changes in the background of a picture whereas Japanese college students were more likely to notice changes in the main objects in the foreground of the picture. Consider This: Recall the toolbox analogy; if you live in a house that has screws instead of nails, you will use your screwdriver more than a hammer, but if your house contains nails and not screws, the screwdriver won’t get much use. LO 3.3: Analyze how culture influences social thinking. Answer: a Learning Objective: LO 3.3: Analyze how culture influences social thinking. Topic: Holistic vs. Analytic Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q3.8 Research on controlled thinking and free will shows that __________. a) there is a disconnect between our conscious sense of how much we are causing our actions and how much we are really causing our actions b) it doesn't really matter whether or not people believe that they have free will Consider This: People sometimes believe that they are exerting more control over events than they really are. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. c) some primates have just as much free will as human beings Consider This: People sometimes believe that they are exerting more control over events than they really are. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. 63 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

d) people definitely do not have free will Consider This: People sometimes believe that they are exerting more control over events than they really are. LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Answer: a Learning Objective: LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Controlled Thinking and Free Will Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q3.9 Suppose you are trying to raise money for your favorite charity and you set up a table in the lobby of a campus building. Which of the following is likely to increase the likelihood that passersby will donate money? a) Giving them a very light clipboard with information about your charity Consider This: Metaphors about the body and social judgments can influence our judgments and decisions. LO 3.2: Describe the types of automatic thinking. b) Asking people to hold a cold bottle of water while they listen to what you have to say Consider This: Metaphors about the body and social judgments can influence our judgments and decisions. LO 3.2: Describe the types of automatic thinking. c) Showing them pictures of Japanese cities so that they think holistically Consider This: Metaphors about the body and social judgments can influence our judgments and decisions. LO 3.2: Describe the types of automatic thinking. d) Spraying some citrus-scented cleaning solution on the table Answer: d Learning Objective: LO 3.2: Describe the types of automatic thinking. Topic: Automatic Thinking and Metaphors About the Body and the Mind Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q3.10 Based on everything you’ve read in this chapter, what is the best conclusion about social cognition? a) People would be better off if we could turn off automatic thinking and rely solely on controlled thinking. Consider This: An apt metaphor for human thinking is that people are like “flawed scientists.” LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. b) Whereas people are very sophisticated social thinkers who have amazing cognitive abilities, there is also plenty of room for improvement. c) Social cognition is pretty much the same throughout the world in all cultures that have been studied. Consider This: An apt metaphor for human thinking is that people are like “flawed scientists.” LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. d) One purpose of controlled thinking is to set goals for ourselves; that cannot be done with automatic thinking. Consider This: An apt metaphor for human thinking is that people are like “flawed scientists.” LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Answer: b Learning Objective: LO 3.4: Describe drawbacks to controlled thinking and ways to improve its effectiveness. Topic: Improving Human Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 4 Social Perception: How We Come to Understand Other People Total Assessment Guide (TAG)

Topic

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

Introduction

Multiple Choice

3, 5

1, 2, 6

Multiple Choice

7, 8, 9, 13, 14, 15, 18, 21, 22, 23, 25, 27, 28, 29, 34, 39, 40

20, 24, 26, 30, 43

10, 11, 12, 16, 17, 19, 31, 32, 33, 35, 36, 37, 38, 41, 42, 44, 45, 46, 47, 48, 49, 50, 51

Essay

184

186, 187, 188

183

First Impressions: Quick But Long-Lasting

Multiple Choice

53, 54, 60, 67

52, 59, 62, 64, 65, 66, 68, 70

55, 56, 57, 58, 61, 63, 69

Causal Attribution: Answering the “Why” Question

Multiple Choice

Analyze It

Essay Nonverbal Communication

Culture and Social Perception

Essay

Essay Multiple Choice

189 73, 74, 75, 76, 78, 89, 91, 92, 93, 94, 98, 102, 103, 107, 108, 109, 120, 121, 122, 123, 126, 128, 132, 135, 136, 143, 144, 154

161, 166, 171, 172, 182

185

190

71, 72, 80, 83, 84, 90, 96, 101, 104, 105, 106, 111, 112, 116, 117, 118, 119, 124, 127, 129, 131, 133, 134, 138, 140, 141, 142, 145, 146, 147, 148, 149, 152, 153, 155

77, 79, 81, 82, 85, 86, 87, 88, 95, 97, 99, 100, 110, 113, 114, 115, 125, 130, 137, 139, 150, 151

196 156, 157, 158, 159, 160, 162, 163, 164, 165, 167, 168, 169, 170, 173, 175, 177, 179, 180

192, 193, 196 174, 176, 178, 181

Essay

191, 195

197, 198

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 4 SOCIAL PERCEPTION: HOW WE COME TO UNDERSTAND OTHER PEOPLE Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

Although all we can directly observe is other people’s appearance and behavior, as social perceivers we are usually most interested in trying to infer from these observations __________. a. why people behave the way they do and how we can evaluate them b. when people will change their behavior and under which circumstances c. whether people are happy or unhappy, based on their verbal behavior d. what people will do when they are alone versus when they are with others Answer: A Learning Objective: None Topic: Introduction Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Social perception forms the basis of __________. a. when schemas are abandoned b. how social psychologists explain the formation of attitudes c. why social psychology is distinguished from social work d. our efforts to make sense of the social world around us Answer: D Learning Objective: None Topic: Introduction Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Social perception is defined as __________. a. how we form impressions of and make inferences about other people b. assigning different weight to what we see and hear in other people’s behavior c. the ability to memorize what we see when we observe other’s behaviors d. how we judge other people according to their cultural background Answer: A 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.

Professor Leiva is interested in how we show more leniency to attractive people who make bad decisions than unattractive people who make bad decisions. Professor Leiva is studying __________. a. the false consensus effect b. gain-loss theory c. social elevation d. social perception Answer: D Learning Objective: None Topic: Introduction Difficulty Level: Difficult 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

From a social psychological perspective, part of the popularity of reality television is largely due to the fact that we __________. a. have an obsession with deviant behavior, because it seems so “unreal” to us b. promote our own self-esteem by viewing ourselves as superior to the “losers” on those programs c. now perceive sitcoms as childish in comparison d. are fascinated with trying to figure other people out, so we can better understand our social world Answer: D 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.

Social perception helps us in __________. a. growing as a fulfilled, self-actualized individual b. being entertained by the behaviors of others c. accurately understanding others, after we have practices applying the “social perception code” d. understanding and predicting our social universe Answer: D Learning Objective: None Topic: Introduction Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

In a typical face-to-face social interaction, a greater volume of information is conveyed by __________ than by __________. a. intuition; judgment b. nonverbal behavior; verbal behavior c. verbal behavior; nonverbal behavior d. behavior; attitudes Answer: B Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aldo comes home much later than expected from a party, and he can automatically tell that his husband Jerry is mostly angry, a little concerned, and a bit relieved that Aldo is back safely. However, Jerry has only glanced at Aldo without saying a word. The basis for Aldo’s conclusions is MOST likely __________ . a. Jerry’s prior attitudes toward strangers who act inconsiderately b. seeing a dish of melting ice cream on the dining room table c. Jerry’s nonverbal communication, such as facial expressions, distance, or posture d. the television program that Jerry has chosen to watch, blaring in the background Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. when a message is conveyed; how a message is conveyed b. immediate; delayed c. content; signals d. how a message is conveyed; what is said in a message Answer: D Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

After a long day at school, you get home, log on to social media, and find three messages from friends, checking on you. You smile and laugh in delight that your friends have shown they care. Your nonverbal behavior in this example is helping you __________. a. convey your personality to others b. facilitate your verbal communication c. express your emotions d. convey your attitudes and beliefs Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Sheila fancies herself an outgoing extrovert. She smiles a lot and gestures dramatically as she talks. This example best illustrates the use of nonverbal behavior to __________. a. convey attitudes b. facilitate verbal communication c. communicate personality traits d. express emotions Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Georgette and her roommate haven’t been getting along lately. Every time Georgette enters the room, her roommate looks away and turns her body so that her back is to Georgette. This example best illustrates the use of nonverbal behavior to __________. a. communicate personality traits b. express rational cognitions c. convey attitudes d. facilitate verbal communication Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

One purpose of emojis is to __________. a. fill in the gaps of nonverbal cues in written communication b. hide the original intent of a nonverbal message c. add color to our face-to-face communications 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. increase ambiguity in written messages Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

How people communicate, intentionally or unintentionally, without words is the definition of __________. a. gestures b. automatic communication c. nonverbal communication d. social perception Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Express is to __________ as interpret is to __________. a. encode; decode b. decode; encode c. encode; emit d. emit; encode Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Fabia smiles to express that she is happy. Fabia’s smile is a way of __________ the emotion of happiness. a. encoding b. decoding c. verbalizing d. perceiving Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Larry sees a group of people weeping, with frowns on their faces and their eyes turned down. Larry __________ their expressions to understand that they are feeling sadness. a. encodes b. decodes c. recodes d. misinterprets Answer: B Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

18.

Charles Darwin believed that emotional expressions began as __________ that came to have evolutionary value because they __________. a. physiological reactions; convey emotional states to other members of the species b. physiological reactions; increased the efficiency of bodily reactions c. communication devices; increased the efficiency of bodily reactions d. random mutations; convey expectations to other members of the species Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

If nonverbal communications were used evolutionarily to communicate with other members of a species, how would an early human convey that the thing they just ate was tasty and pleasing? a. They would show an angry face. b. They would show a disgusted face. c. They would show a happy face. d. They would show a surprised face. Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Contemporary researchers have collected evidence that naturalist Charles Darwin was correct when he asserted that facial expressions are __________ specific. a. culture b. location c. species d. feeling Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Research evidence demonstrates that the emotions of __________ and __________ involve opposite facial muscle movements. a. fear; disgust b. happiness; sadness c. anger; surprise d. pride; shame Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. decrease visual input b. increase sensory input c. lower arousal d. enhance hearing Answer: B Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 23.

When people display the facial expression of disgust, it involves __________. a. decreasing input from the senses b. increasing sensory input c. heightened arousal d. sensitized taste and smell Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

From an evolutionary perspective, the facial expression of disgust is adaptive because it __________. a. allows people to taste more sensitively b. decreases the intensity of disgusting sensations c. increases the chances people will detect poisons or pathogens in food d. actually decreases the likelihood someone will become ill from eating spoiled food Answer: B Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Which of the following is NOT one of the six accepted universal facial expressions? a. Guilt b. Surprise c. Anger d. Sadness Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Which list accurately contains the six emotions that have a universal expression on the face, based on a wide variety of converging research evidence? a. anger, fear, happiness, delight, joy, sadness b. surprise, fear, contempt, hesitation, happiness, jealousy c. anger, surprise, happiness, fear, sadness, disgust d. happiness, jealousy, fear, joy, sadness, worry Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 27.

Compelling evidence indicates that six emotions have facial expressions that are widely considered to be __________. a. universal b. culture specific c. developmentally determined d. primate specific Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

Paul Ekman and Wallace V. Friesen identified __________ universal facial expressions of emotion. a. three b. six c. nine d. twelve Answer: B Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Paul Ekman and Wally Friesen collected convincing evidence that facial expressions of primary emotions are universal. To demonstrate that these expressions were not bound to a given culture, they studied __________. a. blind people who smile, even though they have never seen a smile b. a preliterate tribe in a visually isolated region of New Guinea c. infants before they learned to talk d. facial expressions across various regions of the United States Answer: B Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

Recall that Paul Ekman and Wallace V. Friesen demonstrated that Fore tribespeople from a preliterate culture in New Guinea were able to decode the facial expressions of Westerners and encode emotion easily interpretable by Westerners. Their findings suggest that Charles Darwin was __________. a. right; facial expressions are species specific b. wrong; facial expressions are culture specific c. right; facial expressions are culture specific d. wrong; facial expressions are universal among humans Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

31.

Nora has been blind since birth and has never seen a smile, frown, or furrowed brow. At age three, how capable would she be of expressing emotions through her facial expressions? a. Incapable of properly using facial expressions, she would require special training. b. She would be capable of expressing only negative emotions, such as anger or sadness. c. She would be able to express all six basic emotions about as well as sighted people. d. It depends on which culture she is being reared in. Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

Lars has been blind since birth. Which facial expression of emotion is likely to be expressed ambiguously to others? a. Anger b. Fear c. Sadness d. Frustration Answer: D Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Joey is an American college student who was just caught cheating on an exam. Compared to the others, which emotion is the LEAST likely to express? a. Shame b. Fear c. Surprise d. Anger Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Recent research suggests that the facial expression for the emotion of contempt may be __________. a. only found in Western cultures b. easily confused with surprise c. only decoded by adults d. universal in its legitimate display Answer: D Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Milo, a Canadian, just won his race. He is likely to show pride, but it is a more complicated emotion to express than primary emotions and includes body movement in addition to facial expression. How is Milo going to express pride? a. Head tilted back, arms up 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Head down, shoulders slumped c. Shoulders raised, hands behind his back d. Hand in his pockets, eyes down Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

Pietro’s expression when Jana saw him at lunch was difficult to decode. One part of his face displayed one emotion and another part of his face displayed a different emotion. Pietro was demonstrating __________. a. a universal display of ambivalence b. dissembling c. a deceptive display d. an affect blend Answer: D Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Your best friend comes by to let you know she just landed her dream job in New York. You feel excited for her, and yet you are sad that she will be moving away. These different emotions are expressed on your face. The display on your face is known as __________. a. a frown. b. confusion c. an emotional mix d. an affect blend Answer: D Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

Compared to the others, who would be more likely to express a feeling of shame publicly? a. Willie, a man from an individualist culture b. Tran, a man from a collectivist culture c. Lilith, a woman from an individualist culture d. Nanami, a woman who grew up in both individualist and collectivist cultures Answer: B Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Individuals from a(n) __________ culture would be less likely to express feelings of shame in public. a. collectivist b. third-world c. individualist d. Eastern Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

__________ are culture-specific norms that determine which nonverbal behaviors are appropriate to display. a. Nonverbal rules b. Expressive norms c. Display rules d. Encoding rules Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

If you use the internet, you are probably familiar with emoticons: facial expressions displayed using a combination of typographic figures, such as :-) for a smile. Many Asian countries have their own set of emoticons; in these (which are viewed without having to turn one’s head), there are different smiling facial figures for a man smiling (^_^) and a woman smiling (^ . ^), because in Japan, women are not supposed to exhibit a wide, uninhibited smile. This difference between the men’s and women’s emoticons in Japan is due to a(n) __________. a. emblem b. display rule c. affect blend d. decoding difference Answer: B Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

Students in the United States seldom applaud after a lecture, whereas students in Europe often applaud or rap their knuckles on their desks. This cultural difference reflects the power of __________ to influence nonverbal communication. a. display rules b. emblems c. encoding d. politeness norms Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Although many facial expressions of emotions are universal, __________ display rules indicate there are factors that may alter nonverbal communication. a. cultural b. universal c. internal d. external Answer: A 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

Compared to the others, which person would be most likely to display fewer emotions in general? a. Logan, from Canada b. Oliver, from Great Britain c. Michael, from the United States d. Itsuki, from Japan Answer: D Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Chantelle’s family is hosting a Japanese exchange student, Yukiko, at their home for a year. Chantelle notices that Yukiko hides her smile behind her hands. Chantelle learns that Yukiko hides her smile because __________. a. Japanese norms discourage men and women from smiling b. she wants to conform to American display rules c. Japanese norms discourage Japanese women from showing broad smiles d. in Japan, smiles signal feelings of superiority Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

Ingrid has had a few interactions with Chinese students at her university and thinks that they are “hard to read” because they do not use facial expressions “clearly” as compared to Americans she interacts with. Such experiences illustrate __________. a. women’s inability to decode emotions b. women’s inability to encode emotions c. differences in cultural display rules d. the use of emblems Answer: C Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Ginny, a student at an American university, has just arrived in Bolivia for a study year abroad. When meeting her host parents, she notices that they stand very close to her as they speak. She feels uncomfortable until she realizes that __________. a. they have different cultural norms concerning the use of interpersonal distance b. she is just nervous about her trip c. their emblem use differs from her own d. social roles are different in Latin America Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Zeinab won’t make eye contact with you while speaking. In American culture, this lack of eye contact would be interpreted as a sign of __________. a. deception b. unhappiness c. sadness d. happiness Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

The “hand purse” gesture is used to indicate “good” or “slow down” in some cultures; therefore, it is a(n) __________. a. display rule b. decoded display c. encoded display d. emblem Answer: D Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

Judy raises her thumb to communicate to her sister that everything is okay. Although in America this is a common gesture, it may be interpreted differently elsewhere in the world. What kind of gesture is this? a. Display rule b. Emblem c. Illustrator d. Universal Answer: B Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

On a visit to Australia, former president George H. W. Bush offended the Australians when he flashed the two-fingered “V for victory” sign to a crowd. Unfortunately, he flashed the sign with his palm facing himself and not the crowd. This is an example of how the use of __________, which vary in meaning from culture to culture, may lead to confusion or conflict if used outside of the user’s culture. a. emblems b. display rules c. manipulators d. paralanguages Answer: A Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

Paula’s cubicle at work is filled with photographs of her family, comfy stuffed animals, her favorite foods, and posters of her favorite music groups. Based on the research of Sam Gosling, Paula is most likely a(n) __________. a. narcissist b. extravert c. depressed person d. foreigner Answer: B Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Research indicates that humans can form an initial impression of others based solely on their facial appearance in less than __________ milliseconds. a. 10 b. 25 c. 50 d. 100 Answer: D Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

Our ability to form an initial impression of others forms as early as __________ years of age. a. 1 b. 2 c. 3 d. 5 Answer: C Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Emre has a baby face. Noam just met him. What is Noam likely to think about Emre? a. “He’s a very warm and naïve person.” b. “He’s a very outgoing and stubborn person.” c. “He’s a very mature and responsible person.” d. “He’s a very independent and talkative person.” Answer: A Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

Jordanka has big eyes, a small chin and nose, and a high forehead. Her new employer is most likely to believe she is __________. 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. extraverted and outgoing b. confident bordering on rude c. calculating and scheming d. naïve and submissive Answer: D Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 57.

When during an experiment Americans rated the faces of unfamiliar Canadian politicians, their judgments indicated that the candidate perceived to be __________ was most likely to be voted into office. a. happy b. warm c. powerful d. threatening Answer: C Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

Some research participants were asked to look at photographs and judge the sexual orientation of the individual in the picture. The results indicated that __________. a. only those photos of people of above average attractiveness were able to be accurately judged b. “gaydar” may actually exist as people performed above chance at judging sexual orientation c. there is no evidence of “gaydar” d. judging sexual orientation is something that is not performed above levels of random chance Answer: B Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Through the process of __________, individuals can draw meaningful conclusions about another person’s personality or skills based on an extremely brief sample of behavior. a. thin-slicing b. self-serving c. priming d. applying the availability heuristic Answer: A Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

Research by the late Nalini Ambady and her colleagues demonstrated that student impressions of professors formed after observing only 10 seconds of behavior __________. a. were similar to the perceptions of students who observed the professors throughout an entire semester b. determined that the professors were naïve and submissive c. were less accurate than those formed after longer observation of the professors d. were more accurate than those formed after only six seconds 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 61.

Galina is described to you as a “computer nerd.” Based on this, you assume she is socially awkward, introverted, unpopular, and obsessed with anything related to technology. This information makes up your __________. a. personality b. schema c. thin-slice d. display rule Answer: B Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Seeing pictures of physically attractive celebrities and models, many people in the U.S. assume that these people are also intelligent, kind, or wealthy. Such assumptions illustrate a schema held widely in the culture that __________. a. what is beautiful is good b. beauty is in the eye of the beholder c. beauty is only skin deep d. one should beware of that which is too beautiful Answer: A Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Rowan and Martin are very physically attractive. In the United States, most people would think they are also __________. a. kind and intelligent b. unhelpful and ambitious c. sophisticated and worldly d. selfish and conceited Answer: A Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Compared to the others, which person are you most likely to evaluate positively? a. Alex, who is described as intelligent and industrious, but sometimes envious b. Baxter, who is described as stubborn and envious, but also intelligent c. Cody, who is described as critical and impulsive, but also industrious d. Dixon, who is described as envious and critical, but also impulsive Answer: A Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 65.

The primacy effect occurs when we use the __________ traits we perceive in others to understand additional information we learn about them. a. first b. middle c. last d. most obvious Answer: A Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

Emily arrived late for her job interview, wore too much perfume, and forgot the interviewer’s name. Because of the __________, the interviewer formed a negative __________ of her. a. primacy effect; impression b. impression formation; primacy effect c. belief perseverance; impression d. impression; belief perseverance Answer: A Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

The tendency to stick with an initial judgment even in the face of new information that should prompt us to reconsider that judgment describes __________. a. the primacy effect b. belief perseverance c. thin-slicing d. affect blends Answer: B Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

Belief perseverance is likely a result of __________. a. attitude change attempts enacted by others b. wanting to maintain consistency among our cognitions c. the misapplication of display rules d. a self-generated self-fulfilling prophecy Answer: B Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 69.

When Marnie first met Phillip, he was drunk and loud. Now, months later, she still doesn’t like him very much, even though she recently found out the reason he was so drunk was because his prescription medication interacted with the few sips of alcohol he’d had. Marnie’s lingering opinion of Phillip is a result of __________. a. primacy effect b. self-fulfilling prophecy c. affect blending d. belief perseverance Answer: D Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

The motivation to control the first impressions someone forms of you is known as _________. a. the primacy effect b. impression management c. the fundamental attribution error d. display rules Answer: B Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

__________ theory provides a description of how people explain the causes of their own and others’ behaviors. a. Implicit personality b. Attribution c. Dispositional d. Causal identification Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

While interviewing a new employee, you find that they won’t shake your hand, they don’t make eye contact with you, and they speak so quietly you can barely hear them. In determining the reason for their behavior, you are most likely to __________. a. revise a schema based on those behaviors b. consult with others before forming an opinion c. make an attribution to explain their actions d. reject your implicit personality theory Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

In trying to make sense of the social world, people are much like amateur scientists. This observation is most compatible with Fritz Heider’s classic scholarly work on __________. 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. primacy effect b. implicit personality theories c. commonsense psychology d. correspondent inferences Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

From the point of view of Fritz Heider’s “naïve” or “commonsense” psychology, people are much like __________ in trying to understand others’ behaviors. a. computers b. lawyers c. amateur scientists d. social psychologists Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Fritz Heider described people as amateur scientists, trying to understand other people’s behavior by working to arrive at a reasonable cause. The effort this requires contradicts the idea of people as __________ thinkers. a. automatic b. controlled c. operative d. regulatory Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

The social psychologist Fritz Heider is historically important in the field for providing the basis for__________. a. cross-cultural research b. research on the six universal facial expressions of emotion c. the covariation model d. attribution theory Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Dee Dee is running late for work and arrives 10 minutes late. Which conclusion represents an internal attribution that Dee Dee’s supervisor would make? a. “I’m sure you just couldn’t find a parking spot; it’s okay.” b. “You probably overslept again because you’re so lazy.” c. “You probably got delayed by a train at the railroad crossing.” 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. “You probably just had trouble getting your kids up and out the door.” Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

When we decide that there is something about the situation that is causing a person’s behavior, we are making a(n) __________ attribution. a. external b. internal c. global d. personal Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Chad and Jeremy just saw a fellow student arrive late for class. Chad immediately assumes the student overslept, whereas Jeremy thinks the student must have been caught in traffic. Chad is making a(n) __________ attribution, whereas Jeremy is making a(n) ___________ attribution. a. personality; internal b. internal; external c. external; situational d. situational; internal Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

When we make note of an actor’s personality, attitudes, values, or character, we are forming a(n) __________. a. speculative attribution b. implicit personality theory c. internal attribution d. external attribution Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

“Ksenya’s bicycle was stolen yesterday,” Amelia said, “and that’s why she’s so cranky today.” Amelia has just made an ________ to explain the cause of Ksenya’s behavior. a. external attribution b. external referent c. internal referent d. internal attribution Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

“Ellen is always crabby and tense, and that’s why she’s acting so impatient today,” Grace remarked. Grace has just made a(n) __________ attribution to explain the cause of Ellen’s impatience. a. external b. situational c. internal d. inferential Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

__________ attribution is to person as __________ attribution is to situation. a. Intrinsic; extrinsic b. Internal; correspondent c. Internal; external d. Individual; collective Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

Researchers have found that couples who are happy in their marriages make very different attributions for their partners’ behaviors compared to couples who are unhappy. Specifically, couples in happy marriages make __________, whereas couples in unhappy marriages make __________. a. external attributions for their partners’ behavior; internal attributions for their partners’ behavior b. internal attributions for their partners’ behavior; external attributions for their partners’ behavior c. external attributions for negative behavior and internal attributions for positive behavior; internal attributions for negative behavior and external attributions for positive behavior d. internal attributions for negative behavior and external attributions for positive behavior; external attributions for negative behavior and internal attributions for positive behavior Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Based on research examining attributions within married couples, consider the following couple: Rolf claims that every time Annika does something kind, it is just because she wants to impress his mother; and every time she does something rude, he says it is because she is a mean person. What kind of relationship are they most likely to have? a. Very satisfied: a happy couple b. Very dissatisfied: a troubled couple c. There is no way to judge based on this enduring pattern of attributions. d. It depends on the gender roles of the society they live in. Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Tina is very satisfied in her marriage. Based on previous research findings, she is likely to make __________ attributions about the positive behaviors of her spouse. a. external b. internal c. self-serving d. implicit Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Talia and Sasha are in an unhappy marriage. When Sasha brings home chocolates for Talia, she assumes that they must be a re-gift of something Sasha received that day. Her attribution assigns a __________ behavior to an __________ cause. a. positive; internal b. positive; external c. negative; internal d. negative; external Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

The logical outcome of distressed couples making external attributions for positive behavior and internal attributions for negative ones is that the relationship is going to __________. a. become more satisfying b. become less satisfying c. stagnate and remain unchanged d. make the partners stop making attributions Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Harold Kelley’s covariation model represents one type of __________ theory. a. falsified b. evolutionary c. cross-cultural d. attribution Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

90.

The attributional perspective that addresses behaviors that occur over time, across places, and across different actors and targets is the __________ model. a. correspondent inference b. covariation c. perceptual salience d. fundamental attribution Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

The covariation model of attribution relies on which three types of information? a. Consensus, consistency, distinctiveness b. Consensus, uniqueness, comparability c. Distinctiveness, uniqueness, automaticity d. Person, situation, circumstances Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

__________ information addresses the extent to which the same person responds similarly to different stimuli. a. Distinctiveness b. Consensus c. Consistency d. Discriminating Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

When observers consider the extent to which different people respond in the same way toward a given stimulus, they are using __________ information. a. consistency b. distinctiveness c. commonality d. consensus Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

__________ information addresses the extent to which an actor behaves in a similar way in response to a stimulus across time and circumstances. a. Consensus 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Distinctiveness c. Consistency d. Uniformity Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 95.

Bobbie usually doesn’t like movies with violent scenes. Still, she saw Bloodsucking Bloodbath Part VII—a violent movie—five times and loved it. Everyone else, including critics, her friends, and other classmates, really liked Bloodsucking Bloodbath Part VII, too. In this example, distinctiveness is __________ and consensus is __________. a. low; high b. high; high c. low; low d. high; low Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

When making an attribution, Mario considers how his brother’s behavior is similar to that of other teens in similar situations. According to the covariation model, Mario is using __________ information. a. controlled b. consistency c. distinctiveness d. consensus Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Suppose a certain student, Chas, falls asleep during every chemistry class. Suppose further that Chas is the only one who falls asleep in this class, and that he falls asleep in all of his other classes. According to Hal Kelley’s covariation model of attribution, how will people explain Chas’s behavior (falling asleep)? a. It is due to something unusual about Chas, because his behavior is low in consensus, high in distinctiveness, and high in consistency. b. Chemistry is a really boring class because Chas’s behavior is high in consensus, high in distinctiveness, and high in consistency. c. It is due to something peculiar about the circumstances on one day, because consistency is low. d. It is due to something unusual about Chas, because his behavior is low in consensus, low in distinctiveness, and high in consistency. Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 98.

When distinctiveness is __________, consensus is __________, and consistency is high, people are likely to make an external attribution. a. low; low b. low; high c. high; low d. high; high Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Rafael has always hated mathematics courses. However, he likes most other courses at the university. Most other students tend to avoid math courses whenever possible, too. Given this information about consistency, distinctiveness, and consensus, most people would make a(n) __________ attribution for Rafael’s attitude. a. internal b. personal c. situational d. external Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

Shlomo laughed long and hard when he saw his mother slip and fall. Neither his sister nor his father laughed when they saw her fall. Shlomo has seen both his mother and other people fall before but didn’t laugh then. According to Hal Kelley’s covariation model, observers privy to this information are likely to assume that __________. a. the weather makes people behave strangely b. there must have been something peculiar about this particular incident that made Shlomo laugh c. Shlomo’s mother looked ridiculous when she fell d. Shlomo doesn’t like his mother very much Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

One assumption of the covariation model is that people make causal attributions __________. a. by relying on heuristics b. in a rational, logical way c. by referring to schemas d. unconsciously Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 102.

Studies of people’s use of the covariation model in making attributions indicates that they are less likely to use __________ information than Harold Kelley’s model predicts. a. consistency b. consensus c. distinctiveness d. heuristic Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

When people make attributions, research has indicated, they rely less on consensus information than the covariation model suggests, and rely more heavily on __________. a. consistency and distinctiveness b. consistency and additivity c. distinctiveness and ambiguity d. additivity and circumstances Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

When people do not have the information they need to make attributions, how does that impact the application of Hal Kelley’s covariation model? a. People will not make attributions according to Kelley’s covariation model. b. People make guesses about their missing information and still follow Kelley’s covariation model. c. People will not make any attributions if they lack information. d. People will use more contextual cues and still follow Kelley’s covariation model. Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

If people do not have all three types of information necessary (according to the covariation model) to form an attribution for behavior, what do they do? a. They ignore the information they already have and rely totally on schemas. b. They use the information they have and rely on the opinions of others for the rest. c. They use the information they have and make inferences about missing information. d. They ignore the information they have and rely on judgmental heuristics. Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition people actually did sit in this seat. Making the assumption that these people were prejudiced or racist is an example of the __________. a. use of heuristics b. accuracy of internal attributions c. fundamental attribution error d. covariation effect Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 107.

In honor of Rosa Parks’s contribution to the civil rights movement, the seat behind the driver on buses in major cities was reserved for one day following her death, and people were asked not to sit there. Some people actually did sit in this seat. When a journalist asked these “sitters” to explain their behavior, he found that __________. a. most of them were racists trying to make a point b. they were narcissists who felt entitled to sit there c. they were usually children who did not know who Rosa Parks was d. they usually just hadn’t seen the sign or hadn’t been paying attention Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

The fundamental attribution error occurs when __________. a. we underestimate situational influences and overestimate dispositional influences on an actor’s behavior b. we ignore the effects of dispositional qualities of the actor c. we overestimate situational influences and underestimate dispositional influences on an actor’s behavior d. we perceive others to be more similar to ourselves than they really are Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

The fundamental attribution error is also known as the __________. a. partner difference b. self-serving bias c. correspondence bias d. matching bias Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 110.

Janusz is constantly searching for employment but has yet to be hired. While Janusz is outside in the unemployment line, a woman yells at him as she drives by, “Get a job, you lazy jerk!” Her assumption about Janusz is an example of the __________. a. fundamental attribution error b. primary attributional fault c. fundamental intervention error d. principal retribution inaccuracy Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

When people commit the fundamental attribution error, they tend to __________. a. overestimate the situational constraints on people’s behavior b. underestimate the direct causes of people’s behavior c. underestimate the situational constraints on people’s behavior d. overestimate the proximal causes of people’s behavior Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

Recall that even when participants in an experiment conducted by Ned Jones and Victor Harris were told that authors were assigned to write an essay sympathetic to Cuban dictator Fidel Castro, they still were willing to assume that the essay reflected the writer’s true “pro-Castro” attitudes. These findings illustrate __________. a. the power of distinctiveness information b. the fundamental attribution error c. a self-serving attribution d. a consensus effect Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

Samuel, a fifth grader, had to write an essay about how wonderful the mayor was and how much good he had done for the town. Samuel’s dad was very upset with him after reading the essay because his dad didn’t really like the mayor. Samuel’s dad was mad that Samuel disagreed with him, even when Samuel told him he was forced to write the essay. Samuel is in a similar situation as participants in Edward E. Jones and Victor Harris’s experiment. Samuel’s dad is __________. a. overusing distinctiveness information in determining the teacher’s motives b. making the fundamental attribution error in determining the cause of Samuel’s behavior c. making a self-serving attribution to appear powerful to his son d. using a consensus effect to underestimate Samuel’s honesty Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

114.

During spring term of her senior year, Maxine feels overwhelmed with personal problems that she keeps to herself. She stops attending any extracurricular events and starts missing classes. Who is making the fundamental attribution error about Maxine’s behavior? a. Bernardo, who says that she must be suffering from senioritis b. Max, who decides that the events she is missing must be boring c. Gustavo, who says that she’s gotten lazy d. Yancey, who says that campus events are just dismal this term Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

Jerzy, Nina, and Abdul were carpooling to work. As they were driving through heavy traffic, they were almost hit by a car that was driving along the shoulder. Jerzy immediately assumed it was a rebellious, reckless teenager who clearly was choosing not to follow the rules of the road. Nina assumed it was an impatient, hostile guy in his thirties not wanting to wait with everyone else on the road. Abdul immediately said, “Hey you two, what if the person driving was trying to get a pregnant, laboring woman to the hospital in time for the delivery?” Everyone in the car committed the fundamental attribution error EXCEPT _________. a) Jerzy b) Abdul c) Nina d) Jerzy and Abdul Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

Recall that even when participants in an experiment conducted by Ned Jones and Victor Harris were told that people were assigned to write an essay sympathetic to Cuban dictator Fidel Castro, they still were willing to assume that the essay reflected the writer’s genuine “pro-Castro” attitudes. In this experiment, how could people have avoided committing the fundamental attribution error? a. They could have assumed that the essay writer’s attitude was pro-Castro, and as extreme as that of the opinions in the essay. b. They could have assumed that the essay writer’s attitude was pro-Castro, but probably less extreme than the opinions in the essay. c. They could have assumed that the essay writer’s attitude was anti-Castro. d. They could have assumed nothing, and rated the essay writer’s attitude at the midpoint of the pro- and anti-Castro scale. Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

Fritz Heider assumed that people generally preferred to make internal rather than external attributions for the behavior of others. This early suggestion has been borne out by later research investigating __________. a. the fundamental attribution error b. the actor-observer difference 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. the self-serving bias d. defensive attributions Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 118.

When a person commits the fundamental attribution error, they are most likely to infer that behavior is due to __________. a. an actor’s personality b. the situation the actor is in c. external factors influencing the actor d. circumstances beyond the actor’s control Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

How frequently should people make internal attributions to explain other people’s behavior? a. Never; all behavior is due to the situation b. Never; even behavior caused by personality is usually misattributed due to stereotypes c. Sometimes; the situation and personality both play a role in determining behavior d. Always; people’s assumptions are usually right, most behavior is due to personality Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

We often fall prey to the fundamental attribution error because __________. a. the actor’s situation is invisible to us, while the actor’s behavior is obvious b. although there are taxonomies of people, there are no taxonomies of situations c. understanding current behavior is of no help in predicting future behavior d. we seldom if ever have access to consensus or distinctiveness information Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

Perceptual salience in the attribution process refers to the observation that __________. a. what we see is what we get when observing another person’s behavior b. what we notice is presumed to be the cause of behavior c. what we perceive is determined by our salient schemas d. the attributions that we make determine what we attend to Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 122.

When situational causes of behavior are unavailable or difficult to interpret, what is the most likely outcome? a. The self-serving bias occurs. b. The actor-observer bias occurs. c. The consensus effect occurs. d. The fundamental attribution error occurs. Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

Recall that Shelley Taylor and Susan Fiske conducted a clever experiment in which a group of participants observed a scripted conversation between two men. Some participants could see both of the men; others could see the face of only one or the other man. When asked questions about the two people (e.g., who had taken the lead in the conversation), participants who had a clear view of both men thought they were equally influential, whereas those who saw only one or the other thought that the man whose face they saw was more influential. These results demonstrated that __________. a. people typically go through three steps in making attributions b. the fundamental attribution error applies to explaining our own behavior, but not the behavior of others c. the salience of perceptual stimuli can explain why the fundamental attribution error occurs d. explaining the fundamental attribution error to people makes them resistant to it Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

Dan Gilbert and his colleagues proposed a multistep model to explain the correspondence bias (also known as the fundamental attribution error). Which steps take place during this process? a. an automatic internal attribution, followed sometimes by an effortful correction of that attribution b. an automatic internal attribution, a revision of that attribution, then confirmation of the initial attribution c. an effortful accounting of the situational information, followed by an automatic inference that the behavior was caused by that situation d. an automatic assessment of situational constraints, followed by the effortful application of those constraints to the actor’s disposition Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

Professor Boudeleaux reads an essay in which a student argues in favor of full nuclear war to resolve international conflicts. Initially she thinks, “Whoa, what an extremist!” Then she recalls that the student had been randomly assigned to advocate nuclear war as part of her Rhetoric and Composition class. Why would Professor Boudeleaux still be likely to view the student as a political extremist? a. Although she adjusted her beliefs, she did not adjust them enough to fully account for the effects of the situation. b. Because, as research has shown, people who put extreme beliefs in writing tend to actually believe in them more strongly 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Clearly this student is an extremist, as demonstrated by the arguments put forth in the essay. d. She has already formed a stereotype about this student and will have difficulty adjusting it quickly. Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 126.

One day, Professor von Frisch came into class and put his heavy briefcase on the table at the front of the room. The table promptly collapsed and the briefcase tumbled to the floor. Because of perceptual salience, what will students be most likely to think? a. “Professor von Frisch ruined that table.” b. “Professor von Frisch must not have noticed that ‘Caution’ sign.” c. “Professor von Frisch is having an unlucky day.” d. “Someone must have upset Professor von Frisch before class.” Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

Even if an observer has information about an actor’s situation available, why might the observer still be likely to commit the fundamental attribution error? a. People rely too much on the base rate heuristic when forming attributions. b. People tend to rely on stereotypes when forming attributions. c. It is difficult to know how an actor interprets a situation. d. People tend to rely on the availability and adjustment heuristic. Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

In an experiment conducted by G. Daniel Lassiter and his colleagues, it was found that when judges and police officers viewed tapes of interrogations, they were likely to find the confession of a suspect more voluntary when the interrogation camera __________. a. only showed the detective b. only showed the suspect c. showed both the detective and the suspect d. had only sound Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

In an experiment conducted by Dan Lassiter and his colleagues, the researchers found that when judges and police officers viewed tapes of interrogations, they were more likely to find the confession of a suspect to be voluntary when the camera focused only on the suspect. Why? a. They could read the suspect’s expressions of guilt more clearly. b. They could see how nervous the suspect was. c. The perceptual salience of the suspect triggered the fundamental attribution error in the viewers. 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. They failed to see how the suspect was persuaded. Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 130.

Based on experiments conducted by G. Daniel Lassiter and others, examining how judges and police officers interpret tapes of interrogations, if you were going to be interrogated by a detective, you would not want the camera pointed at __________. a. the wall b. both you and the detective c. you only d. the detective only Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

When people are distracted, they are more likely to fall prey to the fundamental attribution error. This occurs because internal attributions arise from __________, whereas corrections of those attributions arise from __________. a. automatic processes; controlled processes b. controlled processes; automatic processes c. automatic processes; spontaneous processes d. effortful processes; spontaneous processes Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

When people are motivated to reach an accurate judgment, or are suspicious of a person (suspecting lying or ulterior motives, for instance), they are more likely to engage in the __________ of the two-step process of attributions. a. automatic process b. first step c. entirety d. second step Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

According to research conducted by Dan Gilbert, Doug Krull, and Brett Pelham, we typically use two steps in making attributions. The first step involves __________, and the second step involves __________. a. anchoring on the situation; adjusting for the person b. forming an internal attribution; seeking out distinctiveness information c. seeking consistency information; seeking distinctiveness information d. forming an internal attribution; adjusting for the situation 33 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 134.

A group of pedestrians is standing on a corner, waiting for the signal light to change. A driver runs through the red light and narrowly misses hitting another car. According to research investigating the two-step process of making attributions, who is most likely to point out how quickly the light changed from amber to red when explaining the near accident? a. Rodrigo, who was searching in his pocket for his house keys b. Cynthia, who is mentally rehearsing her job interview questions c. Shonda, who was trying to think of what to cook for dinner d. Wesley, who was feeling alert and hasn’t a concern in the world Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

When we make self-serving attributions, we tend to attribute our successes to __________ factors and our failures to __________ factors. a. internal; external b. uncontrollable; controllable c. unstable; stable d. inconsistent; consistent Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

When people make internal attributions for their successes and external attributions for their failures in order to protect their self-esteem, they are making __________. a. global attributions b. self-serving attributions c. gluttonous attributions d. narcissistic attributions Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

After losing a Little League softball game between the Bears and the Tigers, what is the coach of the losing Bears likely to say? a. “We just weren’t motivated to do what it took today.” b. “The Tigers team stinks, but we stink more.” c. “Boy, those Tigers have never played better than they did today.” d. “Tanner was just way off his form today.” Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. 34 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Which conclusion best summarizes the results of the research by Scott Roesch and James Amirkhan regarding the use of self-serving biases in athletes? a. Athletes new to the sport and who compete alone are more likely to use self-serving biases. b. Athletes new to the sport and who compete on teams are more likely to use self-serving biases. c. Athletes who have played the sport for a long time and play primarily solo sports are more likely to use self-serving biases. d. Athletes who have played the sport for a long time and play on teams are more likely to use selfserving biases. Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

139.

Recall that Scott Roesch and James Amirkhan studied attributions for success and failure among athletes. Based on their findings, which athlete would be MOST likely to make an external attribution for losing? a. Johnny, a tennis player new to the professional circuit b. Joey, a 10-year veteran of the San Francisco 49ers football team c. Tommy, a rookie (i.e., new player) on an NBA basketball team d. C. J., a hockey player whose skills have deteriorated due to injuries Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

Compared to the others, who is MOST likely to make self-serving attributions, based on research by social psychologists in this area? a. A soccer player b. A baseball player c. A boxer d. A basketball player Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Sometimes so-called self-serving attributions in the face of a setback only look self-serving to others. This is because actors __________. a. possess more information about past successes b. are motivated to appear modest c. locate the cause of an incident where it does them the most good d. tend to be less biased than observers Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate 35 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

When Gino found out he made it to the second round of interviews for a job he wanted, he strongly believed it was due to his qualifications and talent. When he found out he was not chosen for the job, he assumed it was because the interviewers simply could not see what a great candidate they had in him. Gino’s conclusions illustrate the __________ . a) self-serving bias b) fundamental attribution error c) just cause effect d) actor-observer effect Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

Because the knowledge that we are mortal and that bad things can happen to us is very difficult to accept, we often make __________ attributions to help deal with those realizations. a. fundamental b. defensive c. egoistic d. internal Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

144.

Explanations for our behavior that help us avoid feelings of vulnerability or mortality are called __________. a. belief justifications b. just world hypotheses c. defensive attributions d. perceptual balances Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

People often behave and think in ways to protect their self-esteem. Which process can help people accomplish that? a. Self-serving attributions b. Representativeness heuristic c. Covariation model d. Implicit personality theory Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

146.

“Belief in a just world” is best characterized as a form of __________. a. perceptual bias b. availability heuristic c. defensive attribution d. fundamental attribution error Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

“You reap what you sow,” proposes the old adage. This saying is most compatible with the social psychological concept of __________. a. unrealistic optimism b. fundamental attribution error c. belief in a just world d. belief justification Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

148.

“Blaming the victim” of rape, abuse, or other misfortunes is most closely related to __________. a. consensus information b. belief in a just world c. distinctiveness information d. the primacy effect Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

The belief in a just world is a __________ that helps people __________. a. biased attribution; excuse their failures b. defensive attribution; explain away their failures c. fundamental attribution error; protect their self-esteem d. defensive attribution; view life as safe, orderly, and predictable Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

150.

In the book and film Willy Wonka and the Chocolate Factory, greedy Augustus Gloop disappears into a river of chocolate; gum-addicted Violet Beauregard turns into a blueberry when she insists on testing a blueberry-flavored gum that hasn’t been perfected yet; selfish Veruca Salt tries to steal a golden egg and falls down a chute; and television-obsessed Mike Teevee shrinks himself while playing with a transmitter. Only Charlie—from a poor but hardworking and loving family—makes it all the way to the tour’s end, at

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition which point he returns the everlasting gobstopper to Mr. Wonka, who rewards him by giving him the factory. The events in this story illustrate the __________. a. Eastern emphasis on context-dependent attributions b. Western emphasis on an independent self-concept c. belief in a just world d. fundamental attribution error Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 151.

Larry believes that Johann contributed to getting mugged by taking a shortcut through a dark alleyway after having a few drinks at a party. This way of thinking represents Larry’s __________. a. use of urban stereotypes b. belief in a just world c. unrealistic optimism d. use of distinctiveness information Answer: B Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

152.

Why is the belief in a just world a self-serving belief? a. We can convince ourselves that we are safe from misfortunes. b. We can compare ourselves favorably to unfortunate others. c. We can convince ourselves that we are superior. d. We can explain away our past mistakes. Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

Compared to the others, which concept is out of place? a. Blaming the victim b. Just world belief c. Defensive attributions d. Dispositional attributions Answer: D Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

154.

The tendency to think that other people are more susceptible to attributional biases in their thinking than we are is a(n) __________. a. defensive attribution b. availability heuristic c. bias blind spot d. schema 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 155.

If research by Emily Pronin and her colleagues regarding the bias blind spot applies to you, who would you think is LEAST susceptible to making self-serving attributions? a. You b. A family member c. The average American d. The average classmate Answer: A Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

Why does culture influence our tendency to make internal versus external attributions? a. Collectivist cultures seldom have any unusual or anti-social actions to explain. b. Members of collectivist cultures do not have schemas for “cause.” c. Cultures vary in the extent to which interdependence and conformity are valued. d. Western cultures value “team players” more than do Eastern cultures. Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

Culture can be considered an all-encompassing, higher-level__________. a. controlled process b. automatic process c. situational variable d. personality factor Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

158.

Western (United States) is to ________ as Eastern (Asian) is to ________. a. individualist; collectivist b. interdependence; autonomy c. situational context; internal traits d. conformity; independence Answer: A Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 159.

Complete the analogy about cultural differences: Western culture is to __________ as __________ is to social group. a. individualist; third-world culture b. goal-oriented; Eastern culture c. individualist; Eastern culture d. goal-oriented; third-world culture Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

With the belief in the individual soul and the legal tradition of individual rights, Western cultures stress __________. a. community relations b. autonomy c. group membership d. social beings Answer: B Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

People living in __________ cultures tend to have an analytic thinking style. a. Eastern b. Western c. agricultural d. isolated Answer: B Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

162.

A study by Takahiko Masuda and colleagues examined cultural differences in social perception. The research team compared how participants perceived a central character when the surrounding characters in a picture either matched or mismatched the central character’s facial expression. What concept were they examining in this study? a. Differences in thinking style translate into differences in interpreting facial expression. b. Differences in culture lead to differences in accuracy of facial expression interpretation. c. Cultural differences have no impact on how people perceive facial expressions. d. Gender differences are larger than cultural differences in terms of how people interpret facial expressions. Answer: A Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 163.

Experiments conducted by Takahiko Masuda and others examined cultural differences in social perception. Researchers compared how participants perceived a central character when the surrounding characters in a picture either matched or mismatched the central character’s facial expression. Which group of participants spent more time looking at people in the periphery? a. People from a Western culture b. People from an Eastern culture c. Women more so than men d. People from visually isolated cultures Answer: B Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

Experiments conducted by Takahiko Masuda and others examined cultural differences in social perception. The researchers compared how participants perceived a central character when the surrounding characters in a picture either matched or mismatched the central character’s facial expression. When the central and peripheral characters’ expressions did not match, Japanese participants were most likely to __________. a. keep their judgments the same as they would be if the peripheral people’s expressions matched b. think that the central character felt the opposite of the peripheral characters c. rate the central character more similarly to the peripheral characters d. rate all characters as being less emotional Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

A study by Takahiko Masuda and colleagues examined cultural differences in social perception. The research team compared how participants perceived a central character when the surrounding characters in a picture either matched or mismatched the central character’s facial expression. What implications does this study have for the notion of analytic and holistic thinking styles? a. It suggests that holistic thinking styles are better than analytic ones. b. It suggests that analytic thinking styles are more primitive than holistic ones. c. It implies that holistic thinking leads people to more carefully consider social context. d. It implies that analytic thinking is erroneous in social contexts. Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

166.

In an experiment conducted by Trey Hedden and his colleagues examining brain activity, East Asian participants and American participants underwent an fMRI while focusing on either a target or the context of a picture. When asked to focus on the context of a picture, Americans’__________ region(s) of the brain were more active. a. occipital b. limbic c. frontal and parietal d. temporal Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

In an experiment conducted by Trey Hedden and his colleagues examining brain activity, East Asian participants and American participants underwent an fMRI while focusing on either a target or the context of a picture. In which circumstance did Americans exert more attention? a. When asked to attend to the target b. When asked to attend to the context c. When asked to ignore context d. When in a room with many other people Answer: B Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

In an experiment conducted by Trey Hedden and his colleagues examining brain activity, East Asian participants and American participants underwent an fMRI while focusing on either a target or the context of a picture. They found that Americans had more brain activity when they were told to pay attention to the box around the line than when they paid attention to the line. Why was there greater brain activity in this condition? a. Participants’ brains had to work harder to perceive objects in a way that was not their typical way. b. Participants’ brains did not have to work very hard to perceive the objects, so they could think about other things, thereby increasing their brain activity. c. Participants’ brains had to work harder because there was more analytic thinking going on. d. Participants’ brains had to work harder because they were making more attributions. Answer: A Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

Police interviewed witnesses who saw a truck leave the scene of a robbery. Based on the fMRI research published by Trey Hedden and his colleagues, who is more likely to have seen the text with the business name on the side of the truck? a. Mark, who is from Ireland b. Ren, who is from Japan c. Yejun, who is from Korea d. Mei, who is from China Answer: A Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

170.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: D Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 171.

Joan Miller studied causal attributions in two different cultures. She found that whereas Indian people living in India __________, Americans living in the United States __________. a. used one step in making attributions; used two steps b. made situational attributions; made dispositional attributions c. displayed the covariation difference; made self-serving attributions d. made attributions for success; made attributions for failure Answer: B Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

172.

The fundamental attribution error occurs more often in __________ cultures. a. collectivist b. Western c. Asian d. interdependent Answer: B Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

Recall that a number of researchers have found that participants from Asian cultures are less likely than participants from Western cultures to commit the fundamental attribution error. These findings suggest that __________. a. values and norms can influence cognitive processes b. experimental stimuli were poorly translated c. it is relatively easy to teach people to reason more logically d. Eastern cultures are more advanced than Western cultures Answer: A Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

You’ve found yourself in a Hong Kong hotel reading the morning newspaper one day, and you notice a headline about a double murder that took place overnight. A suspect is in custody. Which headline is most likely to accompany the story? a. “Dispute Over Gambling Debt Ends in Murder” b. “Crazed Murderer Slays Two” c. “Homicidal Maniac Stalks Innocent Victims” d. “Bloodthirsty Mobster Takes Revenge” Answer: A Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception 43 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Ying-Yi Hong and colleagues primed bicultural students with American, Chinese, or neutral images. Why were students able to make more dispositional attributions in the American condition and more situational attributions in the Chinese condition? a. They had more distinctiveness information in one condition than the other. b. The availability heuristic was helpful. c. The image “prime” influenced their way of thinking. d. They could make self-serving attributions. Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

176.

Wan is a Korean student and Jim is an American student. Both take part in an experiment in which they listen to another student read aloud her essay, knowing that this other student’s essay was on an assigned position, and she had no say in the matter. Then they are asked to indicate what this other student genuinely believes. Based on the results of cross-cultural research investigating the fundamental attribution error, which outcome is MOST likely to be true? a. It is possible for both Wan and Jim to commit the fundamental attribution error. b. It is possible for Wan, but not Jim, to commit the fundamental attribution error. c. It is possible for Jim, but not Wan, to commit the fundamental attribution error. d. Neither Jim nor Wan will ever commit the fundamental attribution error. Answer: A Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

When do individuals in collectivist cultures make dispositional (internal) attributions? a. Always b. Very frequently c. Sometimes d. Never Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

Ming is from China; Tyrone is from Canada. Both participate in an experiment in which they take a test, are given feedback and told that they did very well, and then are asked to make attributions for their performance. Based on cross-cultural research investigating the self-serving bias, you would expect that __________. a. both Ming and Tyrone will say that they succeeded due to their high ability b. Ming, but not Tyrone, will say that he succeeded due to his high ability c. Tyrone, but not Ming, will say he succeeded due to his high ability d. both Ming and Tyrone will say that they succeeded because the test was easy Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. 44 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Culture and Social Perception Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 179.

If an American person and a Chinese person are both given feedback that they have done poorly at a task, who would be more likely to blame themself for the failure? a. The American person, because of a belief in a just world b. The American person, because honesty is an essential cultural value c. The Chinese person, because false modesty is encouraged d. The Chinese person, because self-criticism is an important “glue” in the culture Answer: D Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

180.

Based on the meta-analysis performed by Amy Mezulis and her colleagues, which conclusion is true? a. The self-serving bias is stronger in Canada than in India. b. The self-serving bias is stronger in Japan than in Russia. c. The self-serving bias is stronger in India than in Australia. d. The self-serving bias is stronger in the Pacific Islands than in the United States. Answer: A Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

Manaka is an athlete from Japan who just won a gold medal at the Olympics. When interviewed about what she thinks contributed to her success, she is most likely to answer, __________. a. “I’ve just got the right stuff, baby!” b. “My opponents had bad days” c. “I’ve had so much support from my coach and family” d. “I don’t deserve this” Answer: C Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

Cindel White and colleagues have proposed that one more way to study cultural differences in attributions is to study people who follow religions that believe in karma. Karma is __________. a. the notion that good moral behavior is rewarded and bad actions will be punished b. the notion that a just world is controlled by Confucius c. the notion that bad actions will be rewarded and good moral behavior will be punished d. the notion that a just world cannot exist Answer: A Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 183.

Imagine traveling to a country where you don’t speak the native language. You just had a great meal. You don’t want to be misunderstood, so how can you communicate to your host that the meal was great, and that you’re happy? Answer: In this case, smiling, which is a universal facial expression, will indicate happiness. The “thumbsup” or “ok” sign would be tricky because they are emblems and their use is culturally specific. Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

184.

How have researchers collected evidence that there are six primary emotions that have a universal facial expression? Answer: Researchers such as Paul Ekman and Wally Friesen performed a series of cross-cultural studies, the most famous of which were conducted in an isolated part of New Guinea, where inhabitants (members of the Fore cultural group) had had virtually no prior contact with Westerners. The Fore were able to match Western facial expressions with stories in their own language and cultural context associated with intended emotions. When the people in New Guinea posed facial expressions for photographs, Westerners could also recognize the emotions they portrayed. These studies provided convincing support for the assertion that facial expressions of certain primary emotions have a universal display when they are genuinely felt and genuinely expressed. Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

Display rules communicate a culture’s norms about which emotions are appropriate to express under which conditions. Describe some examples of how these rules might differentially affect the expression of emotion across cultures. Answer: In many Western cultures, such as the United States, there are fewer rules governing the expression of emotions. For example, Americans laugh when they’re feeling happy, display anger when they’re feeling angry, and so on, regardless of the social context they find themselves in or the status of other people present. An exception to this in the United States enlists gender: Men are typically discouraged from showing grief or sadness in public, whereas women are allowed to display such emotions in a variety of contexts. In Japan, by comparison, people are taught to mask negative emotions with smiles or laughter, and to generally display fewer facial expressions of emotion than are typically displayed in the West. Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

From an evolutionary perspective, why should facial expressions of emotion have a universal display, and why should this be adaptive for a species? Give examples of how these principles might apply in the case of humans.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: Facial expressions of emotion have an adaptive value in signaling to others an internal emotional state. The display of happiness through a smile, for example, lets others know “I’m not here to harm you,” “Let’s cooperate,” or “Let’s be friends,” just as a facial display of disgust lets others know “Don’t eat those brown berries!” or “I think this meat is rancid.” Accurately decoding an expression of anger signals that the decoder should probably not engage with the sender, just as accurately decoding fear signals “Run away!” The universal display of such primary emotions helps with species survival, helps to form social units, and generally helps to keep people alive, all of which are adaptive. Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 187.

Emblems are gestures that can be summarized with a word or two, such as two fingers up to signify “peace” or “victory,” or a shrug of the shoulders to indicate “I don’t know.” Emblems tend to be culturespecific; that is, the meaning of the same gesture can vary from culture to culture. Provide an example of an emblem that differs across cultures, and also discuss how channels of nonverbal communication such as eye contact and personal space might also differ depending on the cultural context. Answer: There are many emblems with many meanings in many cultures. The “V” sign or shoulder shrug are two examples. Flashing the “thumbs up” is a common emblem to indicate “okay” or “good job” in the United States, but it has a more obscene or threatening meaning in other cultures. The “hand-purse,” formed by bringing the thumb and forefingers together, can mean “slow down,” “what?” or “you’re not so great” depending on the cultural context in which it is displayed. Beyond gestures, other forms of nonverbal communication also show cultural variability. For example, citizens of the United States prefer prolonged eye contact while speaking, whereas direct eye contact is considered disrespectful in Nigeria, Thailand, Japan, or among Hopi Native Americans. Americans also like a moderate interpersonal distance—a little space between interaction partners while speaking—whereas residents of Middle Eastern, South American, or southern European cultures maintain much less personal space. Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

188.

What are three challenges in decoding facial expressions? Answer: The first challenge is the occurrence of affect blends. Sometimes people display more than one emotion at the same time in different regions of the face, which can be confusing. The second challenge is that some aspects of the same facial expression can have different implications based on context and other cues. Third, display rules that may differ across cultures interfere with decoding. Learning Objective: 4.1 Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

189.

Which factors contribute to forming a first impression, and how quickly are first impressions formed? Answer: We form first impressions of other people based on their facial structure, possessions, attire, body posture, and a variety of other cues. This process begins within milliseconds of meeting a person. Research investigating thin-slicing indicates that these snap judgments are not just quick, but pick up meaningful information and are very similar to impressions formed by perceivers who have had a longer exposure with the target in question. Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting 47 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 190.

First impressions tend to form long-lasting impressions. Why might this happen? Answer: First impressions remain influential because the primacy effect demonstrates that the first traits we perceive in another person influence our interpretation of subsequent information. Belief perseverance occurs even in the face of evidence that indicates we should change our minds. Learning Objective: 4.2 Analyze how first impressions form quickly and persist. Topic: First Impressions: Quick but Long-Lasting Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

191.

Fritz Heider proposed that attributions are dichotomous; that is, there are two possible attributions a person can make about another’s behavior. Describe both of these types of attributions, and then provide an example of each type of attribution one could make about why someone is running late for a meeting. Answer: In Heider’s model, people can make either an internal or an external attribution to explain the origin of a behavior. Internal attributions are inferences that behavior is due to something about the person, such as attitude, character, or personality. External attributions are inferences that behavior is due to something about the situation or circumstances the actor is in. Examples of internal attributions would focus on something about the person running late, such as the following: they are lazy and oversleep a lot; they are careless; they took too long getting ready; they are inconsiderate. Examples of external attributions would focus on something outside of the person, such as the following: delayed by a train; bus or train was late; lots of traffic; got pulled over; stopped by a supervisor; had to deal with a sick child; car trouble. Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

192.

Describe what consistency, consensus, and distinctiveness information are in the context of Harold Kelley’s covariation model of attribution, and discuss how they combine to yield internal, external, and situational attributions. Give an example. Answer: Hal Kelley proposed that people use three kinds of information to decide whether the cause of an event is internal or external to the person. Consistency information is information about how a person reacts to a stimulus over time, consensus information is information about how other people react to the same stimulus, and distinctiveness information is information about how a person reacts to other similar stimuli. When consistency, consensus, and distinctiveness are all high, people tend to make an external attribution to the stimulus. For example, presume that Nell, a student, falls asleep in class. If she falls asleep in class every session (high consistency), if other students also fall asleep in the class (high consensus), and if she does not fall asleep in her other classes (high distinctiveness), one would conclude that she falls asleep because the class is boring. If, however, consistency is high but consensus and distinctiveness are low (she always falls asleep in this class but no one else does, and she falls asleep in all of her other classes), one would conclude that there’s something about Nell that is making her fall asleep. Finally, when consistency is low (Nell falls asleep only occasionally), a situational attribution is made: There must have been something about the particular situation (e.g., she pulled an all-nighter the previous evening) that led to her falling asleep. Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

193.

Making attributions about others’ behaviors is a multistep process. How many steps are involved? Which attribution do people tend to initially make, and when would individuals proceed past the initial step? Answer: Making attributions is a two-step process in which individuals initially make internal attributions with little cognitive effort. Only with time, effort, and a notion that the person is deceitful or suspicious do individuals take into account external factors and how they influence individuals’ behaviors. After taking these factors into consideration, the initial dispositional inference may be revised. However, if perceivers are unable to complete the second step of the attribution process, they are left subscribing to their initial internal attribution, leading to the correspondence bias. Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

194.

Define the fundamental attribution error and discuss why it occurs. Answer: The fundamental attribution error (also known as the correspondence bias) is the tendency of perceivers to make personal or internal attributions for others’ behaviors. We infer that people’s behavior corresponds to (matches) their disposition (personality). A number of factors contribute to our tendency to commit the fundamental attribution error. For example, a fundamental schema most people use is that the person and not the situation is a cause of behaviors; the actor is the perceptually salient figure standing out from the situation. In addition, the two-step model of attributions illustrates that the fundamental attribution error may occur automatically, and only decrease, if at all, after a second, controlled stage of processing. Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

195.

What are self-serving attributions, and why do people make them? Answer: Self-serving attributions involve making external attributions (e.g., attributions to bad luck or task difficulty) for our own failure and internal attributions (e.g., attributions to our innate ability or talents) for our own success. People make self-serving attributions to maintain self-esteem whenever possible, even if that means putting a slightly different spin on reality. Self-serving attributions also serve a selfpresentational function: We can convince others that we failed through no fault of our own. And finally, sometimes actors have access to information that observers don’t, and may make what appear to be selfserving attributions that are actually accurate explanations of the causes of behavior. Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

196.

Describe the difference between holistic thinking and analytic thinking, and discuss which cultures tend to use these thinking styles. Answer: In individualistic cultures such as the United States, people tend to pay more attention to the properties of objects rather than the context within which those objects are seen. In collectivistic cultures, such as those found in East Asia, people focus more on the context and relationships between objects. Learning Objective: 4.3 Explain how we determine why other people do what they do. Topic: Causal Attribution: Answering the “Why” Question Difficulty Level: Moderate Skill Level: Understand the Concepts 49 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 197.

Describe the role culture plays in the commission of the fundamental attribution error. How prevalent is this error across cultures, and why might differences in committing this error exist? Answer: People in Western cultures such as the United States, Western Europe, Canada, and Australia tend to commit the fundamental attribution error more often than people in Eastern cultures, such as Japan, Korea, and China. The reasons for this are that in Eastern cultures, the norms and values are such that people tend to look to the situation to explain another person’s behavior. However, in Western cultures, social norms and values such as independence influence perceptions, such that people tend to more readily make dispositional attributions. It should be noted that some studies have found no cultural differences in terms of likelihood of committing the fundamental attribution error. Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

198.

Recall the cross-cultural differences in the self-serving bias between Eastern and Western cultures. Describe these differences, and provide an example of how someone in China might attribute a failure compared to someone in Canada. Answer: In Eastern cultures, people are more likely to make internal attributions about their failures, but external attributions about their successes, compared to people in Western cultures. It is just the opposite in Western cultures, such that people tend to make more internal attributions about others’ behavior, but more situational attributions about their own behavior. An example of an attribution a Chinese person is likely to make about failure would be internal and answers might include the following: I was lazy; I am not very smart; I didn’t try very hard. A Canadian would be more likely to make external attributions for failure. Examples of attributions include the following: I didn’t have time to do a good job; other people were distracting me; I was sick. Learning Objective: 4.4 Describe how culture influences our processes of social perception and attribution. Topic: Culture and Social Perception Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 4.1: Nonverbal Communication EOM_Q4.1.1 Paul Ekman and Wallace V. Friesen (1971) traveled to New Guinea to study the meaning of various facial expressions in the primitive South Fore tribe. What major conclusion did they reach? a) Facial expressions are not universal because they have different meanings in different cultures. Consider This: Darwin’s predictions about the universality of emotion expression have been supported by research from across cultures. LO 4.1: Explain how people use nonverbal cues to understand others. b) The six major emotional expressions appear to be universal. c) There are nine major emotional expressions. Consider This: Darwin’s predictions about the universality of emotion expression have been supported by research from across cultures. LO 4.1: Explain how people use nonverbal cues to understand others. d) The members of the South Fore used different facial expressions than Westerners to express the same emotion. Consider This: Darwin’s predictions about the universality of emotion expression have been supported by research from across cultures. LO 4.1: Explain how people use nonverbal cues to understand others. Answer: b Learning Objective: LO 4.1: Explain how people use nonverbal cues to understand others. Topic: Facial Expressions of Emotion Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q4.1.2 Which of the following is not one of the six major emotional expressions examined by Ekman and his colleagues in their influential cross-cultural research on perception of emotions? a) Disgust Consider This: The six major emotions Ekman studied are theorized to be vestiges of once-useful physiological reactions to important environmental stimuli. LO 4.1: Explain how people use nonverbal cues to understand others. b) Anger Consider This: The six major emotions Ekman studied are theorized to be vestiges of once-useful physiological reactions to important environmental stimuli. LO 4.1: Explain how people use nonverbal cues to understand others. c) Embarrassment d) Sadness Consider This: The six major emotions Ekman studied are theorized to be vestiges of once-useful physiological reactions to important environmental stimuli. LO 4.1: Explain how people use nonverbal cues to understand others. Answer: c Learning Objective: LO 4.1: Explain how people use nonverbal cues to understand others. Topic: Facial Expressions of Emotion Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q4.1.3 Darwin’s evolutionary perspective on nonverbal communication of emotion led him to predict that facial expressions were __________. a) specific to particular cultures 51 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Darwin argued that facial expressions served an evolutionary purpose. LO 4.1: Explain how people use nonverbal cues to understand others. b) related to physiological reactions that proved to be a useful way to respond to a particular type of stimulus c) a way to increase, but not decrease input through senses such as vision and smell Consider This: Darwin argued that facial expressions served an evolutionary purpose. LO 4.1: Explain how people use nonverbal cues to understand others. d) universal across all animal species Consider This: Darwin argued that facial expressions served an evolutionary purpose. LO 4.1: Explain how people use nonverbal cues to understand others. Answer: b Learning Objective: LO 4.1: Explain how people use nonverbal cues to understand others. Topic: Evolution and Facial Expressions Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q4.1.4 Tracy and Matsumoso’s (2008) research on Olympic athletes indicated that the nonverbal expression of shame was __________. a) associated with losing for many athletes, but not those from highly individualistic cultures such as the United States b) different for blind athletes than it was for sighted athletes Consider This: Some cultures tend to consider shame a stigmatized emotion to be hidden rather than displayed. LO 4.1: Explain how people use nonverbal cues to understand others. c) difficult to distinguish from the nonverbals associated with pride among athletes from more collectivistic cultures such as Japan Consider This: Some cultures tend to consider shame a stigmatized emotion to be hidden rather than displayed. LO 4.1: Explain how people use nonverbal cues to understand others. d) more often displayed rather than hidden by athletes from highly individualistic cultures such as the United States Consider This: Some cultures tend to consider shame a stigmatized emotion to be hidden rather than displayed. LO 4.1: Explain how people use nonverbal cues to understand others. Answer: a Learning Objective: LO 4.1: Explain how people use nonverbal cues to understand others. Topic: Nonverbal Expressions and Cross-Cultural Differences Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q4.1.5 Research on eye gaze and perception of facial expression indicates that which of the following tends to be most quickly decoded? a) An angry face looking right at us b) An angry face looking away from us Consider This: The same facial expression can have different meanings depending on its associated eye gaze. LO 4.1: Explain how people use nonverbal cues to understand others. c) A fearful face looking right at us Consider This: The same facial expression can have different meanings depending on its associated eye gaze. LO 4.1: Explain how people use nonverbal cues to understand others. d) A fearful face with eyes closed Consider This: The same facial expression can have different meanings depending on its associated eye gaze. LO 4.1: Explain how people use nonverbal cues to understand others. Answer: a Learning Objective: LO 4.1: Explain how people use nonverbal cues to understand others. Topic: Decoding Facial Expressions 52 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 4.2 : First Impressions: Quick but Long Lasting EOM_Q4.2.1 Research indicates that which of the following candidates would be most likely to win a political election? a) Denise, whose face other people often perceive as indicating a warm personality Consider This: Facial features conveying a childlike or friendly personality may fail to convey a sense of intellect and competence. LO 4.2: Analyze how first impressions form quickly and persist. b) Theo, who many people believe is gay just based on his facial appearance Consider This: Facial features conveying a childlike or friendly personality may fail to convey a sense of intellect and competence. LO 4.2: Analyze how first impressions form quickly and persist. c) Vanessa, who has large eyes, a high forehead, and a small, child-like nose Consider This: Facial features conveying a childlike or friendly personality may fail to convey a sense of intellect and competence. LO 4.2: Analyze how first impressions form quickly and persist. d) Rudy, whose face is usually seen by others as indicating a cold, calculating, and powerful personality Answer: d Learning Objective: LO 4.2: Analyze how first impressions form quickly and persist. Topic: Snap Judgments Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q4.2.2 Ambady and colleagues were able to conclude that the thin-sliced impressions formed by their participants were based on meaningful information because __________. a) their ratings based on 30-second clips were little different from their ratings based on 6-second clips Consider This: Ambady’s prediction was that thin-sliced impressions would be meaningful, not just fast. LO 4.2: Analyze how first impressions form quickly and persist. b) their ratings of the silent video clips corresponded strongly with the ratings that the instructors received from their actual students at the end of the semester c) ratings were similar for silent video clips and for the same video clips when shown with audio Consider This: Ambady’s prediction was that thin-sliced impressions would be meaningful, not just fast. LO 4.2: Analyze how first impressions form quickly and persist. d) while the thin-sliced video clips were brief, it took participants a relatively long amount of time to come up with ratings of the instructors they viewed Consider This: Ambady’s prediction was that thin-sliced impressions would be meaningful, not just fast. LO 4.2: Analyze how first impressions form quickly and persist. Answer: b Learning Objective: LO 4.2: Analyze how first impressions form quickly and persist. Topic: Thin-Slicing Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q4.2.3 Asch’s (1946) research on person perception provided evidence for which of the following conclusions? a) There is a primacy effect in social perception. Consider This: The order in which we learn information about someone can play a major role in the impressions we form of them. LO 4.2: Analyze how first impressions form quickly and persist. b) First impressions serve as a filter through which subsequently learned information is interpreted. Consider This: The order in which we learn information about someone can play a major role in the impressions we form of them. LO 4.2: Analyze how first impressions form quickly and persist. c) Even when the content of information conveyed about two individuals remains the same, the order in which we learn it can have a powerful effect on our impression. Consider This: The order in which we learn information about someone can play a major role in the impressions we form of them. LO 4.2: Analyze how first impressions form quickly and persist. d) All of the above 54 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Answer: d Learning Objective: LO 4.2: Analyze how first impressions form quickly and persist. Topic: Primacy Effect Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q4.2.4 Belief perseverance can help explain which of the following? a) Why people who watch news programs that refer to climate change as a hoax remain convinced of that conclusion even in the face of scientific evidence to the contrary b) Why during jury deliberations it is easier to convince fellow jurors to change their votes from guilty to not guilty than it is to change their minds in the opposite direction Consider This: We often stick by initial conclusions even when information we learn later suggests that we should not. LO 4.2: Analyze how first impressions form quickly and persist. c) Why weather forecasters are better at predicting rainfall totals than snowfall totals Consider This: We often stick by initial conclusions even when information we learn later suggests that we should not. LO 4.2: Analyze how first impressions form quickly and persist. d) All of the above Consider This: We often stick by initial conclusions even when information we learn later suggests that we should not. LO 4.2: Analyze how first impressions form quickly and persist. Answer: a Learning Objective: LO 4.2: Analyze how first impressions form quickly and persist. Topic: Belief Perseverance Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q4.2.5 Which of the following statements about impression management is true? a) It always involves an effort to depict the self as accurately as possible. Consider This: Impression management is something we all engage in at times. LO 4.2: Analyze how first impressions form quickly and persist. b) It occurs in person but not during online interactions. Consider This: Impression management is something we all engage in at times. LO 4.2: Analyze how first impressions form quickly and persist. c) It can be a conscious or unconscious process. d) It is usually counterproductive and “rubs people the wrong way.” Consider This: Impression management is something we all engage in at times. LO 4.2: Analyze how first impressions form quickly and persist. Answer: c Learning Objective: LO 4.2: Analyze how first impressions form quickly and persist. Topic: Impression Management Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 4.3: Causal Attribution: Answering the “Why” Question EOM_Q4.3.1 All of the following are examples of an internal attribution except for which one? a) After winning close to $100 playing poker, Fred explains that he’s always been a very skilled gambler. Consider This: An internal attribution explains behavior in terms of personality, attitudes, or character. LO 4.3: Explain how we determine why other people do what they do. b) Velma blames her poor grade on her biology exam on the idea that she’s never been good at taking multiple-choice exams. Consider This: An internal attribution explains behavior in terms of personality, attitudes, or character. LO 4.3: Explain how we determine why other people do what they do. c) Daphne thinks that the reason her brother is never able to hold a steady job is that he’s lazy and quick to get angry with others. Consider This: An internal attribution explains behavior in terms of personality, attitudes, or character. LO 4.3: Explain how we determine why other people do what they do. d) Shaggy says that the only reason for his recent van accident is that the road he was traveling on that day was wet from a recent rainfall. Answer: d Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Attribution Theory Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q4.3.2 Although he claims to hate reality TV, Simon never misses an episode of The Bachelor. Simon’s behavior (i.e., watching The Bachelor) is __________. a) high in distinctiveness b) low in distinctiveness Consider This: Distinctiveness has to do with the question of whether the actor acts this same way when confronted with other, similar stimuli. LO 4.3: Explain how we determine why other people do what they do. c) low in consensus Consider This: Distinctiveness has to do with the question of whether the actor acts this same way when confronted with other, similar stimuli. LO 4.3: Explain how we determine why other people do what they do. d) low in consistency Consider This: Distinctiveness has to do with the question of whether the actor acts this same way when confronted with other, similar stimuli. LO 4.3: Explain how we determine why other people do what they do. Answer: a Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Kelley’s Covariation Model Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q4.3.3 The two-step process of attribution suggests that __________. a) people first make an internal attribution and then correct for situational influences b) people first make an external attribution and then correct for dispositional influences Consider This: The fundamental attribution error can result from failure to get past the first step in the twostep process. LO 4.3: Explain how we determine why other people do what they do. c) people make attributions for negative behavior before they make attributions for positive behavior. Consider This: The fundamental attribution error can result from failure to get past the first step in the twostep process. LO 4.3: Explain how we determine why other people do what they do. d) if the attribution process is disrupted at either step, no attribution will be made Consider This: The fundamental attribution error can result from failure to get past the first step in the twostep process. LO 4.3: Explain how we determine why other people do what they do. 56 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Answer: a Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Two-Step Attribution Process Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q4.3.4 Which of the following is the most accurate conclusion based on the Jones and Harris (1967) Castro essay study? a) When a target’s behavior is forced, perceivers do not attribute it to any sort of internal cause. Consider This: In the Jones and Harris (1967) study, participants read an essay on a topic that they either thought had been freely chosen or assigned to the writer. LO 4.3: Explain how we determine why other people do what they do. b) We are less generous with ourselves when making attributions for negative events than we are when others are the actors. Consider This: In the Jones and Harris (1967) study, participants read an essay on a topic that they either thought had been freely chosen or assigned to the writer. LO 4.3: Explain how we determine why other people do what they do. c) We are more likely to make an internal attribution for a chosen action versus a forced action. d) We are more likely to make an internal attribution when the actor in question is perceptually salient. Consider This: In the Jones and Harris (1967) study, participants read an essay on a topic that they either thought had been freely chosen or assigned to the writer. LO 4.3: Explain how we determine why other people do what they do. Answer: c Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Fundamental Attribution Error Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q4.3.5 Who of the following individuals is most likely to make a self-serving attribution? a) Rory, a golfer in the very early stages of his career b) Mariano, a baseball player who has won multiple championships in the past Consider This: Self-serving biases are often more prevalent in solo versus team sports. LO 4.3: Explain how we determine why other people do what they do. c) LeBron, a basketball player who has been playing since he was very young Consider This: Self-serving biases are often more prevalent in solo versus team sports. LO 4.3: Explain how we determine why other people do what they do. d) Roger, a professional tennis player with over a decade of experience Consider This: Self-serving biases are often more prevalent in solo versus team sports. LO 4.3: Explain how we determine why other people do what they do. Answer: a Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Self-Serving Bias Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 4.4: Culture and Social Perception EOM_Q4.4.1 In Masuda and colleagues’ (2008) study of cross-cultural perceptions of emotion __________. a) eye-tracking technology is used to demonstrate that American participants spend less time looking at the peripheral individuals surrounding the central figure than do Japanese participants b) American participants’ perceptions of the central figure’s emotional state are significantly influenced by the emotions of the peripheral individuals Consider This: People engaged in a more holistic style of thinking tend to attend more to contextual factors. LO 4.4: Describe how culture influences our processes of social perception and attribution. c) context has little influence on the social perception processes of the participants Consider This: People engaged in a more holistic style of thinking tend to attend more to contextual factors. LO 4.4: Describe how culture influences our processes of social perception and attribution. d) American participants begin by looking at the peripheral individuals before shifting their attention to the central individuals Consider This: People engaged in a more holistic style of thinking tend to attend more to contextual factors. LO 4.4: Describe how culture influences our processes of social perception and attribution. Answer: a Learning Objective: LO 4.4: Describe how culture influences our processes of social perception and attribution. Topic: Holistic vs. Analytical Thinking Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q4.4.2 Research using fMRI brain scanning technology indicates which of the following? a) East Asian participants use a greater percentage of their frontal and parietal regions when making judgments than do American participants. Consider This: Research suggests that people in different cultures get used to different thinking styles, but this does not mean that individuals cannot engage in both analytic and holistic thinking. LO 4.4: Describe how culture influences our processes of social perception and attribution. b) Neither East Asian nor American participants are able to overcome their typical, learned ways of attending to (or overlooking) context. Consider This: Research suggests that people in different cultures get used to different thinking styles, but this does not mean that individuals cannot engage in both analytic and holistic thinking. LO 4.4: Describe how culture influences our processes of social perception and attribution. c) Participants from both cultures demonstrate greater activation in higher order cortical regions when asked to perceive objects in a way that is unusual for them. d) Social neuroscience data provide no support for the hypothesis that holistic versus analytic thinking styles tend to vary by cultural background. Consider This: Research suggests that people in different cultures get used to different thinking styles, but this does not mean that individuals cannot engage in both analytic and holistic thinking. LO 4.4: Describe how culture influences our processes of social perception and attribution. Answer: c Learning Objective: LO 4.4: Describe how culture influences our processes of social perception and attribution. Topic: Holistic vs. Analytical Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q4.4.3 In Miller’s (1984) cross-cultural investigation of attribution style in the United States and India __________. a) among young children, Americans were more likely to make external attributions and Indians were more likely to make internal attributions, but few cultural differences emerged with adult participants Consider This: Research suggests that cultural differences in attribution style are learned rather than innate. LO 4.4: Describe how culture influences our processes of social perception and attribution. 58 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

b) among young children, Americans were more likely to make internal attributions and Indians were more likely to make external attributions, but few cultural differences emerged with adult participants Consider This: Research suggests that cultural differences in attribution style are learned rather than innate. LO 4.4: Describe how culture influences our processes of social perception and attribution. c) few cultural differences emerged with children, but among adults, Americans were more likely to make external attributions and Indians were more likely to make internal attributions Consider This: Research suggests that cultural differences in attribution style are learned rather than innate. LO 4.4: Describe how culture influences our processes of social perception and attribution. d) few cultural differences emerged with young children, but among adults, Americans were more likely to make internal attributions and Indians were more likely to make external attributions Answer: d Learning Objective: LO 4.4: Describe how culture influences our processes of social perception and attribution. Topic: Cultural Differences in the Fundamental Attribution Error Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q4.4.4 Who among the following individuals would you predict would be most likely to make an external attribution for any given behavior observed? a) A U.S.-born American adult Consider This: Attribution tendencies reflect both cultural styles and more immediate aspects of one’s immediate surroundings. LO 4.4: Describe how culture influences our processes of social perception and attribution. b) An 8-year-old born and raised in India Consider This: Attribution tendencies reflect both cultural styles and more immediate aspects of one’s immediate surroundings. LO 4.4: Describe how culture influences our processes of social perception and attribution. c) A Hong Kong Chinese college student who had just been shown images related to Chinese culture d) A Hong Kong Chinese college student who had just been shown images related to American culture Consider This: Attribution tendencies reflect both cultural styles and more immediate aspects of one’s immediate surroundings. LO 4.4: Describe how culture influences our processes of social perception and attribution. Answer: c Learning Objective: LO 4.4: Describe how culture influences our processes of social perception and attribution. Topic: Cultural Differences in the Fundamental Attribution Error Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q4.4.5 Whereas individuals in Western cultures tend to think more like __________, individuals in Eastern cultures tend to think more like __________. a) children; adults Consider This: The fundamental attribution error is more prevalent in individualistic cultures. LO 4.4: Describe how culture influences our processes of social perception and attribution. b) psychologists; sociologists Consider This: The fundamental attribution error is more prevalent in individualistic cultures. LO 4.4: Describe how culture influences our processes of social perception and attribution. c) personality psychologists; social psychologists d) introverts; extraverts Consider This: The fundamental attribution error is more prevalent in individualistic cultures. LO 4.4: Describe how culture influences our processes of social perception and attribution. Answer: c Learning Objective: LO 4.4: Describe how culture influences our processes of social perception and attribution. Topic: Cultural Differences in the Fundamental Attribution Error Difficulty Level: Difficult Skill Level: Analyze It

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 4 Quiz: Social Perception: How We Come To Understand Other People EOC_Q4.1 What is a major assumption of Kelley’s (1967, 1973) covariation model of attribution? a) We make quick attributions after observing one instance of someone’s behavior. Consider This: Kelley’s model suggests that social perceivers examine multiple actions from various times and situations in arriving at an attribution. LO 4.3: Explain how we determine why other people do what they do. b) People make causal attributions using cultural schemas. Consider This: Kelley’s model suggests that social perceivers examine multiple actions from various times and situations in arriving at an attribution. LO 4.3: Explain how we determine why other people do what they do. c) People infer the cause of others’ behaviors through introspection. Consider This: Kelley’s model suggests that social perceivers examine multiple actions from various times and situations in arriving at an attribution. LO 4.3: Explain how we determine why other people do what they do. d) People gather information to make causal attributions rationally and logically. Answer: d Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Kelley’s Covariation Model Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q4.2 Which of the following psychological phenomena shows the least cultural variation? a) Self-serving attributions Consider This: Darwin’s hypotheses regarding universality and emotional expression have been largely supported. LO 4.1: Explain how people use nonverbal cues to understand others. b) Preferences regarding eye contact and personal space Consider This: Darwin’s hypotheses regarding universality and emotional expression have been largely supported. LO 4.1: Explain how people use nonverbal cues to understand others. c) Anger facial expressions d) Fundamental attribution error Consider This: Darwin’s hypotheses regarding universality and emotional expression have been largely supported. LO 4.1: Explain how people use nonverbal cues to understand others. Answer: c Learning Objective: LO 4.1: Explain how people use nonverbal cues to understand others. Topic: Nonverbal Communication and Cultural Differences Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q4.3 Suppose that Mischa has found that when she sits in the first row of discussion classes she gets a better participation grade, regardless of how much she actually participates. Her positioning in front of the teacher could have an effect on how large of a role the teacher thinks Mischa has in discussion, due to __________. a) the teacher’s use of schemas Consider This: Visual point of view can play a surprisingly large role in the attribution process. LO 4.3: Explain how we determine why other people do what they do. b) perceptual salience c) the “what is beautiful is good” schema Consider This: Visual point of view can play a surprisingly large role in the attribution process. LO 4.3: Explain how we determine why other people do what they do. d) the two-step process of attribution Consider This: Visual point of view can play a surprisingly large role in the attribution process. LO 4.3: Explain how we determine why other people do what they do. Answer: b 60 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Visual Perception and Attribution Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q4.4 Which of the following best illustrates the idea of belief perseverance? a) The first time Lindsay meets Tobias, she is impressed with his intellect and ambition, but quite quickly she comes to sour on him and see him as lazy and ineffectual. Consider This: One explanation for belief perseverance is that people tend to find inconsistency to be uncomfortable. LO 4.2: Analyze how first impressions form quickly and persist. b) Gob is quite smitten with Marta when he first gets together with her, but once they begin an exclusive dating relationship he feels that he has made a big mistake. Consider This: One explanation for belief perseverance is that people tend to find inconsistency to be uncomfortable. LO 4.2: Analyze how first impressions form quickly and persist. c) Michael’s first impression of Anne is a negative one and even though he comes to observe her in a variety of scenarios displaying a variety of skills, he remains convinced that she will never amount to very much. d) Buster was shy and awkward as a young boy and remains much the same now as an adult. Consider This: One explanation for belief perseverance is that people tend to find inconsistency to be uncomfortable. LO 4.2: Analyze how first impressions form quickly and persist. Answer: c Learning Objective: LO 4.2: Analyze how first impressions form quickly and persist. Topic: Belief Perseverance Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q4.5 Marielle and Vivian meet on a blind date. They get along well until they get into Marielle’s black convertible to go to a movie. Vivian is quiet and reserved for the rest of the evening. It turns out that Vivian’s brother had recently been in a serious accident in that same type of car and seeing it brought up those unwanted emotions. Marielle doesn’t know this, however, and assumes that Vivian has a cold and reserved personality, thereby demonstrating _____. a) A belief in a just world Consider This: One common perceptual bias is the tendency to overlook situational explanations for the behaviors of others. LO 4.3: Explain how we determine why other people do what they do. b) The fundamental attribution error c) Perceptual salience Consider This: One common perceptual bias is the tendency to overlook situational explanations for the behaviors of others. LO 4.3: Explain how we determine why other people do what they do. d) Insufficient justification Consider This: One common perceptual bias is the tendency to overlook situational explanations for the behaviors of others. LO 4.3: Explain how we determine why other people do what they do. Answer: b Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Fundamental Attribution Error Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q4.6 Suppose a certain student, Seung-hyun, falls asleep during every chemistry class. Further suppose that Seung-hyun is the only one who falls asleep in this class, and he falls asleep in all of his other classes. According to Kelley’s covariation theory of attribution, how will people explain his behavior? a) It is due to something unusual about this particular class, because his behavior is low in consensus, high in distinctiveness, and high in consistency. 61 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: A behavior is high in distinctiveness if the actor never acts this way when confronted with other, similar stimuli. LO 4.3: Explain how we determine why other people do what they do. b) Chemistry is really a boring class, because Seung-hyun’s behavior is high in consensus, high in distinctiveness, and high in consistency. Consider This: A behavior is high in distinctiveness if the actor never acts this way when confronted with other, similar stimuli. LO 4.3: Explain how we determine why other people do what they do. c) It is due to something unusual about Seung-hyun, because his behavior is low in consensus, low in distinctiveness, and high in consistency. d) It is due to something peculiar about the circumstances on a particular day, because his behavior is high in consensus. Consider This: A behavior is high in distinctiveness if the actor never acts this way when confronted with other, similar stimuli. LO 4.3: Explain how we determine why other people do what they do. Answer: c Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Kelley’s Covariation Model Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q4.7 Imagine that you are in Hong Kong reading the morning news and you notice a headline about a double murder that took place overnight. A suspect is in custody. Which of the following headlines is most likely to accompany the story? a) Dispute Over Gambling Debt Ends in Murder b) Crazed Murderer Slays Two Consider This: More collectivist cultures tend to be more likely to go beyond dispositional explanations for behavior. LO 4.4: Describe how culture influences our processes of social perception and attribution. c) Homicidal Maniac Stalks Innocents Consider This: More collectivist cultures tend to be more likely to go beyond dispositional explanations for behavior. LO 4.4: Describe how culture influences our processes of social perception and attribution. d) Bloodthirsty Mobster Takes Revenge Consider This: More collectivist cultures tend to be more likely to go beyond dispositional explanations for behavior. LO 4.4: Describe how culture influences our processes of social perception and attribution. Answer: a Learning Objective: LO 4.4: Describe how culture influences our processes of social perception and attribution. Topic: Fundamental Attribution Error and Culture Difficulty Level: Difficult Skill Level: Analyze It EOC_Q4.8 Ming is from China; Jason is from the United States. Both participate in an experiment in which they take a test, are given feedback, and are told that they did very well. They are then asked to make attributions for their performance. Based on cross-cultural research on the self-serving bias, you would expect that __________. a) Jason, but not Ming, will say that he succeeded due to his high ability b) neither Ming nor Jason will say that they succeeded due to their high ability Consider This: Some cultures place a greater premium on the values of modesty and harmony with others. LO 4.4: Describe how culture influences our processes of social perception and attribution. c) both Ming and Jason will say that they succeeded due to their high ability Consider This: Some cultures place a greater premium on the values of modesty and harmony with others. LO 4.4: Describe how culture influences our processes of social perception and attribution. d) Ming, but not Jason, will say that he succeeded due to his high ability Consider This: Some cultures place a greater premium on the values of modesty and harmony with others. LO 4.4: Describe how culture influences our processes of social perception and attribution. Answer: a Learning Objective: LO 4.4: Describe how culture influences our processes of social perception and attribution. 62 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Topic: Self-Serving Bias and Culture Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q4.9 Which of the following statements best describes cultural differences in the fundamental attribution error? a) Members of collectivist cultures rarely make dispositional attributions. Consider This: Research suggests that while a tendency to think dispositionally about others is prevalent in many cultures, people in some cultures are more likely to go beyond such considerations in forming an attribution. LO 4.4: Describe how culture influences our processes of social perception and attribution. b) Members of Western cultures rarely make dispositional attributions. Consider This: Research suggests that while a tendency to think dispositionally about others is prevalent in many cultures, people in some cultures are more likely to go beyond such considerations in forming an attribution. LO 4.4: Describe how culture influences our processes of social perception and attribution. c) Members of collectivist cultures are more likely to go beyond dispositional explanations, considering information about the situation as well. d) Members of Western cultures are more likely to go beyond dispositional explanations, considering information about the situation as well. Consider This: Research suggests that while a tendency to think dispositionally about others is prevalent in many cultures, people in some cultures are more likely to go beyond such considerations in forming an attribution. LO 4.4: Describe how culture influences our processes of social perception and attribution. Answer: c Learning Objective: LO 4.4: Describe how culture influences our processes of social perception and attribution. Topic: Fundamental Attribution Error and Culture Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q4.10 It is 10:00 a.m. and Daveon, an American college student, is dragging himself to his next class to turn in a paper for which he pulled an all-nighter. Through a haze of exhaustion, on the way to class he sees a student slip and fall down. How would Daveon be most likely to interpret the cause of the student’s behavior? a) Daveon’s attribution will most heavily be influenced by his own personality. Consider This: The two-step attribution process requires both motivation and cognitive ability. LO 4.3: Explain how we determine why other people do what they do. b) Given what we know about Daveon’s current cognitive capacity and cultural background, he will likely assume that the student fell because he or she was clumsy. c) Daveon would probably attribute the cause to the situation, such as the fact that it was raining and the sidewalks were slippery. Consider This: The two-step attribution process requires both motivation and cognitive ability. LO 4.3: Explain how we determine why other people do what they do. d) Daveon would be so tired that he would not make any causal attributions. Consider This: The two-step attribution process requires both motivation and cognitive ability. LO 4.3: Explain how we determine why other people do what they do. Answer: b Learning Objective: LO 4.3: Explain how we determine why other people do what they do. Topic: Two-Step Attribution Process Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 5 The Self: Understanding Ourselves in a Social Context Total Assessment Guide (TAG)

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

The Origins and Nature of the Self-Concept

Multiple Choice

3, 5, 9, 12, 16, 17, 19

1, 2, 7, 8, 11, 15, 18, 20

4, 6, 10, 13, 14

Self-Knowledge

Multiple Choice

Topic

Essay

177, 178 21, 22, 23, 24, 25, 33, 40, 42, 44, 45, 47, 48, 53, 54, 67, 69, 72, 74, 80, 84, 86, 95, 98, 102, 103, 111, 113, 114, 116, 117, 120

Essay Self-Control: The Executive Function of the Self

Multiple Choice

Impression Management: All the World’s a Stage

Multiple Choice

133, 134, 135, 138, 139, 143

Essay

Analyze It

149, 150, 152, 153, 160, 161, 163, 166, 169, 171

28, 29, 30, 31, 32, 34, 35, 36, 37, 39, 41, 49, 55, 57, 59, 61, 63, 66, 68, 71, 75, 76, 79, 81, 87, 88, 89, 90, 91, 93, 104, 105, 107, 110, 119, 125, 126, 128, 131

26, 27, 38, 43, 46, 50, 51, 52, 56, 58, 60, 62, 64, 65, 70, 73, 77, 78, 82, 83, 85, 92, 94, 96, 97, 99, 100, 101, 106, 108, 109, 112, 115, 118, 121, 122, 123, 124, 127, 129, 130, 132

180

181, 186, 187

137, 141, 147

136, 140, 142, 144, 145, 146, 148

188

189

158, 167, 168, 170, 172, 173, 174, 175, 176

151, 154, 155, 156, 157, 159, 164, 165 191

179, 182, 183, 184, 185

190, 192

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 5 THE SELF: UNDERSTANDING OURSELVES IN A SOCIAL CONTEXT ______________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

When exposed to a mirror, chimpanzees will use the mirror to aid in grooming (e.g., to pick food from their teeth) and to entertain themselves by making faces. The chimps’ behavior in front of the mirror would suggest that __________. a. all mammals have a sense of self b. some individual animals are curious and social c. like humans, all animals are self-aware d. these great apes have a sense of “self” Answer: D Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Researchers briefly anesthetized chimpanzees and painted an odorless red dye on their heads. When the chimps awoke and looked in the mirror, they immediately reached to touch their brows and ears where the dye was. These findings suggest that chimps __________. a. develop a sense of self-recognition comparable to that of an adult human b. have a complex, multifaceted sense of self c. are capable of developing a sense of self-esteem d. possess a rudimentary sense of self Answer: D Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

By which age have human infants demonstrated the development of self-concept using a variation of the “red dye” test? a. 3 to 6 months b. 12 to 16 months c. 18 to 24 months d. 2 to 4 years Answer: C Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

During a nap, 4-month-old Amelia has a red dot painted on her forehead. When she awakes, researchers place her in front of a mirror. Compared to the others, which response is LEAST likely to happen when Amelia looks into the mirror? a. Amelia reaches up to her forehead to touch the red dot that has appeared there. 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Amelia turns around to look for her mom. c. Amelia reaches out to touch the stuffed animal in front of her. d. Amelia drops her head and begins playing with her toes. Answer: A Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Psychologists who have studied the development of self-concept over the lifespan have found that the selfconcept starts out __________ and gradually becomes __________ with increasing age. a. extremely positive; more realistic b. concrete; more abstract and complex c. extremely negative; more positive d. individually focused; socially focused Answer: B Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Easy Skill Level: Remember the facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Winnie is 18 years old and has an 8-year-old brother, Boris. If they are both asked to answer the question “Who am I?” Winnie is likely to answer it in __________ terms than Boris will. a. more concrete b. less concrete c. more physical d. less abstract Answer: B Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Consider the following self-description: “I have blue eyes and brown hair. I have two sisters. I hate vegetables, but I love ice cream.” Based on the development of self-concept over time, such a selfdescription was most likely provided by a typical __________. a. 2-year-old child b. 8-year-old child c. adult d. high school student Answer: B Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Imagine not seeing a high school friend until your 25th high school reunion. Based on research investigating the self-concept, which change would make you think the friend has become a “different person?” a. The friend has changed an aspect of their morality, such as becoming racist. b. The friend has straightened their teeth and lost some hair. c. The friend has gotten into physical shape and now is a triathlete. 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. The friend has trouble remembering other classmates’ names. Answer: A Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

People who tend to have an independent view of the self are likely from __________ cultures, whereas people from __________ cultures are more likely to have an interdependent view of the self. a. Western; non-Western b. Japan; Korea c. Asian; South American d. non-Western; Western Answer: A Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Whereas American people have the proverb “The squeaky wheel gets the grease,” Japanese people have a proverb that states, “The nail that stands out gets pounded down.” These two different proverbs mirror social-psychological research that has demonstrated that people in Asian cultures __________. a. are more authoritarian than Americans b. are more likely to defer to authority than are Americans c. have a more interdependent concept of self than do Americans d. do not hold differentiated self-concepts Answer: C Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Masako Owada decided to give up her promising career as a diplomat and marry the crown prince of Japan. Many American people viewed her decision as the result of coercion and sexism. How did many Japanese people view her decision? a. The same way Americans view the decision b. As a show of support to the feminist movement c. As a natural consequence of being connected and obligated to others d. As part of her greater goal to promote her own career by obtaining the power of becoming royalty Answer: C Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

When asked to finish a sentence beginning “I am . . . ,” respondents from Asian countries are more likely to mention __________, because they grew up in a(n) __________ culture. a. group membership; interdependent b. extraversion; independent c. their ideal self; authoritarian d. introversion; less oppressive Answer: A 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

Consider the following self-description: “It’s important to me to make others happy. I work hard to cooperate with others and seldom get into arguments. My friends are more important to me than my personal professional success.” Based on cultural influences on the self-concept, a(n) __________ is most likely to have provided such a self-description. a. teacher living in Berlin, Germany b. professor living in Minneapolis, Minnesota c. executive living in Tokyo, Japan d. writer living in Paris, France Answer: C Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

“My happiness depends on the happiness of those around me” and “I enjoy being unique and different from others in many respects” are two items from Ted Singelis’s scale, which was designed to measure individual differences in __________. a. self-esteem b. cooperation and competition c. private and public self-consciousness d. independence and interdependence Answer: D Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Ted Singelis administered a measure of independence and interdependence to students at the University of Hawaii at Manoa. He found that Asian American students agreed more with such statements as “It is important to me to respect decisions made by the group” and “My happiness depends on the happiness of those around me” than did White American students. These findings suggest that __________. a. the self-concept is more complex in Western cultures b. there is a genetic component to the self-concept c. one’s culture influences one’s self-concept d. Hawaii can be thought of as one of the few cultures that shapes the self-concept of its inhabitants Answer: C Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Self-concept is defined as __________. a. one’s perception of the impression one leaves on others b. the overall set of beliefs that people have about their personal attributes c. the perception we have of how we fit into the groups around us d. the perception we have of our role in our culture Answer: B 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

In the United States, residents who live in states that were settled __________ by European Americans tend to have a more independent view of the self than do residents in East Coast states. a. more recently b. a long time ago c. predominantly d. only Answer: A Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

Unique or unusual baby names are a sign of a(n) __________ self-construal. a. interdependent b. independent c. complex d. nonexistent Answer: B Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The four functions of the self are __________. a self-control, self-knowledge, self-esteem, impression management b. impression management, impression formation, attribution, self-concept c. self-esteem, self-concept, self-awareness, self-enhancement d. self-justification, self-verification, self-enhancement, self-esteem Answer: A Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

When people in Western cultures learn about the interdependent view of the self, and people in Asian cultures learn of the independent view of the self, what is the typical reaction? a. “Of course; they are so similar, it’s easy to understand.” b. Many decide to change their view of self and “convert” to the view held by the other culture. c. Many wish to promote a vision of a unified intradependent view of the self. d. Many have difficulty understanding how the others could view the world in such a way. Answer: D Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 21.

__________ refers to the process of looking inward and examining our thoughts, feelings, and motives. a. Self-actualization b. Introspection c. Implicit personality d. Self-examination Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

One of the limitations of using introspection as a source of information about the self is that __________. a. it takes up valuable cognitive resources b. we cannot objectively observe our own behaviors c. it may result in our being self-centered d. some reasons for our behavior are outside of our conscious awareness Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Earl wants to understand his self-concept better, so he sits quietly by himself and thinks about who he is and what his values and attitudes are. Which process is Earl engaging in? a. Self-awareness b. Self-conceptualization c. Introspection d. Meditation Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

Researchers asked high school juniors what they were thinking at several points throughout the day. They found that the more students were thinking of themselves, __________. a. the more they were using their smartphones b. the more likely they were in a bad mood c. the less exercise they were getting d. the less time they spent sleeping Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 25.

Self-awareness theorists argue that when people focus on themselves as an object of attention, two things happen. First, our overall self-concept is brought into consciousness. Second, when the self-concept is on our mind, we __________. a. compare some aspect of ourselves with an internal standard b. reject the self-concept and re-create it c. start justifying the existence of our self-concept d. lose self-control and act in ways that lower self-esteem Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Martin and Lewis are standing at the counter of the convenience store, and Martin, who has just failed his social psychology exam, is animatedly telling Lewis that the exam was unfair and that the professor is unreasonable. As he takes his change, Martin sees his image on the security camera. This causes him to wonder whether he actually studied enough for the exam. Martin’s self-scrutiny in this situation would be predicted by __________ theory. a. self-awareness b. self-perception c. self-esteem d. self-verification Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

It’s Halloween, but you don’t want to be running back and forth to answer the door. To avoid any “tricks,” you decide to leave a large container of candy on the porch. You’ve just read about self-awareness theory, and you have a hunch about how to keep greedy trick-or-treaters from taking more than their fair share of the candy. You decide to __________. a. install a one-way mirror to catch and punish offenders, and to make an example of them later b. place a large mirror behind the candy, so that children can see themselves as they approach c. set up a tape recorder that plays songs about cooperation and giving d. place a picture of the Wicked Witch of the West behind the candy to warn them of what will happen if they take too much Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

According to self-awareness theory, under which circumstances would an individual be most highly motivated to avoid self-awareness? a. After giving a successful presentation b. While reading an engaging novel c. Directly after receiving a low grade on an important test d. While helping a friend with homework Answer: C 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 29.

Which statement regarding self-awareness is correct? a. Self-awareness tends to lessen adherence to moral standards. b. People always find self-focus aversive. c. Self-focus leads people to disregard discrepancies between their behavior and their standards. d. People attempt to escape aversive self-awareness through activities such as drinking and watching television. Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

From the perspective of self-awareness theory, alcohol abuse, binge eating, and suicide are alike in that they __________. a. enable people who feel guilty to punish themselves b. are more likely to be enacted by people with interdependent self-concepts c. are coping mechanisms used by people with low self-esteem d. provide temporary or permanent relief from unpleasant self-awareness Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

When is self-awareness perceived as being especially aversive? a. when we have just successfully completed a difficult task b. when we are engaged in introspection c. when it is provided by other people d. when it reminds us of our shortcomings Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

According to the idea of “telling more than we can know,” one reason that introspection is sometimes not an accurate way to learn about oneself is that __________. a. people have to be extremely self-aware to learn anything about themselves b. people must rely on controlled processes to effectively introspective c. mental processes are not observable, and therefore do not actually exist d. many of our mental processes occur outside our awareness Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 33.

Feelings like love or sadness are often difficult to explain because __________. a. humans are incredibly self-serving b. we are unaware of many of our basic mental processes c. environmental stimuli override internal signals d. they are frequently the result of social interactions Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Tim Wilson and his colleagues asked participants to keep journals of their daily moods and of other variables, such as the weather and how much sleep they got the night before. When asked, many participants reported the amount of sleep the night before was correlated with their mood states. When information recorded in the journals was subjected to more systematic statistical analysis, it was found that amount of sleep was not related to participants’ self-reported moods. This is most likely because participants __________. a. relied on causal theories about the relation between mood and sleep b. underreported the amount of sleep they actually got c. were distracted when they wrote in their journals d. were in a bad mood from having to keep the journal Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Compared to the others, which person is most likely to rely on an incorrect causal theory to explain her behavior? a. Isabella, who thinks that rainy days make her sad b. Ava, who generally thinks she needs to work harder c. Daniela, who is calling her grandmother on her birthday d. Sophia, who is taking her turn to take out the trash Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

When people are asked to rate a series of products laid out in front of them, they tend to pick ones toward the end (or right side) of the series as being of higher quality, better construction, and so forth. In reality, all of the products are identical, and the choices are influenced by a right-side bias: We tend to gravitate toward items later in a sequence, inspired by many people being right-handed. Yet when asked the reasons for their choices, people often respond, “Well, you can just see this is of better quality” or “I judged them 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition all, and this one is superior.” Which process is at work here? a. People are relying on introspection to identify the actual cause of their behavior; in this case, what led them to choose a certain product. b. People are “telling more than they can know” and inventing a plausible causal theory of their behavior rather than recognizing the true source of their behavior. c. People have become objectively self-aware and are now re-crafting their self-concepts in a way that better fits their behaviors. d. People are actively lying to the experimenter as a way of maintaining their self-esteem. Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 37.

Where do many causal theories such as “Absence makes the heart grow fonder” originate? a. Introspection b. Self-perception c. Cultural wisdom d. Evolutionary adaptability Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

One evening after work, Soon Yi arrives home in a very bad mood. Noticing this, her husband, Louie, asks her why she seems so angry and upset. Soon Yi hadn’t thought about her mood before Louie mentioned it, and now she thinks hard about what has caused her to be so sullen. She decides that it was because she was hungry and tired, and she tells Louie so. Soon Yi is __________ her behavior. a. constructing a causal theory about b. making an excuse for c. attempting to discount d. overjustifying Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Which statement is an example of a causal theory for behavior or feelings? a. “Haste makes waste.” b. “Two wrongs don’t make a right.” c. “The squeaky wheel gets the grease.” d. “Mondays are bad days.” Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

One consequence of analyzing or generating reasons for their attitudes is that people will __________. a. change their attitudes to bring them in line with the reasons b. change their list of reasons to bring them in line with their attitudes c. become self-aware and hold less positive attitudes d. alter their behaviors to correspond to their original attitudes Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Beyond causal theories, what other information do people have available during introspection about the reasons for their feelings and behaviors? a. Knowledge of how they have responded in the past b. Self-help books that explain the reasons for feelings c. Knowledge of reasons that other people have for having those same behaviors or feelings d. Cross-species research on the cause of behaviors or feelings Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

__________ theory posits that when our attitudes or feelings are ambiguous, we infer our internal states by observing our own behaviors and the situations in which they occur. a. Impression management b. Introspection c. Self-perception d. Self-enhancement Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Cliff was asked if he liked country music. He remembered that his roommate had turned on some country music the other day and he listened to it for a while. What did Cliff report when asked if he liked country music? a. He assumed that because he had listened to it, he liked it. b. Because he had not turned it on, he stated that he didn’t really like country music. c. Because his roommate had turned it on, he said he especially liked it, because he wants to be like his roommate. d. He assumed that he didn’t like it, because it wasn’t his radio. Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

A basic tenet of self-perception theory is that we infer our feelings from our behavior when __________. a. the reasons for our attitudes or feelings are ambiguous b. the reasons for our attitudes or feelings are clear c. we can easily identify external reasons for our feelings d. we think about how others perceive us Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Self-perception theory argues that when our attitudes or feelings aren’t clear, we often infer them by observing __________. a. how other people are behaving b. our emotional reactions c. our own behavior d. others’ reactions to us Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

Glenda is most likely to conclude that she likes classical music when __________. a. she presets her car radio to a classical music station b. she cannot pick up other stations on her car radio c. her children choose the stations on the car radio d. the car radio gets stuck on a classical music station and she cannot change it Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Self-perception theory is most closely related to which other theory in social psychology? a. Impression management theory b. Self-awareness theory c. Self-esteem maintenance theory d. Attribution theory Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 48.

According to self-perception theory, we infer the kind of person we are and what our attitudes are by __________. a. engaging in introspection about the reasons for our behaviors b. comparing our behaviors to our internal values and standards c. looking to others to see how they respond to us d. observing our own behaviors, just as we would observe others’ behavior Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

When asked to explain our own behaviors, self-perception processes are more likely to operate when our feelings are __________ and when we __________. a. weak or unclear; list the reasons for those feelings b. clear; engage in introspection c. weak or unclear; think about the situation and our behavior d. clear; think about the situation and our behavior Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

While completing a personality test, Umberto comes to an item that asks if he sees himself as shy and introverted. Umberto reflects on some of his recent behavior. He reasons that since he generally does not talk much in class discussions and tends to avoid large parties, he must be shy and introverted. Which approach to gaining self-knowledge is Umberto using? a. Self-presentation b. Self-perception c. Self-esteem d. Self-enhancement Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

According to the tenets of self-perception theory, which audience member would report that they really loved attending a taping of Late Show with Stephen Colbert? a. Rollo, who sat right in front of the flashing “Applause” sign b. Mai Lin, who could see that Stephen was looking at her c. André, whose hands stung from clapping so much d. Debra, whose friends nudged her to get her to applaud Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

In Stanley Schachter’s theory of emotion, we observe our behavior and then __________. a. compare it to others’ behaviors b. explain to ourselves why we are behaving that way c. describe how we use that behavior to get what we want d. analyze that behavior compared with how we have behaved before Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Stanley Schachter’s two-factor theory of emotion suggests that we first experience __________ and then subsequently seek to __________. a. physiological arousal; label that arousal appropriately b. compunction; reduce cognitive dissonance c. cognitive dissonance; label the emotion appropriately d. physiological arousal; reduce self-awareness Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

According to Stan Schachter’s two-factor theory of emotion, the two factors necessary to experience an emotion are __________. a. physiological arousal and motivation b. physiological arousal and an appropriate explanation of that arousal c. physiological arousal and psychological arousal d. psychological interest and ability Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

If you are experiencing physiological arousal (heart pounding, feeling warm and a bit shaky), according to the two-factor theory of emotion, which step would you next take to provide an interpretation of the arousal? a. Look for cues from the environment b. Introspect c. Use self-awareness d. Recall the last time you consumed caffeine Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

At the amusement park, Keon’s heart begins beating rapidly and his palms begin to sweat. He reasons that since he is next in line for the roller coaster, he must be feeling exhilarated. This sequence of events in which Keon first perceives his arousal and subsequently labels it is consistent with the __________. a. two-factor theory of emotion b. predictions of self-verification theory c. theory of self-monitoring d. theory of the looking glass self Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Imagine that you are a participant in the experiment conducted by Stanley Schachter and Jerome Singer. You were injected with a vitamin compound called Suproxin and told that you might experience an increased heart rate, hand tremors, and sweaty palms. Further imagine that while completing a questionnaire, the person in the room with you begins to act angrily, tears up the questionnaire, and storms from the room. You are likely to __________ because __________. a. ignore this situational cue; you know the source of your arousal b. become angry too; situational cues have helped you label your arousal c. remain calm; to become angry would cause cognitive dissonance d. ignore the source of your arousal; the situation was so powerful Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

Stanley Schachter and Jerome Singer’s experiment in which participants were injected with epinephrine (allegedly as part of a study of the effects of a vitamin compound on vision) is one of the most famous studies in social psychology because the experiment showed that __________. a. participants can become very angry and upset when research is unethical b. emotions can be the consequence of self-perception processes c. when arousal is sufficiently high, the situation makes no difference d. anger is easy to identify, but elation is more difficult Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Recall Stan Schachter and Jerry Singer’s experiment in which participants were given an injection, then exposed to either a very happy or very angry confederate, then asked about their mood. Which was an independent variable in this experiment? a. Participant’s mood b. Gender of the participant c. Receiving the injection of epinephrine or a neutral compound d. How many times they hula-hooped with the confederate 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

Bongani experiences sweaty palms, a racing heartbeat, and butterflies in his stomach. As he scans the dark alley he is walking down, he hears an angry, growling dog approaching. Bongani immediately labels what he is feeling as fear. This is a correct interpretation according to the __________. a. self-perception theory of emotion b. Cannon-Bard theory of emotion c. two-factor theory of emotion d. self-awareness theory of emotion Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Why would cognitive attributional processes be involved in helping us label arousal? a. All arousal has a cognitive component. b. All arousal is social in origin. c. In many situations, there is more than one plausible cause for arousal. d. Extreme arousal short-circuits rational cognitive processes. Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Which situation BEST exemplifies the misattribution of arousal? a. You ask for second helpings and infer that you must have been really hungry. b. You just got a huge raise at your part-time restaurant job and now find the customers less enjoyable than before. c. You are exhausted after an all-nighter, take two caffeine tablets to stay awake, and panic when you see the content of your psychology exam. d. You were rejected from a law school to which your friend was admitted, so you feel resentful of her success. Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

If you are using the misattribution of arousal principle to plan a first date, and you really want your partner to be attracted to you, which activity should you choose? a. Ride the roller coasters at an amusement park b. Get tickets to see a slow-moving art film 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Go out for coffee and make sure your date orders decaf d. Have a nice meal at a secluded table in a quiet, dimly lit restaurant Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

Suppose that Amanda has always wanted to go out with Abner. She calls him up and asks him to go to a movie with her, and he accepts enthusiastically. Just prior to calling Abner, Amanda took some allergy medicine. Under which condition will she experience the most joy during her date with Abner? a. The allergy medicine she just took, she knows, makes her hyper and excited. b. The allergy medicine she just took, unknown to her, causes mild arousal. c. The allergy medicine she just took, she knows, causes mild arousal. d. The allergy medicine she just took, unknown to her, causes relaxation and sleepiness. Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

While riding a harrowing roller coaster, Rico notices that the person sitting next to him is extremely attractive, and he resolves to get his phone number when the ride is over. Rico is probably doing this because he is __________. a. misattributing his arousal from the roller coaster ride to sexual attraction b. inferring a social compatibility based on mutual interests c. correctly inferring, based on introspection, that he is attracted to this person d. suffering from a mixed mindset because of the excitement from the roller coaster Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

Recall that Don Dutton and Art Aron had an attractive woman approach men either on a high, narrow, swaying suspension bridge or on the other side of the bridge, where they were sitting. More men called the woman after she approached them on the scary bridge. Why? a. Men appraised the woman as attractive before they became aroused. b. Men misattributed the arousal produced by fear as sexual attraction. c. Only men with high self-esteem would attempt to cross the bridge. d. Men on the bridge were more likely to have just broken up with their romantic partners. Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 67.

Recall that Don Dutton and Art Aron had an attractive woman approach men either on a high, narrow, swaying suspension bridge or on the other side of the bridge, where they were sitting. In thinking about processes of misattribution of arousal, which group of men was more likely to call the woman later and ask her for a date? a. Those who had rested for a while. b. Those who were approached on the bridge. c. Both groups were equally likely to call because the woman was so attractive. d. Neither group called the woman because they misattributed the arousal to anxiety. Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

Why does misattribution of arousal happen? a. You are aware of being aroused and have a single interpretation available. b. You are unaware of your arousal level. c. You are aware of being aroused but there are multiple plausible causes for it. d. You are unaware of your arousal but are interpreting your situation. Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

Misattribution of arousal can best be defined as the process by which people make __________. a. mistaken inferences about what is causing them to feel as they do b. poor choices when faced with a difficult decision c. inferences about their own emotions through introspection d. correct assumptions about threatening aspects of their situation Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Leonie really likes Giorgi and would like for him to like her. To help facilitate that outcome, what should she suggest they do for a date? a. Go to a theme park with five roller coasters b. Have a quiet dinner at an Italian restaurant c. Take in a silent movie at a historic theater d. See a piano recital at school Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 71.

Simone runs simply because it gives her pleasure to exercise outside and to leave her daily worries behind as she works up a sweat. In this instance, Simone is __________ to run. a. extrinsically motivated b. intrinsically motivated c. justifying her desire d. generating a reason Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

__________ refers to the desire to engage in an activity because we enjoy it, not because we expect external rewards. a. Intrinsic motivation b. Extrinsic motivation c. Hedonic motivation d. The overjustification effect Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Pablo had always gotten much satisfaction out of caring for his brothers and sisters when they were sick. A few months ago, Pablo’s father convinced him to take a job at a hospital as a nurse’s aide so that he could earn money doing what he enjoyed. Now that Pablo has been working at the hospital for a while, he no longer enjoys caring for sick people as much as he did before he took the job. One reason for Pablo’s attitude change may be that the job has undermined his __________ for helping others. a. intrinsic motivation b. extrinsic motivation c. external justification d. internal justification Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

Programs that provide children large monetary rewards for reading __________. a. encourage students to value reading b. are prohibitively expensive to implement c. may actually reduce their enjoyment of reading d. are effective only with younger students Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 75.

In the study conducted by Mark Lepper and his colleagues, researchers gave students a math game to play for fun. They measured how much time the children played with the math game prior to any incentive. Then they implemented a reward system to see if they could increase the willingness to play with the game. During the reward program, time spent playing the game increased, and then the reward program was stopped. When compared to participants in the control group, students who were part of the reward program __________ interest in playing the games after the reward program was stopped. a. lost significantly more b. gained significantly more c. lost significantly less d. gained significantly less Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

In evaluating programs in which children are offered rewards (e.g., money, pizza) for reading books, a social psychologist might remind us that __________. a. rewards do not have an effect if children don’t like reading in the first place b. punishers are more effective than rewards where children are concerned c. rewards might convince children that they are reading simply to secure pizza or money d. excessive rewards will undermine children’s self-esteem Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

In general, Mitzi loves to perform interpretive dance at local charity functions. Right before the big Friends of the Needy ball, a talent scout offers her huge sums of money to perform on stage in professional settings. Mitzi subsequently finds that her enthusiasm for dancing is greatly diminished. This may be the result of __________. a. the overjustification effect b. social loafing on Mitzi’s part c. behavioral disconfirmation d. insufficient justification Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

You assume that Franklin is intrinsically motivated to write a course paper because __________. a. it will increase his chances of making the Dean’s List b. it is a requirement to pass the course c. he wants the professor to write him a letter of recommendation d. Franklin seems to savor immersing himself in writing Answer: D 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 79.

Compared to the others, which factor is most likely to increase intrinsic motivation? a. Large incentives b. Internal attributions c. External attributions d. Self-perception processes Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

__________ refers to the desire to undertake an activity because of external rewards, not because we find it interesting or enjoyable. a. Intrinsic motivation b. Compliance c. Extrinsic motivation d. Social comparison Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Intrinsic motivation is to __________ as extrinsic motivation is to __________. a. overjustification; underjustification b. internal attribution; external attribution c. self-perception; overjustification effect d. introspection; self-perception Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

__________ explain(s) why providing young children with large rewards for reading (e.g., money, prizes) might backfire and convince them that they don’t really like reading as much as they thought at first. a. The overjustification effect b. Self-perception processes c. Reasons-generated attitude change d. Intrinsic motivation theory Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 83.

Agnes is very serious about art and starts college as an art major. The more serious she gets about creating artwork, the more she worries about the pressure to succeed and how she would support herself as a freelance artist. She finds that creating art now feels like a chore and something she has to do rather than wants to do. The change in her views about art is due to what social psychologists call __________. a. cognitive appraisal b. attribution of arousal c. insufficient justification d. the overjustification effect Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

The overjustification effect is the tendency for people to view their behavior as caused by something __________. a. extrinsic, thus undermining their intrinsic motivation b. intrinsic, thus overshadowing their extrinsic motivation c. overjustified by intrinsic motivation d. rewardable, but not punishable Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Compared to the others, which person or group would be most likely to lose their enthusiasm for reading if a “Read for Cash” program were implemented in their school? a. Someone who does not like to read very much on their own b. Boys would be more likely than girls to lose their motivation c. Good students who do what they’re told d. Children who enjoy reading to begin with Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

During an experiment investigating motivation, when children initially enjoyed a game, then were rewarded for it, how did they later behave after the reward was removed? a. They persisted at the game at baseline levels. b. They persisted at the game as though there was a reward. c. They completely ceased playing the game. d. They gradually played the game less. Answer: D 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

During an experiment investigating motivation, after observing the amount of time elementary school students spent playing new math games, researchers provided rewards to children for playing with the games. After the rewards were removed, __________. a. children’s intrinsic interest in the math games increased b. the time children spent playing the game remained the same c. although children reported less liking for the math games, they continued to play with them d. children’s intrinsic interest in the math games decreased Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

During an experiment investigating motivation, when researchers discontinued rewards and prizes, elementary school children spent less time playing math games. The children probably reasoned, __________. a. “If I no longer win prizes, why should I play with these games?” b. “My teacher must not like the games; otherwise, why would there be prizes?” c. “The games must be good, or why would my teacher give me prizes?” d. “If I work hard on my spelling, maybe I can win prizes” Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Based on research examining the overjustification effect, if you have a group of children who already enjoy reading, which tactic would be most likely to decrease their intrinsic motivation? a. Allowing them to read as much as they choose b. Timing them for how long they read each day c. Giving them achievement tests on reading d. Rewarding them for each book they read Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Extrinsic rewards are most likely to DIMINISH intrinsic motivation when __________. a. intrinsic motivation was initially high b. extrinsic motivation was initially high c. rewards are performance contingent d. rewards are given at random 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 91.

Task-contingent rewards are to __________ as performance-contingent rewards are to __________. a. intrinsic motivation; extrinsic motivation b. completed task; competence c. assignment; exam d. motivation; completion Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

If you were to design a program using rewards to increase motivation, what type of rewards would it be best to use? a. Task-contingent b. Performance-contingent c. Aptitude-contingent d. Monetary Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

According to research on the overjustification effect, why would high course grades be very UNLIKELY to undermine intrinsic motivation to learn? a. Grades aren’t important to some students. b. Grades are based on course performance. c. Grades are based on both skill and motivation. d. Grades cause students to become anxious. Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

Arnie’s older brother Seymour decided to give him some incentive to continue doing well in school. Seymour told Arnie that for every “A” he received on his report card, he would reward him with a comic book. Seymour is offering Arnie a(n) __________ reward. a. task-contingent b. performance-contingent c. item-contingent d. time-contingent 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 95.

Because they convey information to people that they are good at an activity, __________ are not likely to reduce intrinsic interest in that activity. a. performance-contingent rewards b. task-contingent rewards c. negative critiques d. instances of insincere praise Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

Ms. Schmidel has decided to provide her first-grade students with gold stars to reward them for reading. She has decided to use performance-contingent rewards. To do this, she will give gold stars __________. a. to children each time they spend ten minutes reading b. only to those children who can read a passage without mistakes c. to the children and take one star away after each mistake they make when reading d. only when children decide to read during free time Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Ms. Schmidel has decided to provide her first-grade students with gold stars to reward them for reading. She has decided to use performance-contingent rewards. However, in using these, she must also be careful to __________ so that using the rewards does not backfire. a. avoid having the students compete with one another b. encourage cooperation among students c. encourage students to write about what they read d. avoid making students feel pressured about being evaluated Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

When rewards are dependent on how well people perform a task, they are less likely to __________. a. undermine intrinsic motivation b. encourage extrinsic motivation c. discourage extrinsic motivation d. encourage intrinsic motivation 26 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 99.

LaRhonda is going to be rewarded for completing a task, no matter how well (or poorly) it is done. This is an example of __________. a. reinforcement b. task-contingent rewards c. intrinsic motivation d. performance-contingent rewards Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

Reading programs that are intended to encourage children to read more by paying them to read books are an example of using __________. a. task-contingent rewards b. performance-contingent rewards c. negative reinforcement d. intrinsic motivation Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

A coach wants to motivate the soccer team to score more often by using a reward system. Which is the best strategy to reward the team? a. Task-contingent rewards b. Performance-contingent rewards c. Negative reinforcement d. Verbally; that is, yelling at them for poor performance and praising them for a good job Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

A fixed mindset refers to the idea that abilities are __________. a. malleable b. unchangeable c. both genetic and environmental d. learned Answer: B 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 103.

The mindset that achievement is the result of working hard, trying new strategies, and seeking input from others best describes a __________ mindset. a. fixed b. growth c. intrinsic d. overjustified Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

Fixed mindset is to __________ as growth mindset is to __________. a. unchangeable; stable b. malleable; cultivated c. unchangeable; changeable d. closed; open Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

According to research conducted by Carol Dweck, a __________ is more likely to promote success both athletically and academically. a. positive mental attitude b. strong social support network c. fixed mindset d. growth mindset Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Some professional athletes feel that they aren’t great natural athletes but that they became great through effort and hard work, and that they can continue to grow through effort. What type of mindset does this best exemplify? a. Optimism b. Fixed c. Overjustification d. Growth Answer: D 28 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 107.

“Practice makes perfect” is to __________ as “born leader” is to __________. a. positive mental attitude; strong social support network b. strong social support network; positive mental attitude c. fixed mindset; growth mindset d. growth mindset; fixed mindset Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

Frieda has a growth mindset. She has just found out that she did poorly on an exam. Which behavior is she most likely to do? a. Try even harder to succeed b. Disengage and give up c. Feel the exam was unfair d. Try to cheat on the next exam Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Keenan just got a low grade on his term paper. If Keenan has a __________ mindset, he would be most likely to give up and reduce his efforts in the class, feeling as though he is just “a bad writer.” a. fixed b. growth c. pessimistic d. sensitive Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

Recall that in a variation of his other work with great apes, Gordon Gallup compared the ability of chimps reared in social groups and chimps reared in isolation to recognize themselves in the mirror. Gallup’s results suggest that __________. a. although humans develop a sense of self without social interaction, chimps do not b. for many primates, social interaction is crucial for developing a sense of self c. for chimpanzees and other great apes, mirrors can serve as a looking-glass self d. like humans, chimpanzees and other great apes engage in social comparison Answer: B 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Under which circumstances are people most likely to engage in social comparison? a. when a standard exists (such as base rate data on performance), and the task at hand is well-learned b. when they are by themselves, and when the behavior is unimportant to them c. when they are in a group of 20 or more people, and the behavior in question has been successfully performed many times in the past d. when there is no objective standard for a behavior, and when they are uncertain about their abilities in that context Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

In order to gauge whether he had studied long enough for his social psychology exam, Markus texted two of his classmates to ask them how long they had spent reviewing material. Markus is engaging in __________. a. impression management b. self-handicapping c. a self-protective behavior d. social comparison Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

__________ posits that we learn about our own abilities and attitudes by comparing ourselves to other people. a. Self-awareness theory b. Social comparison theory c. Self-verification theory d. Esteem-enhancement theory Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

When there are no objective criteria to measure achievement, people often rely on __________ to evaluate how well they performed. a. social comparison b. introspection c. cognitive appraisal processes 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. attribution of arousal Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 115.

Jakim is trying to decide which courses to take next semester. Subatomic Nonlinear Path Analysis sounds promising, but he knows nothing about the course. However, Jakim knows that an acquaintance, Rosalynn, took the course last year, and he reasons that he’s a bit smarter than Rosalynn is, so he decides that he’d be able to complete the course and probably do well. Jakim is engaging in __________ to determine his abilities and future behavior. a. introspection b. self-reflection c. self-awareness d. social comparison Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

When there are no objective criteria and we feel uncertain, with whom are we likely to compare ourselves? a. Anyone who happens to be available as a standard of comparison b. Those who are in the same situation as we are c. Those who are in a different situation than we are d Paid professionals engaged in the same behavior as we are Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

Social comparison theory suggests that in order to learn about our own abilities and attitudes, we __________. a. use introspection b. compare ourselves to others c. examine our past behaviors d. must experience both arousal and cognition Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

Mariana wonders whether she has the potential to become a first-rate social psychologist. To assess her potential, she would most likely compare herself to __________. a. her parents 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. famous social psychologists whose research she has read c. other psychology majors she knows d. Wilhelm Wundt, the founder of psychological science Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 119.

Which person is engaging in upward social comparison? a. Jermaine, who checks the distribution of scores on his final examination b. Toni, who reads William Faulkner to assess her own writing skills c. Chet, who checks his stopwatch and vows to run faster next time d. Daniel, who feels better when he realizes that rich people pay a lot more in taxes than he does Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

Researchers found that in order to feel more optimistic about their own futures, cancer patients engage in __________. a. upward social comparison b. impression management c. reconstructive memory d. downward social comparison Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

Which person is making a downward social comparison? a. Alan, who lost one leg in an automobile accident, comparing himself to the driver, who was killed b. Donnie, who loses his job but gets a severance package with six months’ salary, comparing himself to a colleague at another company who lost his job and received twelve months’ severance c. Blas, who compares his driving skills today with those of his favorite NASCAR driver d. Otto, who compares his coordination after contracting multiple sclerosis with that which he had before the disease Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

Thurston is motivated to view himself accurately. What kind of social comparison is he most likely to make? a. He will make an upward comparison. 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. He will make a downward comparison. c. He will compare himself to people with a similar background to his own. d. He will not use social comparison; rather, he will use introspection. Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 123.

Compared to the others, which person is likely to feel best about herself? a. Jeannetta, who compares her tennis skills to those of her older sister, who’s also on the tennis team b. Delia, who compares her cooking skills as a 40-year-old to those she had just after college c. Kadie, who compares her number of graduate school acceptances to that of her roommate, who has a similar number of acceptances d. Meg, who compares the number of sit-ups she can do with the number she would like to do Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

When people make an upward social comparison, they are comparing themselves to __________. a. someone who is better than they are at a given task b. someone who is worse than they are at a given task c. someone who is similar to them d. the first person they encounter Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

Upward social comparison is to __________ as downward social comparison is to __________. a. superior; equal b. inferior; equal c. equal; inferior d. superior; inferior Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

The more time adolescents and young adults spend on social networking sites, the more likely they are to report __________. a. infractions that they see on those sites b. feeling lonely and depressed c. feeling better about themselves in general 33 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. becoming objectively self-aware Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 127.

Which strategy would allow us to conclude that spending time on social media websites causes people to feel more depressed? a. a survey that asked people to estimate how many hours they spent on websites during the past year b. computing a correlation coefficient between time spent on websites and self-reports of depression c. an experimental design that manipulated amount of website time and measured feelings of depression d. comparing the annual growth of websites on the internet with worldwide statistics illustrating the prevalence of depression in the population Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

When researchers asked a group of participants to decrease the amount of time they spent on Facebook each week, they found that (compared to a group who used Facebook as they normally would) this group reported feelings of __________ . a. greater life satisfaction b. greater physical stamina c. lowered self-esteem d. greater depression Answer: A Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

When researchers asked a group of participants to decrease the amount of time they spent on Facebook each week, they found that (compared to a group who used Facebook as they normally would) this group reported feelings of __________ . a. greater self-awareness b. greater need for upward social comparison c. increased self-esteem d. less depression Answer: D Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 130.

Compared to the others, which post is least likely to appear on a person’s social media sites? a. “Just finished ziplining in Costa Rica!” b. “Business as usual; nothing exciting to report.” c. “Out with friends to celebrate my latest promotion.” d. “Can’t believe I won this new car; livin’ my best life, y’all! J” Answer: B Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

When people look at social media, it appears that everyone other than themselves is engaged in exciting, fulfilling, unique activities. This perception in turn prompts us to engage in _________. a. downward social comparison b. ambiguous self-perception c. upward social comparison d. the overjustification effect Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

Engaging in __________ is one way that people can feel better about themselves while viewing social media. a. extrinsic motivation b. upward social comparison c. downward social comparison d. a fixed mindset Answer: C Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

One of the chief executive functions of the __________ is making choices about what to do. a. soul b. cortex c. self d. superego Answer: C Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 134.

The ability to subdue immediate desires to achieve long-term goals is part of __________. a. social comparison b. self-comparison c. self-control d. justification strategies Answer: C Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

Compared to the others, which strategy is LEAST likely to be successful when avoiding temptation? a. Have a plan for what to do when temptation occurs b. Create an environment where temptation is less likely to occur c. Get rest so that you have plenty of resources to deal with temptation when it comes d. Try not to think about potential temptation Answer: D Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

Compared to the others, which person is LEAST likely to be successful in implementing self-control? a. Jess, who is on a diet and has cleared all snack foods from the house b. Chris, who is trying to stop smoking and has decided to stay away from friends who are smokers for a few months c. Bobbie, who is on a diet and has formulated a clear plan to achieve goals and avoid temptations d. Pat, who is wanting to diet but has decided that just facing whatever temptations come along is better than making a plan Answer: D Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

Thought suppression (trying not to think of temptations) is much like self-control in that they both __________. a. can only be done by adults b. take up mental resources c. are ironic processes d. impair accurate social cognition Answer: B Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 138.

__________ requires energy, and spending it on one task limits the amount that can be spent on other tasks. a. Self-control b. Concentration c. Attention d. Stereotypes Answer: A Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

139.

People’s specific plans about where, when, and how they will fulfill a goal and avoid temptations are known as __________. a. impression management b. implementation intentions c. impression formation d. upward social comparison Answer: B Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

Brigit is trying not to think about the fight she had with a roommate because she needs to pay attention during her social psychology class, which starts in 20 minutes. According to research investigating the contributors to mental control, what advice would you give her? a. To breathe deeply as she slowly walks to class b. To find a punching bag at the gym that she can hit a few times c. To run all the way to class to get the angry energy out of her d. To mentally compose a nasty text to send to her roommate Answer: A Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Compared to the others, which person has the clearest implementation intention for meeting a goal and avoiding temptation? a. Lupe, who plans to study for Inorganic Chemistry on Sunday between 12:00 and 3:00 in a quiet room in the library that’s already been reserved b. Fritz, who hopes to find a few hours to study for his Medieval History exam sometime between now and next Thursday, when the exam takes place c. Hideki, who has devised a 20-minutes-on/20-minutes-off strategy, alternating between studying and watching YouTube videos d. Zeke, who has the dorm room to himself this weekend, but isn’t quite sure which chapters will be covered on the Business Management for Non-Majors exam Answer: A Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self 37 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 142.

Which strategy is the LEAST effective when avoiding temptation? a. identifying a clear goal to attain b. placing objects of temptation out of sight and out of reach c. devising an if-then plan d. repeating “Just don’t think about it,” “Just don’t think about it” over and over Answer: D Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

Why is simply focusing on the importance of a long-term goal an ineffective strategy for reaching that goal? a. Keeping the goal in mind activates thought suppression; we therefore become conflicted and confused about whether we really want the goal or not. b. Striving for future goals is always less effective than simply cataloging and reliving past achievements. c. “Goals” are abstractions, and as such they can never be fully attained. d. Keeping the goal in mind makes it seem as though the goal is already within reach, so less effort is expended in trying to reach it. Answer: D Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

144.

When it comes to goal-setting, avoiding temptations, and implementing intentions, ___________ is to good as ___________ is to bad. a. wishing; planning b. general; focused c. hoping; wanting d. specific; vague Answer: D Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

Compared to the others, which strategy is MOST effective in avoiding distracting temptations while trying to achieve a goal? a. admit that temptations are present, and indulge in just one to satisfy yourself b. exhaust all temptations first; then there’ll be nothing left to interfere with attaining the goal c. simply exert willpower by telling yourself, “Don’t do it, don’t do it, don’t do it” over and over d. place potential temptations out of sight, out of reach, and out of the way Answer: D Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Self-Control: The Executive Function of the Self Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 146.

Compared to the others, which area of self-control research remains somewhat controversial in its findings? a. thought suppression b. actively avoiding temptations c. resource depletion d. forming specific implementation intentions Answer: C Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

Augustin knows you’re taking a social psychology class and wants to learn what he can do to be more disciplined in a few weeks, when midterm exams come around. What advice do you have, based on research investigating self-control? a. Exert self-control in some area now to practice for the future b. Consider starting a fight to provide an excuse for poor performance when the exam comes c. See about volunteering at a day care so he can be sick when midterms come around d. Give up; poor study habits are poor study habits, and there’s nothing that can be done Answer: A Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

148.

If you just declined an invitation to go out with friends so that you can study, and then another friend offers you some brownies, what can you do to exert self-control and stick with your study plan? a. Give up. There’s nothing you can do now; you’ve already seen the brownies. b. Take a break and collect yourself. You can resist the temptation. c. Promise yourself you’ll only have one. It can’t affect studying that much. d. Have a cookie instead. You deserve some sort of treat. Answer: B Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

Attempting to get others to see you as you want to be seen is the definition of __________. a. social comparison b. self-awareness c. the looking glass self d. impression management Answer: D Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage 39 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

When Daphne goes on a job interview, she does her best to present herself well and put her best foot forward. Which function of the self is exemplified in this situation? a. Self-knowledge b. Self-esteem c. Impression management d. Self-control Answer: C Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

Rosita was invited to a dinner party by a colleague from her new job. Although she was told to arrive around 7:00, Rosita made sure that she did not arrive before 7:15 so she would not appear overly eager. In which strategy is Rosita engaging? a. Self-verification b. Ingratiation c. Impression management d. Social comparison Answer: C Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

152.

David Duke worked to change his image for a 1991 governor’s race. He even had cosmetic surgery to change his appearance. How successful was he in changing the impressions people had of him? a. He was able to convince everyone he was different and won the election. b. He lost the race and found out that changing his image was not going to be easy. c. He was unable to change his image but found that people supported him anyway. d. He found that social media made it easier to get his changed image out to the people who would be voting in the election. Answer: B Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

Ingratiation is an impression management strategy whereby people use __________. a. self-handicapping techniques b. flattery or praise c. gossip and back-stabbing d. physical appearance to their advantage Answer: B Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. 40 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Impression Management: All the World’s a Stage Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 154.

After the Thursday meeting of his social psychology class, Hugo tells his professor that she is an exceptional teacher and that he thinks she made the material interesting and engaging. Assuming that he is behaving insincerely, which self-presentational tactic is Hugo using? a. Ingratiation b. Self-handicapping c. Social loafing d. Lowballing Answer: A Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

Compared to the others, which person is using ingratiation as a self-presentational tactic? a. Edwin, who recites all the fellowships he has received b. Kurt, who gets drunk the night before his midterm examination c. Iman, who brings her boss coffee and offers to do other favors d. Becky, who plays helpless in order to get her girlfriend’s attention Answer: C Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

After starting your job, your manager sends you a friend request on Facebook. You accept but find that your manager posts the most childish jokes on his page. When he asks you in the morning if you saw his post last night, you say, “Yes, and I thought it was hilarious. I particularly liked the joke about the three men entering the bar.” You are using __________ to help your manager like you. a. implementation b. social tuning c. ingratiation d. self-handicapping Answer: C Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

Just before an exam, your friend Marc turns to you and says, “Man, I’m so tired! I partied until four in the morning.” Marc is engaging in what type of impression management? a. Self-handicapping b. Ingratiation c. Self-promotion d. Self-enhancement Answer: A 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 158.

People engage in self-handicapping strategies in order to avoid __________. a. failure b. an internal attribution for failure c. an external attribution for failure d. a misattribution of failure Answer: B Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

159.

On the night of an important basketball game, Monte decided to leave his glasses at home. When his coach asked him if he wanted to return home to get them, Monte told the coach that he would rather not risk missing part of the game and that he’d try his best without them. Which impression management strategy is Monte using? a. Overjustification b. Discounting c. Self-handicapping d. Rationalization Answer: C Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

The two major ways that a person may self-handicap are __________ and __________. a. using upward social comparison; avoiding downward social comparison b. creating real obstacles to success; making excuses in advance c. avoiding the frontstage region; seeking out the backstage region d. making internal attributions for failure; making external attributions for success Answer: B Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

One major problem with preparing excuses in advance of possible failure is that __________. a. we may come to believe those excuses and exert less effort to succeed b. others may believe our excuses and make us the object of pity c. an excess of excuses can lead to negative attributions of irresponsibility d. when people believe our excuses, we overestimate our abilities Answer: A

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 162.

Behavioral self-handicapping is to __________ as reported self-handicapping is to __________. a. using drugs and alcohol; blaming bad mood and test anxiety b. blaming bad mood and test anxiety; using drugs and alcohol c. being a narcissist; being a non-narcissist d. being a non-narcissist; being a narcissist Answer: A Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

Behavioral self-handicapping involves __________. a. actions that reduce the likelihood that you will succeed on a task b. creating ready-made excuses for potential failure c. trying as hard as you can to be successful at a task d. blaming the environment for your failures Answer: A Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

Which person is using a behavioral self-handicapping strategy? a. Eljin, who pulled an all-nighter before his exam today b. Xuan, who reports that he isn’t feeling well before the exam c. Juan, who reports that he lost his class notes and had nothing to study last night d. Lily, who reports that she had an allergic reaction to medication and was throwing up all night Answer: A Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

Which person is using a reported self-handicapping strategy? a. Chen, who partied last night before his exam b. Benji, who failed to study last night for today’s exam, so he could sleep c. Jermaine, who forgot his running shoes for the 5K race d. Chrislyn, who complains of test anxiety as she waits for the exams to be distributed Answer: D Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Difficult 43 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Self-handicapping is used to avoid __________ attributions for our behavior. a. extrinsic b. external c. internal d. self-defeat Answer: C Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

Self-handicapping helps individuals make __________ attributions for their possible poor performance. a. internal b. external c. dispositional d. extrinsic Answer: B Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

If you use a self-handicapping strategy and still do well at a task, what is the most likely outcome? a. People will give you less credit for completing the task. b. You will be seen as even more capable of the task than before. c. You will deflect any potential positive attributions for your behavior. d. People won’t notice you tried to use a self-handicapping strategy. Answer: B Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

When considering the data on self-handicapping, which conclusion is true? a. Women are more likely to use behavioral self-handicapping than men are. b. People in late adulthood are more likely to use reported self-handicapping strategies. c. Asian people are more likely to use behavioral self-handicapping than Hispanic people are. d. Men are more likely to use behavioral self-handicapping than women are. Answer: D Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 170.

Self-handicapping __________. a. is harmless to one’s performance b. has a negative impact on one’s performance c. is good for skill development d. is more useful in a group Answer: B Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

People __________ those they perceive to be engaging in self-handicapping strategies. a. feel very sorry for b. are more likely to assist c. do not like d. will grant grace for Answer: C Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

172.

Why are women more critical of people who self-handicap? Women, more than men, __________. a. value putting in effort b. expect special treatment because of their gender c. dislike embarrassment d. have higher self-esteem Answer: A Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

Because Eastern cultures tend to value __________, there is more effort devoted to __________. a. social comparison; avoiding public embarrassment b. interdependence; engaging in social comparison c. interdependence; avoiding public embarrassment d. saving face; social comparison Answer: C Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

In Japan, you can rent fake guests for a wedding, a fake audience for a public lecture, and fake mourners for a funeral. These “convenience agencies” (benriya) exist because __________. a. many Japanese people spend so much time at work that they do not have time to attend special events b. many Japanese people spend so much time at work that they don’t have time to develop friendships 45 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c.

the “fake” guests are a long-standing Japanese tradition, which villagers used to do for free but which now has become commercialized d. Japanese people are very concerned with avoiding the public embarrassment of not having “enough” attendees at social events Answer: D Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 175.

The existence of Japanese benriya, or “convenience agencies,” which rent guests for weddings, funerals, and lectures, suggests that the __________. a. desire to manage public impressions is stronger in Japan than it is in the United States. b. desire to manage public impressions is as strong in Japan as it is in the United States. c. Japanese people have inherently low self-esteem d. Japanese people have discovered a new business that is likely to take off in the United States in the next decade Answer: B Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

176.

Which statement about cultural influences on impression management is FALSE? a. Westerners are less concerned with impression management than are people from Asian cultures. b. The motive to manage impressions is universal, but the forms of impression management may vary across cultures. c. People in Asian cultures are more willing to criticize themselves than are Americans. d. People in all cultures are concerned with the impression they make on others. Answer: A Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 177.

There is evidence that suggests that there are cultural differences that affect the self-concept. Describe, using an example, how people from different cultures tend to view themselves. Answer: People from Asian and other non-Western cultures tend to have a more interdependent sense of self. For example, they see themselves in terms of their relationships and make decisions based on what is best for these relationships. A specific example would be deciding to become a physician to bring esteem and honor to your family rather than pursuing a career as a musician, which you may personally desire but would not benefit your family as much. People from Western cultures tend to have an independent sense of self. They see themselves in terms of their own personal goals and beliefs. An example of this basis for the self-concept would be the decision to marry someone you love, even if your family does not approve. You would be basing your decision on what you want, rather than what that may mean for your relationships with others. Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

Mary is planning to get married to Gigi in the near future. Imagine Mary has an independent view of herself. What would be some reasons she would give for getting married, and how does this reflect an independent self? Now imagine she has an interdependent view of herself. What would be some reasons she would give for getting married, and how does that reflect her interdependent self? Answer: If Mary had an independent view of herself, she might say that she found her true love in Gigi, that she is an adult, or that she is becoming who she has always dreamed of being. These explanations emphasize Mary as a person, separate from others. It also emphasizes her uniqueness or her own personal growth. If Mary had an interdependent view of herself, she might explain that she is becoming part of a new family, that she is fulfilling her family’s wishes, or that she is doing what others think is best for her. These explanations stress the importance of others in her decision to get married. Learning Objective: 5.1 Describe the self-concept and how it develops. Topic: The Origins and Nature of the Self-Concept Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

Briefly describe the tenets of self-awareness theory, and explain some cognitive and behavioral consequences of self-awareness. Answer: Self-awareness theory posits that when we focus on ourselves, we evaluate and compare our current behavior against our personal values and standards. When we can bring our behaviors in line with our internal values, we will. When, however, we do not or cannot bring our behaviors in line with our internal standards, we will experience discomfort and stop being self-aware as quickly as possible (e.g., turning away from a mirror, watching television, or even escaping the self via drugs or sexual masochism). Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 180.

Sometimes when we become self-aware, we introspect about the reasons for our attitudes or behaviors. What are some consequences of such introspection? Answer: First, although we are generally better at deciding how we feel than why we feel that way, we may not always be accurate; sometimes we tell more than we can know about how we feel and apply a reasonable causal explanation for our behavior. When it comes to introspecting about reasons for our thoughts, feelings, and behaviors (e.g., why we like someone), the very act of introspection can change those attitudes, feelings, and behaviors. We might identify the most readily accessible reasons that seem plausible. And what is most accessible at any one point in time might be an attitude or feeling that is different from what we felt before. Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

Describe how a self-perception theorist would explain how you come to decide whether you really like your new roommate. Answer: A self-perception theorist would first note that self-perception processes operate when we are initially unsure of our initial feelings or attitudes. When we are unsure about how we really feel, we will look to the environment and to our own behaviors to decide. For example, we may reflect on our behaviors the last time we were around our roommate. Did we laugh? Did we do any favors for her? Did we compliment her? We would also look to the situation to determine whether situational factors (e.g., rewards) might have influenced our behaviors. If so, we might decide that it was the situation and not our true feelings that influenced our behavior. Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

When Linda was a child, her friends at school all earned a lot of money from their parents if their grades were good. Linda went to her parents and asked that she be given money for good report cards. Her parents agreed. She would earn a nickel for every “A” and a dollar if she earned all “A’s.” Her friends, of course, were offered much more money for attaining good grades. Applying research on the overjustification effect, explain why Linda’s parents might have offered her such meager monetary rewards for academic success. Answer: This example is a special case of working to increase intrinsic versus extrinsic motivation to learn and excel. Linda’s parents were careful not to provide excessive external rewards; such rewards might convince Linda that the reason she was working hard in school was to earn money, rather than for the innate satisfactions of learning new material and completing a job well done. In other words, they were avoiding the overjustification effect by which extrinsic motivators overpower the potential for intrinsic motivation. Instead, they provided such meager rewards so that Linda would come to believe that she worked hard in school because she liked it and viewed it as worthwhile; in other words, she would remain intrinsically motivated to succeed. Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 183.

Describe what a fixed mindset versus a growth mindset is. Which mindset is more likely to lead to subsequent success after a failure experience? Why? Answer: A fixed mindset is the idea that ability is stable and does not change over time. A growth mindset is the idea that abilities can change with experience. A growth mindset is more likely to lead to success after a failure experience because individuals who have a growth mindset tend to view failures as learning experiences, after which their abilities can improve. On the other hand, individuals who have a fixed mindset would view a setback as indicative of their stable, low-level ability. Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

184.

Stanley Schachter’s two-factor theory of emotion is both a physiological and a social theory of emotion. Explain why that is. Answer: The two-factor theory is a two-stage model that describes how we make attributions about our internal experience. First, we must experience generalized physiological arousal. Second, if we are not sure about the source of the arousal, we seek an appropriate explanation to help us label what we’re feeling. After we’re aroused and seek an appropriate label, we often look to the external environment, including other people, to decide what we’re feeling. For example, some participants in Stanley Schachter and Jerome Singer’s experiment had no explanation for why they were feeling aroused and looked to an experimental confederate to figure out how they were feeling. When the confederate acted silly and happy, they labeled their arousal as a positive emotion; when he acted angry, they labeled their arousal as a negative emotion. Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

Sometimes people find it difficult to correctly interpret why they are experiencing physiological arousal and look to their situation for a reasonable interpretation. Consider the evidence for misattribution of arousal. First, state what misattribution of arousal is; second, note the circumstances under which it is most likely to happen; and third, describe how would you use misattribution of arousal to your advantage if you were trying to encourage someone to be attracted to you. Answer: First, misattribution of arousal occurs when people sense that they are physiologically aroused (i.e., shaky hands, sweaty, pounding heart) and cannot readily interpret why they are aroused because there are multiple interpretations available to them, and thus make an incorrect attribution for their arousal. Second, this is likely to occur when people are in a situation in which there are several possible causes for their arousal, rather than just one. Third, in order to use misattribution of arousal to perhaps enhance how attracted someone is to me, I would put myself and the person I’m attracted to in a situation with high arousal; it may be that we go jogging together, or see a suspenseful movie; perhaps if it’s Halloween we would go through a haunted house, or see a loud rock concert. (There are many ways to increase arousal, thus many possible examples a student could use for the third part of the question.) Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 186.

Many social psychologists assert that much of our sense of self arises from our interactions with or observations of others; in effect, that the self is social. How does Leon Festinger’s social comparison theory fit this conceptualization of self? Answer: Social comparison theory posits that we are motivated to evaluate ourselves, our attitudes, and our abilities. Sometimes the nonsocial environment doesn’t provide enough information objective criteria to perform these evaluations. When this happens, we often turn to others to evaluate our own abilities and engage in social comparison. We are most likely to compare ourselves to others when there are no objective standards and when we are unsure of some self-aspects. We engage in upward social comparison when we want to be accurate, and in downward social comparison when we want to feel good about ourselves. Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

Josie has just been diagnosed with cancer. According to research on social comparison processes, first state what upward social comparisons and downward social comparisons are, then explain what Josie would gain by making an upward and a downward social comparison for her state of health. Answer: An upward social comparison occurs when a person compares themself with someone better than they are on a given self-relevant dimension. Downward social comparisons occur when a person compares themself with someone worse off than they are. Downward comparison is more likely among cancer patients; one might compare a current state of health to someone who is in a worse state of health. Josie may make upward social comparisons to cancer survivors as a way of learning strategies to cope with and survive cancer. She may be inspired by their stories. Josie would make downward social comparisons to people with more advanced stages of cancer than she has, or even to people who died from cancer, in order to enhance her sense of self and feel better about her situation. Learning Objective: 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Knowledge Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

188.

Explain why exposure to social media can lead to feelings of depression or unhappiness, based on the principles of social comparison. Answer: Research evidence indicates that amount of time spent on social media and feelings of depression or unhappiness are correlated with one another, although a causal connection cannot be established from this evidence alone. An experiment that involved one group decreasing their social media time provided better evidence that less time on social media contributed to feelings of greater life satisfaction and lowered depression. From a social comparison perspective, seeing others on social media doing wonderful, fabulous, life-changing, exotic things while we sit at a computer screen watching it all, sets up an upward social comparison: others are having more fun and living more fulfilling lives than we are. One consequence of making an upward social comparison is that we feel worse about ourselves. The important realization, however, is that people usually post only the fun, exciting, exotic, etc., activities they engage in on social media, and the rest of the time their lives are likely just like ours. Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

189.

Describe what advice you can give to first-year students about increasing their self-control, based on research in this area. Answer: Research evidence indicates that practicing self-control improves the ability to use it in the future. So, if first-year students start now with exercising some control, they will get better at it as time goes on. Second, because self-control takes energy, students should be sure to do things to recharge the batteries after periods of exerting control, even though the research in this area is somewhat controversial. Finally, making a plan and avoiding temptations are important. Students should make a commitment to studying and plan for responses to temptations ahead of the arrival of the situation. Learning Objective: 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

190.

Maurice has an important exam tomorrow. However, instead of studying for his exam, Maurice is out at a party and drinking until the early morning hours. What social-psychological construct can explain Maurice’s behavior, and what might he have to gain by behaving this way? Answer: Maurice’s behavior can be explained by the construct known as self-handicapping, wherein individuals create obstacles and excuses so that if they fail, it does not hurt the attributions others make of them. Maurice would do this so that if he succeeded, he can attribute his success to his ability—he was able to succeed despite all these impediments—but if he failed, he would have a ready external attribution (i.e., he was tired, he was hungover, he didn’t have time to study). Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

191.

Describe ingratiation and self-handicapping as impression management strategies. In your answer, be sure to address the difference between behavioral and reported self-handicapping. Answer: Ingratiation is using flattery or praise to make oneself likable to other people, who are often of a higher status. Self-handicapping involves creating obstacles or excuses so that poor performance on a task can be attributed to external causes. Behavioral self-handicapping refers to acting in a way that reduces the likelihood of success, so an attribution can be made to the situation instead of lack of ability. Reported selfhandicapping occurs when an excuse for possible poor performance is provided to others ahead of time. Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

192.

Based on what you have learned in this chapter, if you wanted to change how people see you, what could you do? Answer: Although answers will vary, they should include potential strategies that can be changed that would alter the impression others have of a person. For instance, change the way you look, the way you behave, the people you hang around with, the beliefs you espouse, and the words you speak. In other words, engaging in strategic impression management and mindful self-presentation can take a variety of forms, and some of those forms should be discussed. 51 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Impression Management: All the World’s a Stage Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 5.1: The Origins and Nature of the Self Concept EOM_Q5.1.1 Which of the following is least likely to pass the “mirror” test suggesting they have at least a rudimentary selfconcept? a) An orangutan Consider This: When does human self-recognition develop? LO 5.1 Describe the self-concept and how it develops. b) A chimpanzee Consider This: When does human self-recognition develop? LO 5.1 Describe the self-concept and how it develops. c) A 12-month-old human infant d) A 3-year-old human child Consider This: When does human self-recognition develop? LO 5.1 Describe the self-concept and how it develops. Answer: c Learning Objective: LO 5.1 Describe the self-concept and how it develops. Topic: Self-Concept Difficulty Level: Moderate Skill Level: Remember the Facts EOM_Q5.1.2 When thinking about other people, which of the following will we see as most central to their self-concept? a) Their morals b) Their preferences and attitudes Consider This: What did the study find that asked people how they would view a friend if various things about them had changed over the years? LO 5.1 Describe the self-concept and how it develops. c) Their physical attributes Consider This: What did the study find that asked people how they would view a friend if various things about them had changed over the years? LO 5.1 Describe the self-concept and how it develops. d) Their memories Consider This: What did the study find that asked people how they would view a friend if various things about them had changed over the years? LO 5.1 Describe the self-concept and how it develops. Answer: a Learning Objective: LO 5.1 Describe the self-concept and how it develops. Topic: Self-Concept Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q5.1.3 Which is the best definition of an independent view of the self? a) Defining oneself in terms of one’s relationships to other people Consider This: Why were many Western observers mystified by Masako Owada’s decision to marry the crown prince of Japan? LO 5.1 Describe the self-concept and how it develops. b) Defining oneself in terms of one’s own internal thoughts, feelings, and actions c) Someone who enjoys activities such as dancing and team sports Consider This: Why were many Western observers mystified by Masako Owada’s decision to marry the crown prince of Japan? LO 5.1 Describe the self-concept and how it develops. d) Someone who enjoys activities such as reading and writing poetry 53 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Why were many Western observers mystified by Masako Owada’s decision to marry the crown prince of Japan? LO 5.1 Describe the self-concept and how it develops. Answer: b Learning Objective: LO 5.1 Describe the self-concept and how it develops. Topic: Cultural Influences on the Self-Concept Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q5.1.4 Which is the best definition of an interdependent view of the self? a) Defining oneself in terms of one’s relationships to other people b) Defining oneself in terms of one’s own internal thoughts, feelings, and actions Consider This: Why were many Japanese less surprised than Westerners by Masako Owada’s decision to marry the crown prince of Japan? LO 5.1 Describe the self-concept and how it develops. c) Someone who enjoys activities such as dancing and team sports Consider This: Why were many Japanese less surprised than Westerners by Masako Owada’s decision to marry the crown prince of Japan? LO 5.1 Describe the self-concept and how it develops. d) Someone who enjoys activities such as reading and writing poetry Consider This: Why were many Japanese less surprised than Westerners by Masako Owada’s decision to marry the crown prince of Japan? LO 5.1 Describe the self-concept and how it develops. Answer: a Learning Objective: LO 5.1 Describe the self-concept and how it develops. Topic: Cultural Influences on the Self-Concept Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 5.2: Self-Knowledge EOM_Q5.2.1 When people focus attention on themselves, they __________. a) evaluate and compare their behavior to their internal standards and values b) are less likely to drink alcohol or engage in binge eating Consider This: When people’s thoughts turn inward, they become objective, judgmental observers of themselves. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. c) are less likely to follow their moral standards Consider This: When people’s thoughts turn inward, they become objective, judgmental observers of themselves. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) almost always like what they see about themselves Consider This: When people’s thoughts turn inward, they become objective, judgmental observers of themselves. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Answer: a Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Focusing on the Self: Self-Awareness Theory Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q5.2.2 Suppose that your friend Meghan says, “If I get less than 8 hours of sleep, I’m in a terrible mood the next day.” Based on research in social psychology, what is the best conclusion about her statement? a) She is probably right because people generally know why they feel the way they do. Consider This: Introspecting about our past actions and current thoughts does not always yield the right answer about why we feel the way we do. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. b) She is probably wrong because people rarely know why they feel the way they do. Consider This: Introspecting about our past actions and current thoughts does not always yield the right answer about why we feel the way we do. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. c) She is likely to be right only if she first made a list of all the reasons why she is in a good mood or bad mood on a typical day. Consider This: Introspecting about our past actions and current thoughts does not always yield the right answer about why we feel the way we do. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) Her statement is probably based on a causal theory that may or may not be true. Answer: d Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Judging Why We Feel the Way We Do: Telling More Than We Can Know Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q5.2.3 Which of the following statements best illustrates self-perception theory? a) “I might not know why, but I know what I like.” Consider This: Self-perception theory argues that when our attitudes and feelings are uncertain or ambiguous, we infer these states by observing our behavior and the situation in which it occurs. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. 55 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

b) “I often don’t know what I like until I see what I do.” c) “I like classical music because my wife is always playing it.” Consider This: Self-perception theory argues that when our attitudes and feelings are uncertain or ambiguous, we infer these states by observing our behavior and the situation in which it occurs. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) “I get a warm feeling inside when I listen to my favorite songs.” Consider This: Self-perception theory argues that when our attitudes and feelings are uncertain or ambiguous, we infer these states by observing our behavior and the situation in which it occurs. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Answer: b Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Perception Theory Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q5.2.4 Suppose you are a parent and want your children to do well in school. Which of the following is likely to work the best? a) Tell them that they were born with a lot of academic talent. Consider This: People with the growth mindset view setbacks as opportunities to improve through hard work and challenging oneself. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. b) Tell them that academic ability is something that they can cultivate and grow if they work hard. c) When they are young, give them money for every book they read. Consider This: Rewards can make people lose interest in activities they initially enjoyed . LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) Tell them that intelligence is inherited and that there is a lot of it in your family. Consider This: People with the growth mindset view setbacks as opportunities to improve through hard work and challenging oneself LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Answer: b Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Intrinsic vs. Extrinsic Motivation, Mind-Sets, and Motivation Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q5.2.5 Under which of the following conditions is Khalid most likely to feel romantic attraction toward Heather? a) Khalid isn’t sure whether he wants to go out with Heather but decides he does after making a list of pros and cons. Consider This: Making lists of reasons does not always reveal people’s true feelings. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. b) Khalid isn’t sure whether he wants to go out with Heather, but he agrees to do so after Heather’s roommate says she will help him with his calculus homework if he does. Consider This: Extrinsic rewards can undermine intrinsic motivation. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. c) Khalid and Heather go for a long run together. Heather waits for a couple of hours, until she is sure that they are rested, then gives Khalid a hug and tells him that she really likes him. Consider This: Misattribution is unlikely to occur here because Khalid will no longer be physiologically aroused from the run. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

d) Khalid and Heather nearly get into a serious car accident, and both are terrified. Then Heather gives Khalid a hug and tells him that she really likes him. Answer: d Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Misattribution of Arousal Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q5.2.6 Mariana is a sophomore in high school who is trying out for the varsity softball team. In order to get an accurate assessment of her softball abilities, she should compare her abilities to __________. a) a senior who was the best player on the team last year Consider This: What does social comparison theory say that people should do when their goal is to get an accurate assessment of their abilities? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. b) a sophomore who has less experience playing softball than Mariana has Consider This: What does social comparison theory say that people should do when their goal is to get an accurate assessment of their abilities? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. c) the coach of the team Consider This: What does social comparison theory say that people should do when their goal is to get an accurate assessment of their abilities? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) a sophomore who has about the same amount of experience playing softball as Mariana has Answer: d Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Perception Theory Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q5.2.7 Why does spending time on social networking sites make many people unhappy? a.

They misattribute their arousal. Consider This: When we look at other people’s posts on social media, we are likely to engage in upward social comparison, whereby it seems like all of our friends are doing better in life than we are. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves.

b. They engage in downward social comparison.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: When we look at other people’s posts on social media, we are likely to engage in upward social comparison, whereby it seems like all of our friends are doing better in life than we are. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. c. They engage in upward social comparison. d. They fail to engage in accurate introspection. Consider This: When we look at other people’s posts on social media, we are likely to engage in upward social comparison, whereby it seems like all of our friends are doing better in life than we are. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Answer: c Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Social Comparison and Social Media Use Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 5.3: Self Control: The Executive Function of the Self EOM_Q5.3.1 One afternoon at work Rachel has a meeting with her boss, who is wearing the silliest-looking outfit Rachel has ever seen. Rachel is tempted to laugh and make fun of her boss, but she knows this would be a bad idea. Under which of the following conditions would Rachel be most likely to resist the temptation to make fun of her boss? a) Rachel spent all morning writing a difficult report and believes that willpower is a limited resource. Consider This: Research shows that simply believing that willpower is an unlimited resource can increase self-control. LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. b) Rachel spent all morning writing a difficult report, but she believes that willpower is an unlimited resource and that she thus has a lot of it. c) Rachel says to herself over and over, “Don’t think about the boss’s outfit!” Consider This: Research shows that simply believing that willpower is an unlimited resource can increase self-control. LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. d) Rachel says to herself, “Remember that the most important thing is not to insult my boss.” Consider This: Research shows that simply believing that willpower is an unlimited resource can increase self-control. LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Answer: b Learning Objective: LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control Difficulty Level: Moderate Skill Level: Apply EOM_Q5.3.2 Eduardo is tempted to eat some of his roommate’s cookies, even though his roommate told him not to. Under which of the following conditions would Eduardo be mostly likely to resist the temptation to eat the cookies? a) It’s the afternoon, and Eduardo has had a busy morning. Consider This: What did the study find that asked some participants to pray or think about “a person, a group of persons, their hopes and wishes, something they were currently concerned with, or anything else they wished in whatever manner they wished to do so”? LO 5.3 Compare when people are likely to succeed at selfcontrol and when they are likely to fail. b) Eduardo believes that willpower is fixed resource and that people have a limited amount of it. Consider This: What did the study find that asked some participants to pray or think about “a person, a group of persons, their hopes and wishes, something they were currently concerned with, or anything else they wished in whatever manner they wished to do so”? LO 5.3 Compare when people are likely to succeed at selfcontrol and when they are likely to fail. c) Eduardo went to the gym that morning and had a good workout. Consider This: What did the study find that asked some participants to pray or think about “a person, a group of persons, their hopes and wishes, something they were currently concerned with, or anything else they wished in whatever manner they wished to do so”? LO 5.3 Compare when people are likely to succeed at selfcontrol and when they are likely to fail. d) Eduardo puts the cookies in a cupboard so he doesn’t have to look at them. Answer: d Learning Objective: LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q5.3.3 Tarek needs do his laundry but has been very busy. Under which of the following conditions is he most likely to his laundry in the next few days?

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

a) He says to himself, “I’ll do my laundry at 7:00 p.m. tomorrow, and if my roommate says we should play video games then, I’ll ask him if we can do that later.” b) He vows to do it at some point the next day. Consider This: One way to increase self-control is to make specific “if–then” plans that specify how and when you will study and how you will avoid temptations. LO 5.3 Compare when people are likely to succeed at selfcontrol and when they are likely to fail. c) He vows to do it sometime in the next 2 days. Consider This: One way to increase self-control is to make specific “if–then” plans that specify how and when you will study and how you will avoid temptations. LO 5.3 Compare when people are likely to succeed at selfcontrol and when they are likely to fail. d) He vows not to think about video games the next day so that he doesn’t spend time doing that instead of doing his laundry. Consider This: One way to increase self-control is to make specific “if–then” plans that specify how and when you will study and how you will avoid temptations. LO 5.3 Compare when people are likely to succeed at selfcontrol and when they are likely to fail. Answer: a Learning Objective: LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Implementation Intentions Difficulty Level: Moderate Skill Level: Apply

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 5.4: Impression Management: All the World’s a Stage EOM_Q5.4.1 Amanda is at a team picnic with her coach and fellow soccer players. Which of the following is the best example of ingratiation? a) Amanda tells her coach that the quinoa salad he made was delicious, even though she thinks it tasted like dirt. b) Amanda tells her coach that he might want to consider taking cooking lessons. Consider This: The definition of ingratiation is using flattery or praise to make yourself likable to another, often a person of higher status. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. c) Amanda tells the 10-year-old brother of one her teammates that she likes his sneakers, which she thinks look great. Consider This: The definition of ingratiation is using flattery or praise to make yourself likable to another, often a person of higher status. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. d) The coach tells Amanda that she is a good player but should keep practicing to improve her skills. Consider This: The definition of ingratiation is using flattery or praise to make yourself likable to another, often a person of higher status. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Answer: a Learning Objective: LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Ingratiation and Self-Handicapping Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q5.4.2 Ben is worried that he will do poorly on his psychology test. Which of the following is the best example of behavioral self-handicapping? a) He spends a couple of extra hours studying, and right before the test, he tells his friends that he studied really hard. Consider This: The definition of behavioral self-handicapping is acting in ways that reduce the likelihood that one will succeed on a task, so that if they fail, they can blame it on the obstacles they created rather than on their lack of ability. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. b) Instead of studying the night before, he stays up late watching movies on his computer. Right before the test, he tells his friends that he saw some great movies instead of studying. c) He spends a couple of extra hours studying. Then, right before the test, he tells his friends that he isn’t feeling very well. Consider This: The definition of behavioral self-handicapping is acting in ways that reduce the likelihood that one will succeed on a task, so that if they fail, they can blame it on the obstacles they created rather than on their lack of ability. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. d) Right before the test, Ben tells the professor that their class is the best one he’s ever taken. Consider This: The definition of behavioral self-handicapping is acting in ways that reduce the likelihood that one will succeed on a task, so that if they fail, they can blame it on the obstacles they created rather than on their lack of ability. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Answer: b Learning Objective: LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Ingratiation and Self-Handicapping Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

EOM_Q5.4.3 Ben is worried that he will do poorly on his psychology test. Which of the following is the best example of reported self-handicapping? a) He spends a couple of extra hours studying, and right before the test, he tells his friends that he studied really hard. Consider This: The definition of reported self-handicapping is devising ready-made excuses in case they fail instead of creating obstacles to success. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. b) Instead of studying the night before, he stays up late watching movies on his computer. Right before the test, he tells his friends that he saw some great movies instead of studying. Consider This: The definition of reported self-handicapping is devising ready-made excuses in case they fail instead of creating obstacles to success. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. c) He spends a couple of extra hours studying. Then, right before the test, he tells his friends that he isn’t feeling very well. d) Right before the test, Ben tells the professor that their class is the best one he’s ever taken. Consider This: The definition of reported self-handicapping is devising ready-made excuses in case they fail instead of creating obstacles to success. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Answer: c Learning Objective: LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Ingratiation and Self-Handicapping Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 5 Quiz: The Self: Understanding Ourselves in a Social Context EOC_Q5.1 Which of the following statements is least true, according to research on self-knowledge? a) The best way to “know thyself” is to look inward, introspecting about ourselves. b) Sometimes the best way to know ourselves is to see what we do. Consider This: What are the limits of introspection? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. c) We often try to figure out ourselves by comparing ourselves to others. Consider This: What are the limits of introspection? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) One way we know ourselves is by using theories we learn from our culture. Consider This: What are the limits of introspection? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Answer: a Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Knowing Ourselves Through Introspection Difficulty Level: Difficult Skill Level: Understand the Concepts EOC_Q5.2 Which of the following is not a function of the self? a) Self-knowledge Consider This: One of the functions is self-esteem. LO 5.1 Describe the self-concept and how it develops. b) Self-control Consider This: One of the functions is self-esteem. LO 5.1 Describe the self-concept and how it develops. c) Impression management Consider This: One of the functions is self-esteem. LO 5.1 Describe the self-concept and how it develops. d) Self-criticism Answer: d Learning Objective: LO 5.1 Describe the self-concept and how it develops. Topic: Functions of the Self Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q5.3 In which state are people most likely to have an interdependent sense of self? a) Massachusetts Consider This: The interdependent view of the self is a way of defining oneself in terms of one’s relationships to other people. LO 5.1 Describe the self-concept and how it develops. b) Connecticut Consider This: The interdependent view of the self is a way of defining oneself in terms of one’s relationships to other people. LO 5.1 Describe the self-concept and how it develops. c) Oklahoma d) Alabama Consider This: The interdependent view of the self is a way of defining oneself in terms of one’s relationships to other people. LO 5.1 Describe the self-concept and how it develops. Answer: c Learning Objective: LO 5.1 Describe the self-concept and how it develops. Topic: Cultural Influences on the Self-Concept Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

EOC_Q5.4 On Halloween, you decide to do an experiment. When the trick-or-treaters arrive at your house, you have them stand in a line on your front porch. You stay outside with the group and let each child enter your house individually. You tell them they can take one piece of candy from the bowl that is sitting on a table. Half of the time you put the candy bowl in front of a big mirror. The other half of the time there is no mirror present. All of the children may be tempted to take more than one piece of candy. Which children will be LEAST likely to give in to temptation? a) Those in the mirror condition b) Those who are between 7 and 9 years old Consider This: When people are self-aware, they evaluate and compare their current behavior to their internal standards and values. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. c) Those in the no-mirror condition Consider This: When people are self-aware, they evaluate and compare their current behavior to their internal standards and values. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) Those who experience downward social comparison Consider This: When people are self-aware, they evaluate and compare their current behavior to their internal standards and values. LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Answer: a Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Self-Awareness Theory Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q5.5 Which of the following is most true? a) Every member of a Western culture has an independent view of the self, and every member of an Asian culture has an interdependent view of the self. Consider This: There is variation within a country in the way people view themselves. LO 5.1 Describe the self-concept and how it develops. b) Members of Western cultures are more likely to have an interdependent sense of self than are members of Asian cultures. Consider This: There is variation within a country in the way people view themselves. LO 5.1 Describe the self-concept and how it develops. c) People with independent selves can easily appreciate what it is like to have an interdependent self. Consider This: There is variation within a country in the way people view themselves. LO 5.1 Describe the self-concept and how it develops. d) People who live in parts of the United States and Canada that were settled by Europeans more recently have more of an independent sense of self than people who live in parts of those countries that were settled earlier. Answer: d Learning Objective: LO 5.1 Describe the self-concept and how it develops. Topic: Cultural Influences on the Self-Concept Difficulty Level: Easy Skill Level: Remember EOC_Q5.6 Your little sister enjoys taking time out of her day to make bead necklaces. A birthday party is coming up, and you decide you want to give a necklace to each person at the party. She offers to make a necklace for each of your friends, but for added motivation you give her a dollar for each one she makes. Which of the following is most likely to happen? a) After the party, your sister will enjoy making beads more than she did before because you gave her a reward. 64 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Under what conditions does the overjustification effect occur? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. b) After the party, your sister will enjoy making beads less than she did before because you rewarded her for something she already liked to do. c) Because your sister already enjoys making beads, paying her for making them will have no effect on how much she enjoys the activity. Consider This: Under what conditions does the overjustification effect occur? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) Paying your sister for making the beads will increase her self-awareness. Consider This: Under what conditions does the overjustification effect occur? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Answer: b Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Intrinsic vs. Extrinsic Motivation Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q5.7 Catherine did very well on her math test. Which of the following statements should her mother tell her to increase the chances that Catherine will not give up on math if it later becomes more difficult for her? a) “You really worked hard for this test, and your hard work paid off!” b) “You are such a smart kid; you excel in everything you do!” Consider This: Which response would best encourage Catherine to acquire a growth mind-set? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. c) “You are so good in math; you obviously have a gift for this!” Consider This: Which response would best encourage Catherine to acquire a growth mind-set? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) “I’m so glad to see you are doing better than all your classmates!” Consider This: Which response would best encourage Catherine to acquire a growth mind-set? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Answer: a Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Mindsets and Motivation Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q5.8 Your friend Jamie is interning at a law firm. When you ask them how it’s going, they say, “I’m feeling good about it because I’m doing much better than the intern who started a month after me.” What kind of social comparison is Jamie making? a) Upward social comparison Consider This: Is Jamie’s goal to know what excellence is or to feel good about themself? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. b) Downward social comparison c) Impression comparison Consider This: Is Jamie’s goal to know what excellence is or to feel good about themself? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. d) Self-knowledge comparison Consider This: Is Jane’s goal to know what excellence is or to feel good about herself? LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Answer: b

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Learning Objective: LO 5.2 Explain how people use introspection and observations of their own behavior and other people to know themselves. Topic: Knowing Ourselves by Comparing Ourselves to Others Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q5.9 Which of the following is most true about self-handicapping? a) People who self-handicap tend to try harder at a task. Consider This: Self-handicapping occurs when people create obstacles and excuses for themselves so that if they do poorly on a task, they can avoid blaming themselves. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. b) Women are more likely to engage in reported self-handicapping than are men. Consider This: Self-handicapping occurs when people create obstacles and excuses for themselves so that if they do poorly on a task, they can avoid blaming themselves. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. c) Women are more critical of people who self-handicap than are men and are less likely to engage in behavioral self-handicapping than are men. d) East Asians are more likely to engage in behavioral self-handicapping than are westerners. Consider This: Self-handicapping occurs when people create obstacles and excuses for themselves so that if they do poorly on a task, they can avoid blaming themselves. LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Answer: c Learning Objective: LO 5.4 Describe how people portray themselves so that others will see them as they want to be seen. Topic: Ingratiation and Self-Handicapping Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q5.10 Elise wants to increase her ability at self-control, such as by spending more time studying. Which of the following is most likely to work? a) When she is studying, she should try hard to suppress thoughts about the party she could have gone to. Consider This: One study found that people who believe that they have some control over how much willpower they can muster are better able to keep going and avoid being depleted by a difficult task. LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. b) Just before it is time for her to study, she should do something that requires a lot of concentration, such as a difficult puzzle. Consider This: One study found that people who believe that they have some control over how much willpower they can muster are better able to keep going and avoid being depleted by a difficult task. LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. c) She should eat a small, sugary snack before studying. Consider This: One study found that people who believe that they have some control over how much willpower they can muster are better able to keep going and avoid being depleted by a difficult task. LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. d) She should adopt the belief that willpower is an unlimited resource. Answer: d Learning Objective: LO 5.3 Compare when people are likely to succeed at self-control and when they are likely to fail. Topic: Self-Control: The Executive Function of the Self Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 6 Cognitive Dissonance and the Need to Protect Our Self-Esteem Total Assessment Guide (TAG)

Topic

Question Type

Remember the Facts

Multiple Choice

Understand the Concepts

Apply What You Know

Analyze It

Introduction Essay The Theory of Cognitive Dissonance: Protecting Our Self-Esteem

Multiple Choice

2, 3, 4, 5, 6, 19, 26, 29, 39, 45, 51, 58, 59, 68, 70, 71, 73, 74, 77, 83, 86, 94, 96, 97, 102, 108, 116, 122, 128, 133, 146, 147, 148, 152, 154

Essay Advances and Extensions of Cognitive Dissonance Theory

Multiple Choice

Some Concluding Thoughts on Dissonance and Self-Esteem

Multiple Choice

156, 158, 160, 165

Essay

9, 11, 13, 16, 17, 18, 22, 27, 28, 32, 33, 35, 36, 38, 40, 41, 42, 43, 46, 47, 48, 53, 54, 56, 57, 60, 62, 66, 67, 69, 72, 75, 79, 80, 81, 84, 85, 88, 89, 90, 91, 92, 93, 95, 98, 99, 100, 101, 106, 110, 112, 113, 117, 123, 126, 127, 130, 132, 134, 137, 138, 140, 141, 142, 144, 145, 149, 150, 151, 153, 155

7, 8, 10, 12, 14, 15, 20, 21, 23, 24, 25, 30, 31, 34, 37, 44, 49, 50, 52, 55, 61, 63, 64, 65, 76, 78, 82, 87, 103, 104, 105, 107, 109, 111, 115, 118, 119, 120, 121, 124, 125, 129, 131, 135, 136, 139, 143

178, 182, 188

176, 180, 184, 185, 187, 189

166

157, 159, 161, 162, 163, 164, 167

177, 181, 183, 186,

179 172

168, 169, 170, 171, 173, 175

174

Essay

190, 191

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 6 COGNITIVE DISSONANCE AND THE NEED TO PROTECT OUR SELF-ESTEEM _____________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

Members of the Heaven’s Gate cult, who “knew” there was a spaceship following the Hale-Bopp comet, returned a perfectly good telescope they had purchased because they failed to see the spaceship they “knew” was there. Such behaviors demonstrate that __________. a. cult leaders go to great lengths to brainwash their members b. people will often go to extreme lengths to justify their actions or beliefs c. pleasant, smart, reasonable people are seldom drawn to cults d. scientists, like many of us, are fascinated with the macabre, gruesome aspects of life Answer: B Learning Objective: None Topic: Introduction Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Self-esteem refers to people’s evaluations of their own __________. a. behavior b. values c. self-worth d. intentions Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

From a social psychological perspective, what is one of the most powerful determinants of human behavior? a. Our need to preserve a stable, positive self-image b. Our need to form a cohesive community c. Our fear of doing something wrong d. Our need to act rationally Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. Bernie Weiner Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

When people’s actions and beliefs challenge their self-worth, they experience a feeling known as __________. a. defensive attribution b. low self-esteem c. affective ambivalence d. cognitive dissonance Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

When our behavior conflicts with our attitudes, it can lead to __________. a. immobilization of action b. cognitive dissonance c. the overjustification effect d. affective consonance Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which situation would produce feelings of cognitive dissonance? a. Mary firmly believes in equal opportunity in the workplace; Mary rigged a job posting to get her cousin hired. b. Rudy loves chocolate ice cream; Rudy also loves taking walks in the summer rain. c. Archie doesn’t like baseball; Archie never goes to baseball games. d. Shoshanna values her winning smile; Shoshanna visits the dentist three times a year. Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Adriana is experiencing cognitive dissonance regarding her attitudes and behaviors related to healthy eating. Which example accurately describes a situation that would produce this dissonance? a. Adriana thinks healthy eating is a myth, and she routinely consumes 5,000 unhealthy calories a day. b. Adriana thinks eating is important on a daily basis but also thinks resting is important on a daily basis. c. Adriana believes in the importance of eating right, yet she sees the 72-ounce soda she chose for her lunch. 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d.

Adriana believes in the importance of healthy eating, and she believes in the importance of being nice to others. Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

Cognitive dissonance always __________. a. leads to a change in behavior b. produces psychological discomfort c. leads to the rationalization trap d. makes people produce new cognitions Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Susan carefully rinses her mouth with an unpleasant-tasting mouthwash every day. One day, Susan reads an article reporting credible dental research that indicates that mouthwash is completely ineffective and that mouthwash may even be related to tooth decay. The discomfort that Susan experiences in response to this information is called __________. a. insufficient justification b. cognitive dissonance c. self-discrepancy d. self-justification Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Of the following people, which individual is most likely to reduce cognitive dissonance they might be feeling? a. Jerry, who pretends he didn’t eat a gallon of ice cream while trying to diet b. Celso, who just tries not to think about the discomfort he is feeling c. Moises, who convinces himself that the estimates of the contribution of smoking to the incidence of cancer are exaggerated d. Lu Chi, who tries to relax so that he won’t think about his stomachache Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 12.

“Live fast and die young, that’s what I always say,” Rosie pronounces, as she stuffs down three more DingDong snack cakes and opens another pint of high-fat ice cream. Rosie knows that her diet is unhealthy and harmful, of course. To reduce her dissonance, Rosie is __________. a. changing her behavior to bring it in line with her cognitions b. changing a problem cognition to make it more consonant with her behavior c. adding a cognition that is consonant with her problem behavior d. engaging in self-affirmation to combat cognitive dissonance Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Giuseppe hates to dance, but he finds himself two hours into a charity ball organized by his cousin. Which means of reducing cognitive dissonance would be unavailable to Giuseppe in this situation? a. He can undance the many dances he’s already danced. b. He can change his attitude and conclude dancing isn’t so bad after all. c. He can still dislike dancing but recognize that his attendance at the ball this one time is good for charity. d. He can still dislike dancing but conclude that he’s helping his cousin have a successful event. Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

You’ve recently learned that eating avocados, which you love, is bad for your health. To reduce the dissonance you experience after reading this news, you would most likely __________. a. question the validity of the research and the integrity of the scientists b. consume a larger quantity of avocados c. tell all of your friends about the findings d. reread the article more carefully Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Pierre believes in “free speech for some,” endorsing the right for groups with which he already identifies to promote their agendas in a public forum. When a group whose views he disagrees with applies for a permit to demonstrate, Pierre leads a march on their headquarters to protest the application. In this scenario, __________ is the cognition and __________ is the behavior. a. Pierre’s assembling a protest march; Pierre’s belief in “free speech for some” b. Pierre’s anticipated belief about free speech; Pierre’s prior belief about protestor rights c. Pierre’s belief in “free speech for some”; Pierre’s assembling a protest march d. Pierre’s prior belief about free speech; Pierre’s anticipated belief about protestor rights Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

“There’s no way I’d give up drinking! I’d just be stressed out all the time,” says Lilly, as she sips her third martini of the evening. Lilly’s comments about her drinking habit are an example of __________ to reduce cognitive dissonance. a. using minimized shift b. adding a cognition c. enacting behavior change d. using self-perception Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

A doomsday group believed that aliens from planet Clarion are going to destroy Earth on December 21. The group prayed night and day for their salvation. Because of the workings of cognitive dissonance, when the world did not come to an end, __________. a. this strengthened the group’s original convictions b. this outcome could not be explained by the group c. this weakened their belief in their original convictions d. the group used common sense to explain the disconfirmation of their prophecy Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

In one study of dissonance reduction, how did gay men resolve their dissonance when two central aspects of their identities conflicted? As a reminder, these were gay men who strongly identified with their Christian churches and whose ministers made anti-gay pronouncements. If they decided to stay with their church, how did they respond? a. They didn’t attend church on the day the anti-gay pronouncement was scheduled. b. They attended church but played on their phones while the minister was talking. c. They blamed the minister but kept going to the same church. d. They stopped donating to the church. Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

When people try to maintain their self-esteem and reduce cognitive dissonance, they may resort to maladaptive thinking known as __________. a. heuristics b. schemas c. norms d. rationalizing 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

Wing Na believes very strongly that saccharine is an unsafe sugar substitute that may even cause cancer. Even though Wing Na is diabetic, and thus should be using sugar substitutes, she often opts for sugar-laden foods and drinks to avoid saccharine. “I’ll just exercise more later; the sugar isn’t a big deal. I’m really being healthier by avoiding saccharine,” she thinks. Wing Na’s behavior and thoughts are examples of __________ in the face of cognitive dissonance. a. harmonizing b. rationalizing c. patronizing d. denial Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Morrie interviewed for a job that was perfect for him. He received a call today telling him that he did not get the job. What is Morrie most likely to do now, based on the principles of cognitive dissonance? a. He is going to feel worse than he thought he would when he imagined hearing this news. b. He is going to feel about as bad as he thought he would when he imagined hearing this news. c. He will realize that he wasn’t really qualified for the job. d. He will put a spin on the news that will help him feel better. Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

Artie believes that every citizen who can vote should vote. He organizes a campaign to register voters in his city and singlehandedly signs up 213 new voters. What is Artie’s cognition in this situation? a. Organizing a registration campaign b. Believing that all eligible citizens should vote c. Going door-to-door in his neighborhood d. Signing up 213 new voters Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

If you wanted to reduce the dissonance caused by wanting to lose weight but seeing a huge plate of food you took from the buffet line, what would be an effective strategy? a. Continue to eat large meals 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Strengthen your weight-loss attitudes c. Tell yourself that this is a one-time, special occasion d. Stare at the plate of food before eating it Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

Cyndi bets a tidy sum that her university polo team will defeat Brandex University in the upcoming championships. If Cyndi is like most people, after making the bet, cognitive dissonance will lead her to __________. a. become less certain that her university will win b. decide that Brandex actually has a better team than she thought c. become even more likely to believe that her university will win d. not change her opinion about who will win Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Juano was having a tough time deciding between a SonicMelter microwave oven and a BlastFurnace! microwave oven. Both appliances had good and bad features, and both were quite attractive alternatives, but in the end, Juano bought the SonicMelter. Based on the principles of postdecision dissonance, what should Juano be experiencing about the purchase he made? a. Juano should like his SonicMelter even more than he previously did. b. Juano would not think any further about his purchase. c. Juano should like the BlastFurnace! more than he originally did. d. Juano would return the SonicMelter to the store, ignore the BlastFurnace!, and purchase a FoodAnnihilator instead. Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

People experience dissonance __________. a. every time they make a decision b. when they know they did the wrong thing c. when their goals do not match what society expects of them d. when they make biased decisions Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 27.

After you carefully make a decision, what is likely to happen? a. You will focus on the negative aspects of the choice you made. b. You will experience dissonance for several days. c. You will start to think more and more about the good qualities of your decision. d. You will begin to regret all the time you put into making your decision. Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

Every time we make a decision, we experience some amount of dissonance. Why? a. After people invest effort, they are motivated to second-guess themselves. b. The rejected alternative is seldom completely positive. c. The chosen alternative is seldom completely positive. d. People seldom seek out objective information before decision-making. Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

__________ refers to the dissonance that is aroused after we have chosen between two or more alternatives. a. Justification of effort b. Postdecision dissonance c. Insufficient justification d. Decisional regret Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

Chloe debated for a long time about whether to take a psychology or a sociology course, both of which looked interesting. She finally chose the psychology course. Now, because she is experiencing __________, she raves about the psychology course to her friends. a. insufficient justification b. postdecision dissonance c. a justification of effort d. a threat to self-evaluation maintenance Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 31.

Xaviera didn’t want to attend the lecture on endangered South American snails, anticipating that it would be frightfully boring and a waste of her time. Yet she found herself sitting through the entire 3-hour presentation. What can Xaviera do to reduce the feelings of cognitive dissonance between her cognition (“This is a boring subject”) and her behavior (“But I just sat through an entire lecture on this subject”)? a. Change her cognition to be in line with her behavior, and conclude that she likes snails after all b. Maintain her cognition and acknowledge her behavior, and hope the dissonance will reduce on its own c. Deny that she sat through a boring presentation, and also deny that she ever held any cognitions about snails d. Change her behavior to be in line with her cognition, and somehow take back the 3 hours she just spent Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

Someone reminds you to be appropriately grateful for the gifts you receive. Were a dissonance theorist to remind you to be thankful, that person would be giving you advice on how to __________. a. avoid cognitive dissonance b. avoid things that might be costly c. prevent consonance in your cognitions d. prevent insufficient justification Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Recall that Jack Brehm asked women in an experiment to rate the desirability of a number of appliances and then allowed them to choose one of those appliances as a gift. Twenty minutes later, all women rerated the same appliances, including the one they chose. Women tended to rate the alternatives they rejected lower than they had originally, and to rate their chosen appliance more positively. These results suggest that people __________. a. seldom collect enough information before making decisions b. reduce dissonance by overestimating differences between chosen and unchosen alternatives c. are more likely to experience cognitive dissonance when decisions aren’t permanent d. experience more dissonance when their decisions implicate their self-concepts as rational and reasonable Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. Edith, who loves toast and jelly, and chose the toaster Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 35.

Casey is on a limited budget and can afford only one record album. She really likes two in particular: Motörhead’s No Sleep ‘til Hammersmith and Dave Edmunds’s Tracks on Wax 4. When she gets to listen to the Motörhead album, she cannot imagine why she ever considered the Tracks on Wax 4 album. This is because __________. a. Casey has to justify buying an album, given her limited budget b. Motörhead’s music reminds Casey of her childhood c. Casey was motivated to reduce her postdecision dissonance d. Casey wasn’t sure about the online store’s return policy Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

Why do people often experience postdecision dissonance? a. They are motivated to believe in a just world. b. Almost every alternative has both an upside and a downside. c. People fear that their indecision will be evaluated negatively by others. d. It’s easier to value an option we’ve chosen than to disparage an option we’ve rejected. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Millie spent two months deciding whether to buy a compact car or an SUV. She finally decided on the SUV. Millie most likely __________. a. wishes she’d bought the compact car b. is certain that she made the right decision c. still thinks both compacts and SUVs are equally good cars to own d. tries to convince all her friends to buy a compact car Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

After reducing postdecision dissonance, people are more likely to rate the chosen and unchosen alternatives as __________. a. being very similar, with about equal strengths and weaknesses b. having an equal number of strengths, but the chosen alternative as having fewer weaknesses 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. being more dissimilar, such that the chosen alternative is much more desirable than the unchosen one d. being similar in terms of weaknesses, but the chosen alternative has more strengths Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 39.

When making a decision, the more __________ the decision, the greater the need for dissonance reduction. a. permanent and revocable b. permanent and irrevocable c. temporary and revocable d. temporary and irrevocable Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40.

All things being equal, it would generate the most cognitive dissonance to decide which of two __________. a. classes to take b. computers to buy c. apartments to rent d. people to marry Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Researchers visited a racetrack and interviewed people betting on the horses, both before and after they had placed their bets. They found that people who __________ were more confident in their betting decisions because __________. a. had already placed their bets; their bets changed the odds b. had already placed their bets; they couldn’t change their minds c. had placed small, two-dollar bets; they stood to lose less d. were waiting to place large bets; they reported more experience Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

In a field study at a racetrack, people who had already placed their two-dollar bets were more confident than people who were waiting in line to place their bets. These findings suggest that decisions that are __________ generate more cognitive dissonance than decisions that are not. a. important 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. coerced c. irrevocable d. trivial Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 43.

After casting your ballot for an election, you are more convinced than you were before casting the ballot that you voted for the best candidate. This example illustrates the idea that when decisions are __________, individuals engage in a greater amount of dissonance reduction. a. imminent b. ambiguous c. irrevocable d. simple Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

The Westgates bought their television from a store with a 30-day return policy, and the Leongs bought the same television from a different store with a policy that “All Sales Are Final!” Based on the principles of cognitive dissonance, which family is more likely to be satisfied with their TV? a. The Westgates b. The Leongs c. They will be equally happy d. The Westgates, but only if they paid less than the Leongs Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

In an experiment conducted by Dan Gilbert and Jane Ebert, students shot a roll of film and printed two photographs. Some were told that they could exchange the one they chose to keep within five days, but others were told that their choice was final. Which group of students liked their photograph best? a. Those who were given the exchange period, because in the U.S., students value choice b. Those who were not given an exchange period, because the decision was irrevocable c. They both liked their photos equally well. d. Those who could exchange the photo, because they could copy the first, then get the second as well Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 46.

In an experiment conducted by Dan Gilbert and Jane Ebert, students shot a roll of film and printed two photographs. Some were told that they could exchange the one they chose to keep within five days, but others were told that their choice was final. What was the independent variable of this experiment? a. Condition: choice or no choice b. Condition: photograph 1 or photograph 2 c. How much they liked the photos d. The five-day exchange period Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

In an experiment conducted by Dan Gilbert and Jane Ebert, students shot a roll of film and printed two photographs. Some were told that they could exchange the one they chose to keep within five days, but others were told that their choice was final. What was the dependent variable of this experiment? a. Condition: choice or no choice b. Condition: photograph 1 or photograph 2 c. How much they liked the photos d. The five-day exchange period Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

People generally __________ think that they would like to be able to easily change a decision they’ve made; however, the research on cognitive dissonance suggests that people actually are __________ with their choice when a decision is more permanent. a. do; happier b. do; not as happy c. do not; happier d. do not; not as happy Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Compared to the others, which person would feel the LEAST regret about altering her appearance, based on the principles of cognitive dissonance? a. Cheryl, who just got a tattoo b. Lisa, who is wearing a new pantsuit c. Misty, who just got her nails painted d. Darlene, who is wearing a new shade of lipstick Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Shawntel is trying to decide which college she should attend next year, and she has it narrowed down to two: Brandex University and Hudson University. Both institutions have good and bad points about them, and Shawntel would excel at either place. Ultimately, she chose to attend Hudson; following her decision, she decided that Hudson University was the only clear choice all along and that even considering Brandex had been foolish. Why? a. To reduce her postdecision dissonance, Shawntel acknowledged that Hudson had both good and bad aspects to it. b. To make her choice irrevocable, Shawntel needed to commit to a school one way or the other. c. To reduce her postdecision dissonance, Shawntel improved her evaluation of all the good aspects of Hudson and devalued all the good aspects of Brandex. d. To engage in self-affirmation, Shawntel had to rationalize her choice of universities and “save face” in front of her friends. Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

Shawntel is trying to decide which college she should attend next year, and she has it narrowed down to two: Brandex University and Hudson University. The very act of choosing one attractive alternative over another will produce feelings of __________. a. postdecision dissonance b. internal justification c. external justification d. self-affirmation Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

Ingo has been studying social psychology and understands how psychologically uncomfortable feelings of dissonance can be. Therefore, whenever he has to make a major purchase, he always insists that __________. a. the transaction must be completed online b. the seller only accepts cash c. someone else in the store buys the same product at the same time d. the purchase be final, so there’s no chance of changing his mind Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

When salespeople want to take advantage of buyers’ postdecision dissonance, they should __________. a. navigate the buyer toward the item they want to sell, rather than giving the buyer free choice b. present two comparable items but suggest that each is “the last one in the store” 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. pair an obviously superior option with an obviously inferior option d. present only one choice in a “take it or leave it” fashion Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

Consider the principles of cognitive dissonance theory. When people are asked whether they’d feel happier keeping their options open or committing to a decision, they generally think that ___________. a. keeping their options open is better, and they are correct in that conclusion b. committing to a decision is better, but they are wrong in that conclusion c. keeping their options open is better, but they are wrong in that conclusion d. both options produce the same level of happiness Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

“Severity of initiation increases liking for the group.” This phrase summarizes which component of cognitive dissonance theory? a. hypocrisy b. avoiding temptations c. justification of effort d. self-affirmation Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

“The IKEA effect” describes how some people seem to have difficulty following nonverbal instructions that clearly illustrate how to assemble flat-packed furniture but then end up loving the furniture they’ve helped to create. Which aspect of dissonance theory does this phenomenon most closely relate to? a. counterattitudinal behavior b. justification of effort c. internal justification d. the Ben Franklin effect Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Why would people experience cognitive dissonance after investing a lot of time and effort in pursuit of a goal that falls short of their expectations? a. Punishment serves to reduce intrinsic motivation. 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Heightened intrinsic motivation biases people’s perceptions. c. Actually, people would not experience cognitive dissonance in this situation. d. Sensible people don’t work hard to attain something trivial. Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

__________ refers to the tendency of people to increase their liking for something they have worked hard to attain. a. Postdecision dissonance b. Insufficient justification c. Justification of effort d. Minimal justification Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Elliot Aronson and Judd Mills performed an experiment in which college women were invited to join a discussion group about sex. In order to join the group, participants had to undergo either a severe initiation, a mild initiation, or no initiation. Which outcome best describes this study’s findings? Women who underwent __________ initiation enjoyed the discussion the __________. a. a mild; most b. a severe; most c. a severe; least d. no; most Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

You have worked extremely hard to attain a goal, but soon realize that the goal is not as exciting as you expected. You will probably __________. a. exaggerate the positive qualities of the goal in order to justify your effort b. exaggerate the negative qualities of the goal in order to obtain sympathy c. carefully analyze the reasons why you worked so hard to attain the goal d. deny that you ever believed that the goal was exciting Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 61.

Jorge has just undergone a three-week initiation process to become a member of a fraternity. During the initiation, he was made to do such things as shave his head, run naked through the cafeteria, and sing obnoxious fraternity songs during classes. Jorge now considers the fraternity the best thing that’s ever happened to him and is convinced that his fraternity brothers are friends for life. Jorge’s attitude towards his fraternity is probably the result of __________. a. postdecision dissonance b. the overjustification effect c. insufficient punishment d. justification of effort Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Compared to the others, which person is most likely to enjoy a boring and lackluster rock-and-roll concert performed by washed-up, sixtysomething “has-beens”? a. Paul, who won the tickets in a radio trivia quiz b. Mick, who waited in line all night for the tickets c. Keith, who got the tickets for his birthday from his Aunt Bertha d. Rod, who used to work as a roadie for the band Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Janis has just volunteered to undergo treatment for drug addiction. After she leaves the clinic, she is __________ to stay off drugs because her recovery at the clinic was __________. a. likely; very easy to experience b. not likely; a very difficult ordeal c. likely; a very difficult ordeal d. not likely; part of a mandatory sentencing program Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Suppose that both Oscar and Giorgio went through hazing rituals for the same fraternity. Oscar went through a very long and involved hazing process, while Giorgio went through relatively mild rituals. After they both got into the fraternity, they realized that there were a lot of negative things associated with membership that they hadn’t expected. According to the principles of cognitive dissonance, which outcome would you expect to happen? a. Oscar would love the fraternity more than Giorgio would because he went through more to get into it. b. Giorgio would want to stay in the fraternity more than Oscar would because Giorgio realizes that he accepted the membership even though he didn’t like it. c. Both Oscar and Giorgio would like the fraternity equally. d. Giorgio and Oscar would dislike the fraternity equally because of all the negatives associated with it. Answer: A 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 65.

Barry spent an hour and a half running cables and toying with connections in order to receive cable TV in his room. When he was finished, he got 50 channels, but all of them were kind of fuzzy. His roommate, Vance, arrived home when Barry was done, and they both sat down to watch television. Which one will enjoy the cable TV the most? a. Barry, because of a self-fulfilling prophecy b. Barry, because of justification of effort c. Vance, because he didn’t have to spend the time hooking it up d. Vance, because of insufficient punishment Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

If a person goes through a demanding process involving lots of effort and hard work to achieve a goal, what would cognitive dissonance theory predict that person will think about the experience afterward? a. “I loved all of that work; it’s really fun to pull all-nighters and not sleep!” b. “I really liked being so stressed out, especially when I ended up getting sick because of it.” c. “Going through all of that effort was worth it!” d. “It’s fun to have bad things happen to you when you are trying to attain a goal.” Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

As you and your friends return home from college and meet up for the first time since high school, you find that you’ve all taken different paths in life. Based on cognitive dissonance theory and the principle of justification of effort, which person would be the LEAST satisfied with what they are currently doing? a. Martina, who just finished a grueling four-month training period with the Marines b. Neil, who is in the Peace Corps, living in third-world countries with no modern conveniences c. Fiona, who is going to a local college with a loose admissions policy, and whose parents are paying her way d. Antonette, who went through a five-step process to be accepted at her college and now is taking rigorous courses Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 68.

During the Kavadi ritual in the nation of Mauritius, participants engage in either low-ordeal rituals or severe-ordeal rituals before being asked to donate to their temple. The low-ordeal participants must pray and sing collectively, whereas the severe-ordeal participants are pierced with needles and hooks and must endure pain. When researchers allowed participants to donate to their temple, they found __________. a. the value of the donation was the same for participants in the low- and severe-ordeal groups b. the value of the donation was higher for the low-ordeal participants when compared to the severeordeal participants c. the value of the donation was higher for the severe-ordeal participants when compared to the lowordeal participants d. neither the low-ordeal nor the severe-ordeal participants volunteered any donation for the temple Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

Your friend Taffi shows you the gift she bought for her mother’s birthday. It’s an atrociously ugly fake marble statue of an angel, with the saccharine words “My Mother’s an Angel on Earth” sloppily lettered on the bottom. Taffi asks you what you think, and because her feelings are easily hurt, to spare her, you say, “It’s wonderful! Maybe I’ll get one for my mom!” In this case, you __________ experience dissonance because there is sufficient __________ justification for your action. a. will; external b. will; internal c. will not; internal d. will not; external Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

When our behaviors are inconsistent with our values or beliefs, we are NOT likely to experience cognitive dissonance if __________. a. the beliefs are integral to our self-concepts b. we engaged in the behavior voluntarily c. no one observed the inconsistent behavior d. we can point to external justifications for our behavior Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

People are unlikely to change their attitudes after saying something they don’t truly believe if there is __________ for the lie. a. insufficient justification b. external justification c. postdecision regret d. insufficient rationalization Answer: B 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

__________ is to dissonance-induced attitude change as __________ is to no attitude change. a. Counterattitudinal advocacy; internal justification b. External justification; internal justification c. Internal justification; counterattitudinal advocacy d. Internal justification; external justification Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

In the aftermath of a dissonant behavior, people often change something about themselves (such as an attitude or behavior) as a means of reducing cognitive dissonance. This is known as __________. a. the overjustification effect b. external justification c. internal justification d. postdecision regret Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

According to the tenets of dissonance theory, when we cannot find sufficient external justification for acts such as saying something we don’t truly believe, we will most likely __________. a. deny what we said b. seek internal justifications c. seek out dissonance d. increase the number of dishonest deeds we do Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Which social psychology concept is most closely related to the idea that “saying is believing”? a. Justification of effort b. Postdecision regret c. Counterattitudinal advocacy d. Illusion of choice Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

Compared to the others, which person is using an internal justification to reduce dissonance? a. Betty, who points to the fact that she was coerced into an undesirable behavior b. Colin, who identifies a large reward as the cause of his behavior c. Terri, who changes her attitude to bring it in line with an undesirable behavior d. Saundra, who reconciles herself to the discomfort that dissonance produces Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

When people state publicly an opinion that is at odds with their own private attitudes, they are engaging in __________. a. dissonance reduction b. justification of effort c. counterattitudinal behavior d. seeking external justifications Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

Two weeks after making a public statement at odds with a previously stated position, which politician is most likely to report to close friends that they stick by the most recent (contradictory) statement? a. A candidate who spoke at a $1,000-a-plate fundraiser b. A candidate who was far behind in the polls and had to shift tactics c. A candidate who was “cornered” by demonstrators d. A candidate who couldn’t quite figure out the reason for the contradiction Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Recall that Leon Festinger and J. Merrill Carlsmith paid participants either $1 or $20 to tell another person that a boring, tedious task was really fun and interesting. The results of their experiment demonstrated that __________. a. minimal external justification can lead to attitude change b. when people experience dissonance, they work to justify their effort c. the decision to engage in attitude-discrepant acts must be voluntary d. people often refuse to say in public what they privately believe Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Recall that Leon Festinger and J. Merrill Carlsmith paid participants either $1 or $20 to tell someone else that a tedious, boring task was really interesting. Participants paid __________ modified their original attitudes because they had __________ for lying. a. $20; minimal external justification b. $1; little external justification c. $20; an abundance of external justification d. $1; little internal justification Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Assume that you were a participant in the experiment conducted by Leon Festinger and Merrill Carlsmith in which participants were paid either a large or small sum of money to tell an innocent stranger that the boring, tedious task they had just completed was really enjoyable and very interesting. Further assume that you were paid a large amount of money to tell the stranger that lie. In this situation, you would be most likely to __________. a. convince yourself that the boring task was actually more interesting than you had previously thought b. maintain your original assessment of the task as dull and boring c. convince yourself that the stranger deserved to be lied to d. ask to complete the task again, given that you had high internal justification for doing so Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Imagine that both Vera and Carol are against affirmative action. Vera is offered $50 to write an essay about the benefits of affirmative action, whereas Carol is offered only $1 to write a similar essay. After writing the essays and receiving their payments, both women are asked to report their attitudes toward affirmative action. Assuming that their attitudes were similarly negative at the outset, which of the following results would you expect? a. Vera would be more favorable than Carol toward affirmative action. b. Carol would be more favorable than Vera toward affirmative action. c. Carol and Vera would be equally favorable toward affirmative action. d. Both women would be strongly opposed to affirmative action. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 83.

Dr. Sardonicus divided her first-period class into two groups. One group had to read 40 pages in a boring psychology text but would get 2 extra points on the next exam. The other group also read 40 pages but were given 25 points added to the next exam. The class members were then asked to tell the second-period class how interesting the book was. Based on the principles of cognitive dissonance, which prediction would you make about the remarks of the first-period class? a. Both groups would say the pages were interesting. b. The first group (2 points) would say the pages were interesting, but the second group (25 points) would say the pages were boring. c. The first group (2 points) would say the pages were boring, but the second group (25 points) would not. d. Both groups would say the pages were boring. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

Based on experiments investigating cognitive dissonance, why did White participants experience dissonance after writing essays in favor of doubling scholarship funds for Black students? a. They were racially prejudiced. b. It would mean less scholarship money for White students. c. They had little contact with Black students. d. It would expose their prejudice. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Based on experiments investigating cognitive dissonance, when White participants experienced dissonance after writing essays in favor of doubling scholarship funds for Black students, how did many of them relieve the dissonance? a. By showing support for racist organizations b. By showing lower prejudicial attitudes c. By later telling the experimenter they didn’t really believe in what they’d written d. By becoming active in civil rights groups Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

Researchers asked high school and college women to write essays against the “thin is beautiful” idea. By writing about the emotional and physical costs of pursuing this unhealthy body image, the women showed __________. a. significant increases in their satisfaction with their bodies b. significant decreases in happiness c. significant increases in anxiety d. increases in dieting Answer: A 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

Imagine that you have just moved into a house with four other people. One of your housemates, Herman, doesn’t seem to like you all that much. If you were to make use of the Ben Franklin effect, what can you do to increase Herman’s liking for you? a. Offer to do Herman’s laundry b. Tell Herman that you really wish the two of you could be friends c. Ask Herman if he could give you a ride to the grocery store d. Pretend you don’t care whether Herman likes you Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

Based on the Ben Franklin effect, you are most likely to increase your liking for Valdo when __________. a. Valdo lends you $10 b. you lend Valdo $10 c. Valdo returns the $10 you lent him d. Valdo finds $10 Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Russian novelist Leo Tolstoy once wrote, “We do not love people so much for the good they have done us as for the good we have done them.” This quote is most closely related to the concept of __________. a. postdecision dissonance b. self-verification. c. esteem enhancement d. the Ben Franklin effect Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

When a neighbor asks to borrow your chemistry textbook and you do this favor, dissonance theory would predict that you will like your neighbor more due to the Ben Franklin effect, which works because you __________. a. only do favors for people you initially like b. share an interest in and love for chemistry c. have to internally justify doing this favor d. find external justification for doing a favor 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 91.

Jon Jecker and David Landy conducted an experiment in which some participants were asked by the experimenter to return the monetary compensation they had received as a special favor to him, whereas others were asked by the department secretary to return the money as a favor to the psychology department, and still others received no request for the return of their compensation. The researchers found that participants who were approached by the experimenter evaluated him better than did participants in the other two experimental conditions. Why? a. They felt guilty because the compensation was too generous. b. Doing a favor for someone leads us to justify our own behavior. c. The experimenter’s request was more polite than the secretary’s. d. The experimenter promised to compensate them in another way. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

Jon Jecker and David Landy conducted an experiment in which some participants were asked by the experimenter to return monetary compensation to him, others were asked by the department secretary to return the money to a fund, and still others received no request for the return of their compensation. Participants who were approached by the experimenter evaluated him better than did participants in the other two experimental conditions. These findings support the notion of __________. a. the Ben Franklin effect b. justification of effort c. postdecision dissonance d. self-esteem enhancement Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

The Ben Franklin effect would predict that you would most like someone __________, whereas basic principles of learning and reinforcement would predict that you would most like someone __________. a. who treated you rudely; who treated you kindly b. you did a favor for; who did a favor for you c. who rewarded you strongly; you rewarded strongly d. who challenged your attitude; who affirmed your attitude Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

94.

The Ben Franklin effect is named for an incident in which Ben Franklin __________. a. reported liking King George III of England after the Boston Tea Party had taken place b. asked a favor of someone who had treated him coldly, gaining an ally c. gained control of a printing operation through unscrupulous means d. advised the president to create dissonance as a means of persuasion Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

It is not uncommon for cultures to dehumanize their enemies. What explains why, for example, a Vietnam War veteran might dehumanize Vietnamese people or a Nazi might dehumanize Jews? a. Because they are very prejudiced b. Because there is historical conflict between the groups c. To alleviate guilt for harming innocent people during the war d. To remain patriotic Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

According to cognitive dissonance theory, soldiers may reduce their guilt about killing innocent civilians during wartime by __________. a. dehumanizing their victims b. killing more enemy soldiers c. going into therapy d. telling themselves that the war is almost over Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Participants in an experiment conducted by Keith Davis and Ned Jones were instructed to provide hurtful feedback to another person (actually a confederate of the experimenter). After providing such mean assessments of his performance, participants then evaluated him privately. After providing this criticism, the participants’ evaluations of the confederate were more __________ because the __________. a. positive; participants regretted having hurt an innocent victim b. negative; participants convinced themselves that the victim deserved it c. negative; victim did not stand up for himself after the insults d. positive; participants wanted to assuage their feelings of guilt Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Why did participants in an experiment conducted by Ellen Berscheid and her colleagues derogate their victims when they thought they would switch roles with the victims and receive shocks themselves? In this case, participants __________. a. reasoned that the victim would have a chance to even the score b. believed they needed to justify their cruel behaviors c. experienced maximal dissonance and convinced themselves that the victim deserved it d. chose to become a victim too, in order to make the situation fairer Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Compared to the others, which person is more likely to dehumanize an enemy in order to deal with cognitive dissonance they are experiencing? a. Erin, who had to fire warning shots during a training exercise b. Brady, who killed an enemy soldier in self-defense c. Victor, who threw a grenade into a marketplace d. Hector, who is a sniper assigned to “eliminate” enemy soldiers Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

When someone dehumanizes a victim and successfully reduces dissonance in this way, this is likely to lead to __________. a. a continuation or escalation of cruelty b. a reduction of cruelty c. a total cessation of cruelty d. effort justification in the form of hate groups Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

What are the implications of the research findings on dehumanizing enemies in war? a. People who perform acts of cruelty remain unscathed. b. People who perform acts of cruelty experience long-term consequences. c. People who perform acts of cruelty are able to justify their actions. d. People who perform acts of cruelty will have acts of cruelty happen to them. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts 28 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 102.

When interviewing dictators, researcher Riccardo Orizio found that __________. a. many of the dictators had remorse when innocent people died b. all of the dictators claimed that their horrible acts were done for the good of the country c. dictators who had killed innocent people experienced frequent nightmares and flashbacks d. the dictators saw themselves as despots Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

Samiah has had a difficult semester, and her grades have suffered. She really needs a good grade in social psychology to get off academic probation and stay in school. On the next exam, Samiah is sorely tempted to cheat, but she decides not to. Which pair of cognitions BEST reflects the source of any dissonance Samiah might experience while deciding not to cheat? a. “My school life could be over”; “I just gave up a chance to help myself.” b. “I’m basically a decent, honest person”; “These exam questions are ambiguous and tricky.” c. “I’m a basically an honest person”; “I’ve never seen any of my friends cheat.” d. “So much is riding on this exam”; “I just know that if I try cheating, I’ll get caught.” Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

Imagine that before an exam, the professor told Jacobo that if he is caught cheating, he will be expelled. Imagine that the professor told Mandy that, if caught cheating, her only punishment will be to write a short paper about why cheating is wrong. If both students don’t cheat, which outcome would cognitive dissonance theory predict? a. Mandy will feel more honest than Jacobo will. b. Jacobo will feel more honest than Mandy will. c. Mandy and Jacobo will each feel as honest as the other. d. Neither Jacobo nor Mandy will feel honest because they were both threatened. Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

Compared to the others, which person is more likely to believe that lying is truly a heinous, unconscionable, and unforgivable act? a. Achmed, who was tempted to lie but told the truth instead b. Vittorio, who has always told the truth c. Winston, who lies quite often d. Julius, who knew he should tell the truth but lied instead Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 106.

Behaving immorally is likely to arouse a fair amount of cognitive dissonance in most people. How are people most likely to reduce this dissonance stemming from an immoral act, such as lying or cheating? a. Change the behavior and act morally b. Add cognitions c. Change their attitude about the immoral behavior d. Bolster their decision through downward social comparison Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

Helle and Margarita have a really tough exam coming up in their anthropology class. Both women are considering cheating on the exam. Based on the principles of cognitive dissonance, Helle, who __________, is likely to later report that all cheaters should be punished severely, and Margarita, who __________, is likely to report that cheating really is no big deal because there are no victims. a. cheated; did not cheat b. cheated; cheated c. did not cheat; cheated d. did not cheat; did not cheat Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

When people are tempted to behave immorally and they choose to be either moral or immoral in that situation, how do they justify their actions? a. They change their attitudes to concur with their actions. b. They merely rationalize their actions, and retain their initial attitudes. c. They add cognitions to reduce the dissonance. d. They become less satisfied with their behaviors. Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Compared to the others, which person would be most likely to condone having an extramarital affair, based on cognitive dissonance following an immoral act? a. Yolanda, who is not married b. Emily, who cheated on her husband long ago but didn’t get caught c. Sun Duc, who is faithful to her husband d. Nunzio, who is not married and is a virgin Answer: B 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

According to dissonance theorists, what is the main problem with using severe punishment to control behaviors? a. Severe punishment leads to frustration. b. Severe punishment models inappropriate behavior that is then learned. c. Severe punishment serves as an external justification for behavior change. d. Severe punishment undermines extrinsic motivation. Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

Compared to the others, which person is MOST likely to convince themselves that they believe in the behavior they are performing? a. Jackie, who obeys the speed limit when the radar detector indicates there’s a police car in the vicinity b. Loren, who turns down the radio because his mother says it interferes with her concentration c. Koko, who stops teasing his younger brother because his parents have threatened to take away his television if he continues d. Mariella, who pulls her math grade up to a C because her parents threatened to take away her driving privileges if she continued to fail Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

The local police want to convince drivers to obey the 55 miles per hour speed limit on the highways. The police chief is convinced that doubling speeding fines is the answer. Based on the principles of cognitive dissonance, which advice would you give to the chief? a. “That’s not the way to change drivers’ attitudes about obeying the speed limit.” b. “Good idea. That way, drivers will change their attitudes about speeding.” c. “That won’t work if officers don’t enforce the speed limits.” d. “Make sure the severe punishment is swift and certain.” Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

Threats of severe punishment are NOT likely to change behaviors in the absence of the person who punishes, because such severe threats provide __________. a. external justification for halting the undesirable behavior b. sufficient internal justification for halting the undesirable behavior 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. a means to justify the problem behavior d. a large amount of cognitive dissonance Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 114.

Because they provide the potential offender __________, threats of harsh punishment seldom produce positive attitude change. a. ample external justification for restraint b. an excuse for psychological reactance c. sufficient internal justification for restraint d. an internal attribution for restraint Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

If you wanted to make use of the concept of insufficient punishment, how would you discipline your misbehaving child? Give the child a stern look and tell her __________. a. that you will put her in time-out the next time she performs the forbidden behavior b. nothing else if she stops the forbidden behavior c. that you will buy her a present if she stops the forbidden behavior d. that she has only one more chance to improve her behavior Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

According to the principle of insufficient punishment, which parental technique should be most effective in changing a child’s behavior permanently (i.e., even behavior that occurs in the absence of the parent’s presence)? a. Ignoring the child’s troublesome behavior b. Threat of severe punishment c. Threat of mild punishment d. Severe punishment Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

According to dissonance theorists, the practice of threatening mild punishment works because it arouses __________ cognitive dissonance and therefore causes __________. a. little; a change in attitude toward the forbidden act 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. no; little if any frustration c. much; a change in attitude toward the forbidden act d. much; avoidance of the punishment Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 118.

Mahmoud wants his 7-year-old daughter to learn that littering is bad. According to cognitive dissonance theory, how should Mahmoud teach his daughter not to be a litterbug? a. He should give his daughter a big ice cream cone every time she throws her garbage in a trash can. b. He should yell and scream at his daughter every time she tosses garbage on the ground. c. He should give his daughter a stern look whenever she litters. d. He should raise his daughter’s allowance whenever she refrains from littering. Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

Derek likes to bully his little brother Deke. Their mother begins to give Derek the mild punishment of a stern look every time Derek hits Deke. This is sufficient to stop Derek’s bullying, and in time, Derek stops bullying Deke even when his mother is not around. According to principles of insufficient punishment, why might this happen? a. Because there was sufficient external justification for resisting, Derek began to devalue the forbidden activity. b. Because there was sufficient external justification for resisting, Derek began to place greater value on his relationship with his brother. c. Because there was insufficient external justification for resisting, Derek began to devalue the forbidden activity. d. Because there was insufficient external justification for resisting, Derek began to place greater value on his relationship with his brother. Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

Willow’s mother took away her television privileges as punishment for missing her curfew, when the punishment could have been much more severe, such as being grounded for a week and losing access to her cell phone. Why is Willow’s mother effectively using insufficient punishment, according to dissonance theory? a. So that there is sufficient external justification for missing curfew again and Willow will begin to devalue the forbidden activity b. So that there is sufficient external justification for missing curfew again and Willow will begin to admire her mother c. So that there is insufficient external justification for missing curfew again and Willow will begin to devalue the forbidden activity d. So that there is insufficient external justification for missing curfew again and Willow will begin to 33 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition admire her mother Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 121.

Djamila’s dad wants to convince her to do her homework as soon as she gets home from school. To ensure that Djamila actually does her homework immediately, whether or not he is there to keep an eye on her, Djamila’s dad should provide __________. a. large monetary rewards when she begins her homework right away. b. mild threats of punishment if she doesn’t begin her homework right away c. promises of large rewards when she begins her homework right away d. severe punishment when she doesn’t begin her homework right away Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

Recall that Elliot Aronson and Merrill Carlsmith told preschoolers that they were not allowed to play with a toy that the children had already rated as more attractive than other toys. Half of the children were threatened with mild punishment if they disobeyed, and the other half with severe punishment. When the experimenter left the room, none of the children played with the forbidden toy. When the experimenter returned and asked the children to rate all the toys again, those children who received __________. a. mild threats reduced their dissonance by rating the forbidden toy as less attractive than before b. severe threats increased their dissonance by rating the forbidden toy as more attractive than before c. mild threats increased their dissonance by rating the toy as more attractive than before d. severe threats reduced their dissonance by rating the toy as less attractive than before Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

In an experiment in which preschoolers were forbidden to play with a very attractive toy, some received mild threats of punishment and others received severe threats of punishment should they disobey. Because they had __________ justification, children in the mild-threat condition experienced __________ dissonance and changed their rating of the forbidden toy. a. ample external; more b. insufficient external; less c. ample external; less d. insufficient external; more Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

124.

Based on research in which children were threatened with either mild or severe punishment for playing with a forbidden toy, which situation would make a child MOST want to play with a toy? a. Giving the child a toy as one of many possible choices b. Forbidding the child to play with the toy and threatening severe punishment otherwise c. Forbidding the child to play with the toy and threatening mild punishment otherwise d. Telling the child to share the toy with a friend Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

The new school superintendent hires you to devise a plan to decrease bullying in the schools. Based on the principle of insufficient punishment, what would be a good way to punish bullies? a. After the first offense, dismiss them from school for the day b. A “three strikes and you’re out” policy in which the first two incidents go unpunished, but the third leads to expulsion and being placed in a juvenile detention center c. Physically punish bullies by letting teachers smack them with yardsticks d. Tell teachers to give a mild punishment that barely gets the bully to stop the behavior and to be consistent with this mild punishment Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

Threats of severe punishment ultimately teach people __________. a. that crime doesn’t pay b. to avoid getting caught c. to obey the rules d. to distrust authority Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

In a variation of the “forbidden toy” experiment, researcher Jonathan Freedman issued mild and severe threats to prevent children from playing with a very attractive toy. Several weeks later, a woman came to the school, allegedly to administer tests to the children. When she left the room to score the tests, children were left alone with the same attractive toy and other less attractive toys. Almost 80 percent of the children who were issued severe threats by the researcher played with the attractive toy; only about 30 percent of the children issued mild threats succumbed to temptation. This experiment is noteworthy because it demonstrated that __________. a. like preschoolers, older children work to reduce dissonance b. attempts to reduce dissonance yield long-lasting attitude and behavior change c. a sense of self is necessary for dissonance to be aroused and subsequently reduced d. excessive external justification for restraint can produce dissonance and attitude change Answer: B 35 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 128.

When people get caught in a cycle of self-justification, it can have particularly dangerous consequences. How can you, and people in general, avoid such a cycle in your own life? a. Use a system of checks and balances with friends and family, such as is seen in our governmental structure b. Rely heavily on the advice of other people c. Defer all crucial decisions to your parents d. Learn to evaluate your behavior critically and dispassionately Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

As Nina lights up her fifteenth cigarette of the day, she glances at the surgeon general’s warning on the package and shrugs, thinking, “Eh, cancer is for old people, and not only do I have good genes, the research on cigarettes causing cancer is inconclusive.” It is unlikely that Nina will change her behavior and quit smoking unless __________. a. she gets out of the self-justification cycle b. she is diagnosed with cancer herself c. a close family member is diagnosed with lung cancer d. she can no longer add cognitions Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

The applications of cognitive dissonance theory indicate that using __________ rewards or punishments leads to longer-lasting attitude change than using __________ rewards or punishments. a. larger; smaller b. tangible; intangible c. smaller; larger d. meaningful; smaller Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

A parent is trying to get a child to behave in the store and to stop running around, yelling, and grabbing things off the shelves. According to cognitive dissonance theory, if the parent wants to stop the child’s behavior immediately for the time being, they should use a __________, but if they want to more permanently change the behavior, they should use a __________. 36 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. bribe; punishment b. small reward; large punishment c. large punishment; small punishment d. large punishment; large reward Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 132.

External justification is to __________ as internal justification is to __________. a. temporary change; lasting change b. temporary change; large reward c. small reward; lasting change d. small reward; no reward Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.What is the hypocrisy paradigm? a. Isolating hypocritical actions from genuine actions as the basis for self-growth and great selfacceptance. b. The arousal of cognitive dissonance by having individuals make statements counter to their behaviors, then reminding them of that inconsistency. c. Making hypocritical statements as a means of justifying immoral actions. d. A method of eliminating cognitive dissonance before it has a chance to develop. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 134.

Recall that Elliot Aronson and his colleagues designed experiments to remind students of their own hypocrisy when it came to using condoms during sex. Participants who made videotaped speeches in which they talked about the difficulties they had using condoms changed their attitudes and behaviors related to condom use. These experiments are variations on the phenomenon of the ___________ paradigm. a. justification of effort b. postdecision dissonance c. counterattitudinal behavior d. insufficient punishment Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 135.

Recall that Elliot Aronson and his colleagues asked college students either to compose a persuasive message advocating the use of condoms or to compose and deliver their message in front of a video camera. In addition, half of the participants in each group were made mindful of the times that they didn’t use condoms. Compared to the others, which (fictitious) participant would experience the most dissonance and express a greater willingness to use condoms in the future? a. Corinne, who spoke before a video camera, but did not list the times it was difficult to use condoms b. Rollie, who did not deliver his speech on video, but listed the times he found it difficult to use condoms c. Bluma, who delivered her speech, and listed the times she found it difficult to use condoms d. Samson, who did not deliver his speech, and did not list the times he found it difficult to use condoms Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

Assume that in experiments conducted by Elliot Aronson and his colleagues, Beulah was randomly assigned to write and deliver a pro-condom speech, to be shown to high school students. She also listed all the times she found it awkward or impossible to use condoms in her sexual encounters. After completing these tasks, Beulah reduced her dissonance by reporting a greater willingness to use condoms in her future sexual activities. Why? a. She was embarrassed by the tasks and wanted to please the experimenters. b. She felt like a hypocrite and changed her attitude to reduce the dissonance. c. She changed her attitude to convince the experimenters to destroy her videotape. d. She felt like a hypocrite and maintained her attitude to maintain dissonance. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

Recall that Elliot Aronson and his colleagues asked college students either to compose a persuasive message advocating the use of condoms or to compose and deliver their message in front of a video camera. In addition, half of the participants in each group were made mindful of the times that they didn’t use condoms. After completing these tasks, participants were allowed to purchase condoms at a low price. Those students who made a video after being primed to think about their own condom use purchased the most condoms. What do the findings of this experiment demonstrate? a. Before people will use condoms, they must experience dissonance. b. Dissonance created by feelings of hypocrisy can change both attitudes and behaviors. c. Although dissonance can bring about attitude change, behaviors are not affected. d. In some conditions, fear and anxiety can actually encourage condom use. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

138.

Recall that Elliot Aronson and his colleagues asked college students either to compose a persuasive message advocating the use of condoms or to compose and deliver their message in front of a video camera. Considering which participants in this study later actually purchased more condoms, what would 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition be the best way for high school health teachers to promote condom use in their classes? a. Show a documentary about people dying from AIDS b. Have students write an essay about being hypocrites if they choose not to use condoms c. Have students pledge to use condoms if they can’t commit to abstinence d. Teach students only abstinence, since it is more effective than condoms Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 139.

Felipe participates in a psychology study in which he has to make statements that are contrary to his thoughts and values. Then the researchers remind him of this inconsistency. Felipe has participated in which of the following? a. A cognitive dissonance effect b. A justification of effort c. A rationalization induction d. A hypocrisy induction Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

Imagine that smokers were asked to create an anti-smoking video to be shown to high school students, a situation that would invoke dissonance in the smokers. Based on the principles of cognitive dissonance, how would these smokers, who particularly felt like hypocrites, be most likely to behave? a. They would feel a sudden urge to smoke. b. They would increase intentions to quit smoking. c. They could change the topic of conversation to something more comfortable. d. They could use denial. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Imagine that a group of people arrested for driving under the influence of alcohol were asked to make a public service video for high school students, telling them not to drink and drive. This situation would provoke strong feelings of dissonance in the presenters, given their past behavior. Based on the principles of cognitive dissonance, how would these presenters, who particularly felt like hypocrites, be most likely to behave? a. Increase their intention to no longer drink and drive b. Take care of their existing health problems, except for maintaining their level of alcohol consumption c. Lose weight as a means of self-esteem maintenance d. Begin exercising as a possible route toward self-affirmation Answer: A Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem 39 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 142.

Megan is always reminding her son Andrew not to talk with his mouth full. One morning, Andrew reminds her not to talk with her mouth full. This situation most resembles __________. a. the Ben Franklin effect b. cognitive dissonance c. the hypocrisy induction paradigm d. justification of effort Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

Giovanni was recently late to a meeting because of a traffic jam. Later, when his wife is late arriving home, Giovanni is probably going to be __________, based on the predictions of the hypocrisy induction. a. angrier b. harsher c. more easily frustrated d. forgiving Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

144.

Which major danger exists when habitually engaging in self-justification strategies? a. We experience cognitive dissonance. b. We will have lower self-esteem. c. We can end up becoming prejudiced. d. We can fail to learn from our mistakes. Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

Which strategy is one way that people can begin to learn from their mistakes? a. By adding new cognitions to justify their actions b. By changing their behavior in response to dissonance c. By recognizing the tendency to justify our actions d. By using denial and rationalization to cope with distress Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts 40 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 146.

In an experiment conducted by Seiji Takaku investigating road rage, when drivers went through a driving simulation in which they accidentally cut off another driver, and then were cut off themselves, they were LESS likely to __________. a. let the offense go and relax b. forgive the other driver c. keep a safe driving distance d. resort to road rage Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

In an experiment conducted by Seiji Takaku investigating road rage, when drivers went through a driving simulation in which they accidentally cut off another driver, and then were cut off themselves, they were quicker to __________. a. become angry b. lay on the horn c. forgive the other driver d. distract themselves Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

148.

A number of researchers have found that people from __________ cultures are less likely to engage in obvious attempts to reduce cognitive dissonance. a. industrialized b. independent c. developing d. interdependent Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

Yuriko, a Japanese student, and Susie, an American student, have both participated simultaneously in an experiment in which they agreed to write a counterattitudinal essay. According to findings on dissonance reduction across cultures, who is likely to engage in dissonance reduction? a. Yuriko b. Susie c. Both Yuriko and Susie are likely to engage in cognitive dissonance reduction. d. Neither Yuriko nor Susie is likely to engage in cognitive dissonance reduction. Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Japanese research participants took part in dissonance-reducing behaviors while a fellow group member of the participants observed the dissonance-reducing behavior. The observer then indicated how enjoyable they thought a boring, dissonance-inducing task was. Results indicated that the observer experienced __________. a. no dissonance and no dissonance reduction b. strong dissonance c. no dissonance reduction d. a similar level of dissonance reduction as the participants Answer: D Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

Japanese research participants took part in dissonance-reducing behaviors while a fellow group member of the participants observed the dissonance-reducing behavior. The observer then indicated how enjoyable they thought a boring, dissonance-inducing task was. These results suggest that the Japanese observer __________. a. attended to what their fellow group members said, and ignored the task itself b. had no internally based attitudes; those are a Western cultural phenomenon c. experienced dissonance on behalf of fellow members of their group d. wanted to show solidarity with the experimenter by saying the task was enjoyable Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

152.

Dissonance-reducing behaviors may be less prevalent on the surface in societies in which __________. a. there is less industrialization b. the climate is tropical c. the needs of the group matter more than the individual d. there is a monarch in a position of real power Answer: C Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

Why would people be less likely to engage in dissonance-reducing behaviors in a collectivist culture? a. Because they would be focused on group harmony rather than self-justification b. Because they would not experience dissonance c. Because they would focus only on self-justification d. Because they would not be able to change their behavior or add cognitions Answer: A 42 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 154.

People in collectivist cultures are most likely to experience dissonance when __________. a. their behavior is justified though not moral b. their behavior shames or disappoints others c. their behavior is moral but not justified d. their behavior is immoral and not justified Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

Vietnamese and Cambodian adolescents in the United States often clash with their immigrant parents over cultural values. Based on research in this area, which outcome is most likely to happen to the adolescents who experience the most cognitive dissonance? a. They will be more well-adjusted and have more success. b. They will be more likely to get into trouble, do less well in school, and fight more with their parents. c. They will become more committed to their parents’ cultural values. d. They will be able to balance the needs of both cultures, honoring their immigrant culture and the current culture in the United States. Answer: B Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

People can also reduce feelings of dissonance by focusing on and affirming their competence at some other dimension unrelated to the threat. This proposal is the basis of __________. a. cognitive dissonance theory b. the hypocrisy theory c. self-justification theory d. self-affirmation theory Answer: D Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

Roderick is an overeater and is morbidly obese. In a conversation with a friend, he announces, “I may overeat, but no one can tell a joke like I can.” Roderick is using __________ to reduce his dissonance. a. self-fulfillment b. self-evaluation c. self-affirmation d. justification theory Answer: C 43 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 158.

In a research study conducted by Claude Steele, he replicated Jack Brehm’s earlier research findings on postdecision dissonance reduction. In Steele’s study, students were asked to rate albums, and were then given their fifth- or sixth-ranked album. After making their choice, they were asked to rate the albums again. A primary finding from this experiment was that the students __________ the one they rejected. a. rated the album they selected as equal to b. rated the album they selected as higher than c. rated the album they selected as lower than d. turned down the album they had selected in favor of Answer: B Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

159.

When Claude Steele had science majors and business majors wear lab coats during their experiment rating albums, they found that the lab coats served __________ for the science majors, but not for the business majors. a. a self-affirmation function b. as a dissonance enhancer c. to help resist temptation d. as a confidence enhancer Answer: A Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

Social psychologists asked Black middle-school students to complete carefully constructed self-affirming writing assignments regarding their good qualities outside of school. This type of self-affirmation _________. a. was ineffective in improving academic performance for this group of children b. produced short-term effects; by the time these children reached high school, the positive effects of affirmation were gone c. led to lowered rates of truancy and juvenile delinquency among these children d. produced lasting effects, as demonstrated by the greater likelihood of these children later attending college Answer: D Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

Talia loves animals but still eats meat. When she experiences dissonance about this contradiction, she tells herself that she also volunteers her time at a shelter for abused children. This approach to reducing dissonance involves __________. a. self-affirmation b. priming 44 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. self-handicapping d. a growth mindset Answer: A Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 162.

Emilio just ditched a friend at a party to spend time drinking with some old high school friends in an alleyway. Emilio feels uncomfortable, but he tells himself it’s because of the alcohol, and not because he treated his friend badly. The way he’s feeling is dissonance, but he tells himself it’s intoxication. This experience describes which of the following? a. Self-affirmation b. Self-esteem c. Misattribution of arousal d. Priming Answer: C Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

Social psychologists asked Black middle-school students to complete carefully constructed self-affirming writing assignments regarding their good qualities outside of school. How did this activity affect these students? a. They increased their academic anxiety but no improvement in their academic performance in school. b. They reduced their academic anxiety and did better in school. c. They reduced their academic anxiety but showed no improvement in their academic performance in school. d. They increased their academic anxiety but vastly improved their academic performance in school. Answer: B Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

Jussef is a whiz at spelling. He has won several local and regional spelling bees. When he moves to a new state, he makes friends with Rudolfo and finds out later that Rudolfo is a champion speller who has won multiple national competitions. Jussef is likely to feel __________. a. excited that he has a new friend who shares his interests b. a state of dissonance c. threatened and to feel the need to improve his skills immediately d. honored to be in the presence of a national champion Answer: B Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

According to Abe Tesser’s self-evaluation maintenance theory, which condition is unnecessary for a person to feel dissonance in a relationship with someone else? a. You feel close to the person in your relationship. 45 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Your friend is better at a task than you are. c. The task your friend is better at is central to your self-esteem. d. Your friend often reminds you they are better than you at the task. Answer: D Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 166.

According to Abraham Tesser’s self-evaluation maintenance theory, which strategy is something you can do to reduce your dissonance? a. Distance yourself from the person who outperforms you b. Make the relevance of the task even more central to your self-esteem c. Try to boost or improve your friend’s performance on the task d. Discount your friend’s performance so that others will question if your friend really is that great at the task Answer: A Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

Compared to the others, which pair of people is most likely to show the greatest amount of dissonance? a. Rochelle, who is a great dancer, and her friend Holly, who is a great artist b. Jakov, who is a mediocre student, and his friend Akhim, who is a mediocre student c. Kristoff, who is an average student, and his little brother Kavo, who is an excellent student d. Chrislyn, who is an average singer, and Alan, who is a great guitarist Answer: C Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

Which statement correctly summarizes the basic premise of self-evaluation maintenance theory? a. We experience dissonance when our cognitions are at odds with one another, but not when a cognition and a behavior are at odds. b. We can reduce threats to our self-esteem by affirming our competence in some unrelated area. c. Dissonance is aroused when the hypocrisy of our actions is pointed out to us; we reduce the dissonance primarily through rationalization. d. We experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. Answer: D Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

Sofia is a great singer, and her singing ability forms a core part of her identity and sense of self-worth. Her best friend, Katarina, is an exceptional tuba player, and her engagements with several orchestras help confirm the centrality of this talent in her life. Based on the principles of self-evaluation maintenance theory, which person will experience feelings of dissonance? 46 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. Sofia only b. Katarina only c. Both Sofia and Katarina d. Neither Sofia nor Katarina Answer: D Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 170.

Sofia is a great singer and enjoys singing in the community choir. Her singing ability forms a core part of her identity and sense of self-worth. Her best friend, Katarina, is also an exceptional singer, and her paid engagements with several choral groups confirm the centrality of this talent in her life. Based on the principles of self-evaluation maintenance theory, which person will experience feelings of dissonance? a. Sofia only b. Katarina only c. Both Sofia and Katarina d. Neither Sofia nor Katarina Answer: A Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

Sofia is a great singer, and her singing ability forms a core part of her identity and sense of self-worth. Her best friend, Katarina, is an up-and-coming singer and hopes to one day improve her skills and become a great singer herself. Based on the principles of self-evaluation maintenance theory, which person will experience feelings of dissonance? a. Sofia only b. Katarina only c. Both Sofia and Katarina d. Neither Sofia nor Katarina Answer: B Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

172.

A combination of excessive self-love and a lack of empathy toward others results in __________ . a. self-esteem maintenance b. narcissism c. hypocrisy reduction d. terror management Answer: B Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 47 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

173.

According to terror management theory, which factor serves as a buffer to protect us from terrifying thoughts about our own mortality? a. justification of effort b. self-esteem c. hypocrisy d. cognitive dissonance Answer: B Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

Based on research investigating the self-concept, which person is MOST likely to be violent and aggressive, according to general patterns of research findings? a. Elissa, who scored in the bottom 5 percent of test takers on a narcissism scale b. Bartholomew, whose high self-esteem protects him from disturbing thoughts about his own mortality c. Sara, who scored very high on a narcissism scale d. Roger, who realistically recognizes that life is full of ups and downs Answer: C Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

175.

To protect themselves from the anxiety caused by thoughts of their own mortality, which behavior do people engage in? a. affirming the worth and value of others, hoping that the positive energy will eventually come back to them b. lowering their levels of self-esteem, so that any negative outcomes in their lives are already anticipated c. embracing the blackness that is the cold, heartless void of a world geared only toward eventual annihilation d. embracing cultural worldviews that make them feel like they are effective actors in a meaningful, purposeful world Answer: D Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 176.

What did Leon Festinger’s original formulation of dissonance theory propose? Be sure to address what cognitive dissonance is, how and when it arises, and what people do to reduce it. Answer: Cognitive dissonance is a state of unpleasant arousal (like hunger or thirst) that we are motivated to reduce. Dissonance arises when cognitions that we hold are psychologically inconsistent with one another. To reduce dissonance, we can change our behaviors to bring them in line with our cognitions; we can also change the cognitions themselves by changing one or more cognitions to make them more consonant with our behaviors or with one another; or we can add new cognitions that are consonant with our behaviors or other cognitions. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

Marnie thinks of herself as a health-conscious person. As she is eating a steak one evening, she sees a news report detailing how consuming red meat increases the risk of breast cancer by over 50 percent! At this moment, she is experiencing a large amount of cognitive dissonance. State the three ways people can reduce dissonance, and apply these techniques to Marnie’s dissonance; that is, give an example of each of the three dissonance-reduction techniques Marnie could use. Answer: The three ways of reducing dissonance are (1) changing the behavior to be consistent with the cognition, (2) changing at least one cognition to justify the behavior, and (3) justifying the behavior by adding more cognitions. Marnie could change her behavior by ceasing her consumption of all red meat. Alternatively, she could view her behavior as healthy because beef contains protein and iron. Finally, she could add the cognition that her family has no history of any type of cancer and a long history of longevity. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

“Much of human thinking is not rational, but rationalizing.” What does this observation mean in the context of cognitive dissonance theory? Provide examples from research studies that rationalization isn’t rational. Answer: When people are faced with dissonance and the need to reduce it, they become involved with convincing themselves that they are right. This in turn can frequently lead to people behaving irrationally or maladaptively. This happens when we are committed to our views and beliefs and we are faced with information that disproves what we believe. For example, being paid less money to complete a boring task leads people to like the task more. Undergoing a more severe initiation causes people to like the group more. Choosing between two attractive alternatives causes us to suddenly like the chosen alternative more and dislike the unchosen alternative more—even though both alternatives were seen as equally attractive prior to the decision! In each of these examples the outcome isn’t strictly rational, but the path to reach that outcome involves rationalization. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 179.

Explain why self-affirmation theory is an extension of the principles of cognitive dissonance theory. Be sure to define the basic ideas of self-affirmation theory in your answer, and provide an example of how these ideas might be enacted. Answer: Dissonance theory originally posited three ways of reducing dissonance: (1) we can change our behaviors to bring them in line with our cognitions, (2) we can also change the cognitions themselves by changing one or more cognitions to make them more consonant with our behaviors or with one another, or (3) we can add new cognitions that are consonant with our behaviors or other cognitions. Self-affirmation theory adds another mechanism to this list. By focusing on and affirming our competence on some other dimension unrelated to the elements that are producing dissonance, we can reduce the threat to our selfesteem and thereby reduce feelings of dissonance. For example, if a person smokes two packs of cigarettes a day (a behavior) but knows that cigarettes are bad for one’s health (a cognition), dissonance is aroused and that person’s self-esteem is threatened. The person might change the behavior (stop smoking), change the cognition (come to believe that cigarettes aren’t dangerous), or add another cognition to mediate between the two (believe that two packs a day aren’t that much). However, the person might also reduce dissonance and restore self-esteem through self-affirmation. By concluding, “Yes, smoking is bad, but I also volunteer my time at the local high school, teaching students about safer sex practices that are good for their health,” the threat to self-esteem is reduced along with the dissonance. Learning Objective: 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

180.

Why does making a decision tend to generate dissonance, how is this dissonance reduced, and under what conditions is postdecisional dissonance reduction the greatest? Answer: There are seldom any decisions in which the chosen alternative is completely positive and the rejected alternative is completely negative; there are typically downsides to the chosen alternative and upsides to the rejected alternative. Choosing something with downsides and rejecting something with upsides generates cognitive dissonance. We work to reduce this dissonance by convincing ourselves that the chosen alternative is better than it was before we made the decision and that the rejected alternative is worse than it was before we made the decision. These distortions are more common when decisions are permanent and freely chosen. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

Carl and Roger both had similar attitudes about cheating on a partner. However, both were faced with similar situations in which they could have cheated on their partners. Now, Carl thinks that cheating is the worst offense one can make in a relationship, whereas Roger thinks that most people would cheat if they were faced with the same situation. Explain what could have occurred, both socially and psychologically, that could produce such diverse positions from individuals who initially shared a similar stance. Answer: Cognitive dissonance could be responsible for the change in attitude in both Carl and Roger. Although they started out at similar points, Carl may have been tempted but chose not to cheat in that situation. The temptation to cheat and his decision not to could have created dissonance. To reduce dissonance, he could have changed his beliefs to bring them more into line with his behavior. Because he did not cheat, he thinks that cheating is morally wrong (even more so than he did before he was in the situation). On the other hand, Roger, faced with a similar situation, decided to cheat, and this behavior also caused dissonance. Thus, to reduce dissonance, Roger also changed his beliefs, but in the opposite direction. He now believes that cheating is not very bad and that others would have chosen to take the same course of action he took in the situation. 50 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 182.

Describe cultural differences in the extent to which individuals experience dissonance. Answer: In cultures that are less individualistic, dissonance-reducing behaviors might be less common, at least on a surface level. In individualistic cultures in which the self is defined independently of others (rather than interdependent with others), the threat to self-esteem may be larger in the aftermath of dissonant acts; therefore, people are more likely to use self-justification to resolve the dissonance. In collectivist cultures, a person may not feel the need to justify their own behavior if dissonance is aroused. However, if the person’s behavior has impacted or shamed others, dissonance is more likely to be experienced. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

183.

Dissonance theorists might assert that just as we suffer for the things we like, we also convince ourselves that we like the things for which we suffer. Use concepts related to the justification of effort to explain this statement. Answer: It is threatening to our self-concepts as reasonable people to work hard in pursuit of a worthless goal. To invest considerable effort for minimal outcomes arouses dissonance, and we reduce our dissonance by convincing ourselves that our goal was worthwhile. We have no external justification for our effort, so we construct an internal justification by convincing ourselves that our effort was worth it. Thus, although sometimes we invest a considerable amount of effort in pursuit of things that are important to us, other times we convince ourselves, in the interest of reducing dissonance through self-justification, that things for which we have suffered are important. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

184.

Ronald wants to start a new club on campus, and he really wants his members to be involved and love the club. How would you suggest he use effort justification to increase members’ sense of enjoyment of the club and their loyalty to the club? Answer: The answer may include any number of techniques designed to make members work hard and exert effort for the club with little external justification. Ronald may consider having members go through a hazing, and do something either dangerous or embarrassing. Alternatively, he may have members pay a large sum of money to join the club, or donate a considerable amount of time to the club to be a member. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 185.

What is counterattitudinal behavior? How is it related to notions of internal and external justification? Answer: Counterattitudinal behavior involves publicly stating an attitude or opinion that is at odds with our private attitudes or opinions. When we advocate something we don’t really believe, dissonance is aroused, and we are motivated to reduce it. When there is sufficient external justification (e.g., we had no choice) for our counterattitudinal behavior, we have a good explanation for our behavior, and we need not change our private attitudes. When there is not sufficient external justification, we must find internal justification, and that typically takes the form of changing our private attitudes. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

Compare and contrast how cognitive dissonance theory and self-perception theory (Chapter 5) would explain the results of Leon Festinger and Merrill Carlsmith’s $1/$20 experiment. Given that both theories can explain these results, in which situations is dissonance theory more likely to apply and under which conditions is self-perception theory probably operating? Answer: Cognitive dissonance theory says that participants in the $1/$20 experiment who were paid $20 had sufficient external justification for lying to the other participant about how enjoyable the experiment was, so they had no reason to change their attitude. In contrast, participants who told the other participant how enjoyable the (boring) experiment was for only $1 were engaging in counterattitudinal behavior under the condition of insufficient justification for lying. These participants could resolve their dissonance by deciding they really did enjoy the experiment after all. In contrast, self-perception theory emphasizes that people explain their own behavior in the same way that an objective external observer would explain it. Thus, if an observer saw someone tell another person that what appeared to be a boring experiment was enjoyable, and got paid $20 to do so, that observer might be suspicious about whether the other person was telling the truth and might infer that the person said it was enjoyable only because of the high pay. But if an observer saw somebody tell another person that what appeared to be a boring experiment was enjoyable, and got paid $1 to do so, the observer would be more likely to conclude that the person really did enjoy the experiment. Two key differences distinguish when each theory is applicable: dissonance theory assumes that people have clear, strong attitudes that they are contradicting with their behavior and thus proposes that people experience uncomfortable arousal. In contrast, self-perception theory applies when attitudes are vague or unclear and no arousal is assumed. Given the presumed clear attitude in the $1/$20 experiment, cognitive dissonance probably was operating. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

Your friend teaches at a preschool where there is one child who is constantly misbehaving, throwing toys, threatening other children, and sometimes even physically attacking them. So far, her stern punishment has stopped the child’s destructive behavior when she’s there, but when she leaves the room or when a substitute fills in, the kid is right back to destructive old habits. You suggest that she use dissonance to change the child’s behavior permanently. What would you tell her? Answer: When she punishes the child sternly, she may change behavior in positive ways, but the child doesn’t have sufficient internal justification for behaving well. That’s why the tendency to act up when she’s not there to administer punishment is still in place. If she really wants to change behavior over the long haul, she should remove the external justification for behaving appropriately and encourage the child to develop an internal justification for positive behavior. Thus, the threat of mild punishment is likely to work so long as the threat is just sufficient to stop problematic behavior but not so strong that there is an 52 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition external justification for behaving appropriately. In the absence of sufficient external justification, the child will convince themself—through internal justifications—that behaving in positive, prosocial ways is a freely chosen option. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 188.

How would a dissonance theorist explain the paradoxical finding that we are apt to like our adversaries after doing them a favor and to dislike our friends after treating them badly? Answer: Both findings demonstrate the power of dissonance to alter our attitudes and beliefs to make them less dissonant with our behaviors. It arouses dissonance to do something nice for someone we don’t like, so we reduce the dissonance by convincing ourselves that we may like our adversaries more than we initially thought. It also arouses dissonance to do something mean or unkind to someone whom we like. We reduce this dissonance by bringing our attitudes toward our mistreated friends in line with our behavior; in essence, we work to convince ourselves that they are not as likable as we initially thought. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

189.

Over the weekend, you are going to meet your new romantic partner’s parents for the first time. In particular, you want your partner’s father to like you. How might you use the Ben Franklin effect to get him to like you more? Be sure to include an example. Answer: In some way, you would need to have the father do you a favor. For instance, asking him for change to help pay for a purchase, or asking to borrow a book of his, or asking him to help you move heavy furniture or carry something to your room for you would be possible examples of using the Ben Franklin effect in this situation. Learning Objective: 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

190.

Engaging in self-justification strategies as a response to dissonance is a process that can have negative consequences. Explain how self-justification can be negative, and what one could do to better learn from one’s mistakes. Answer: By engaging in self-justification strategies, a cycle may be created in which someone perceives others as wrong or worthy of punishment rather than using mistakes to change and improve one’s own behavior. Instead of simply trying to justify one’s actions, it would be more beneficial to reflect on one’s own mistakes and use this information to change one’s own behavior. Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 191.

What are some pros and cons of having high self-esteem? How does self-esteem—high or low—contribute to narcissism or terror management? Answer: Having high self-esteem is usually considered to be a good thing, but self-esteem that is too high, unduly high, and unwarrantedly high can contribute to narcissism. Narcissism results from the combination of excessive self-love and a lack of empathy toward others. Narcissists tend to do less well academically compared to others, be more prone to violence and aggression, be less successful in business, and be disliked by others, none of which suggest benefits of unduly high self-esteem. At the same time, people with high self-esteem are less troubled by thoughts of their own mortality, compared to people with low self-esteem. This is the basis of terror management theory—how we grapple with the realization that we’re all going to die one day, and the terror and anxiety that thought brings. In this case, having higher rather than lower self-esteem would be a plus. Learning Objective: 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 6.1: The Theory of Cognitive Dissonance: Protecting Our Self-Esteem EOM_Q6.1.1 Which of the following techniques relating to post-decision dissonance could a clothing store use to increase customer satisfaction? a) Cut all prices in half. Consider This: Because they underestimated the discomfort of dissonance, they failed to realize that the finality of the decision would make them happier. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. b) Ask customers to make a radio ad saying how great the store is. Consider This: Because they underestimated the discomfort of dissonance, they failed to realize that the finality of the decision would make them happier. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. c) Charge a membership fee to shop at the store. Consider This: Because they underestimated the discomfort of dissonance, they failed to realize that the finality of the decision would make them happier. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) Make all sales final. Answer: d Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Difficult Skill Level: Analyze It EOM_Q6.1.2 Jake’s professor tells Jake that if he is caught cheating on an exam, he will be expelled. Amanda’s professor tells her that if she is caught cheating, she will have only to write a short paper about why cheating is wrong. If both students don’t cheat, dissonance theory would predict that __________. a) Amanda will feel more honest than Jake will b) Jake will feel more honest than Amanda will Consider This: Sure enough, the children who had cheated became more lenient toward cheating, and those who had resisted the temptation to cheat adopted a harsher attitude. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. c) Amanda and Jake will feel equally honest Consider This: Sure enough, the children who had cheated became more lenient toward cheating, and those who had resisted the temptation to cheat adopted a harsher attitude. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) Amanda and Jake will feel equally dishonest because were both threatened in advance Consider This: Sure enough, the children who had cheated became more lenient toward cheating, and those who had resisted the temptation to cheat adopted a harsher attitude. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Answer: a Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Difficult 55 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Skill Level: Analyze It EOM_Q6.1.3 After spending 2 years of tedious work fixing up an old house themselves, Abby and Brian are even more convinced that they made the right choice to buy the place. Their feelings are an example of __________. a) counterattitudinal advocacy Consider This: Activities and behaviors are open to a variety of interpretations; if we are motivated to see the best in people and things, we will tend to interpret these ambiguities in a positive way. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. b) insufficient punishment Consider This: Activities and behaviors are open to a variety of interpretations; if we are motivated to see the best in people and things, we will tend to interpret these ambiguities in a positive way. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. c) the Ben Franklin effect Consider This: Activities and behaviors are open to a variety of interpretations; if we are motivated to see the best in people and things, we will tend to interpret these ambiguities in a positive way. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) justifying their effort Answer: d Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Difficult Skill Level: Analyze It EOM_Q6.1.4 Briana undergoes treatment for drug addiction. After she leaves the clinic, Briana is most likely to stay off drugs if the treatment at the clinic was __________. a) involuntary (she was ordered to undergo treatment) and a difficult ordeal Consider This: If a person agrees to go through a demanding or an unpleasant experience in order to attain some goal or object, that goal or object becomes more attractive. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. b) involuntary (she was ordered to undergo treatment) and an easy experience Consider This: If a person agrees to go through a demanding or an unpleasant experience in order to attain some goal or object, that goal or object becomes more attractive. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. c) voluntary (she chose to undergo treatment) and an easy experience Consider This: If a person agrees to go through a demanding or an unpleasant experience in order to attain some goal or object, that goal or object becomes more attractive. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) voluntary (she chose to undergo treatment) and a difficult ordeal Answer: d Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q6.1.5 Your friend Amy asks you what you think of the shoes she just bought. Privately, you think they are the ugliest shoes you have ever seen, but you tell her you love them. In the past, Amy has always valued your honest opinion and doesn’t care that much about the shoes, which were inexpensive. Because the external justification for your fib was __________, you will probably __________. a) high; decide you like the shoes 56 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: When you can’t find external justification for your behavior, you will attempt to find internal justification; you will try to reduce dissonance by changing something about yourself, such as your attitude or behavior. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. b) high; maintain your view that the shoes are ugly Consider This: When you can’t find external justification for your behavior, you will attempt to find internal justification; you will try to reduce dissonance by changing something about yourself, such as your attitude or behavior. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. c) low; decide you like the shoes d) low; maintain your view that the shoes are ugly Consider This: When you can’t find external justification for your behavior, you will attempt to find internal justification; you will try to reduce dissonance by changing something about yourself, such as your attitude or behavior. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Answer: c Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q6.1.6 Based on the “Ben Franklin effect,” you are most likely to increase your liking for Tony when __________. a) you lend Tony $10 b) Tony lends you $10 Consider This: Dissonance theory predicts that you will like the person more after doing the favor. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. c) Tony returns the $10 you loaned him Consider This: Dissonance theory predicts that you will like the person more after doing the favor. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) Tony finds $10 Consider This: Dissonance theory predicts that you will like the person more after doing the favor. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Answer: a Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Difficult Skill Level: Analyze It EOM_Q6.1.7 Amanda's parents tell her that if she texts while driving, they will take away her car for a year. Erin's parents tell her that if she texts while driving, they will take her car away for one weekend. Both Amanda and Erin decide not to text while driving. What would dissonance theory predict? a) After they go to college and are away from their parents, Erin is more likely to text while driving than Amanda is. Consider This: Cognitive dissonance is the discomfort that people feel when they behave in ways that threaten their self-esteem. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. b) After they go to college and are away from their parents, Amanda is more likely to text while driving than Erin is. c) Amanda and Erin will both think that texting while driving is OK; they avoided it so that they wouldn't be punished. 57 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Cognitive dissonance is the discomfort that people feel when they behave in ways that threaten their self-esteem. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) Amanda and Erin will both come to believe that texting while driving is bad. Consider This: Cognitive dissonance is the discomfort that people feel when they behave in ways that threaten their self-esteem. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Answer: b Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Difficult Skill Level: Analyze It EOM_Q6.1.8 Which of the following statements about culture and cognitive dissonance is true? a) Japanese people rarely experience dissonance. Consider This: Cognitive dissonance is the discomfort that people feel when they behave in ways that threaten their self-esteem. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. b) Dissonance occurs everywhere, but culture influences how people experience it. c) Cognitive dissonance is a uniquely American phenomenon. Consider This: Cognitive dissonance is the discomfort that people feel when they behave in ways that threaten their self-esteem. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) Cognitive dissonance is more likely to occur in collectivist rather than individualist cultures. Consider This: Cognitive dissonance is the discomfort that people feel when they behave in ways that threaten their self-esteem. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Answer: b Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Difficult Skill Level: Analyze It

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 6.2: Advances and Extensions of Cognitive Dissonance Theory EOM_Q6.2.1 Suppose Juan is in a long-term, romantic relationship but chooses to flirt with someone else. He experiences dissonance because he sees himself as loving and trustworthy, and his flirtatious behavior is incongruent with that self-perception. According to dissonance theory he could reduce his dissonance by __________, whereas according to self-affirmation theory he could reduce his dissonance by __________. a) convincing himself that the flirting was harmless; thinking about how proud he is to be a premed student b) thinking about how proud he is to be a premed student; convincing himself that the flirting was harmless Consider This: Self-affirmation theory suggests that people can reduce threats to their self-esteem by affirming themselves in areas unrelated to the source of the threat. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. c) convincing himself that the flirting was harmless; breaking up with his girlfriend Consider This: Self-affirmation theory suggests that people can reduce threats to their self-esteem by affirming themselves in areas unrelated to the source of the threat. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. d) breaking up with his girlfriend; convincing himself that the flirting was harmless Consider This: Self-affirmation theory suggests that people can reduce threats to their self-esteem by affirming themselves in areas unrelated to the source of the threat. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Answer: a Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Analyze It EOM_Q6.2.2 Fatima is one of the few women in her computer science class and gets a poor grade on the first test. According to self-affirmation theory, which of the following would help her do better in the class? a) Doing a values-affirmation writing exercise b) Getting tutoring in the class Consider This: Self-affirmation theory suggests that people can reduce threats to their self-esteem by affirming themselves in areas unrelated to the source of the threat. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. c) Getting study tips from the professor Consider This: Self-affirmation theory suggests that people can reduce threats to their self-esteem by affirming themselves in areas unrelated to the source of the threat. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. d) Joining a study group of other students in the class Consider This: Self-affirmation theory suggests that people can reduce threats to their self-esteem by affirming themselves in areas unrelated to the source of the threat. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Answer: a Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Analyze It EOM_Q6.2.3 Suppose that you and your best friend are both psychology majors and both want to go to grad school in psychology. Your friend is also a talented athlete, whereas athletics is not that important to you. One day you find out that your friend won an intramural free throw shooting contest. Which of the following is MOST likely to happen, according to self-evaluation maintenance theory? a) You will become less close to your friend. 59 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Self-evaluation maintenance theory suggests that people experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. b) You will bask in your friend's reflected glory and congratulate them on winning the free throw contest. c) You will study really hard for the next psychology test in order to do better than your friend. Consider This: Self-evaluation maintenance theory suggests that people experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. d) You will decide that you are not that interested in psychology. Consider This: Self-evaluation maintenance theory suggests that people experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Answer: b Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Analyze It EOM_Q6.2.4 Imagine that you and your sister are both psychology majors and that you are very close to your sister. Suppose you learn that your sister’s GPA in psychology classes is a lot higher than yours. According to self-evaluation maintenance theory, which of the following is LEAST likely to occur? a) You will decide that you are not that interested in psychology. Consider This: Self-evaluation maintenance theory suggests that people experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. b) You will become less close to your sister. Consider This: Self-evaluation maintenance theory suggests that people experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. c) You will bask in your sister's reflected glory and congratulate her on her high GPA. d) You will study really hard for the next psychology test in order to do better than your sister. Consider This: Self-evaluation maintenance theory suggests that people experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Answer: c Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Analyze It

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 6.3: Some Concluding Thoughts on Dissonance and Self-Esteem EOM_Q6.3.1 Which of the following people is most likely to be able to admit a major mistake? a) A prosecutor, because they are trained to pursue justice at all costs Consider This: Admitting mistakes goes against our need for self-esteem. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. b) A political leader, because otherwise they would be voted out of office Consider This: Admitting mistakes goes against our need for self-esteem. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. c) A member of a religious sect, because they can leave at any time Consider This: Admitting mistakes goes against our need for self-esteem. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. d) All of the above will find it hard to admit having been wrong. Answer: d Learning Objective: LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high selfesteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Difficult Skill Level: Analyze It EOM_Q6.3.2 Which of the following is most true about self-esteem? a) It’s good to have low self-esteem because that motivates people to improve. Consider This: What is the difference between optimism and narcissism? LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. b) In general, women have lower self-esteem than men. Consider This: What is the difference between optimism and narcissism? LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. c) People who are optimistic try harder, persevere more in the face of failure, and set higher goals than do people who are not. d) The higher a person’s self-esteem, the better off he or she is. Consider This: What is the difference between optimism and narcissism? LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Answer: c Learning Objective: LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high selfesteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q6.3.3 The basic tenet of terror management theory is that __________. a) people are becoming increasingly narcissistic Consider This: Research shows that people with high self-esteem are less troubled by thoughts about their own mortality than people with low self-esteem are. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. b) it is important for governments to protect its citizens from terrorist attacks Consider This: Research shows that people with high self-esteem are less troubled by thoughts about their own mortality than people with low self-esteem are. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. c) people are less terrified of dying if they are religious

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Research shows that people with high self-esteem are less troubled by thoughts about their own mortality than people with low self-esteem are. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. d) self-esteem protects people against thoughts about their own mortality Answer: d Learning Objective: LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high selfesteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q6.3.4 Which of the following is most true about narcissism? a) In general, college students are becoming less narcissistic. Consider This: Narcissists are extremely self-centered, concerned much more with themselves than with other people. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. b) It is characterized by excessive self-love and a lack of empathy toward others. c) People who are narcissistic do better academically than those who are not. Consider This: Narcissists are extremely self-centered, concerned much more with themselves than with other people. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. d) People who are narcissistic have more friends and a better social life than those who are not. Consider This: Narcissists are extremely self-centered, concerned much more with themselves than with other people. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Answer: b Learning Objective: LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high selfesteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 6 Quiz: The Need to Justify Our Actions: The Costs and Benefits of Dissonance Reduction EOC_Q6.1 You know you’re eating too much junk food and that it’s bad for your energy and health. Which of the following will not reduce your dissonance? a) Cutting out your favorite afternoon sweets Consider This: A study of more than 360 adolescent smokers found the same thing: The greater their dependence on smoking and the greater the trouble they had quitting, the more justifications they came up with to keep smoking (Kleinjan, van den Eijnden, & Engels, 2009). LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. b) Deciding that all those health warnings are stupid exaggerations Consider This: A study of more than 360 adolescent smokers found the same thing: The greater their dependence on smoking and the greater the trouble they had quitting, the more justifications they came up with to keep smoking (Kleinjan, van den Eijnden, & Engels, 2009). LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. c) Admitting you are eating too many sweets but claim that they boost your energy for studying Consider This: A study of more than 360 adolescent smokers found the same thing: The greater their dependence on smoking and the greater the trouble they had quitting, the more justifications they came up with to keep smoking (Kleinjan, van den Eijnden, & Engels, 2009). LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) Accepting the fact that your attitudes and behavior simply conflict Answer: d Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q6.2 Aliyah and Kim are both taking a social psychology class. Aliyah got in right away without any trouble. Kim got in at the last minute after weeks of being on the waiting list and tracking down the professor to get the right forms signed. Which student will probably like the class the most? a) Kim, because of effort justification b) Kim, because of post-decisional dissonance Consider This: Many studies show support for the justification of effort, which is the tendency for individuals to increase their liking for something they have worked hard to attain. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. c)

Aliyah, because she exerted the least effort to get into the class

Consider This: Many studies show support for the justification of effort, which is the tendency for individuals to increase their liking for something they have worked hard to attain. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) Aliyah, because of insufficient punishment Consider This: Many studies show support for the justification of effort, which is the tendency for individuals to increase their liking for something they have worked hard to attain. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Answer: a Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Difficult Skill Level: Analyze It 63 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

EOC_Q6.3 Rachel was accepted at both University A and University B. She has a hard time making up her mind because she sees pros and cons to attending either university. Which of the following is true, according to dissonance theory? a) She will experience the most dissonance right before making up her mind because it is such a difficult choice. Consider This: When dissonance is most painful, we are most motivated to reduce it. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. b) She will experience the most dissonance right after making up her mind. c) Whichever university she chooses, she is likely to regret her choice. Consider This: When dissonance is most painful, we are most motivated to reduce it. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. d) Because the choice is so difficult, she is unlikely to fully commit herself to the university she chooses to attend. Consider This: When dissonance is most painful, we are most motivated to reduce it. LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Answer: b Learning Objective: LO 6.1 Explain what cognitive dissonance is and how people avoid dissonance to maintain a positive self-image. Topic: The Theory of Cognitive Dissonance Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q6.4 When does “saying become believing”? a) When you claim to have an opinion that differs from your true beliefs for no strong reason b) When what you say is what you believe Consider This: People will find a group more attractive if they have worked hard to obtain membership. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. c) When someone forces you to say something you don’t believe Consider This: People will find a group more attractive if they have worked hard to obtain membership. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. d) When you’re paid a lot of money to lie Consider This: People will find a group more attractive if they have worked hard to obtain membership. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Answer: a Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q6.5 What is the “hypocrisy paradigm” in experimental research? a) Choosing participants who are hypocrites in order to study their rationalizations Consider This: Hypocrites judge others more harshly than do people who have not committed the same unethical acts, and they present themselves as being more virtuous and ethical than everyone else. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. b) Requiring participants to write essays that are critical of hypocrisy Consider This: Hypocrites judge others more harshly than do people who have not committed the same unethical acts, and they present themselves as being more virtuous and ethical than everyone else. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. c) Making participants understand that everyone is a hypocrite

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Hypocrites judge others more harshly than do people who have not committed the same unethical acts, and they present themselves as being more virtuous and ethical than everyone else. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. d) Making participants aware of their own hypocrisy in not practicing what they preach Answer: d Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q6.6 In terms of dissonance theory, what is the primary reason that “we” (our side) often dehumanizes “them,” the enemy, seeing them as animals, brutes, or monsters? a) The enemy is violent and cruel and deserves whatever we do to them. Consider This: The use of such language is a way of reducing dissonance: “I am a good person, but we are fighting and killing these other people; therefore, they must deserve whatever they get, because they aren’t fully human like us.” LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. b) The enemy started the war. Consider This: The use of such language is a way of reducing dissonance: “I am a good person, but we are fighting and killing these other people; therefore, they must deserve whatever they get, because they aren’t fully human like us.” LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. c) Our side has treated the enemy brutally and needs to justify these actions. d) Our side is more moral and humane than their side. Consider This: The use of such language is a way of reducing dissonance: “I am a good person, but we are fighting and killing these other people; therefore, they must deserve whatever they get, because they aren’t fully human like us.” LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Answer: c Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Difficult Skill Level: Analyze It EOC_Q6.7 Your best friend has joined a cult called “The Fellowship of Feeling.” They had to spend a month in a set of increasingly severe hazing rituals, pay an $8,000 membership fee, and go along to watch older members find homeless people to harass and beat up. Your friend loves this group and keeps urging you to join. What principle of dissonance is likely operating on your friend? a) The justification of effort b) Low self-esteem Consider This: People will find a group more attractive if they have worked hard to obtain membership. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. c) Hypocrisy induction Consider This: People will find a group more attractive if they have worked hard to obtain membership. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. d) Insufficient justification Consider This: People will find a group more attractive if they have worked hard to obtain membership. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Answer: a Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

EOC_Q6.8 Harold has smoked cigarettes for several years. He has tried to quit but failed, and knows how bad the cigarettes are for his health. Which of the following is most likely to be true? a. Harold will just have to live with the dissonance caused by his smoking. Consider This: There is another way people can reduce dissonance: focusing on and affirming their competence on some dimension unrelated to the threat. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory b. According to self-affirmation theory, Harold will reduce the dissonance by focusing on other values and achievements that are important to him, such as the fact that he is a talented musician. c. Harold will not experience much dissonance, because he doesn’t feel hypocritical about his behavior. Consider This: There is another way people can reduce dissonance: focusing on and affirming their competence on some dimension unrelated to the threat. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. d. Harold will not experience much dissonance, because he grew up in a culture where dissonance theory doesn’t apply. Consider This: There is another way people can reduce dissonance: focusing on and affirming their competence on some dimension unrelated to the threat. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Answer: b Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q6.9 Destiny and Joelle are best friends and also in the high school choir. Both of them consider themselves to be talented singers and singing is very important to them. They both try out for an important solo in the choir, which Joelle wins. Which of the following is Destiny least likely to do, according to self-evaluation maintenance theory? a) Destiny will be very happy for Joelle and tell all their friends about her success in winning the solo. b) Destiny will decide that singing isn’t as important to her as she thought. Consider This: People experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. c) Destiny will practice even harder for the next solo in order to do better than Joelle. Consider This: People experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. d) Destiny will feel less close to Joelle as a friend. Consider This: People experience dissonance when someone close to us outperforms us in an area that is central to our self-esteem. LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Answer: a Learning Objective: LO 6.2 Describe recent advances and extensions of cognitive dissonance theory. Topic: Advances and Extensions of Cognitive Dissonance Theory Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q6.10 Which of the following is true about self-esteem and narcissism? a) The best way to be happy is to focus on ourselves and our own needs. Consider This: Research shows that narcissists do less well academically than others, are less successful in business, are more violent and aggressive, and are disliked by others, especially once people get to know them. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. b) Narcissists are disliked by others but do better academically and in business than other people. Consider This: Research shows that narcissists do less well academically than others, are less successful in business, are more violent and aggressive, and are disliked by others, especially once people get to know them. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. 66 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

c) People who are optimistic (but not narcissistic) persevere more in the face of failure and set higher goals than do other people. d) Narcissism has been decreasing among college students in the United States over the past 30 years. Consider This: Research shows that narcissists do less well academically than others, are less successful in business, are more violent and aggressive, and are disliked by others, especially once people get to know them. LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high self-esteem. Answer: c Learning Objective: LO 6.3 Summarize ways to overcome dissonance and the pros and cons of having high selfesteem. Topic: Some Concluding Thoughts on Dissonance and Self-Esteem Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 7 Attitudes and Attitude Change: Influencing Thoughts and Feelings Total Assessment Guide (TAG)

Topic

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

Multiple Choice

3, 7, 9, 10, 29, 30, 34

4, 8, 12, 13, 15, 19, 20, 21, 22, 24, 26, 27, 31, 32, 36

5, 6 , 11, 14, 16, 17, 18, 23, 25, 28, 33, 35

181

180, 182

37, 38, 39, 41, 43, 45, 46, 47, 48, 52, 58

44, 49, 53, 55, 57

Analyze It

Introduction Essay The Nature and Origin of Attitudes

Multiple Choice

Essay When Do Attitudes Predict Behaviors?

Multiple Choice

40, 42, 50, 51, 54, 56

Essay How Do Attitudes Change?

Multiple Choice

183 60, 61, 62, 66, 78, 79, 82, 83, 85, 87, 89, 95, 100, 109, 117, 119, 126, 127, 128

Essay The Power of Advertising

Multiple Choice

132, 133, 138, 142, 144, 146, 152, 155

59, 63, 65, 67, 68, 69, 70, 71, 73, 75, 84, 86, 91, 93, 94, 96, 97, 99, 101, 102, 103, 104, 106, 107, 108, 112, 114, 115, 116, 122, 123, 124, 129

64, 72, 74, 76, 77, 80, 81, 88, 90, 92, 98, 105, 110, 111, 113, 118, 120, 121, 125, 130, 131

186, 189

184, 187, 188, 190, 191, 192 141, 143, 147, 150, 151, 153, 154, 156

185

193

194

134, 135, 136, 137, 139, 140, 145, 148, 149

Essay Resisting Persuasive Messages

Multiple Choice

Essay

157, 160, 162, 172, 175, 177

159, 165, 166, 168, 169, 170, 171, 173, 178, 179

158, 161, 163, 164, 167, 174, 176 195, 196

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 7 ATTITUDES AND ATTITUDE CHANGE: INFLUENCING THOUGHTS AND FEELINGS ______________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

Historically, which event originally spurred the development of advertising for cigarettes and other products? a. The development of the ability to mass-produce products b. The development of new forms of media c. The growing desire of the public for information about the product d. The development of the entertainment industry Answer: A 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

Which tactic has the tobacco industry used to increase its business as the number of smokers in a given population starts to decline? a. improving its product b. producing more of its product c. getting new populations of people to buy its product d. decreasing the price of its product Answer: C Learning Objective: None Topic: Introduction Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

From a social psychological perspective, why are attitudes important? a. They determine what we do. b. They are a crucial part of the self. c. They are key to eliminating discrimination. d. They are malleable in different situations. Answer: A Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which statement represents a cognitive component of an attitude regarding smoking? a. I smoke only when I am out at the bar with my friends. b. Smoking makes me feel good. c. I believe smoking should not be allowed in any restaurants. d. I choose not to smoke. 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Dotsy is out weeding her petunias when she sees a garter snake. She feels fear and jumps up and runs back to the house, all the while thinking, “I know that garter snakes are not dangerous.” This example illustrates an inconsistency between the __________ component of attitudes and the __________ components. a. affective; behavioral and cognitive b. behavioral; affective and cognitive c. cognitive; affective and behavioral d. There is no inconsistency between the components. Answer: C Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Crystal rushes into a store, needing to pick up some orange juice. She quickly picks the deepest orangecolored juice that states “Not from concentrate” and is the cheapest. She is basing her decision on a(n) __________. a. emotionally based attitude b. affectively based attitude c. behaviorally based attitude d. cognitively based attitude Answer: D Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Polls conducted in the wake of the 2016 U.S. election showed that more than __________ of voters did not realize that “Obamacare” was the same thing as the Affordable Care Act. This resulted in people voting according to their affectively based attitude. a. one-quarter b. one-third c. one-half d. two-thirds Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Based on research investigating genetics and family patterns, which pair of individuals statistically will most likely share the same attitudes? a. Nanette and Janette, identical twins b. Stefano and Hugo, fraternal twins c. Brayden and his brother Diego d. Ronan and his father Marco Answer: A 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

Researchers suggest that some attitudes are linked to genetic influences. How is it possible that we might inherit from our parents a love of something like classical music? a. The influence of genes is modified by early childhood experiences. b. Genes influence temperament and personality, which are in turn related to attitudes. c. Genes that influence attitudes are dominant genes, not recessive genes. d. There are specific genes related to musical preferences, but not to other attitudes. Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

The function of cognitively based attitudes is __________. a. evaluation b. object appraisal c. the use of logic d. decision-making Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

At the car dealership, Josh asks the salesperson a number of questions: “How good is the gas mileage on this model? What does Consumer Reports say about this make and model? Does this car hold its resale value?” The __________ component of Josh’s attitude toward the car is most likely to inform his questions. a. affective b. cognitive c. dissonant d. behavioral Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

The purpose of cognitively based attitudes is to __________. a. classify the pros and cons of an object to make a quick decision b. evaluate one’s feelings about an attitude object c. decide on the best behavioral response to an attitude object d. create new feelings about attitude objects Answer: A Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

13.

It is estimated that one-third of the electorate knows almost nothing about specific politicians. Nonetheless, these people hold very strong opinions about them. This pattern of findings suggests that people’s attitudes toward politicians may be largely __________. a. ambivalent b. affectively based c. behaviorally based d. cognitively based Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

André is not at all familiar with a mayoral candidate’s stand on the issues or with any proposed policies, but André likes “his” candidate and plans to vote for him anyway. This example illustrates that people’s attitudes toward politicians are often __________. a. cognitively based b. affectively based c. behaviorally based d. classically conditioned Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

The function of affectively based attitudes is to __________. a. paint an accurate picture of the world b. express and validate one’s basic value system c. behave in accordance with one’s attitudes d. weigh the pluses and minuses of an attitude object Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

When Elvira looks at the ceiling of the Sistine Chapel for the first time and sees the gorgeous art, she is awestruck, and even moved to tears by the beauty of it. Her affectively based attitude is a result of __________. a. her system of beliefs b. her values as a pagan c. classical conditioning d. a sensory reaction Answer: D Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 17.

If Timmy gets punished every time he plays with matches, Timmy may develop a negative attitude toward matches. What would best explain Timmy’s negative attitude toward them? a. Classical conditioning b. Operant conditioning c. Personal values d. Attitude conditioning Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

Claude had an unpleasant experience during his last visit to Dallas, Texas. He was approached by two men with strong Texas accents who wielded sharp knives, roughed him up, cracked a rib, and stole all his money. Ever since Claude was mugged, he has taken an instant dislike to anyone who speaks with a Texas twang. Claude’s negative attitude toward Texas accents is most probably a result of __________. a. instrumental conditioning b. attitude accessibility c. classical conditioning d. cognitive dissonance reduction Answer: C Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

A positive attitude can be formed via classical conditioning when an attitude object is repeatedly paired with __________. a. a pleasant stimulus or experience b. rewards for a simple behavior c. punishments for misbehavior d. arousal and cognition Answer: A Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Why are affectively based attitudes so resistant to logical persuasive attempts to change them? a. They are often linked to values, which are difficult to change. b. They are governed by knowledge of the issues. c. They are the product of the same illogical source of information. d. They are acquired by automatic processes. Answer: A Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Although affectively based attitudes can be derived from a number of different sources, they are alike in that they tend to be __________. a. based on rational examination of relevant information 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. logically organized c. linked to personal values d. unrelated to past experience Answer: C Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

An attitude based on operant conditioning is formed when a behavior toward an attitude object is __________. a. positively reinforced b. performed unconsciously c. formed privately, then stated publicly d. paired with a negative stimulus Answer: A Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Marissa really enjoys Angelo’s Homestyle Cookie Bites. Her attitude did not stem from any rational examination of the nutritional value of this food and isn’t governed by logic (she can’t be persuaded to stop eating them). Marissa’s attitude about Angelo’s Homestyle Cookie Bites is most likely __________ based. a. affectively b. cognitively c. behaviorally d. intuitively Answer: A Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

Rupert is asked his opinion about Lithuanians. “I like them just fine,” he replied. He is then asked if he’d extend a warm welcome to Lithuanians moving in next door to him. “Not on your life!” he asserted. Which two components of Rupert’s attitude toward Lithuanians are at odds with one another? a. dissonant and consonant b. affective and cognitive c. affective and behavioral d. cognitive and behavioral Answer: C Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Tanisha’s family loves the Chicago Bulls. Tanisha recently moved to California and now cheers for the Los Angeles Lakers. When she goes home to Illinois, her family makes fun of her new love for the Lakers and changes the television channel whenever a game comes on. This reaction to her sporting preference is a(n) __________. a. reinforcement 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. punishment c. implicit attitude d. fear-arousing communication Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

Which statement about attitudes is TRUE? a. “I like my toaster because you can toast four pieces of bread at one time” reflects a behaviorally based attitude. b. “I hate all politicians because they represent pure evil” represents a cognitively based attitude. c. “I guess I like junk food, because I’m always eating it” represents a behaviorally based attitude. d. “I’d like to get rid of this car because it’s always in the shop” represents an affectively based attitude. Answer: C Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Which perspective is most closely related to the notion of behaviorally based attitudes? a. Self-persuasion theory b. Self-perception theory c. The Yale Attitude Change approach d. The elaboration likelihood model Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

Compared to the others, which person is MOST likely to form a behaviorally based attitude? a. Lucinda, who tastes tripe for the first time because she is curious, but hates it b. Carmen, who goes clogging with her friends because they insist on her accompanying them c. Jeremiah, who finds himself spending hours on the Internet for no good reason d. Paco, who goes to the gym five days a week because the doctor ordered him to lose weight and exercise Answer: A Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Explicit attitudes are __________, whereas implicit attitudes are __________. a. public statements; private beliefs b. in conscious awareness; involuntary and sometimes unconscious c. affectively based; usually cognitively based d. involuntary; voluntary Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: The Nature and Origin of Attitudes Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Which behavior BEST illustrates an implicit attitude? a. When Tracy selects a response on a questionnaire b. When Randi experiences a flash of discomfort around her high school friends c. When Sarah sees Schindler’s List and concludes that it is anti-Semitic d. When Jodi, who is White, marries Percy, who is Black Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Explicit attitudes influence our behavior when __________, whereas implicit attitudes influence our behavior when __________. a. we are not monitoring our behavior; we are monitoring our behavior b. we are monitoring our behavior; we are not monitoring our behavior c. we make public statements, we consider our private beliefs d. our behavior is nonverbal; our behavior is verbal Answer: B Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

People tend to be less aware of their __________ attitudes, which are more likely to influence behaviors they are not monitoring. a. explicit b. cognitively based c. implicit d. self-perceived Answer: C Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Wilma is asked about her attitude toward Zoroastrians, and she replies, “I’m not sure; I couldn’t tell you.” She is later observed passing the Zoroastrians Against Prejudice (ZAP) kiosk in the mall and donating $5 to their cause. What kind of attitude does Wilma likely hold about Zoroastrians that influenced her behavior? a. implicit b. overt c. explicit d. conscious Answer: A Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 34.

Research by Laurie Rudman and her colleagues suggests that implicit attitudes are rooted in __________ experiences, whereas explicit attitudes are based in __________ experiences. a. current; childhood b. traumatic; normal c. childhood; present d. emotional; cognitive Answer: C Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Oliver is participating in a research study of implicit attitudes. He was an overweight child but is a healthyweight adult. If his results are similar to those of the participants in an experiment conducted by Laurie Rudman and her colleagues, he will have a __________ implicit attitude about overweight people. a. more positive b. more negative c. neutral d. more conscious Answer: A Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

Reggie is asked about his attitude toward cheese doodles. “Love ‘em!” replied Reg. “Great stuff. I ate a bag full yesterday, as a matter of fact.” What kind of attitude does Reggie hold toward this savory snack? a. implicit b. tacit c. explicit d. heuristic Answer: C Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Advertising makes the assumption that __________ will lead to __________. a. behavioral change; attitude change b. improved understanding; attitude change c. attitude change; behavioral change d. behavioral change; improved understanding Answer: C Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

Recall that in the l930s, when anti-Asian prejudice was commonplace in the United States, Richard LaPiere had no trouble finding pleasant accommodations for himself and his Chinese traveling companions. Surprised, LaPiere later sent letters to the establishments they visited, asking whether Chinese visitors would be welcome. More than 90 percent of those who responded replied that they definitely would not 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition accommodate Chinese people. This study is noteworthy because it suggested that __________. a. rational persuasive appeals reduce prejudice b. the link between attitudes and behaviors is often tenuous c. people often “tell” more than they can know d. contact with people against whom we are prejudiced can actually reduce prejudice Answer: B Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 39.

Recall that in the 1930s, when anti-Asian prejudice was commonplace in the United States, Richard LaPiere had no trouble finding pleasant accommodations for himself and his Chinese traveling companions. Surprised, LaPiere later sent letters to the establishments they visited, asking whether Chinese visitors would be welcome. More than 90 percent of those who responded replied that they definitely would not accommodate Chinese people. Although LaPiere’s study suggests that there is a weak link between attitudes and behavior, his results should be interpreted with caution. Why? a. Later, more systematic research revealed that there is generally a strong relation between attitudes and behavior. b. Prejudice has generally declined in the United States since the 1930s. c. His sample of proprietors was not randomly selected. d. Proprietors’ attitudes might have changed between LaPiere’s visit and the time he sent the letters. Answer: D Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40.

Attitude accessibility refers to __________. a. the ability to remember the last time you thought of that object b. the association between an attitude object and an evaluation of that attitude object c. the ability to evaluate an object quickly without being able to ask questions d. the degree of experience people have with an object Answer: B Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Social psychologists have found that attitudes do predict behavior, but only under certain specifiable conditions. One key factor is knowing whether the behavior in question is __________. a. positive or negative b. spontaneous or deliberate c. easy or difficult d. a current or future behavior Answer: B Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 42.

Which type of attitudes best predict spontaneous behavior? a. Highly accessible attitudes b. Emotion-based attitudes c. Cognition-based attitudes d. Weak attitudes Answer: A Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Why are highly accessible attitudes more likely to predict spontaneous behaviors than are less accessible attitudes? a. People are more likely to be thinking of accessible attitudes when they are called on to act. b. Emotion-based attitudes are both more accessible and more likely to influence behaviors. c. People with accessible attitudes are more likely to be influenced by arbitrary aspects of the situation. d. Actually, attitude accessibility does not influence the link between attitudes and behaviors. Answer: A Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

If you stand in the checkout line of any discount store, you’ll see a very odd assortment of items on display: disposable razors, batteries, ballpoint pens, playing cards, trail mix, phone chargers, and so on. Retailers call these items “impulse buys,” meaning that although people may not have come to the store looking for cards, pens, or trail mix, when they see them near the checkout, they’ll buy them. An attitude researcher might say that people buy these items because __________. a. consumers’ attitudes toward such utilitarian items are emotionally based b. these items reflect people’s social identity concerns, so they will deliberate quickly about whether to purchase them c. attitudes toward these items may be highly accessible d. intentions are relatively unimportant when people engage in deliberative behaviors like purchases Answer: C Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Raymond’s attitude is more likely to be highly accessible if he has __________ the attitude object. a. thought in more depth about b. greater firsthand experience with c. a neutral perspective about d. only read about Answer: B Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 46.

__________ is to predicting spontaneous behavior as __________ is to predicting deliberative behavior. a. Attitude accessibility; intention b. Affect; cognition c. Dissonance reduction; self-perception d. Utility; social identity Answer: A Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

“Why did the chicken cross the road?” is most associated with __________. a. predicting spontaneous behaviors b. the theory of planned behavior c. subjective norms d. perceived behavioral control Answer: B Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

The theory of planned behavior states that the best predictors of deliberate behaviors are __________. a. behavioral intentions, subjective norms, and attitude accessibility b. attitude salience, behavioral patterns, and perceived behavior control c. attitudes toward the specific behavior, subjective norms, and perceived behavior control d. behavioral intentions, attitude accessibility, and perceived behavior control Answer: C Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Your best friend, Winona, may or may not visit New York this weekend. According to the theory of planned behavior, which information would be most useful in helping you predict whether Winona will actually travel to New York? a. Winona’s attitude about traveling b. Winona’s intention to visit New York c. Winona’s attitude toward New York d. Winona’s intention to get away this weekend Answer: B Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

Researchers investigating the theory of planned behavior studied the relationship between women’s attitudes and their use of the birth control pill. They found that the best predictor of whether women were using the birth control pill two years after reporting their attitudes was the women’s __________. a. attitude toward unwanted pregnancy b. belief about their partners’ attitudes toward the pill c. attitude toward using birth control pills during the two-year period 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. attitudes toward abortion Answer: C Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 51.

Researchers investigating the theory of planned behavior studied the relationship between women’s attitudes and their use of the birth control pill. The results of this study indicated that general attitudes were __________ of behavior. a. accurate predictors b. moderately good predictors c. poor predictors d. reliable predictors Answer: C Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

Based on research about attitudes predicting behavior, it could be said that __________ attitudes best predict actual behavior. a. general b. abstract c. specific d. intrinsic Answer: C Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Even though Alberto dislikes roller coasters, he may decide to take a ride because his group of close friends really wants him to ride the new MegaMonster Extreme Looper. This example shows the importance of __________ in influencing our behavioral decisions. a. subjective norms b. the reciprocity norm c. altruism d. persuasive communication Answer: A Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

The concept of subjective norms refers to people’s __________. a. perceptions of the rules or expectations that guide social behavior b. evaluations of the reasonableness of their attitudes c. intentions to use their attitudes to guide their behaviors d. beliefs about what important others will think of their behavior Answer: D Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: When Do Attitudes Predict Behavior? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 55.

Barto is trying to quit smoking. His parents, siblings, wife, children, and physician have all emphasized to him how important it is for him to quit. According to the theory of planned behavior, which factor is most likely to interfere with Barto’s forming a firm behavioral intention to quit? a. His specific attitude toward quitting smoking b. His subjective norms c. His perceived behavior control d. His attitude accessibility Answer: C Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

The concept of __________ refers to the ease with which people believe that they can perform a behavior in question. a. subjective norms b. perceived behavioral control c. illusions of invulnerability d. behavioral intentions Answer: B Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Eva’s friends and her wife think that it’s important that she get a mammogram at her next annual checkup. Eva believes that it will be relatively easy for her to make time in her schedule for that extra procedure. Thus, Eva has every intention of getting a mammogram as part of her annual checkup. This example best reflects the power of __________ and __________, respectively, to influence behavioral intentions and subsequent behaviors. a. specific attitudes; perceived behavioral control b. deliberative attitudes; subjective norms c. subjective norms; affectively based attitudes d. subjective norms; perceived behavioral control Answer: D Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. Topic: When Do Attitudes Predict Behavior? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

Based on the theory of planned behavior, which person is most likely to follow through on the intention to buy new tires? a. Rico, whose friends think it is important for his safety b. Michelle, who is confident that she can afford them c. Richie, whose parents put safety first and who will lend him the money d. Endora, who holds positive attitudes toward Goodyear Answer: C Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: When Do Attitudes Predict Behavior? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 59.

Attitudes are an individual internal phenomenon, yet they are of tremendous interest to social psychologists. Why is that? a. Many attitudes are shared by groups of people. b. Attitude change is often due to social influence. c. Attitude change is often self-serving. d. Attitudes are the most powerful predictor of social behaviors. Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

According to the tenets of cognitive dissonance theory, people are most likely to change their attitudes when they have __________ justification for an attitude-discrepant behavior. a. ample external b. ample internal c. insufficient external d. insufficient internal Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Cognitive dissonance theory demonstrates that when you cannot find sufficient external justification for your actions, you will attempt to find __________, which can lead to attitude change. a. implicit attitudes about your behavior b. self-perceptions c. internal justification d. cognitively based attitudes Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Promoting a position that runs counter to our own beliefs results in attitude change when __________. a. there is minimal external justification for the position b. there is minimal internal justification for the position c. the attitude is accessible d. the attitude is initially very strong Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 63.

Your friend wears bell-bottoms constantly, a behavior that offends your sense of style. If you wanted to apply cognitive dissonance theory to get your friend to change her attitude toward bell-bottoms, you should encourage her to give a public speech __________ under conditions of __________ external justification. a. against bell-bottoms; low b. in favor of bell-bottoms; low c. against bell-bottoms; high d. in favor of bell-bottoms; high Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Cisco’s boss wants to use cognitive dissonance to sell a new type of emergency cell phone. Cisco is not convinced that the campaign is going to be successful. What should Cisco tell his boss? a. Cognitive dissonance advertising is too expensive. b. Cognitive dissonance is not effective in changing people’s attitudes and subsequent behavior. c. Cognitive dissonance techniques are difficult to implement on a mass scale. d. Cognitive dissonance has fallen out of favor with the advent of the computer as a model for human behavior. Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Although cognitive dissonance is a very powerful way to change someone’s attitude, typically it is not implemented on a mass scale. Why not? a. Most people are resistant to persuasion attempts. b. Very few people ever experience cognitive dissonance. c. People would become psychologically reactive to the persuasion attempt and do the opposite. d. It would be difficult to create a situation of low external justification on a mass scale. Answer: D Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

Persuasive communication is a message __________. a. advocating a particular side of an issue b. that presents both sides of an issue c. intended to sell more product d. that contains propaganda Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

In order to change attitudes about something on a mass scale, whether it is a product, a social problem, or a political candidate, it would be best to use __________. a. dissonance reduction techniques 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. persuasive communication c. insufficient external justification d. counterattitudinal advocacy Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

Next week, you’re going to give a lecture to the psychology club about the Yale Attitude Change approach to persuasion. Which components will be your three main topics? a. The source; the nature of the communication; the nature of the audience b. The source; the need for cognition; the implicit attitudes of the audience c. The source; the nature of the communication; the route of processing (central/peripheral) d. The personality of the audience; the nature of the message; the social status of the speaker Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

The Yale Attitude Change approach focused on a number of factors that influence the success of a persuasive message. Which element BEST exemplifies source variables as one of those factors? a. High-quality versus low-quality argument b. One-sided versus two-sided messages c. Long versus short appeals d. Expert versus novice speakers Answer: D Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

The Yale Attitude Change approach focused on a number of factors that influence the success of a persuasive message. Which element BEST exemplifies communication variables as one of those factors? a. Hostile versus receptive audiences b. Attentive versus inattentive listeners c. Long versus short appeals d. Expert versus novice speakers Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

The Yale Attitude Change approach focused on a number of factors that influence the success of a persuasive message. Which element BEST exemplifies audience variables as one of those factors? a. Attentive versus inattentive listeners b. High-quality versus low-quality arguments c. Expert versus novel speakers d. One-sided versus two-sided messages Answer: A 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

Edgar wants to film his own television commercials for his camping business, Full in Tent Cities. He first considers using his cousin, “One-Eye” Gomez, who is a fine speaker; however, Edgar knows that “OneEye” doesn’t like to be seen in the light of day. He then thinks about making his own pitch; he’s an average-looking guy who’d show up okay on TV. Edgar’s partner suggests hiring a handsome local weathercaster, Sonny Scize, who is available for the job. Knowing how a communicator’s appearance affects the persuasiveness of a message, who should Edgar choose for the job? a. Edgar’s partner b. “One-Eye” Gomez c. Sonny Scize d. Edgar Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

The Yale Attitude Change approach to persuasion yielded a great deal of information about the attitude change process, but there was one major problem with the approach: it __________. a. was not clear when one factor should be emphasized over others b. only accounted for implicit attitudes c. only applied to women between the ages of 18 and 45 d. is unclear as to who, exactly, is a source and who is an audience member Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

Corey and Jennifer engage in a debate during their speech class. Corey goes first and Jennifer goes second. Most students thought that Corey did a better job in the debate. Assuming that the quality of the arguments and presentation by the two speakers was equally good, this would be an example of a(n) __________ effect. a. primacy b. recency c. accessibility d. central route Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

The elaboration likelihood model explains the conditions under which someone will __________. a. be influenced by what the speech says, and when influence occurs by superficial cues b. change their implicit attitude, and when they will resist changing an explicit attitude c. be persuaded by a subliminal message, and when they will resist attitude change d. elaborate on a dissonance-evoking situation, and when they will resolve dissonance 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

Armando is listening carefully to a persuasive communication and thinking about the arguments. He is using the __________ route to persuasion. a. peripheral b. heuristic c. central d. direct Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Donald didn’t attend carefully to the substance of the persuasive communication, but instead paid attention to some irrelevant cues. He’s using the __________ route to persuasion. a. peripheral b. systematic c. central d. indirect Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

Persuasive messages that rely on information other than the strength of reasoned arguments are known as __________. a. central route strategies b. action-situated strategies c. peripheral route strategies d. ephemeral route strategies Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

According to the elaboration likelihood model of persuasion, people who __________ are most likely to take the __________ route to persuasion. a. are motivated to pay attention; central b. are motivated to pay attention; peripheral c. do not pay close attention; central d. do not care about the issue; central Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

A commercial comes on for an arthritis cream. Lachlan has been having some pain in his knees lately, so he’s both motivated and able to attend to the commercial. Therefore, he is more likely to use the __________ route to persuasion. a. peripheral b. heuristic c. central d. relevant Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Chloe voted for the first time in the 2016 elections. She was very motivated to understand campaign issues and to make an informed choice at the polls. She read the newspapers and watched the television debates between the candidates. Motivated and informed when she watched the presidential debates between Donald Trump and Hillary Clinton, Chloe was most likely to pay attention to __________. a. how stiff Hillary Clinton appeared on camera b. the candidates’ disagreements on education issues c. Donald Trump’s relaxed delivery d. Donald Trump’s rude interruptions Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

According to the elaboration likelihood model of persuasion, you are more likely to be influenced by the central route when you are __________. a. preoccupied with other matters b. willing and able to give your full attention to the message c. not invested in the topic at hand d. impressed with the speaker’s credentials and manner Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

All other things being equal, when a communication is more __________, people are more likely to pay attention to it and process it through the central route. a. lengthy b. full of buzz words and catchy phrases c. emotional d. self-relevant Answer: D Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

When should communicators use the central route to persuade an audience? a. When they don’t have clear arguments well-grounded in facts and data b. When they want the audience to pay close attention to strong, well-presented arguments c. When they have little persuasive content to present d. When they want the audience to feel loved and appreciated by them Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Researchers systematically varied the quality of persuasive communications that advocated comprehensive exams for college students, and also varied the prestige of the communicator. These researchers found that when some students believed that their university was considering such examination, those students used the __________ route to persuasion, and were influenced by the __________. a. central; quality of the persuasive arguments b. central; prestige of the communicator c. peripheral; quality of the persuasive arguments d. peripheral; prestige of the communicator Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

Researchers systematically varied the quality of persuasive communications that advocated comprehensive exams for college students, and also varied the prestige of the communicator. Further, some student participants were led to believe that such academic reforms might be carried out in the near future, whereas others were led to believe that such reforms wouldn’t occur until long after they had already graduated. Those students who believed that the reforms were a long time in coming were more influenced by communicator prestige than by the quality of the persuasive arguments. These findings support the assertion that __________ route to persuasion. a. people high in need for cognition use the central b. message relevance influences whether people use the central or peripheral c. weak arguments are less persuasive when people use the peripheral d. strong arguments are less persuasive when people use the central Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Research conducted by Rich Petty, John Cacioppo, and Rachel Goldman found that when students are not involved in an issue, their opinions are influenced more by the __________ than by the __________. a. quality of the arguments; credibility of the speaker b. credibility of the speaker; quality of the arguments c. quality of the arguments; surface characteristics of the message d. content of the message; expertise of the speaker Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Your parents choose to purchase life insurance because it is advertised by Alex Trebek. After all, he is a really smart guy and they trust him to lead them to a good product. They are basing their choice of this insurance on the __________. a. central route of persuasion b. use of subjective norms c. peripheral route of persuasion d. implicit route of persuasion Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Attitude change that occurs after careful analysis of an argument will __________. a. last longer b. change again soon after a new argument is made c. will involve more emotional responses toward the attitude object d. will be processed through the peripheral route Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Imagine that you are trying to promote a new type of low-fat snack food to a group of people in the grocery store. You know that these people are paying attention and are motivated to process your message. What type of persuasive communication would you deliver? a. A message with several high-quality arguments b. A message that appeals to their feelings c. A message given by a very attractive speaker d. A balanced message containing both high-quality and low-quality arguments Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

As a persuasive communicator, your goal is to influence the opinions of your audience. You are most likely to benefit from an audience that is slightly distracted when __________. a. your arguments are strong b. your arguments are rather weak c. you are not an acknowledged expert on the topic d. your audience holds a weak attitude toward the issue Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 92.

You work for an advertising agency. You have been assigned to develop an advertising campaign for a new brand of designer water, which in reality is standard city reservoir water in a fancy bottle. In this case, you are best off using the __________ route, because __________. a. central; you have strong arguments for why your product is superior b. central; your audience is going to be highly motivated c. peripheral; you do not have strong arguments for why your product is superior d. peripheral; your audience is going to be low in the need for cognition Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What you Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

People are more likely to pay attention to characteristics of the communicator, rather than to the contents of the message, when __________. a. they are personally involved in the issue b. the issues are too complex to comprehend fully c. the stakes are high d. they are high in the need for cognition Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

The __________ route to persuasion is to enduring attitude change as the __________ route to persuasion is to transient change. a. central; systematic b. peripheral; heuristic c. central; peripheral d. systematic; central Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

In advertising, one way to grab people’s attention is to __________. a. pack as much information into 30 seconds as possible b. play to their emotions c. use flashing bright colors and a lot of movement in the ad d. include valid arguments delivered in a sober tone Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

If you are constructing an ad, a basic principle to remember is that you must __________. a. always construct your arguments carefully b. appeal only to viewers high in the need for cognition c. distract your audience because no one pays attention to arguments anyway 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. try to ensure that your audience will pay attention to your ad Answer: D Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 97.

Why would anyone want to use fear in a commercial? a. Advertisers find it increases sales by appealing to cognitively based attitudes. b. Advertisers want to grab the attention of the target audience. c. Advertisers do not use fear unless mandated by the government. d. Scaring people into healthy behaviors is highly effective. Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

Public service ads often try to raise fear in an audience to induce people to change unhealthy behaviors. If fear appeals are used, it is crucial to provide the audience with __________ to increase the likelihood of behavior change. a. as many fear-evoking images as possible b. specific recommendations for how to reduce the unhealthy behaviors c. statistics about the number of people who will die from performing the behaviors d. specific information about the consequences of continuing the unhealthy behaviors Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Fear-arousing communications are most likely to result in attitude change when __________. a. they are sufficiently strong to induce perceptions of threat b. people think that attending to a message will reduce the fear c. people process fear appeals peripherally d. people are in a good mood, and the message takes them by surprise Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

In an effort to use fear to persuade people to live a healthier lifestyle, the government of Canada went so far as to mandate that __________. a. cigarette packs display graphic pictures of diseased gums and body parts b. all bottles of alcohol have pictures on them of children born with fetal alcohol syndrome c. every ten kilometers, a roadside billboard shows graphic pictures of car accident victims who did not wear seatbelts d. junk food packages show photos of obese people languishing in the hospital Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Fear-arousing persuasive messages are targeted to the __________ component of attitudes. a. peripheral b. cognitive c. central d. affective Answer: D Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

Researchers showed one group of smokers a film depicting the ravages of lung cancer, gave another group of smokers a pamphlet with instructions on how to quit smoking, and exposed a third group to both the film and the pamphlets. People in the last group reduced their smoking significantly more than people in the other two groups because __________. a. fear was aroused and they were provided a means to reduce that fear b. they were relatively light smokers c. the combination increased their confidence in their ability to quit d. prior to the study, they reported more failed attempts to quit Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

Researchers showed some smokers a graphic film about lung cancer and gave them a pamphlet with instructions on how to quit; other smokers received either the pamphlet alone, or watched the grisly film. After three months, those smokers who received only the pamphlet with instructions were smoking significantly more than those who both saw the film and received the pamphlet. What is the independent variable of this research? a. Type of intervention: pamphlet only, movie only, or pamphlet and movie b. Amount that they smoked c. Type of participants: smokers, non-smokers d. Fear they felt while watching the movie Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

Researchers showed some smokers a graphic film about lung cancer and gave them a pamphlet with instructions on how to quit; other smokers received either the pamphlet alone, or watched the grisly film. After three months, those smokers who received only the pamphlet with instructions were smoking significantly more than those who both saw the film and received the pamphlet. What is the dependent variable of this research? a. Type of intervention: pamphlet only, movie only, or pamphlet and movie b. Amount of subsequent smoking c. Type of participants: smokers, non-smokers d. Fear they felt while watching the movie 26 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 105.

Your best friend has just begun smoking. You are concerned for her health and decide to have a talk with her about her choices. What is the best way for you to approach this conversation? a. Buy a self-help book from the bookstore that discusses overall strategies to live a healthy life b. Provide enough description of the dangers of smoking to get her attention, and then provide her with information about the Quitline, which helps people stop smoking c. Provide her with vivid pictures of lung disease and mouth cancers to show her what will happen to her d. Provide her with statistical information that makes it obvious she is going to die if she keeps smoking Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

“I like sex, but not enough to die for it,” says a young woman in an ad designed to persuade people to use condoms if they are sexually active. Why might this approach be ineffective? a. If people are too frightened, they won’t think rationally about the issue. b. If people are in a bad mood when they see the ad, they won’t pay attention. c. If people are sexually active, the ad will be low in personal relevance. d. If people are not sexually active, the ad will put them in a bad mood. Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

It can be tricky to use fear-arousing communication properly; a moderate amount of fear can lead people to __________ and too much fear can lead people to __________. a. become defensive; be persuaded through the peripheral route b. be persuaded through the central route; become defensive c. be persuaded through the peripheral route; be persuaded through the central route d. become bored and lose interest; be defensive about their beliefs Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

According to the heuristic-systematic model of persuasion, when people use the peripheral route to persuasion, they rely on __________. a. cognitive arguments b. the strength of the argument c. heuristics d. dissonance reduction Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 109.

The __________ model of persuasion asserts that attitudes may change because people attend to the merits of an argument, or because they use such cognitive shortcuts as “The faster a person talks, the more that person knows about the issue.” a. elaboration likelihood b. Yale Attitude Change c. self-perception d. heuristic-systematic Answer: D Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

Carim is looking at buying a car. After seeing the car and driving it, he asks himself, “How do I feel about it?” Which outcome may be the result of using this method? a. He will go with his gut and buy the car with confidence. b. He will decide to seek more information and not rely on just his feelings. c. He can make errors in concluding what is causing his mood. He may misattribute his feelings to the car when they were actually created by the compassionate salesperson. d. He will fall victim to lowballing and end up paying more for the car. Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

Heino is busy trying to prepare a complicated recipe for dinner when his sons come in asking him who can use the computer first. One son, Jason, gives a long explanation about why he needs it, and goes on for some time. The other son, Cameron, just gives a short explanation. If Heino is processing these arguments via the heuristic route, who is he most likely to give computer privileges to first? a. He would make them decide between themselves. b. He would disallow them both from using the computer because he is in a bad mood. c. Jason d. Cameron Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

“Experts are always right” and “Expensive means quality” are some examples of how __________ can be used in persuasion. a. systematic processes b. affect c. implicit attitudes d. heuristics Answer: D Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? 28 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 113.

George is trying to decide which of two used cars to buy. He test drives each, listening to the radio while he does so. While he is test driving the Honda, his favorite song comes on the radio. George tells his friend, “I know the Toyota is a bit better of a deal, but somehow the Honda just feels better to me.” If the reason that the Honda feels better is because George liked the song that he heard while driving it, his decision is being influenced by __________. a. misattribution of emotion b. central route processing c. dissonance reduction d. schematic processing Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What you Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

In most stores, owners provide background music for shoppers. Although this music may not be to everyone’s taste, from the perspective of social psychologists who study routes to persuasion, it is probably designed to __________, and thus to __________. a. distract them; ensure they spend more time in the store b. put them in a bad mood; make them want to spend their money as quickly as possible c. put them in a good mood; make products more attractive to them d. distract them; get them to forget to use their money-saving coupons Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

There is an exception to the general rule that logical, informative messages will be highly persuasive when the issue is relevant to the audience. What is that exception? a. Logical, informative messages will not work well when values and feelings are the basis of the attitude in question. b. When people are in a bad mood, they do not see information as relevant to their attitudes. c. When people are in a good mood, any and all information seems relevant to their attitudes. d. When people are in a bad mood, they are skeptical about all information, including logical information. Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

You are asked to create a persuasive message. It would be best if you __________. a. begin with basic facts to engage them b. give them information to change their attitude and then target the new attitude c. match the type of message appeal to the basis of the attitude d. remember to use facts over emotional appeal Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 117.

If an attitude is cognitively based, it is best to use rational arguments. Which types of arguments work best to change an affectively based attitude? a. Implicit associations b. Logical arguments c. Emotional appeals d. Heuristics Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

Which example represents the utilitarian aspect of an attitude object, such as a consumer product? a. The gas mileage of a car b. The image portrayed in a perfume ad c. The humor contained in a greeting card d. The flattering appearance of a pair of jeans Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

Consumers’ attitudes toward products such as perfumes and greeting cards are __________ based because they are informed by __________. a. affectively; values and the self-concept b. behaviorally; past product purchases c. cognitively; logical appraisals of the product d. cognitively; social identity concerns Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

A “legging war” has erupted between Socko International, LuvYerFeet, and Toes Go In First, all makers of socks and stockings. Socko has recently changed from heart-warming ads showing cuddly families, all socked-out, gathered in front of a roaring fire, to ads that focus on rayon content, thread counts, amount of cushion, and availability of colors. This is most likely because Socko International advertising executives have discovered that __________. a. socks are viewed by most consumers as a social identity product b. wistful or nostalgic moods cause people to process ad content in a biased way c. socks and stockings are viewed by most consumers as a utilitarian product d. most consumers do not view legging options as a relevant concern Answer: C Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 121.

“Feel great. Smell great,” goes the warm, lilting theme song of a television ad for perfume, as the model dances through a field of flowers. Why would this ad be most likely to work? a. These ads convincingly demonstrate the good performance of the perfume at covering odor. b. One-sided messages are more effective with social identity products. c. Cognitive appeals work best with most consumer products. d. Emotional appeals work well with social identity products. Answer: D Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

Most automobile ads on television convey very little objective information about the models shown; indeed, one automaker launched a series of television ads that contained no words at all. The design of these automobile advertisements is based on the advertisers’ premise that cars are __________. a. social identity products b. utilitarian products c. a near necessity in the United States d. “disposable” consumer products Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

Recent advertisements for automobiles focus on notions like “computer generated” design features, “cab forward design” for better gas mileage, and “steel reinforced” side door construction for safety. This focus on objective attributes of cars __________. a. causes people to process information peripherally b. focuses on the utilitarian aspects of the automobiles c. appeals to viewers who are low in the need for cognition d. stresses the identity implications of owning a particular model of car Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

You are asked to design advertisements for several products. For which product would you want to design an ad with an emotional appeal? a. A car b. Garden shears c. A can opener d. Storage bags Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 125.

Imagine that you are trying to persuade an audience to buy your brand of toothbrush. You know that the audience’s attitudes about toothbrushes are cognitively based. You should construct an argument that emphasizes the __________. a. good feelings that result from using your toothbrush b. important health features of your toothbrush c. value of clean teeth and gums d. merits of competitors’ toothbrushes Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

When trying to persuade people, it is useful to make sure they have __________ in their thoughts on the matter. a. confidence b. salience c. complexity d. logic Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

In an experiment participants were presented with either strong or weak arguments on an issue while they were either shaking their head or nodding their head. Someone listening to a weak argument would be more persuaded if they were __________. a. nodding their head b. shaking their head c. paying close attention d. doing a related visual task Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

In an experiment participants were presented with either strong or weak arguments on an issue while they were either shaking their heads or nodding their heads to test the durability of headphones. Someone nodding their head would be more persuaded if presented with a(n) __________ argument. a. strong b. weak c. emotional d. fear-inducing Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 129.

In an experiment participants were presented with either strong or weak arguments on an issue while they were either shaking their heads or nodding their heads to test the durability of headphones. Why did head movements matter? a. It was a subtle way to make participants feel more or less confident. b. It kept participants alert during the lengthy message they heard. c. It was to test the durability of the headphones in the study. d. It was to distract participants from the message. Answer: A Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

Suppose you are trying to persuade a group of people to purchase a new kitchen gadget. If you are presenting mostly weak arguments, which technique would help people feel more confident in their attitudes? a. Getting people to applaud b. Asking them “yes” questions to get them to nod their heads c. Using a cognitive approach d. Asking them “no” questions to get them to shake their heads Answer: D Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

Renaldo nods his head quite often during a speech from a politician. Based on research investigating confidence and persuasion, Renaldo would be most likely to be most persuaded by __________. a. a weak argument b. a strong argument c. an emotional appeal d. peripheral cues Answer: B Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

The best evidence that advertisements do work to change attitudes and behaviors comes from __________. a. people’s reports of the influence that ads have had on their purchasing b. controlled laboratory experiments c. successful public health campaigns d. surveys of marketing executives Answer: C Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

A meta-analysis of studies to test the effects of media messages about substance use among adolescents showed __________. a. that adolescents are not responsive to media messages 33 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. that adolescents decreased their use of specific substances targeted in the media messages c. that substance use is better targeted through print media than TV or radio d. increases in the use of substances because they were brought to the awareness of adolescents Answer: B Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 134.

An advertising executive once noted about soft drink advertisements, “The thing about soda commercials is that they actually have nothing to say.” By this, the executive meant that __________. a. soft drink companies often take an emotional approach to advertising b. few soft drink ads contain voiceovers c. soft drink ads rely on flashy visual images only d. few soft drink ads actually influence consumers’ purchasing behaviors Answer: A Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

Why do ads for heartburn medications spend so much time talking about how quickly the product works and whether there is calcium or magnesium in the product? a. Such medications are highly relevant to people who suffer from indigestion. b. The public is well informed about the causes of and treatments for heartburn. c. Emotional appeals are not likely to work when people are already suffering. d. Few celebrities would agree to appear in heartburn commercials. Answer: A Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

Advertisers will be most successful in influencing our attitudes and behaviors if they __________. a. utilize subliminal messages b. present logical arguments in support of their products c. tailor their strategies to the basis of consumers’ attitudes d. distract consumers to encourage peripheral processing Answer: C Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

Advertisers who market such products as deodorants, mouthwashes, and room deodorizers succeed because they __________. a. convince consumers that their products are relevant to them b. use attractive spokespeople c. use fear appeals to activate consumers’ subjective norms d. use logical appeals to target consumers’ health concerns Answer: A Learning Objective: 7.4 Describe how advertising changes people’s attitudes. 34 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 138.

Gerald Lambert invented Listerine as a surgical antiseptic for throat infections, but he was able to market it to a wider audience by __________. a. using cognitively based arguments b. inventing a “disease” for which mouthwash was a “cure” c. having doctors endorse the product d. using fear arousal Answer: B Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

139.

If you are employed to advertise a product, according to research on attitudes and attitude change, the first thing you should consider in planning your campaign is __________. a. the quality of the product b. whether people’s attitudes toward the product are cognitively or affectively based c. the cost of the product d. whether the audience is likely to be motivated or not to buy the product Answer: B Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

The logical, fact-based approach is used in advertisements most effectively when the basis of the attitude is __________ and __________. a. cognitive; the problem the product can solve is important to viewers b. cognitive; viewers are likely to be paying attention to the ad c. affective; strong arguments for why people should use the product are available d. affective; people are motivated to pay attention to the ad Answer: A Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Recent ads on television portray the embarrassment and social anxiety associated with having creeping, invasive toenail fungus. In all probability, the manufacturers are attempting to make a profit by __________. a. using logical appeals b. creating a problem so consumers will buy the product c. appealing to the increased health consciousness of the public d. inducing watchers to process information via the central route Answer: B Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Difficult Skill Level: Apply What You Know 35 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 142.

When words or pictures are flashed on a screen too quickly to be consciously perceived, they may influence people’s judgments, attitudes, and behaviors. These words and pictures are portraying __________. a. unconscious priming b. unconscious perception c. subliminal messages d. subconscious persuasion Answer: A Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

Lori downloads and listens to MP3s to help her quit smoking. She cannot consciously detect any antismoking messages. Chances are that the messages are __________. a. implicit b. subliminal c. not there at all d. superliminal Answer: B Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

144.

Researchers provided participants with audiotapes that contained subliminal messages to improve memory or to raise self-esteem. After participants had listened to the tapes, the researchers assessed their memory or self-esteem. The researchers found that the subliminal messages __________. a. worked, and people correctly thought that they did b. worked, but people were skeptical about their success c. did not work, but people thought that they did d. did not work, and people were correctly skeptical Answer: C Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

Most people believe that subliminal messages __________. a. are perceivable if you concentrate hard enough b. are ineffective c. can shape attitudes and behavior d. can reduce prejudice Answer: C Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 146.

Although controlled laboratory studies have shown that, under highly controlled conditions, subliminal stimuli can affect people’s __________, they do not show that such stimuli affect __________. a. behavior; personally relevant attitudes b. attitudes about products; purchasing patterns that go against people’s wishes c. purchasing patterns; beliefs about products d. emotions about unfamiliar stimuli; behavior against people’s wishes Answer: B Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

Based on research investigating how subliminal messages can affect our product choices, who would be most likely to purchase a Choco-Yum candy bar after seeing a subliminal message flashed? a. Enrico, who is a health nut b. Shirley, who was hungry for candy c. Jasmine, who isn’t hungry d. Marvin, who paid very close attention to the ad Answer: B Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

148.

People’s beliefs about the influence of advertising are incorrect. People __________ they are influenced by regular advertising, and they __________ they are influenced by subliminal advertising. a. don’t think; do think b. don’t think; don’t think c. do think; do think d. do think; don’t think Answer: A Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

Consumers should be advised to be less concerned about the presence of subliminal messages in advertising and more concerned that ads __________. a. often induce people to act counter to their wishes, values, and personalities b. often shape and perpetuate cultural stereotypes c. reduce our attention span and our ability to evaluate persuasive messages critically d. consciously advocate socially destructive attitudes and behaviors Answer: B Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

150.

Which conclusion can be accurately made about cultural differences in the kinds of attitudes people hold about the same consumer product? a. People in Asian cultures are more receptive to ads for utilitarian products. b. People in Asian cultures are less consumer-oriented than are people in the United States. 37 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c.

Ads that focus on individuality and self-improvement work better in Western cultures than in Asian cultures. d. Ads that focus on athletes and move stars work better in Asian cultures than in the United States. Answer: C Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 151.

Which ad slogan for an automobile would be more effective in Tokyo than in Chicago? a. “Drive to a Different Tune” b. “Comfort for Your Family” c. “A Sign That You’ve Made It” d. “They’ll Choke on Your Dust” Answer: B Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

152.

Researchers showed American people and Korean people advertisements that stressed either independence or interdependence. They found that __________ were persuaded most by ads that stressed __________. a. American people; emotional appeals b. Korean people; logical arguments c. American people; independence d. Korean people; independence Answer: C Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

Flipping through a magazine and looking at the ads, you notice that they tend to emphasize individuality and self-improvement. Based on research on cultural differences in persuasion, where is this magazine likely to be sold? a. Tokyo, Japan b. Da Lat, Vietnam c. Mumbai, India d. Montreal, Canada Answer: D Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

154.

You are reading a billboard that says, “LuvYerFeet stockings: comfort and style for your whole family.” Where would such an ad be most effective, according to research on cultural differences in persuasion? a. Chicago, Illinois b. London, England c. Shanghai, China d. Toronto, Canada Answer: C 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 155.

Attitude inoculation is the process of making people immune to persuasion attempts by __________. a. exposing them to arguments against their position b. exposing them to arguments in support of their position c. encouraging them to feel positive about the position that they hold d. encouraging them to keep an open mind Answer: A Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

Politicians often preface their remarks with statements such as “I know that my opponent will try to tell you that I’m weak on crime.” This strategy is an example of __________. a. low self-esteem b. use of the central route to persuasion c. attitude inoculation d. fear-based persuasion Answer: C Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

__________ is a way to increase resistance to attitude change. a. Persuasion resistance b. Heuristic rearrangement c. Priming d. Attitude inoculation Answer: D Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

158.

A public service ad on television shows a young boy resisting the attempts of someone off-camera to persuade him to accept drugs. The boy resists each and every enticement (e.g., “It’ll make you fly!” or “Come on, this one’s free!”). The camera then pans back, and the boy’s father hugs him and says, “Good job, son!” This ad illustrates the use of __________ to increase resistance to attitude change. a. psychological reactance b. priming c. fear appeals d. attitude inoculation Answer: D Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Difficult Skill Level: Apply What You Know 39 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 159.

Why does attitude inoculation work to increase resistance to subsequent persuasion attempts? a. Attitude inoculation generates psychological reactance, so people ignore subsequent messages. b. Attitude inoculation encourages people to think about the issues and to generate counterarguments. c. Attitude inoculation raises self-esteem, and thus makes people less vulnerable to later persuasion attempts. d. Attitude inoculation increases fear, and thus makes people less responsive to logical arguments. Answer: B Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

In a persuasion study conducted by the late Bill McGuire, participants exposed to weak arguments that contradicted common knowledge or beliefs were __________ likely to be persuaded by __________ two days later. a. more; fear appeals b. less; emotional appeals c. less; stronger arguments d. more; weaker arguments Answer: C Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

You want to have a talk with your younger sister about the dangers of taking drugs. You begin the discussion by saying, “Now, your friends are probably going to tell you that only people with problems to begin with get into trouble with drugs, and that you’re a chicken if you don’t get high with them, but . . . ” You have just used __________ to persuade her to avoid experimenting with drugs. a. a fear-based appeal b. a one-sided argument c. attitude accessibility d. attitude inoculation Answer: D Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

162.

Product placement refers to __________. a. where on a page the product being advertised appears b. whether or not the product being advertised actually appears in the ad c. where in a store aisle a product is situated d. the display of a particular consumer product in a movie or TV show Answer: D Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 163.

You are watching an action movie about a renegade vigilante trying to escape from the police. Suddenly, your brother says, “I guess Dodge sent some money to the producers.” You then notice that all of the cars in the exciting car chase are manufactured by Dodge. Dodge has used __________ with the intent of influencing your next car purchase. a. brand merchandising b. central route processing c. product placement d. subliminal messaging Answer: C Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

The makers of various over-the-counter pain relievers have tried using product placement to market their products. Which strategy BEST exemplifies where one would see these persuasive messages? a. Being used by an actor on a primetime TV show b. Different shelves at the drug store or supermarket c. Posters and pamphlets in doctors’ offices d. Ads on the radio and TV Answer: A Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

One reason that product placement is so successful as an advertising technique is that __________. a. when it is used, people don’t try to defend themselves against the influence b. it increases the frequency of exposure to ads c. it makes the source appear more credible d. it makes the source appear more likeable Answer: A Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

166.

The reason that forewarning tends to prevent attitude change is that it __________. a. causes people to pay more attention to their preexisting attitude b. causes people to analyze persuasive appeals much more carefully c. prevents the occurrence of cognitive dissonance d. increases the experience of cognitive dissonance Answer: B Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

Allow me to point out now that the next question you read will try to make you respond in a very specific way. When you get to that question, how likely is it that you will be swayed according to my master plan? a. fairly likely; forewarning usually “primes” a target to be more responsive to an attitude change message 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. fairly likely; the effects of forewarning on attitude change are not clearly understood c. very likely; forewarning serves to reduce the amount of counterarguing engaged in by a target d. not very likely; forewarning tends to reduce the effectiveness of an attitude change message Answer: D Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 168.

Because adolescents in particular are very susceptible to the emotional appeals of their peers, attitude inoculation attempts should take the form of __________. a. one-sided appeals b. two-sided appeals c. eliciting a public commitment to resist peer pressure d. role-playing responses to peers’ appeals Answer: D Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

Peer pressure is effective because it capitalizes on adolescents’ __________. a. fear of rejection and desire for autonomy b. desire to be right and desire to be liked c. fear of rejection and desire to be loved d. need for autonomy and need for esteem Answer: A Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

170.

The use of role-playing as a technique for preventing attitude change is based on the idea that __________. a. forewarned is forearmed b. it makes the logical arguments against change easier to remember. c. it helps people build resistance to the kinds of emotional appeals used by peers d. behaviorally based attitudes are easily reinforced Answer: C Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

In order to help teens resist peer pressure, it is important to inoculate their attitudes not only with cognitive arguments but with __________. a. implicit attitudes b. fear-arousing communications c. emotional appeals d. physical humor Answer: C Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages 42 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 172.

Several programs have been designed to prevent teen smoking, in which researchers used role-playing to help inoculate antismoking attitudes. The results of such programs are __________. a. that role-playing is ineffective against peer pressure b. these teens were less likely to start underage smoking c. these teens were likely to experience external justification for smoking d. that attitude inoculation only works for cognitively based attitudes Answer: B Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

Peer pressure is a form of persuasion that generally utilizes __________. a. cognitive appeals b. behavioral ploys c. emotional appeals d. propaganda techniques Answer: C Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

You have observed that there is more litter around signs that say “$500 fine for littering” than around signs that say “Please keep our state clean.” Which social psychological theory would you use to explain this observation? a. Reactance theory b. Cognitive dissonance theory c. Attitude inoculation theory d. Elaboration likelihood model Answer: A Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

175.

__________ theory posits that when people feel their freedom threatened, they will work to restore it by performing the threatened behavior. a. Cognitive dissonance b. Attitude inoculation c. Reactance d. Heuristic processing Answer: C Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 176.

According to reactance theory, which persuasion attempt will meet with the LEAST resistance when a parent tries to convince a child to maintain a clean bedroom? a. “Please, try to remember to put your toys away when you’ve finished playing with them.” b. “How many times have I told you to keep your room clean?” c. “The next time I find your room in such a mess, I’ll send you to bed without television.” d. “I’m going to tell you one more time: Clean up this room, or else!” Answer: A Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

Recall that researchers placed one of two signs in the bathrooms on a college campus. One was a strong warning (“Do not write on these walls under any circumstances”) and the other was a milder admonition (“Please don’t write on these walls”). Two weeks later, which evidence were the researchers likely to find in the bathrooms containing the strong warnings? a. Scrawls that read, “Says who?” and “What are you going to do about this?” b. Graffiti in the stalls but not on the walls, where the sign was posted c. Walls that were relatively clean d. Less graffiti, but signs posted everywhere Answer: A Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

On the campus of the University of Minnesota, there are signs near large expanses of grass that read, “Lie on me, play on me, but please don’t walk on me.” These signs are more likely to protect the grass than signs that read, “Stay off the grass!” because the former signs __________. a. are likely to generate less psychological reactance b. contain a longer persuasive message c. contain an emotional appeal rather than a logical appeal d. contain a logical appeal rather than an emotional appeal Answer: A Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

Based on the principles of psychological reactance, which utterance should a mother say to a child who wants to have their nose pierced? a. “I won’t be seen with you in public if you pierce your nose.” b. “Wait until your father hears about this!” c. “You’d hate it if I took away your driving privileges.” d. “Please think about how you’ll feel when you’re 30 years old with a hole in your nose.” Answer: D Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 180.

In general, what is an attitude? Provide an example of an attitude toward some person or thing, and identify the affective, cognitive, and behavioral components of that attitude. Answer: An attitude is viewed by most social psychologists as an enduring positive or negative evaluation of a person, object, or idea. [Note: Any example will do, as long as the example involves an enduring positive or negative evaluation. An affective component must address emotional reactions or feelings such as fear, excitement, pleasure, distrust; a cognitive component must address beliefs about or knowledge held about the target of the attitude; a behavioral component must address how an actor behaves in response to the target of the attitude.] Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

An attitude can exist at two levels: implicit and explicit. Define an attitude at each level and explain the distinctions between the two. Answer: Explicit attitudes are conscious, and can easily be reported. Implicit attitudes are involuntary, uncontrollable, and even unconscious. These types of attitudes are different in that one is easily detectable and the other is not. Both can influence behavior, but usually implicit attitudes influence behaviors people do not try to control, such as showing nervousness around an outgroup member. Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

Describe how a favorable attitude might develop toward a particular restaurant using (1) the principles of classical conditioning, and then (2) the principles of operant conditioning. Answer: Many examples will work, but some key elements need to be present. For classical conditioning there should be a focus on some kind of association: the sight of the restaurant paired with hunger pangs, for example. For operant conditioning there should be a focus on some kind of reinforcement: having a good meal and then getting free dessert, for example. Learning Objective: 7.1 Describe the types of attitudes and what they are based on. Topic: The Nature and Origin of Attitudes Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

183.

Describe the theory of planned behavior as it relates to the power of attitudes to predict deliberative behaviors. Answer: The theory of planned behavior posits that intentions are the best predictors of behaviors. Behavioral intentions are in turn influenced by three additional factors: our attitudes toward the behavior in question, our perceptions of how other people we care about will view the behavior in question (subjective norms), and our perception of how well we can control the behavior in question (perceived behavior control). We are more likely to intend to act on our attitudes—and thus to behave in line with those attitudes—when we hold a positive attitude toward the specific behavior in question (as opposed to the general attitude domain), when we believe that people important to us will view the behavior positively, and when we believe the behavior is something that we can successfully control. Learning Objective: 7.2 Analyze the conditions under which attitudes can predict behavior. 45 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

How can cognitive dissonance create attitude change? Why isn’t cognitive dissonance used on a mass scale in advertising? Answer: When people promote a point of view that goes against their own attitude and have little external justification for doing so, they tend to experience dissonance, which motivates them to reduce it by changing their attitude to fall in line with their behavior. This strategy usually is not implemented on a large scale because it is difficult to find a way to make people engage in both promoting a contrary opinion and lacking external justification. Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

In the Yale Attitude Change approach, there are three components to attitude change. Identify and describe these three parts of the model. Then state the major criticism of this model. Answer: The three components are: aspects of the source (level of expertise, for instance); aspects of the communication (for instance, the strength of the argument); and aspects of the audience (for instance, are they high in the need for cognition). The main criticism of this model is that there is little evidence to tell when or how sources may be more important than message characteristics or audience characteristics. Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

Briefly compare the classic Yale Attitude Change approach of Carl Hovland and his colleagues with more contemporary approaches, such as Rich Petty and John Cacioppo’s elaboration likelihood model. Answer: In essence, the Yale approach focused on “who says what to whom,” examining the source of the communication, message characteristics, and the nature of the audience. Although this approach identified situational determinants of attitude change, contemporary researchers have turned their attention to the processes by which attitude change occurs. Perspectives such as the elaboration likelihood model focus on how audience members process persuasive messages and thus tell us what kinds of messages will be more effective and under which circumstances. Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

Describe when people are more likely to use the central route to persuasion, and when they are more likely to use the peripheral route. When people are using the central route, what will make an appeal more persuasive? When they are using the peripheral route, what will make an appeal more persuasive? Answer: People are more likely to use the central route (to think about and elaborate on messages’ contents) when they have the ability and motivation to attend to the message; they are more likely to use the central route when they are not distracted or tired, when the issue is personally relevant to them, and when they are high in need for cognition. People are more likely to use the peripheral route (to pay more attention to information other than the soundness of arguments) when they lack the ability or motivation to 46 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition attend to the message; they are more likely to use the peripheral route when the message is difficult to comprehend, when they are tired or distracted, or when the issue is not personally relevant. When people use the central route, argument quality is especially important; when people use the peripheral route, such irrelevant factors as communicator attractiveness, message length, or communicator status become more important. Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 188.

Imagine you want to change someone’s attitude about which automobile to purchase. Describe how you would form your arguments if you wanted to use the central route to persuasion. Then describe how you could form your arguments using peripheral route strategies. Which type of persuasion would lead to longlasting attitude change? Answer: You can persuade someone using the central route by providing factual information such as how efficient the car is, how safe it is according to national ratings, the car’s reliability, or how much utility the car would bring. On the other hand, peripheral route strategies would emphasize how beautiful the car is, who else drives the car, or in which country it was produced. This type of information is less relevant to evaluating how good an automobile purchase would be relative to the reasons given in the central route to persuasion. Using central route strategies leads to longer-lasting attitude change relative to peripheral route strategies. This may be due to the fact that individuals using central route processing are actually paying attention to and processing messages. Therefore, the opinions they form would have a strong foundation and be memorable. Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

189.

Do fear-arousing messages work? A social psychologist would probably say, “It depends.” What does it depend on? Answer: It depends on how much fear is aroused. If fear is strong enough to motivate people to attend to the attitude change message (e.g., films about lung cancer shown to smokers), people will process message contents centrally, so strong arguments will work well. If, however, too much fear is induced, people will grow defensive and will not process the arguments, so few if any messages of any kind will work. It also depends on whether the message contains useful information. Fear-arousing messages can work well when they are accompanied by information that explains to the audience what to do to avoid a fear-arousing outcome (e.g., providing information on how to quit smoking). Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

190.

Imagine you are trying to convince someone to buy a Brandex computer using what you know about the association between emotions and persuasion. Describe how you could create an advertisement or a store environment that would persuade individuals to buy your computer. More importantly, explain how your procedures would be persuading individuals at a psychological level. That is, how would individuals be processing your message that would lead to persuasion? Answer: According to the heuristic-systematic model of persuasion, people can misattribute the source of their emotional experiences. Therefore, one way to persuade individuals is to make them feel good while watching an ad or in a store. For example, one could play pleasant music in a store to make people happy. 47 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition People would then feel good in the store, and hopefully misattribute their good mood to the product they are evaluating; in this case, it is the Brandex computer. This misattribution of the source of their emotions could then lead people to buy the computer. Additionally, the ad should aim appeals to emotions, behaviors, and cognitions revolving around the product. Computers can be considered social identity products rather than strictly utilitarian purchases; thus, some emotional elements should be used in this ad. Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 191.

You work for an advertising agency that has just acquired the account for a new software product. Your goal is to design a television and print campaign to persuade your audience to hold positive attitudes toward the product—and to purchase the product! Which factors would you think about in designing your persuasive ads? Answer: First, you would be wise to start by considering the basis of people’s attitudes toward such products. Are their attitudes based primarily on emotions or on cognitions? If their attitudes are based primarily on emotions, you would want to design an ad that makes them feel good about the product; you might use upbeat music or interesting images, or appeal to their feelings or values. If their attitudes are based primarily on cognitions, then you should consider whether the product is likely to be personally relevant to the viewers. If the product is likely to be personally relevant, you would be wise to focus more on the contents of the message itself. You might provide “logical” information about how your product is better than other products (e.g., less expensive, higher quality). If the product is not likely to be personally relevant to many viewers (e.g., software that most people really don’t need to get on with their lives), you should attempt to make it relevant and then play to people’s feelings. Learning Objective: 7.3 Explain how internal and external factors lead to attitude change. Topic: How Do Attitudes Change? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

192.

Discuss the kinds of effects that subliminal presentation of stimuli have in the laboratory and what the implications are for real-world applications, such as subliminal advertising. Answer: Evidence from strictly controlled laboratory experiments shows that attitudes can indeed be subject to some subliminal influence. For example, researchers found that a subliminal presentation of the name “Lipton Ice” affected participants’ choice of a beverage, if they were already thirsty. Despite the evidence of subliminal effects, we shouldn’t be worried about advertisers being able to use these in the real world for two reasons: (1) the effects occur only under highly controlled conditions which are unlikely to be replicated in the real world, and (2) the effects shown are only subtle influences on neutral stimuli; there is no evidence that subliminal messages ever override people’s conscious wishes and desires. Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

193.

You’re convinced that if your self-esteem were only higher, you would achieve more in your work and be happier in your life. Should you purchase an audiotape containing subliminal messages to raise your selfesteem? Why or why not? Answer: Although subliminal visual images can affect attitudes in the laboratory, there is no scientific evidence that subliminal messages influence attitudes or behaviors in everyday life. Although researchers found that participants given recordings to enhance self-esteem or memory thought that the recordings worked, objective measures of self-esteem and memory failed to demonstrate any differences between 48 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition experimental conditions. Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 194.

Culture can play a role in both how advertisements are designed and how they perpetuate stereotypes. Explain how culture can play both of these roles in persuasion. Answer: Culture can influence which types of ads work most effectively. Specifically, in interdependent cultures, ads that emphasize that a product will benefit one’s social group and/or family tend to be more successful, but in cultures that emphasize independence, ads that emphasize self-reliance and goal attainment tend to be more successful. Culture can also be perpetuated by ads. Specifically, ads often portray what is considered normative for a family structure and for gender roles in a given culture. Learning Objective: 7.4 Describe how advertising changes people’s attitudes. Topic: The Power of Advertising Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

195.

You want to persuade your younger brother to use condoms each and every time he has sex. How would you use the concept of attitude inoculation and the work on resisting peer pressure to make your younger brother immune to later attempts to persuade him to engage in risky sexual activities? Answer: Attitude inoculation involves exposing people to small doses of arguments counter to their initial attitudes, like a vaccination against disease. In this case, you would expose your brother to weak versions of arguments that he might hear later from his peers (e.g., condoms look stupid, or condoms ruin the sensations of sex) and encourage him to refute those arguments (“I can enjoy the feeling of sex a lot more if I don’t have to worry about illnesses or getting someone pregnant”). In addition, you might give him some practice role-playing and show him ways to combat these pressures. This should make him more immune to more powerful persuasive messages later. Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

196.

You are hired by a group concerned with sex and violence in the media. This group wants to persuade children to behave morally and therefore wants to ban all images and messages of violence or sex from the media. From what you know about reactance theory, what would you tell this group? Answer: Reactance theory posits that when people feel their freedom is threatened, an unpleasant state of reactance is aroused. One way people can reduce this unpleasant state is to engage in the prohibited behavior. Therefore, a message that is too strong can backfire and cause individuals to become more likely to engage in those behaviors. Thus, one tactic is to use subtle messages that do not make people feel as though their freedoms are being threatened. Learning Objective: 7.5 Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 7.1: The Nature and Origin of Attitudes EOM_Q7.1.1 Which of the following conclusions is the most consistent with research on the heritability of attitudes? a) Our attitudes are shaped by our surroundings and do not seem to have any genetic component to them. Consider This: Specific genes do not determine specific attitudes, but attitudes are often an indirect function of genetic makeup. LO 7.1: Describe the types of attitudes and what they are based on. b) Our attitudes are inherited and dictated by our genetic makeup, with little influence from environmental factors. Consider This: Specific genes do not determine specific attitudes, but attitudes are often an indirect function of genetic makeup. LO 7.1: Describe the types of attitudes and what they are based on. c) We often inherit a temperament or personality that renders us likely to develop similar attitudes to those held by our genetic relatives. d) Fraternal twins are just as likely to share attitudes as are identical twins. Consider This: Specific genes do not determine specific attitudes, but attitudes are often an indirect function of genetic makeup. LO 7.1: Describe the types of attitudes and what they are based on. Answer: c Learning Objective: LO 7.1: Describe the types of attitudes and what they are based on. Topic: Heritability of Attitudes Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.1.2 People’s emotional reaction to a target is referred to as the __________ component of attitudes. a) affective b) behavioral Consider This: Sometimes attitudes are not based on logical reasoning or rational calculations. LO 7.1: Describe the types of attitudes and what they are based on. c) cognitive Consider This: Sometimes attitudes are not based on logical reasoning or rational calculations. LO 7.1: Describe the types of attitudes and what they are based on. d) operant Consider This: Sometimes attitudes are not based on logical reasoning or rational calculations. LO 7.1: Describe the types of attitudes and what they are based on. Answer: a Learning Objective: LO 7.1: Describe the types of attitudes and what they are based on. Topic: Nature of Attitudes Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q7.1.3 Which component of an attitude is most related to the process of examining facts and weighing the objective merits of a target? a) Affective Consider This: Operant conditioning has to do with the effects of rewards or punishments on behavior, and affective refers to emotional considerations. LO 7.1: Describe the types of attitudes and what they are based on. b) Behavioral Consider This: Operant conditioning has to do with the effects of rewards or punishments on behavior, and affective refers to emotional considerations. LO 7.1: Describe the types of attitudes and what they are based on. 50 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

c) Cognitive d) Operant Consider This: Operant conditioning has to do with the effects of rewards or punishments on behavior, and affective refers to emotional considerations. LO 7.1: Describe the types of attitudes and what they are based on. Answer: c Learning Objective: LO 7.1: Describe the types of attitudes and what they are based on. Topic: Nature of Attitudes Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q7.1.4 Adults’ tendency to experience happy, nostalgia-filled feelings when they hear the music of an ice cream truck can be best explained by the relationship of attitudes to __________. a) classical conditioning b) operant conditioning Consider This: Attitudes can take on positive or negative affect through the process of conditioning. LO 7.1: Describe the types of attitudes and what they are based on. c) self-perception Consider This: Attitudes can take on positive or negative affect through the process of conditioning. LO 7.1: Describe the types of attitudes and what they are based on. d) values Consider This: Attitudes can take on positive or negative affect through the process of conditioning. LO 7.1: Describe the types of attitudes and what they are based on. Answer: a Learning Objective: LO 7.1: Describe the types of attitudes and what they are based on. Topic: Conditioning and Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q7.1.5 Newman is currently overweight, but as a child he was quite thin. His current explicit attitude toward the overweight is likely to be more __________ and his current implicit attitude toward the overweight is likely to be more __________. a) behaviorally based; cognitively based Consider This: Implicit attitudes often have their origins in people’s childhood experiences. LO 7.1: Describe the types of attitudes and what they are based on. b) cognitively based; behaviorally based Consider This: Implicit attitudes often have their origins in people’s childhood experiences. LO 7.1: Describe the types of attitudes and what they are based on. c) negative; positive Consider This: Implicit attitudes often have their origins in people’s childhood experiences. LO 7.1: Describe the types of attitudes and what they are based on. d) positive; negative Answer: d Learning Objective: LO 7.1: Describe the types of attitudes and what they are based on. Topic: Implicit Attitudes Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 7.2: When Do Attitudes Predict Behaviors? EOM_Q7.2.1 The major finding of LaPiere’s (1934) classic study on attitudes and behavior involving prejudice and hotel/restaurant owners is that __________. a) people are always more prejudiced than their self-reported attitudes would lead us to believe Consider This: In LaPiere’s study, almost every owner was willing to serve his Chinese friends when they arrived in person. LO 7.2: Analyze the conditions under which attitudes can predict behavior. b) people’s attitudes are not always reliable predictors of their behaviors c) the less accessible an attitude is, the more likely it is to shape behavior Consider This: In LaPiere’s study, almost every owner was willing to serve his Chinese friends when they arrived in person. LO 7.2: Analyze the conditions under which attitudes can predict behavior. d) when it comes to racial prejudice, people’s attitudes are particularly strong predictors of their behaviors Consider This: In LaPiere’s study, almost every owner was willing to serve his Chinese friends when they arrived in person. LO 7.2: Analyze the conditions under which attitudes can predict behavior. Answer: b Learning Objective: LO 7.2: Analyze the conditions under which attitudes can predict behavior. Topic: Attitudes Predicting Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.2.2 When is attitude accessibility a particularly good predictor of behavior? a) When the behavior in question is spontaneous b) When the behavior in question is deliberative Consider This: Attitude accessibility is often measured by the speed with which people can report how they feel about something. LO 7.2: Analyze the conditions under which attitudes can predict behavior. c) When the attitude in question is general Consider This: Attitude accessibility is often measured by the speed with which people can report how they feel about something. LO 7.2: Analyze the conditions under which attitudes can predict behavior. d) When the attitude in question is an unpopular one Consider This: Attitude accessibility is often measured by the speed with which people can report how they feel about something. LO 7.2: Analyze the conditions under which attitudes can predict behavior. Answer: a Learning Objective: LO 7.2: Analyze the conditions under which attitudes can predict behavior. Topic: Predicting Spontaneous Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.2.3 Which of the following is the best example of a deliberative behavior? a) Buying a candy bar from the rack next to the check-out line at the grocery store Consider This: A deliberative behavior is the opposite of a spontaneous behavior. LO 7.2: Analyze the conditions under which attitudes can predict behavior. b) Telling a salesperson who calls you on the phone that you aren’t interested in the item they’re selling Consider This: A deliberative behavior is the opposite of a spontaneous behavior. LO 7.2: Analyze the conditions under which attitudes can predict behavior. c) Deciding at the last minute to skip a class because your friends just told you that they’re going to a movie you want to see Consider This: A deliberative behavior is the opposite of a spontaneous behavior. LO 7.2: Analyze the conditions under which attitudes can predict behavior. d) Making a decision regarding where you want to travel over your next vacation break Answer: d Learning Objective: LO 7.2: Analyze the conditions under which attitudes can predict behavior. 52 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Topic: Predicting Deliberative Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.2.4 Wendy is a member of a political group on your campus and is interested in finding out how many students plan to vote in the next presidential election. According to the theory of planned behavior, which of the following attitude questions Wendy could ask would be the best predictor of whether or not a particular student will vote in the next presidential election? a) “What are your attitudes about U.S. politics?” Consider This: The theory of planned behavior suggests that specific attitudes correlate more strongly with actual behaviors than do general attitudes. LO 7.2: Analyze the conditions under which attitudes can predict behavior. b) “What are your attitudes about voting?” Consider This: The theory of planned behavior suggests that specific attitudes correlate more strongly with actual behaviors than do general attitudes. LO 7.2: Analyze the conditions under which attitudes can predict behavior. c) “What are your attitudes about voting in the next U.S. presidential election?” d) “What are your attitudes about former U.S. President Donald Trump?” Consider This: The theory of planned behavior suggests that specific attitudes correlate more strongly with actual behaviors than do general attitudes. LO 7.2: Analyze the conditions under which attitudes can predict behavior. Answer: c Learning Objective: LO 7.2: Analyze the conditions under which attitudes can predict behavior. Topic: Theory of Planned Behavior Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q7.2.5 In trying to predict deliberative behaviors, what three considerations must we evaluate? a) Cognitively based attitudes, behaviorally based attitudes, affectively based attitudes Consider This: Deliberative behaviors take more time to decide upon, rendering attitude accessibility less important. LO 7.2: Analyze the conditions under which attitudes can predict behavior. b) Attitude specificity, subjective norms, perceived behavioral control c) Classical conditioning, operant conditioning, self-perception theory Consider This: Deliberative behaviors take more time to decide upon, rendering attitude accessibility less important. LO 7.2: Analyze the conditions under which attitudes can predict behavior. d) Attitude accessibility, explicit attitudes, implicit attitudes Consider This: Deliberative behaviors take more time to decide upon, rendering attitude accessibility less important. LO 7.2: Analyze the conditions under which attitudes can predict behavior. Answer: b Learning Objective: LO 7.2: Analyze the conditions under which attitudes can predict behavior. Topic: Predicting Deliberative Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 7.3: How Do Attitudes Change? EOM_Q7.3.1 One way to change someone’s attitude is to get that person to give a speech arguing against their actual viewpoint. This strategy can lead to attitude change through cognitive dissonance as long as __________ is/are present. a) peripheral cues to persuasion Consider This: A clear external reason for engaging in a behavior will reduce cognitive dissonance. LO 7.3: Explain how internal and external factors lead to attitude change. b) a motivated audience that feels a sense of personal relevance Consider This: A clear external reason for engaging in a behavior will reduce cognitive dissonance. LO 7.3: Explain how internal and external factors lead to attitude change. c) two-sided arguments Consider This: A clear external reason for engaging in a behavior will reduce cognitive dissonance. LO 7.3: Explain how internal and external factors lead to attitude change. d) insufficient justification for making the speech Answer: d Learning Objective: LO 7.3: Explain how internal and external factors lead to attitude change. Topic: Cognitive Dissonance and Attitude Change Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.3.2 Which of the following is not one of the three factors considered by the Yale Attitude Change Approach? a) Nature of the audience Consider This: The Yale Attitude Change Approach focuses on the question of who says what to whom. LO 7.3: Explain how internal and external factors lead to attitude change. b) Message source Consider This: The Yale Attitude Change Approach focuses on the question of who says what to whom. LO 7.3: Explain how internal and external factors lead to attitude change. c) Fear d) Nature of the communication itself Consider This: The Yale Attitude Change Approach focuses on the question of who says what to whom. LO 7.3: Explain how internal and external factors lead to attitude change. Answer: c Learning Objective: LO 7.3: Explain how internal and external factors lead to attitude change. Topic: Yale Attitude Change Approach Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q7.3.3 A debate breaks out at the town hall meeting over whether local real estate taxes should be raised in order to pay for a new public school building. Which of the following individuals is most likely to process the persuasive information raised during this debate through the peripheral route? a) Gob, who has no school-aged children of his own and owns no real estate b) Lindsay, whose daughter still has 3 years left of public school Consider This: Central route processing is more likely as an issue becomes more personally relevant to an individual. LO 7.3: Explain how internal and external factors lead to attitude change. c) Michael, who is a real estate executive whose business is affected by local tax rates Consider This: Central route processing is more likely as an issue becomes more personally relevant to an individual. LO 7.3: Explain how internal and external factors lead to attitude change. d) Buster, a local teacher, who is working in a temporary classroom because the current school building is too small for the number of students enrolled Consider This: Central route processing is more likely as an issue becomes more personally relevant to an individual. LO 7.3: Explain how internal and external factors lead to attitude change. 54 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Answer: a Learning Objective: LO 7.3: Explain how internal and external factors lead to attitude change. Topic: Elaboration-Likelihood Model Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q7.3.4 The physical attractiveness of the source of a persuasive communication would be best described as which of the following? a) Systematic cue Consider This: A source’s attractiveness is typically not truly relevant to assessment of the strength of their message. LO 7.3: Explain how internal and external factors lead to attitude change. b) Central cue Consider This: A source’s attractiveness is typically not truly relevant to assessment of the strength of their message. LO 7.3: Explain how internal and external factors lead to attitude change. c) Peripheral cue d) Rational cue Consider This: A source’s attractiveness is typically not truly relevant to assessment of the strength of their message. LO 7.3: Explain how internal and external factors lead to attitude change. Answer: c Learning Objective: LO 7.3: Explain how internal and external factors lead to attitude change. Topic: Elaboration-Likelihood Model Difficulty Level: Easy Skill Level: Understand the Concepts EOM_Q7.3.5 Fear-arousing persuasive communication is most likely to be effective when __________. a) very high levels of fear are induced Consider This: While fear can motivate people to take action, the risk is that it can also convince them that action is pointless. LO 7.3: Explain how internal and external factors lead to attitude change. b) very low levels of fear are induced Consider This: While fear can motivate people to take action, the risk is that it can also convince them that action is pointless. LO 7.3: Explain how internal and external factors lead to attitude change. c) a plan for reducing the fear is provided d) the target of the communication is a utilitarian or functional object Consider This: While fear can motivate people to take action, the risk is that it can also convince them that action is pointless. LO 7.3: Explain how internal and external factors lead to attitude change. Answer: c Learning Objective: LO 7.3: Explain how internal and external factors lead to attitude change. Topic: Fear-Arousing Communication Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q7.3.6 Briñol and Petty (2003) conducted a study in which participants tried on headphones while listening to a persuasive editorial. Half of the participants shook their head side to side while listening; the other half nodded up and down while listening. Which group of participants expressed the greatest agreement with the arguments expressed in the editorial at the end of the study? a) The head-shakers who heard weak arguments in the editorial Consider This: Body movements that we have come to associate with certain attitudes can also, when they occur, also make those attitudes more likely to emerge. LO 7.3: Explain how internal and external factors lead to attitude change. b) The head-shakers who heard strong arguments in the editorial

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Body movements that we have come to associate with certain attitudes can also, when they occur, also make those attitudes more likely to emerge. LO 7.3: Explain how internal and external factors lead to attitude change. c) The head-nodders who heard weak arguments in the editorial Consider This: Body movements that we have come to associate with certain attitudes can also, when they occur, also make those attitudes more likely to emerge. LO 7.3: Explain how internal and external factors lead to attitude change. d) The head-nodders who heard strong arguments in the editorial Answer: d Learning Objective: LO 7.3: Explain how internal and external factors lead to attitude change. Topic: Attitude Change and the Body Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 7.4: The Power of Advertising EOM_Q7.4.1 Research on public service ads designed to promote healthy behavior indicates that such efforts __________. a) almost always fail Consider This: Public health campaigns have been found to be successful, particularly when tailored to the particular target audience. LO 7.4: Describe how advertising changes people’s attitudes. b) are more effective at changing the attitudes of men versus women Consider This: Public health campaigns have been found to be successful, particularly when tailored to the particular target audience. LO 7.4: Describe how advertising changes people’s attitudes. c) are more effective via television than print ads when their target is young people d) are most effective when they are subliminal Consider This: Public health campaigns have been found to be successful, particularly when tailored to the particular target audience. LO 7.4: Describe how advertising changes people’s attitudes. Answer: c Learning Objective: LO 7.4: Describe how advertising changes people’s attitudes. Topic: Advertising and Attitude Change Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.4.2 The best way for an advertisement to change an affectively based attitude is to use a(n) __________ appeal. a) cognitive Consider This: A fact-based argument will be most persuasive when the audience holds cognitively based attitudes. LO 7.4: Describe how advertising changes people’s attitudes. b) behavioral Consider This: A fact-based argument will be most persuasive when the audience holds cognitively based attitudes. LO 7.4: Describe how advertising changes people’s attitudes. c) affective d) fact-filled Consider This: A fact-based argument will be most persuasive when the audience holds cognitively based attitudes. LO 7.4: Describe how advertising changes people’s attitudes. Answer: c Learning Objective: LO 7.4: Describe how advertising changes people’s attitudes. Topic: Advertising and Attitude Change Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q7.4.3 Serafina, an advertising executive, is trying to figure out the best way to market a product that does not evoke a strong emotional, personal response from people. Her most effective strategy would be to adopt a campaign that focuses on __________. a) creating such an emotional connection Consider This: Advertising has been found to shape as well as reflect people’s attitudes and cultural norms. LO 7.4: Describe how advertising changes people’s attitudes. b) logical, fact-based arguments c) avoiding behavioral references Consider This: Advertising has been found to shape as well as reflect people’s attitudes and cultural norms. LO 7.4: Describe how advertising changes people’s attitudes. d) subliminal strategies Consider This: Advertising has been found to shape as well as reflect people’s attitudes and cultural norms. LO 7.4: Describe how advertising changes people’s attitudes. Answer: b Learning Objective: LO 7.4: Describe how advertising changes people’s attitudes. 57 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Topic: Advertising and Gender Stereotypes Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q7.4.4 Research on subliminal influence in advertising demonstrates that subliminal efforts at persuasion are __________. a) less effective than people assume them to be b) more effective than people assume them to be Consider This: Many claims regarding the effectiveness of subliminal advertising have not been supported by empirical evidence. LO 7.4: Describe how advertising changes people’s attitudes. c) more effective in individualistic versus collectivistic cultures Consider This: Many claims regarding the effectiveness of subliminal advertising have not been supported by empirical evidence. LO 7.4: Describe how advertising changes people’s attitudes. d) more effective in collectivistic versus individualistic cultures Consider This: Many claims regarding the effectiveness of subliminal advertising have not been supported by empirical evidence. LO 7.4: Describe how advertising changes people’s attitudes. Answer: a Learning Objective: LO 7.4: Describe how advertising changes people’s attitudes. Topic: Subliminal Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.4.5 Which of the following is true regarding cross-cultural comparisons of advertising? a) Korean ads are more likely than American ads to focus on utilitarian products like shoes. Consider This: Cross-cultural differences in thinking style and views of the self also manifest themselves in terms of advertising tendencies. LO 7.4: Describe how advertising changes people’s attitudes. b) Korean ads are more likely than American ads to portray women and men in a state of complete or partial undress. Consider This: Cross-cultural differences in thinking style and views of the self also manifest themselves in terms of advertising tendencies. LO 7.4: Describe how advertising changes people’s attitudes. c) Korean ads are more likely than American ads to focus on family and concern for others. d) Korean magazines have fewer ads than American magazines. Consider This: Cross-cultural differences in thinking style and views of the self also manifest themselves in terms of advertising tendencies. LO 7.4: Describe how advertising changes people’s attitudes. Answer: c Learning Objective: LO 7.4: Describe how advertising changes people’s attitudes. Topic: Culture and Advertising Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 7.5: Resisting Persuasive Messages EOM_Q7.5.1 The concept of attitude inoculation indicates that we are better able to resist a later attempt to change our attitudes when we are first exposed to arguments that __________. a) support our existing attitude Consider This: The phrase “attitude inoculation” comes from similarities between this process and medical efforts to vaccinate against disease. LO 7.5: Identify strategies for resisting efforts at persuasion. b) are weakened versions of arguments we might hear later c) prevent us from considering alternative viewpoints ahead of time Consider This: The phrase “attitude inoculation” comes from similarities between this process and medical efforts to vaccinate against disease. LO 7.5: Identify strategies for resisting efforts at persuasion. d) lead us to pay more attention to peripheral cues Consider This: The phrase “attitude inoculation” comes from similarities between this process and medical efforts to vaccinate against disease. LO 7.5: Identify strategies for resisting efforts at persuasion. Answer: b Learning Objective: LO 7.5: Identify strategies for resisting efforts at persuasion. Topic: Attitude Inoculation Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.5.2 Which of the following is the best explanation for why product placement can be effective at changing attitudes? a) It tends to operate via the central route to persuasion. Consider This: Being warned that product placement is forthcoming often renders the technique less persuasive. LO 7.5: Identify strategies for resisting efforts at persuasion. b) The audience is often unaware that an effort at attitude change is occurring. c) It usually leads to a reactance response. Consider This: Being warned that product placement is forthcoming often renders the technique less persuasive. LO 7.5: Identify strategies for resisting efforts at persuasion. d) Cognitively based efforts at persuasion tend to have longer-lasting effects. Consider This: Being warned that product placement is forthcoming often renders the technique less persuasive. LO 7.5: Identify strategies for resisting efforts at persuasion. Answer: b Learning Objective: LO 7.5: Identify strategies for resisting efforts at persuasion. Topic: Product Placement Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.5.3 Peer pressure effects tend to be linked most often to what type of attitude? a) Cognitively based attitudes Consider This: Peer pressure is not usually based on logical or rational arguments. LO 7.5: Identify strategies for resisting efforts at persuasion. b) Affectively based attitudes c) Inoculated attitudes Consider This: Peer pressure is not usually based on logical or rational arguments. LO 7.5: Identify strategies for resisting efforts at persuasion. d) Negative attitudes Consider This: Peer pressure is not usually based on logical or rational arguments. LO 7.5: Identify strategies for resisting efforts at persuasion. Answer: b Learning Objective: LO 7.5: Identify strategies for resisting efforts at persuasion. Topic: Peer Pressure 59 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q7.5.4 Which of the following concepts relates to the ironic research finding that the stronger the warning against a certain attitude or behavior, the more people sometimes wish to exhibit it? a) Attitude inoculation Consider This: Restricting people’s sense of freedom can lead a persuasion attempt to boomerang. LO 7.5: Identify strategies for resisting efforts at persuasion. b) Peer pressure Consider This: Restricting people’s sense of freedom can lead a persuasion attempt to boomerang. LO 7.5: Identify strategies for resisting efforts at persuasion. c) Implicit attitude Consider This: Restricting people’s sense of freedom can lead a persuasion attempt to boomerang. LO 7.5: Identify strategies for resisting efforts at persuasion. d) Reactance theory Answer: d Learning Objective: LO 7.5: Identify strategies for resisting efforts at persuasion. Topic: Reactance Theory Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q7.5.5 Cameron and Mitchell want to convince their daughter to stop leaving her toys scattered all around the floor, so they leave her a sign by her toy box. According to reactance theory, which of the following signs would be most effective? a) “Please try to remember to clean up your toys when you are done with them” b) “All toys MUST be put away after they are used” Consider This: Feeling as if your freedom is being restricted is often unpleasant and can lead to efforts to reassert independence. LO 7.5: Identify strategies for resisting efforts at persuasion. c) “Do not leave toys lying around!” Consider This: Feeling as if your freedom is being restricted is often unpleasant and can lead to efforts to reassert independence. LO 7.5: Identify strategies for resisting efforts at persuasion. d) “Your job is to clean up after yourself” Consider This: Feeling as if your freedom is being restricted is often unpleasant and can lead to efforts to reassert independence. LO 7.5: Identify strategies for resisting efforts at persuasion. Answer: a Learning Objective: LO 7.5: Identify strategies for resisting efforts at persuasion. Topic: Reactance Theory Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 7 Quiz: Attitudes and Attitude Change: Influencing Thoughts and Feelings EOC_Q7.1 All of the following are true about attitudes except one. Which one is false? a) Attitudes are related to our temperament and personality. Consider This: Both internal and external factors can lead to attitude change. LO 7.3: Explain how internal and external factors lead to attitude change. b) Attitudes rarely change over time. c) Attitudes can be changed with persuasive communications. Consider This: Both internal and external factors can lead to attitude change. LO 7.3: Explain how internal and external factors lead to attitude change. d) Under the right conditions, attitudes predict people’s behavior. Consider This: Both internal and external factors can lead to attitude change. LO 7.3: Explain how internal and external factors lead to attitude change. Answer: b Learning Objective: LO 7.3: Explain how internal and external factors lead to attitude change. Topic: Attitude Change Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q7.2 Paige wants to buy a puppy. She does some research and decides to buy an English Springer Spaniel rather than a Great Dane because they are smaller, more active, and good with children. Which type of attitude influenced her decision? a) Affectively based attitude Consider This: Sometimes an attitude comes from compiling a mental list of pros and cons, pluses and minuses. LO 7.1: Describe the types of attitudes and what they are based on. b) Behaviorally based attitude Consider This: Sometimes an attitude comes from compiling a mental list of pros and cons, pluses and minuses. LO 7.1: Describe the types of attitudes and what they are based on. c) Explicitly based attitude Consider This: Sometimes an attitude comes from compiling a mental list of pros and cons, pluses and minuses. LO 7.1: Describe the types of attitudes and what they are based on. d) Cognitively based attitude Answer: d Learning Objective: LO 7.1: Describe the types of attitudes and what they are based on. Topic: The Nature of Attitudes Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q7.3 On a survey, Marquel reports that he agrees with wearing a seatbelt. According to the theory of planned behavior, which of the following would be the best predictor of Marquel wearing a seatbelt on a given day? a) He generally agrees that safe driving is important. Consider This: The theory of planned behavior suggests that we consider how specific and accessible attitudes are, as well as think about subjective norms regarding the behavior in question. LO 7.2: Analyze the conditions under which attitudes can predict behavior. b) His best friend, Trevor, who is always talking about how important it is to wear a seatbelt, is in the car with him. c) His attitude toward seatbelts is never very accessible. Consider This: The theory of planned behavior suggests that we consider how specific and accessible attitudes are, as well as think about subjective norms regarding the behavior in question. LO 7.2: Analyze the conditions under which attitudes can predict behavior. d) Marquel believes that it is hard to remember to wear his seatbelt. 61 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: The theory of planned behavior suggests that we consider how specific and accessible attitudes are, as well as think about subjective norms regarding the behavior in question. LO 7.2: Analyze the conditions under which attitudes can predict behavior. Answer: b Learning Objective: LO 7.2: Analyze the conditions under which attitudes can predict behavior. Topic: Theory of Planned Behavior Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q7.4 People will be most likely to change their attitudes about smoking if an antismoking advertisement __________. a) uses extremely graphic pictures of how smoke can harm the body and warns of the risks of smoking Consider This: Negative emotion-based persuasive messages can backfire if they do not also provide the audience with a way to reduce the negative emotion. LO 7.4: Describe how advertising changes people’s attitudes. b) gives people subliminal messages about the risks of smoking as well as recommendations of how to quit Consider This: Negative emotion-based persuasive messages can backfire if they do not also provide the audience with a way to reduce the negative emotion. LO 7.4: Describe how advertising changes people’s attitudes. c) uses graphic pictures of the damages of smoking on the body and then provides specific recommendations on how to quit smoking d) uses success stories of how people quit smoking Consider This: Negative emotion-based persuasive messages can backfire if they do not also provide the audience with a way to reduce the negative emotion. LO 7.4: Describe how advertising changes people’s attitudes. Answer: c Learning Objective: LO 7.4: Describe how advertising changes people’s attitudes. Topic: Power of Advertising and Fear-Arousing Communication Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q7.5 Emilia would be most likely to pay attention to facts about the danger of AIDS during a school assembly and remember the facts for a long time if __________. a) the speaker emphasized statistical information about AIDS throughout the world Consider This: The key to the central versus peripheral route to persuasion is the perceiver’s level of motivation and cognitive ability in a particular set of circumstances. LO 7.3: Explain how internal and external factors lead to attitude change. b) the speaker emphasized how the disease has spread in her community and there isn’t anything distracting Emilia from listening c) the speaker emphasized how the disease has spread in her community and at the same time Emilia’s best friend is whispering to her about a big party that weekend Consider This: The key to the central versus peripheral route to persuasion is the perceiver’s level of motivation and cognitive ability in a particular set of circumstances. LO 7.3: Explain how internal and external factors lead to attitude change. d) the speaker is a nationally known expert on AIDS Consider This: The key to the central versus peripheral route to persuasion is the perceiver’s level of motivation and cognitive ability in a particular set of circumstances. LO 7.3: Explain how internal and external factors lead to attitude change. Answer: b Learning Objective: LO 7.3: Explain how internal and external factors lead to attitude change. Topic: Persuasive Communications Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q7.6

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

You are trying to sell a new electronic toothbrush at the airport to busy, distracted travelers. Which of the following strategies is least likely to be successful at getting people to buy a toothbrush? a) Make up a brochure that gives convincing reasons why the toothbrush is so good. b) Make a large sign that says, “9 out of 10 dentists recommend this toothbrush!” Consider This: When people are hurried or distracted, they often lack the cognitive capacity needed for the central route to persuasion. LO 7.3: Explain how internal and external factors lead to attitude change. c) Put up a large banner featuring a picture of your friend who looks like a movie star posing with the toothbrush. Consider This: When people are hurried or distracted, they often lack the cognitive capacity needed for the central route to persuasion. LO 7.3: Explain how internal and external factors lead to attitude change. d) Stop people and say, “Do you know that this is the toothbrush that is used the most by movie stars?” Consider This: When people are hurried or distracted, they often lack the cognitive capacity needed for the central route to persuasion. LO 7.3: Explain how internal and external factors lead to attitude change. Answer: a Learning Objective: LO 7.3: Explain how internal and external factors lead to attitude change. Topic: Persuasive Communications Difficulty Level: Difficult Skill Level: Analyze It EOC_Q7.7 Under which of the following conditions would people be most likely to vote for a political candidate? They __________. a) like the candidate’s policies but have negative feelings toward the candidate Consider This: Research suggests that voting decisions are often driven by affectively based attitudes. LO 7.1: Describe the types of attitudes and what they are based on. b) know little about the candidate’s policies but have positive feelings toward the candidate c) see subliminal ads supporting the candidate on national television Consider This: Research suggests that voting decisions are often driven by affectively based attitudes. LO 7.1: Describe the types of attitudes and what they are based on. d) see television ads supporting the candidate while they are distracted by their children Consider This: Research suggests that voting decisions are often driven by affectively based attitudes. LO 7.1: Describe the types of attitudes and what they are based on. Answer: b Learning Objective: LO 7.1: Describe the types of attitudes and what they are based on. Topic: Affectively Based Attitudes Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q7.8 Suppose that while you are watching a film at a movie theater, the words “Drink Coke” are flashed on the screen at speeds too quick for you to see consciously. According to research on subliminal perception, which of the following is true? a) You will get up and buy a Coke, but only if other people start to do so first. Consider This: Evidence for the influence of subliminal influence typically is limited to carefully controlled laboratory conditions. LO 7.4: Describe how advertising changes people’s attitudes. b) You will get up and buy a Coke, but only if you prefer Coke to Pepsi. Consider This: Evidence for the influence of subliminal influence typically is limited to carefully controlled laboratory conditions. LO 7.4: Describe how advertising changes people’s attitudes. c) You will be less likely to get up and buy a Coke. Consider This: Evidence for the influence of subliminal influence typically is limited to carefully controlled laboratory conditions. LO 7.4: Describe how advertising changes people’s attitudes. d) You will be no more likely to buy a Coke than if the subliminal messages were not flashed. Answer: d Learning Objective: LO 7.4: Describe how advertising changes people’s attitudes. 63 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Topic: Subliminal Advertising Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q7.9 All of the following are examples of ways to resist persuasion except __________. a) making people immune to change of opinions by initially exposing them to small doses of arguments against their position Consider This: Forewarning and attitude inoculation allow individuals to prepare counterarguments and analyze persuasive messages more carefully. LO 7.5: Identify strategies for resisting efforts at persuasion. b) warning people about advertising techniques such as product placement Consider This: Forewarning and attitude inoculation allow individuals to prepare counterarguments and analyze persuasive messages more carefully. LO 7.5: Identify strategies for resisting efforts at persuasion. c) forbidding people to buy a product d) role-playing using milder versions of real-life social pressures Consider This: Forewarning and attitude inoculation allow individuals to prepare counterarguments and analyze persuasive messages more carefully. LO 7.5: Identify strategies for resisting efforts at persuasion. Answer: c Learning Objective: LO 7.5: Identify strategies for resisting efforts at persuasion. Topic: Resisting Persuasive Messages Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q7.10 According to reactance theory, which of the following public service messages would be least likely to get people to wear seatbelts? a) “Please wear your seatbelt every time you drive.” Consider This: Reactance theory suggests that when people feel that their independence is being threatened, a persuasion attempt often backfires. LO 7.5: Identify strategies for resisting efforts at persuasion. b) “Wear your seatbelt to save lives.” Consider This: Reactance theory suggests that when people feel that their independence is being threatened, a persuasion attempt often backfires. LO 7.5: Identify strategies for resisting efforts at persuasion. c) “It’s the law—you must wear your seatbelt.” d) “Buckle up your children—you might save their lives.” Consider This: Reactance theory suggests that when people feel that their independence is being threatened, a persuasion attempt often backfires. LO 7.5: Identify strategies for resisting efforts at persuasion. Answer: c Learning Objective: LO 7.5: Identify strategies for resisting efforts at persuasion. Topic: Reactance Theory Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 8 Conformity and Obedience: Influencing Behavior Total Assessment Guide (TAG)

Topic

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

Multiple Choice

3, 4, 5, 6, 7, 8, 11

2, 10

21, 24, 31

16, 20, 30, 32, 33, 34, 37, 39, 40, 41, 43, 44, 47, 48, 49, 50, 51, 52, 53, 54, 55, 57, 60

12, 13, 14, 15, 17, 18, 19, 22, 23, 25, 26, 27, 28, 29, 35, 36, 38, 42, 45, 46, 56, 58, 59, 61

191

192, 193

63, 64, 68, 73, 74, 79, 82, 85, 86, 89, 91, 96, 97, 101, 103, 107, 108, 114, 115, 119, 120, 121, 128, 131

66, 67, 70, 72, 76, 77, 80, 90, 92, 98, 99, 100, 105, 106, 109, 110, 111, 113, 116, 118, 123, 124, 126, 127

194

195, 197, 198, 200, 201, 202, 203 134, 137, 140, 143, 144, 146, 147, 149, 152, 157, 158, 159

Analyze It

Introduction Essay Conformity: When and Why

Multiple Choice Essay

Informational Social Influence: The Need to Know What’s “Right”

Multiple Choice

Essay Normative Social Influence: The Need to Be Accepted

Multiple Choice

62, 65, 69, 71, 75, 78, 81, 83, 84, 87, 88, 93, 94, 95, 102, 104, 112, 117, 122, 125, 129, 130

Essay Conformity Tactics

Multiple Choice

133, 135, 136, 141, 142, 148, 150, 153, 154, 155, 160, 161

Essay Obedience to Authority

Multiple Choice

Essay

163, 164, 165, 176, 182, 183, 185, 186, 189

132, 138, 139, 145, 151, 156

206

204, 205

162, 166, 167, 168, 169, 170, 171, 173, 174, 175, 177, 178, 179, 180, 184, 187, 188, 190

172, 181

208, 209, 210

196, 199,

207

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 8 CONFORMITY AND OBEDIENCE: INFLUENCING BEHAVIOR ______________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

The ice bucket challenge is used in the beginning of the chapter to introduce the idea of __________. a. obedience b. independence c. conformity d. group decision-making Answer: C 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.

Alejandro has changed his behavior because of the real or imagined influence of other people. This is known as __________. a. conformity b. obedience c. interdependence d. cooperation Answer: A Learning Objective: 8.1 Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Our construals of the concept of “conformity” are shaped by __________. a. temperament differences b. social psychologists c. our cultural self-image d. situational pressures Answer: C Learning Objective: 8.1 Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The United States has celebrated independence and rugged individualism since the time of its inception. This suggests that American attitudes toward conformity are __________. a. generally positive b. situation-specific c. generally negative d. interdependent Answer: C 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 8.1 Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

“Think different” was a slogan used for many years by the Apple computer corporation. Which cultural self-image does this slogan embody? a. The Eastern worldview that “to think is to know.” b. A view prevalent in Western cultures that friends, family, and work obligations take precedence over individual needs. c. A view prevalent in Asian cultures that “one-ness” and “all-ness” are the same thing. d. The American mythology of rugged individualism that doesn’t conform easily to the whim of others. Answer: D Learning Objective: 8.1 Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

There have been great examples of social influence and terrible examples of social influence. For instance, what do the Heaven’s Gate followers and the “Freedom Riders” in the American civil rights movement have in common? a. They fell under the spell of strong, punitive, charismatic leaders. b. They were frustrated, and this frustration caused them to behave aggressively. c. They confronted extreme and confusing situations, and looked to others to decide how to behave. d. They lacked independence, and thus surrendered control to powerful others. Answer: C Learning Objective: 8.1 Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

When “Freedom Riders” conformed with their group of fellow civil rights activists, they conformed by behaving __________, but when U.S. soldiers in the Vietnamese village of My Lai conformed, they behaved __________, illustrating that conformity itself it not always simply good or bad. a. violently; nonviolently b. emotionally; logically c. peacefully; violently d. as individuals; as a group Answer: C Learning Objective: 8.1 Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which explanation is most plausible for why U.S. soldiers followed their lieutenant’s orders to massacre the citizens of the peaceful village of My Lai during the Vietnam War? a. They were conforming in a confusing situation. b. They were bloodthirsty assassins. c. Soldiers tend to be more aggressive than the average person. d. They were expressing implicit prejudice. Answer: A Learning Objective: 8.1 Define conformity and explain why it occurs. 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Conformity: When and Why Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

Changing one’s behavior due to the real or imagined influence of other people is called __________. a. social change b. conformity c. private acceptance d. personal influence Answer: B Learning Objective: 8.1 Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

The atrocities at Abu Ghraib prison are an example of people being influenced to do things even though they know it is wrong. Which factor is responsible for this powerful influence? a. A desire to have control over our environment b. Fear of authority c. An ambiguous situation and the need to belong d. Seeing the situation as a crisis Answer: C Learning Objective: 8.1 Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

There are two major motivations for people to conform: __________. a. not knowing what to do in a confusing situation and wishing to avoid ridicule and rejection b. not knowing what to do in a confusing situation and seeking clear direction from an authority figure c. wishing to avoid ridicule and rejection and hoping to attain power d. not knowing what to do in a confusing situation and hoping to attain power Answer: A Learning Objective: 8.1 Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Mariahna has been called to court to testify about a car accident she witnessed. She has never testified before, so she plans to attend a few hearings before the court date to see what really happens in a courtroom. She hopes to see how to address the judge and how people dress when called to testify. Mariahna is using __________ to guide her behavior. a. normative social influence b. voluntary obedience c. unintentional social influence d. informational social influence Answer: D Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

13.

It’s Libby’s first day at college. When she approaches the professor to have an “add” form signed, she listens to other students to see if they address the professor as “Professor,” “Dr.,” “Mrs.,” or by her first name, and then she does the same. This is an example of __________. a. situational uncertainty b. informational social influence c. normative social influence d. situational interdependence Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

Victor goes to a fancy French restaurant. There are utensils on the table that he’s never even seen before, and more spoons and forks than he’s ever seen on one table. Eager to dine in an appropriate and sophisticated way, Victor secretly watches other diners to see what they do. This is an example of __________. a. normative social influence b. situational interdependence c. informational social influence d. normative conformity Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Khadija has conformed to others’ behaviors or attitudes because she believes that their interpretations of an ambiguous situation are more accurate than hers. __________ has occurred. a. Educated conformity b. Normative social influence c. Unintended social influence d. Informational social influence Answer: D Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Informational social influence occurs because __________. a. individuals have a need to belong and be liked b. social norms encourage cooperation c. others’ behaviors serve as cues in ambiguous situations d. others can reward or punish us for nonconformity Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition other students, is sweating profusely from the stifling heat in the room. Although he’s tempted to simply open a window, he notices that none of the other students are making a similar move, so he sits quietly and conforms to their behavior, figuring they must know something he doesn’t. Moments later the custodian comes in and says, “I’m glad you students called me; if you don’t open these windows just the right way, the pane falls out and the whole thing needs to be replaced.” “Yup, we know,” the students answered in unison. What process has led to Nikko’s conformity in this case? a. compliance with authority. b. normative social influence c. informational social influence d. private acceptance Answer: D Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Informational social influence means that we conform to the will of a group because of a. the presence of one or two “deviants” among the group’s membership. b. the impact we exert on group members who are in the minority. c. the information that the group provides us. d. the capacity of the group to reward or punish us. Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Reynald is participating in a research study where he is watching a dot of light in a dark room. In time the dot appears to move. Later, he finds out that the light was actually stationary. This phenomenon is __________. a. proof that people can start seeing things if left alone for too long b. known as the autokinetic effect c. also a test for some kinds of psychological disorders d. an example of normative social influence Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

An important feature of informational social influence is that it often leads to __________. a. obedience b. private acceptance c. normative pressures d. public compliance Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

21.

Private acceptance is __________. a. conforming to another person’s behavior because of peer pressure b. conforming to another person’s behavior because you believe that person is right c. accepting responsibility for your behavior in a group d. accepting that you don’t know what to do in all situations Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

In which case is conformity due to informational social influence LEAST likely to occur? a. A new camper arrives at camp and needs to figure out procedures in the cafeteria. b. A person on the street is stumbling around, and it is not clear if the person is hurt or drunk. c. A repairperson falls off a ladder and breaks a leg while working in the hospital. d. An airplane hits major turbulence and it is a few minutes until the captain gets on the speaker to reassure the passengers. Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Rachel is attending Catholic mass for the first time with her best friend Maria. Rachel is unfamiliar with when to sit, when to kneel, or when to stand, and doesn’t know when to respond to what the priest says and when to remain silent. When it is time for parishioners to receive Communion, Rachel looks quizzically to Maria, who silently shakes her head. Rachel remains seated while the rest of the congregation files toward the altar. This situation best exemplifies __________. a. a crisis of conversion. b. normative social influence c. informational social influence d. the power of cultural norms Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

Which phenomena is most likely to result in private acceptance of an idea or behavior? a. normative social influence b. contagion c. informational social influence d. propaganda Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

In the nineteenth century, audience members who knew the opera intimately served as “claques,” or experts who signaled others in the audience when to applaud, or as “bisseurs,” who signaled when to call for 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition encores. These experts served as a source of __________ for less sophisticated audience members. a. informational social influence b. contagion c. normative social influence d. public compliance Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

Velma has conformed to the behavior of her peers and has agreed to wear mittens on a warm spring day. When later asked why she agreed with the group’s obviously unusual behavior, Velma replied, “Well, I figured they must know something I didn’t. I trusted that everybody else must have had a good reason for doing what they did.” Velma’s response illustrates conformity due to __________ social influence. a. aspirational b. attenuated c. informational d. normative Answer: D Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Taking into account research on factors that increase informational social influence, which game contestant is MOST likely to yield to the informational social influence provided by teammates or the audience? a. Joaquin, playing a television game show, who answers a question whose answer he is uncertain of b. Tatsuo, playing a television game show, who answers a question whose answer seems obvious to him c. Marcus, playing a game with his younger cousins, when he is unsure of the answer d. Yuriko, playing a game with her family, who answers a question whose answer she knows Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

In the past 10 years, the popular American holiday Halloween was “imported” to France by retailers hoping to increase revenues. Essentially, French people learned the traditions such as trick-or-treating and wearing costumes from American people. This is an example of __________ on an international scale. a. normative social influence b. the autokinetic effect c. informational social influence d. injunctive norms Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Elise is participating in research; she is placed in a dark room and asked to estimate the movement of a dot of light projected on a screen. This is similar to research conducted by Muzafer Sherif that demonstrated 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition the power of __________. a. normative social influence b. conversion c. informational social influence d. obedience to authority Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Why would Muzafer Sherif, a social psychologist, choose the autokinetic effect (a perceptual illusion) to study social conformity? a. He wanted to construct a situation that was ambiguous. b. He wanted participants to feel pressure to obey his instructions. c. He wanted to use a dark room to foster a sense of cohesion in the group. d. He wanted to study the influence of perceptions on social behavior. Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

It could be argued that participants in Muzafer Sherif’s autokinetic experiments converged in their estimates of the amount of movement of a point of light because they were avoiding public embarrassment or social censure from other participants. Sherif demonstrated that this was unlikely when he found similar results __________. a. when participants completed the task with their friends b. two years later c. when participants later completed the task alone d. when participants completed an auditory task in groups Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

Muzafer Sherif’s experiment using the autokinetic effect demonstrated that __________. a. people would conform to the estimates provided by the group rather than what they observed individually b. people saw and reported the distance of movement of a green dot compared to a red dot of light c. people conformed to reporting movement even though there wasn’t any d. individuals were more accurate at reporting the distance of the movement of a bouncing ball on their own than when they were reporting as part of a group Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

When participants were first placed in a dark room alone and asked to estimate the apparent movement of a point of light, individuals were consistent in their own estimates, and these estimates differed greatly from 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition participant to participant. When participants made the same estimates in a group setting, their estimates converged. According to Muzafer Sherif, this happened because conformity occurs when people __________. a. feel anonymous in a group b. feel uncomfortable and insecure c. can use others’ behaviors as a cue for what’s right d. can use anonymity to control others Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

Believing that others are right is to __________ as conforming without believing is to __________. a. public compliance; private acceptance b. private acceptance; autokinetic effect c. private acceptance: public compliance d. public compliance; autokinetic effect Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Even though Gerald isn’t religious, when he attends church on Christmas with his family, he donates money when ushers pass around a collection basket because everyone else puts something in. It is likely that Gerald is __________. a. experiencing a high level of cognitive dissonance b. privately accepting religion c. being persuaded via the peripheral route d. publicly complying Answer: D Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

Jackie was serving on a jury. Most of the jurors believed the defendant was guilty, and Jackie, wanting to go home early, voted guilty as well. This is a form of __________. a. private acceptance b. personal sacrifice c. public compliance d. social deviance Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

In a study about how to promote energy conservation, Jessica Nolan and her colleagues found that simply telling people that their neighbors conserve energy was a more effective means of reducing energy consumption than telling them other reasons why they should conserve. Why did this message work the 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition best? a. Participants experienced cognitive dissonance. b. Participants engaged in counterfactual thinking. c. Participants were affected by informational social influence. d. Participants were persuaded by fear appeals. Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

You have been hired to help design a campaign to get people to conserve energy. Based on the research conducted by Jessica Nolan and her colleagues, which method is the most effective way to convince people to conserve? a. Emphasize the money they would save b. Explain the benefits to society c. Explain that they are protecting the environment d. Tell them that their neighbors are doing it Answer: D Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Which technique would be most effective in getting hotel guests to reuse their bath towels? a. Putting a sign in every room stating “Help Save the Environment,” with a cute photo of an endangered animal on it b. Having hotel clerks ask guests face-to-face to reuse towels c. Offering a free breakfast to guests who reused their towels two nights in a row d. Putting a sign in the room stating that the majority of guests in this room reuse the towel Answer: D Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40.

Which approach seems to be most effective at motivating people to behave in ways that are more environmentally friendly? a. Operant conditioning b. Informational social influence c. Cognitive dissonance d. Guilt and fear appeals Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Research participants were asked to select perpetrators after a lineup in conditions of high ambiguity; the perpetrator wore different clothing in the lineup than in the original photo, and the photographic slides used in the lineup were shown very quickly. Some participants were told that the task was one that was being designed for use by the police department and were offered $20 if they were the most accurate, whereas 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition others were told that it was just a laboratory task under development. This study demonstrated that __________. a. the more important it was to the participants to be accurate, the more they conformed to other group members’ answers b. the more important it was to participants to be accurate, the less they conformed to other group members’ answers c. when the task was more important, people conformed more but their self-esteem decreased d. people were more resistant to influence in this study than in the autokinetic effect experiment because of the greater degree of mundane realism Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

You witness a car accident in which one car runs through a red light at an intersection and hits another vehicle. When police arrive, they find you and two other people who witnessed the accident. What are they likely to do? a. They will separate the witnesses and interview them individually. b. They will ask the witnesses to share stories and have only one person report back on the consensus. c. They will interview the three witnesses together but allow them each to tell their story. d. They will release all of the witnesses because what they saw really doesn’t matter. Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

In an experiment, two individuals were unknowingly shown slightly different videos and then allowed to discuss what they saw together. When asked to report on what they witnessed in their video, __________. a. both people accurately described what they had seen in their video b. both people mistakenly reported items that the other person had viewed in their video c. only one of the individuals reported inaccurate information, and they were deemed to be the psychologically weaker of the pair d. both people accurately reflected what they had seen, but only when they were interviewed separately Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

When it is important to provide a correct answer and the stakes are high, people are more likely to __________. a. rely on informational social influence b. use their independent judgment c. think quietly to themselves, and not seek other peoples’ opinions d. want to decide alone Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

45.

Noor has been asked to accurately select the person she saw in a series of photos. If she’s told that her decision is not very important, she will __________. a. conform more than when the decision is very important b. not conform at all c. conform less than when the decision is very important d. conform about as much as when the decision is important Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

Informational social influence is most likely to play a significant role in which situation? a. Members of a jury trying to reach a verdict in a murder trial b. Family members sitting around the living room trying to guess answers to a TV game show c. Fraternity members encouraging each other to “chug-a-lug” d. Two art students viewing a museum exhibit and discussing their preferences for different works Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

People are especially likely to conform due to informational social influence __________. a. when the task is intellectual or academic b. more in private than in public c. when the situation is a crisis d. the more flexible and yielding the other people are Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

Not all members of the radio audience of Orson Welles’s War of the Worlds broadcast panicked immediately. Indeed, some didn’t panic until they looked out of the window and saw empty streets; others didn’t panic until they saw streets full of traffic. It was after checking out the situation that these citizens decided that the Martians had indeed invaded Earth. This example illustrates that social contagion __________. a. can result when cultural norms reinforce people’s most likely responses b. is especially likely when people are motivated to make independent decisions c. can result when people look to others for the interpretation of ambiguous situations d. occurs primarily because humans are by nature irrational creatures Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

When Orson Welles broadcast War of the Worlds, a fictitious program about a hostile Martian takeover of Earth, many people who heard the program eventually believed the takeover was a real threat and panicked. 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition The power of __________ was a major cause of this widespread panic. a. fear-arousing communications b. informational social influence c. propaganda d. normative social influence Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

In a situation such as the War of the Worlds broadcast, when the situation is highly ambiguous, after people begin to believe they know what is happening, they tend to __________. a. relax b. reinterpret potentially disconfirming evidence in line with their interpretation of the situation c. stop interacting with each other, as information is no longer needed d. become motivated to achieve acceptance by others Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

According to social psychologist Hadley Cantril (who studied the results of the broadcast of War of the Worlds), why were Americans convinced the broadcast was a real news report? a. At the time, it wasn’t unusual to hear about alien invasions; also, informational social influence played a minor role. b. The actors were very convincing and capitalized on normative social influence. c. The show parodied existing news shows well, and informational social influence played a significant role. d. Normative social influence took place, leading to private acceptance on the part of the listeners. Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

__________ refers to a deliberate, systematic attempt to advance a cause by manipulating mass attitudes and behaviors, often through misleading or emotionally charged information. a. Prejudice b. Propaganda c. Informational conformity d. Contagion Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

People believing bizarre claims, such as that COVID vaccinations cause people to become magnetic or that a fair and open presidential election was somehow rigged, illustrate the corrupted power of __________. a. informational social influence 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. normative social influence c. compliance d. the immune system Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

The major downside risk of informational social influence is that the more __________ the situation is, the more we rely on others who are no more likely to be knowledgeable or accurate than we ourselves are, leading us each to adopt others’ mistakes and misinterpretations. a. clearly defined b. superficial c. familiar d. ambiguous Answer: D Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

First-year college students may be more susceptible than college seniors to informational social influence because __________. a. they want to be liked by a group b. there is a charismatic leader in the group c. they have no allies in their group d. the situations they encounter, as new students in a new environment, are ambiguous Answer: D Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

When Steven goes to his fraternity meeting, which of the following factors will NOT increase the impact of informational social influence on him? a. Ambiguity of the situation b. Importance of the group c. Extent to which a situation is a crisis d. Expertise of others Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Conformity due to informational social influence is likely to take place under which conditions? a. Ambiguity is low, the situation is mundane, other people lack expertise b. Ambiguity is low, the situation is a crisis, other people lack expertise c. Ambiguity is high, the situation is mundane, other people have expertise d. Ambiguity is high, the situation is a crisis, other people have expertise Answer: D 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

Many U.S. troops present at My Lai later reported that they were frightened and confused about whether people in the villages were really enemy soldiers. Others reported that they didn’t know whether the riflefire they heard was from enemy guns or from the guns of fellow troops. Still, frightened and bewildered, many of them began setting fire to huts and shooting defenseless old men, women, and children. This tragic example illustrates that informational influence is most likely to occur when __________. a. authorities model the appropriate behavior b. situations are interpreted as a crisis c. we look to experts for cues d. charismatic leaders provide a new definition of reality Answer: B Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Dr. Rashid is an expert environmentalist. After his recent lecture, he asked that attendees sign a petition to support blocking construction of a dam near his home in Illinois. Which outcome most likely happened with his petition? a. He was seen as a credible authority, and so most people signed the petition. b. Because his lecture was in Colorado, most folks didn’t sign, because it didn’t concern them. c. Most people ignored his expertise and assumed the dam was needed, so they did not sign. d. Most people signed, but only because the situation was ambiguous and didn’t seem like a crisis. Answer: A Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

When it comes to informational social influence processes, we are more likely to conform with experts’ ideas and behaviors than with nonexperts’ because __________. a. social norms dictate that experts should be obeyed b. expertise is associated with social status and power c. experts are viewed as more credible sources of information d. experts convey clearer expectations of obedience Answer: C Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Priscilla is on her way to a concert and has gotten lost. Compared to the others, which person, based on informational social influence, would she be most likely to ask for directions? a. A tourist from out of town b. The largest group of people she can find c. A police officer d. A person from a few towns over Answer: C 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

__________ conformity is to the desire to be right as __________ conformity is to the desire to be liked. a. Normative; informational b. Mindless; normative c. Informational; mindless d. Informational; normative Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Informational social influence is to __________ as normative social influence is to __________. a. public compliance; private acceptance b. private acceptance; public compliance c. conversion; private acceptance d. conformity; conversion Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Ercole has just transferred to a new high school. In the lunchroom he notices that any time someone laughs out loud at a classmate’s joke, all those seated at an adjacent table glare at the laugher and snap their fingers three times. Ercole’s new friend has just told him a clever story, and although he’s aching to laugh, Ercole squelches that response. In fact, the next time someone laughs at the next table, Ercole glares and snaps with the rest of his tablemates. What is driving Ercole’s behavior in this situation? a. normative social influence b. obedience c. informational social influence d. social facilitation Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Implicit or explicit rules that a group has for acceptable beliefs, values, or behavior are that group’s __________. a. personal acceptance b. group acceptances c. social norms d. public compliance Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

When you and your friends greet each other, it’s customary for you to give each other a special, complicated handshake. This handshake can be considered the __________ for greeting each other in your group. a. hikikomori b. autokinetic effect c. social norm d. disjunctive norm Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Which behavior is an example of a social norm in mainstream U.S. culture? a. Bowing to your parents as a greeting b. Using your turn signal to indicate which direction you will be turning while driving c. Using public transportation for most travel d. Asking a child for help finding an unfamiliar address Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

In essence, normative social influence arises from humans’ fundamental __________. a. selfishness, which must be kept in check b. need for companionship, affection, and acceptance c. need for accurate perceptions and beliefs about a confusing world d. desire to submit to knowledgeable authorities Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

When people conform in their attitudes or behaviors in order to be accepted and liked by others, social psychologists say that __________ has occurred. a. contagion b. informational social influence c. social approval d. normative social influence Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Imagine that you are attending a new high school and would like to make friends. On the first day of school, you observe that all of the students in your homeroom are crumpling paper into balls and throwing 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition them on the floor. You begin to do the same. You have conformed to the group’s behavior due to __________. a. informational social influence b. propaganda c. normative social influence d. obedience to authority Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 71.

Which factor seems to drive an idea “going viral” through social influence? a. That it cognitively makes sense b. That it is funny c. That it is emotionally arousing d. That it has many rewards for liking it Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

Going along with the crowd because of a fear of social exclusion is an example of __________. a. normative social influence b. informational social influence c. social impact d. social dominance Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Which characteristic of the ice bucket challenge made it difficult for people to ignore? a. Many of those challenged were called out by name. b. The challenge was presented by many experts. c. The pressure to conform contained a passive threat. d. There were so many people involved after it went viral that the peer pressure was global. Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

Deviant behavior is usually met with rejection. For example, in Japan, deviants in school tend to be shunned and harassed by their entire class or school. Such treatment is particularly psychologically damaging in Japan because the culture __________. a. demands perfection b. emphasizes cohesion and group harmony c. frowns upon conformity d. emphasizes good grades 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 75.

In Japan, some teens become hikikomori, often after being the victims of severe bullying. Someone who is hikikomori can be described as __________. a. withdrawn from all social interaction b. gregarious and outgoing c. wild-eyed and paranoid d. extremely aggressive toward others Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

Itsuki, a Japanese teenager, has withdrawn from all social interaction. He is referred to as a hikikomori. Most likely, his withdrawal is the result of __________. a. academic failure b. being from a dishonored family c. being an illegitimate child d. being bullied severely when he was younger Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Roy has been deprived of human contact for long periods of time. He will tend to experience __________. a. insanity b. stress, trauma, and psychological pain c. contentment d. increased desire to help others Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

Cyberbullying impacts __________ of school children in the United States. a. 5 to 8 percent b. 10 to 35 percent c. 40 to 55 percent d. over 60 percent Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

79.

Which type of conformity is most at odds with our cultural ethos of individualism and independence, and most closely matches the negative stereotypes of those who conform as being “weaklings”? a. Nonconformity b. Informational conformity c. Normative conformity d. Anti-conformity Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

Pierre joins the other concertgoers in giving the symphony a standing ovation, even though he thought the performance was merely adequate. The next morning, Pierre confides to his boyfriend that the performance was “satisfactory, but not overwhelming.” In joining the standing ovation, Pierre displayed which kind of conformity? a. Private acceptance b. Mindless conformity c. Public compliance d. Social deviance Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Public compliance can occur without __________. a. social influence b. private acceptance c. following the crowd d. conscious defiance Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Solomon Asch embarked on a series of studies in which participants were asked to estimate the lengths of lines that clearly differed in length. Asch originally undertook these experiments to __________. a. systematically replicate the earlier “autokinetic effect” experiments of Muzafer Sherif, using different ambiguous stimuli b. demonstrate that in ambiguous situations, people would rather be “liked” than “right” c. show that in unambiguous situations, people will behave in reasonable, rational ways d. challenge the prevailing view that humans are inherently motivated to be accurate in their perceptions Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

83.

Solomon Asch conducted a series of experiments in which participants were asked to estimate the lengths of lines that clearly differed in length. Participants then heard other group members give correct estimations for some trials, and blatantly incorrect estimations for others. When confederates in the study gave an incorrect response, how did participants respond? a. They refused to provide an obviously incorrect answer. b. They tried to correct the confederates’ mistakes and persuade them to make the correct choice. c. They tended to conform on at least one of the trials. d. They refused to answer, or “passed” their turn. Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

Recall that Solomon Asch asked research participants to estimate the lengths of lines. In response to the incorrect answers of others, some participants actually denied what their eyes saw. These studies provide evidence of __________. a. normative social influence b. informational social influence c. private acceptance d. contagion Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Ingo Larsen was a participant in Solomon Asch’s line-judging experiment. When later asked why he agreed with the obviously wrong judgments of the group, Ingo replied, “Well, I just wanted to fit in. I didn’t want them to think I was some kind of rebel, rabble-rouser, or renegade. I wanted them to form a good impression of me.” Ingo Larsen’s responses illustrate conformity due to __________ social influence. a. inspirational b. normative c. informational d. aspirational Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

What is the moral or the take-home message of Solomon Asch’s series of experiments in which participants were asked to judge the lengths of lines? People will go to great lengths __________. a. to please people on whom they depend b. not to look like fools in front of others c. to assert their independence d. to convince others of their points of view Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

In a variation of his standard experiment, Solomon Asch found that when participants could write their responses on a piece of paper, conformity dropped dramatically. This finding indicates that participants exhibited __________, not __________, during the previous standard experimental setup. a. public compliance; private acceptance b. private acceptance; public compliance c. logical reasoning; mindless conformity d. mindless conformity; logical reasoning Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

Which percentage of participants in Solomon Asch’s experiments conformed by giving an incorrect response on at least one trial of the experiment? a. 10% b. 37% c. 59% d. 76% Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Studies of the importance of normative social influence are particularly noteworthy in that they show that people conform even __________. a. to strangers they will never see again b. to friends c. to relatives d. in private, as well as in public Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Amanda is assigned to a group to take a quiz (which actually doesn’t count toward her course grade). For one of the questions, she is certain the correct answer is C, but the rest of her group all says the answer is A. Based on information about the Solomon Asch line experiments, how would Amanda be likely to respond? a. She would firmly state her case for answer C. b. She would easily be persuaded that the actual answer is A. c. She would go along with the group, but still believe C is correct. d. She would ask for a new group. Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

91.

The Asch line-judging experiments were conducted over 60 years ago, and society has changed quite a bit during that time. A recent study involving fMRI and a mental rotation task attempted to replicate some of Solomon Asch’s results. What were the results of this study? a. People today are more susceptible to conformity than people 60 years ago. b. People today are less susceptible to conformity than people 60 years ago. c. The results suggested that people no longer conform to the opinions of others. d. The results were very similar to those of Asch’s original experiments. Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

Sillain is participating in an fMRI experiment replicating Solomon Asch’s experiments on conformity. When she performed alone at judging the mental rotation of figures, which area of her brain was most likely active? a. The decision-making center b. The motor cortex c. The area dedicated to vision d. The prefrontal cortex Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Results from an fMRI experiment replicated Solomon Asch’s line judging experiments. The results of the fMRI study indicated that when participants judged rotated figures and stated a correct answer when the others around them unanimously stated an incorrect answer, the area of the brain that was active was the __________. a. visual cortex, which senses and perceives visual input b. amygdala, which is associated with negative emotions c. hippocampus: an area associated with trauma d. right cingular gyrus: an area associated with pain detection Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

Normative social influence means that we conform to the will of a group because of __________ . a. the presence of one or two “deviants” among the group’s membership b. the capacity of the group to reward or punish us c. the information that the group provides us d. the requests made by the group’s leader Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

95.

Researchers used a mental rotation task to replicate Solomon Asch’s experiments on conformity. In the fMRI study, researchers measured brain activity as participants completed the mental rotation task while not knowing the answers provided by confederates, and again after knowing the answers provided by confederates. In this experiment, which percentage of people conformed to the confederate group’s wrong answers? a. 27% b. 36% c. 41% d. 67% Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

Research on the importance of accuracy indicates that the more important it is for people to be accurate, the __________. a. less likely it is that people will conform, regardless of how clear the correct answer is b. more likely it is that people will conform, regardless of how clear the correct answer is c. more people conform if the correct answer is ambiguous and the less people conform if the correct answer is clear d. more people conform if the correct answer is clear and the less people conform if the correct answer is ambiguous Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Research on the importance of accuracy indicates that the more important it is for people to be accurate, the __________. a. more likely people are to engage in both informational and normative conformity b. less likely people are to engage in both informational and normative conformity c. more likely people are to engage in informational conformity, but the less likely people are to engage in normative conformity d. more likely people are to engage in normative conformity, but the less likely people are to engage in informational conformity Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

Antone is serving on his first jury. Before deliberations, Antone is sure that the defendant is guilty. However, when deliberations start, it is clear that he is the only one who thinks the defendant is guilty. Because the defendant is facing a possible sentence of 20 years in prison, Antone knows he really needs to get this right. Which outcome is most likely to happen in this situation? a. While the 20-year sentence really applies some pressure, Antone will still very likely be swayed by the rest of the jurors. b. Antone will stand his ground and vote “not guilty,” resulting in a hung jury. c. Antone will ask to be removed from the jury. d. Antone will be successful in convincing the other members of the jury to change their vote. 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 99.

Imagine that you are on the Olympic Planning Committee. Nine out of 10 committee members hold the same opinion. However, one member, Laura, consistently deviates from the group’s opinion. How is the group most likely to act toward Laura to bring her in line with the group’s opinion? a. It will first increase communication with Laura. When that doesn’t work, the group will ignore and punish Laura. b. It will immediately punish Laura to force her to change her opinion. c. It will ignore Laura and refuse to communicate with her. If this tactic fails, the group will punish Laura. d. It will nominate Laura to be the chair of the committee. Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

The norm in your large psychology class is that students will remain quiet enough for others to hear the professor and one another during lectures and discussions. When you talk loudly to the person next to you and violate this norm, like the deviant in Stanley Schachter’s “Johnny Rocco” study, you can expect that your classmates will first __________. a. ignore you b. talk to you, hoping to change your behavior c. punish you by not working with you on the class project d. tell you to sit someplace else during the next class meeting Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

If a person deviates from the norms of a group, the first thing the group is likely to do is __________. a. exclude the person b. assign the person to a position of lower status c. try to persuade the deviant to conform d. say negative things to the deviant Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

In the “Johnny Rocco” experiments conducted by Stanley Schachter, he found that when a confederate stubbornly deviated from the opinion of the rest of the group, the confederate was then more likely to __________. a. be voted as the leader b. be suspected of playing the role of a confederate in the study c. be voted out of the group 26 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. experience a large amount of cognitive dissonance Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 103.

Fads such as Crocs, miniskirts, Mohawk haircuts, tattoos, and body piercing represent responses to __________. a. informational social influence b. social contagion c. quickly changing cultural norms d. normative social influence Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

You need to give a presentation in your class about Bibb Latané’s social impact theory. You want to focus on the three variables that influence the likelihood that people will conform to social influence pressures. Your lecture will include __________. a. strength, immediacy, and number b. norms, values, and social practices c. anonymity, situational ambiguity, and norms d. pressure, resistance, and interdependence Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

Moibi participates in two groups at school. One is the chess club. She is not very attached to this group and really joined only because they meet on Tuesdays and she needed to find something to do until 5:00 p.m. that day of the week. Moibi also is a cheerleader. Most of the other cheerleaders are her very close friends. If Moibi disagreed with a decision made by each of these two groups, which result would be the most likely outcome, according to social impact theory? a. Moibi would not conform to the chess club or to the cheerleaders. b. Moibi would conform to both the chess club and the cheerleaders. c. Moibi would conform to the chess club but not the cheerleaders. d. Moibi would not conform to the chess club but would conform to the cheerleaders. Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Marcia values the opinions and desires of both her parents and her close friends. When she’s with her parents, she finds herself agreeing with them. When she’s with her friends, she finds herself agreeing with them, even though they sometimes disagree with her parents. This change in Marcia’s behavior represents the influence of Bibb Latané’s concept of __________ on normative conformity. a. number 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. immediacy c. pressure d. strength Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 107.

If you wanted to resist an influence attempt, social impact theory indicates that you should __________. a. increase the distance between yourself and the group b. repeatedly think about how important the group is to your life c. spend as much time as possible with the group d. ensure that the group is unanimous Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

Dr. Sardonicus finds Bibb Latané’s social impact theory very useful when she is investigating conformity, because the tenets of the theory __________. a. predict when conformity is adaptive and when it’s not b. identify the costs of refusal to conform to norms c. predict characteristics of people most likely to resist conformity pressures d. identify variables that make a source of conformity more influential Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

According to Bibb Latané’s social impact theory, Katy will binge eat with her sorority sisters because __________. a. her sorority sisters are immediate and the sorority is very important to her b. Katy wants to be thin and accepted by others c. Katy is predisposed to binge eating d. Katy is in an ambiguous situation and so follows what others do around her Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

Suppose you wanted your friend Nikko to agree to join the “Save the Platypus” campaign, a campaign that most of your other friends support. Based on social impact theory, you should invite Nikko to a meeting of __________. a. two friends of Nikko’s who support “Save the Platypus” and two friends of Nikko’s who do not support “Save the Platypus” b. two other friends of Nikko’s who support “Save the Platypus” c. four other friends of Nikko’s who support “Save the Platypus” d. seven friends of Nikko’s who support “Save the Platypus” and three friends of Nikko’s who do not 28 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition support “Save the Platypus” Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 111.

You’re designing an activity for your social psychology class and you want to maximize conformity. What should you do to make that happen, based on the principles of social impact theory? a. Make sure the groups are small b. Have the group size be four or five people c. Make sure the group is diverse d. Have the group dispersed throughout a wide area Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

According to Bibb Latané’s social impact theory, if group size increases from 2 to 3 members, the impact will increase __________ if a group increases from 29 to 30 members. a. exponentially more than b. more than c. substantially less than d. the same amount as Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

According to social impact theory, a politician would be most likely to feel an impact from an audience if a. she gave her speech in a small room crowded with important members of the media b. the audience is large c. she stood behind a podium in front of the audience as opposed to walking among them d. her microphone wasn’t working and the audience had to strain to hear her Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

Which comparison represents the strength dimension as defined by social impact theory? a. Friends versus strangers b. A group of two acquaintances versus a group of ten acquaintances c. Living with your family versus living 100 miles away d. Yielding to informational influence versus yielding to normative influence Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 115.

Teenagers are often more susceptible to influence attempts from peers than from their parents. This is because peers become more important to teenagers than their parents are. This example represents the influence of Bibb Latané’s concept of __________ on normative conformity in the context of social impact theory. a. number b. immediacy c. pressure d. strength Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

Conformity is not always required of group members. If a member of your group occasionally deviates from the group and the group doesn’t impose negative consequences, the individual has used some of their __________. a. idiosyncrasy credits b. descriptive norms c. propaganda d. power Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

You can build tolerance, over time, by conforming to group norms. Then, on some occasion when you deviate from the group, you will not suffer any retribution. This tolerance is referred to as __________. a. kudo points b. idiosyncrasy credits c. deviation forgiveness credits d. grace credits Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

Charlene typically goes along with what her group of friends wants and asks of her. However, one day she refuses to meet them for smoothies after class. Chances are, Charlene will face little retribution for this as long as she has enough __________. a. confidence b. power c. independence d. idiosyncrasy credits Answer: D Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 119.

Recall that when Solomon Asch conducted an experiment in which six confederates gave the wrong judgment about the lengths of lines and in which a seventh confederate gave the correct judgment, participants’ normative conformity dropped drastically. These findings support the importance of __________ in creating conformity. a. a unanimous group b. normative pressures c. immediacy d. strength Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

Recall that in an Asch-type conformity experiment, Japanese students were less conforming than were North American students. These findings indicate that __________. a. Japan is a less interdependent culture than other Asian countries b. in Japan, conformity is more likely in groups toward which one feels loyalty c. industrialization has changed Japan into a more independent culture d. Japanese compete with strangers but cooperate with friends Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

Researchers conducted a meta-analysis of 133 Asch line-judgment studies conducted in 17 countries. They found that conformity was higher in __________ because normative social influence __________. a. individualistic cultures; conformity prevents conflict b. collectivistic cultures; promotes harmony c. agricultural cultures; survival depends on cooperation d. industrialized cultures; norms are more widely shared Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

Cross-cultural replications of Solomon Asch’s original conformity experiments (in which participants gave public judgments of the lengths of lines) have revealed that __________. a. because humans are a social species, normative conformity pressures are universal b. people’s conformity in these situations varies depending on the culture in which they were reared c. cultures differ in the extent to which private acceptance follows from public compliance d. implicit conformity pressures vary from culture to culture, but explicit pressures do not Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

123.

Reiko is a member of a collectivist culture, and she has just conformed with her social group. That behavior is considered a(n) __________. a. sign of mental weakness and stupidity b. act of cowardice and submission c. act of sensitivity and tact d. act of ultimate self-sacrifice Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

Dr. Zolar is trying to replicate Solomon Asch’s conformity experiments in a collectivist culture. He’s not seeing the degree of conformity in the lab that Asch saw. Which reason is most likely? a. Collectivists are more likely to conform to a group that’s important to them, rather than to a group of strangers. b. Collectivists are especially sensitive to the laboratory environment and are likely to use informational social influence rather than normative social influence. c. Collectivists are not likely to obey an outsider, so they are not doing what Dr. Zolar is asking them to do in the lab. d. Collectivists have a lot of responsibilities to their families and groups, so they aren’t interested in Dr. Zolar’s research. Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

Based on several replications of Solomon Asch’s line-judging experiments conducted in Japan, Germany, and Britain, people in those countries are more likely to conform to groups __________. a. to which they belong b. made up of strangers c. that make them feel inferior d. composed of opposite-sex individuals Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

Mark is a Democrat. He just joined a welfare reform committee made up of nine Republicans. Mark holds a minority opinion on this issue. If Mark wants his opinion to influence the group’s final recommendations, he should __________. a. express a consistent, unwavering viewpoint b. express his opinion, but voice the Republican viewpoint from time to time as well c. express his opinion once, and then remain quiet through future discussions d. remain quiet to avoid upsetting the group. Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 127.

Willis is part of a group and has a different opinion from the rest of the group. He can successfully influence the majority through __________. a. informational social influence b. normative social influence c. public compliance d. assertive verbal jousting Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

Felicia is initially the only member of the jury who believes that the defendant is innocent. After hearing and debating Felicia’s arguments, the jury unanimously declares the defendant “not guilty.” The jurors’ decision will most likely be characterized by __________. a. private acceptance b. public compliance without private acceptance c. public conversion d. contagion Answer: A Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

A lone individual in a group can influence the behavior or beliefs of the majority. This is known as __________. a. withdrawn influence b. minority influence c. private acceptance d. normative power Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

Majorities in a group tend to rely on __________, whereas minorities in a group tend to rely on __________. a. informational social influence; normative social influence b. normative social influence; informational social influence c. normative social influence; idiosyncrasy credits d. informational social influence; conversion Answer: B Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

131.

Majority influence is to __________ as __________ is to private acceptance. a. private acceptance; propaganda b. informational power; normative power c. public compliance; minority influence d. norms; idiosyncrasy credit Answer: C Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

In the 2010 U.S. congressional elections, millions of people on Facebook received either an informational message or a social message on their feeds in hopes of improving voter turnout. What were the findings of the study? a. Both messages improved voter turnout. b. Neither message improved voter turnout. c. The informational message increased voter turnout, although the social message had no effect. d. The social message improved voter turnout, although the informational message had no effect. Answer: D Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

__________ norms address people’s perceptions of what other people approve of, whereas __________ norms address people’s perceptions of what other people actually do. a. Descriptive; injunctive b. Descriptive; subjective c. Injunctive; descriptive d. Proscriptive; injunctive Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

134.

During a drought, Lynnette noticed that all of her neighbors had stopped watering their lawns even though there were no laws against it. Lynnette was following a(n) __________ norm when she let her lawn turn brown, too. a. descriptive b. proscriptive c. objective d. productive Answer: A Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know 34 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 135.

A(n) __________ norm has to do with what we think other people will approve or disapprove of. a. prescriptive b. descriptive c. injunctive d. deductive Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

A(n) __________ norm concerns our perceptions of the way people actually behave in a given situation, regardless of whether others approve or disapprove of the behavior. a. prescriptive b. descriptive c. injunctive d. deductive Answer: B Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

Public safety officials want to increase the use of seat belts among drivers, and have decided to show a television ad documenting the rising use of seat belts among drivers. This represents the use of __________ norms to change safety behaviors. a. descriptive b. injunctive c. conjunctive d. proscriptive Answer: A Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

138.

Norms are usually __________, although acting on them may or may not occur, because they aren’t always __________ . a. injunctive in their proscriptions; also descriptive in their intentions b. socially desirable; ethically possible c. present in our consciousness; salient to us at a given time d. obvious to us in a given situation; possible to execute Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult 35 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Injunctive norms are particularly good predictors of behavior when the sense of approval or disapproval implied by the norm comes from __________. a. a person with legitimate authority, such as a police officer b. an abstraction, such as “the typical person” or “the average person” c. others who are close to us, such as friends or family members d. a person with implied authority, such as a boss or manager Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

Catherine and Gabriel are picnicking in the park. They would be LEAST likely to litter when __________. a. they notice that the park is completely free of litter b. a park official tells them about the fines for littering c. they see one piece of garbage on the otherwise clean park grounds d. they see other people throw away their garbage Answer: D Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Researchers have concluded that in general, __________ norms are more effective than __________ norms in producing desirable behaviors, such as reducing litter. a. descriptive; injunctive b. salient; subtle c. injunctive; descriptive d. subtle; salient Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

142.

Injunctive norms tend to be more powerful than descriptive norms because they are based on __________. a. informational social influence b. normative social influence c. minority influence d. obedience to authority Answer: B Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

143.

Emilio is designing an ad aimed at increasing seat belt use. He decides to incorporate slogans like, “It’s great to buckle up!” rather than “35 percent of adults do not regularly wear a seat belt.” Emilio is using __________ in this ad. a. peripheral cues b. injunctive norms c. normative social influence d. descriptive norms Answer: B Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

144.

Dr. Hershowitz is a college dean and wants to design a program to help deal with the problem of binge drinking on her campus. The technique Dr. Hershowitz adopts, and that is currently in favor, is most likely based on the use of __________. a. informational lectures and persuasion from experts b. obedience to authority c. presenting information on campus norms that are lower than students expect d. increasing cognitive dissonance by emphasizing discrepancies from core values Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

The “social norms” approach to reducing binge drinking on college campuses relies primarily on the use of __________. a. informational influence b. normative influence c. diffusion of responsibility d. perceived behavior control Answer: A Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

146.

Which student is being exposed to an attempt to change behavior based on the “social norms” approach? a. Ezra, who is asked to sign a poster placed in the lobby of the student union that says, “I practice safe sex” b. JaMarcus, who is required to attend a meeting in his dorm on preventing violence against dating partners c. Tabitha, who sees a poster on campus that says, “83 percent of Hudson University students have 3 drinks or fewer when they drink” d. Monika, who role-plays talking to a stranger in line at the store during an assertiveness-training seminar Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence 37 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 147.

Steffi reads an anti-drinking ad in the student newspaper that states, “Students at this school, on average, drink only three drinks per week.” She typically drinks no alcoholic beverages per week, but after seeing the ad she starts consuming more because she is “below average.” Steffi is exhibiting the __________. a. reactance principle b. boomerang effect c. idea of reverse psychology d. exceptions as to when normative social influence works Answer: B Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

148.

In a field study conducted by P. Wesley Shultz and his colleagues, several households in a neighborhood received weekly feedback about their level of energy consumption relative to their neighbors. Feedback about how much energy they used relative to their neighbors provided participants with __________ norms. a. descriptive b. injunctive c. prescriptive d. descriptive and injunctive Answer: A Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

If you wanted to alter the cleaning behavior of your roommates using a technique similar to that investigated by P. Wesley Shultz and his colleagues, you could give your roommates feedback about injunctive norms using which of the following methods? a. You can tell each how they have behaved relative to one another. b. You can provide them information about how to correctly behave. c. You can put a smiley or sad face drawing on a report about their behavior. d. You can put a sign on the door of the roommate who behaved the best. Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

150.

In a field study conducted by P. Wesley Shultz and his colleagues, several households in a neighborhood received weekly feedback about their level of energy consumption relative to their neighbors. Some households received only descriptive norm feedback, and some received descriptive and injunctive norm feedback. Which method of feedback was most effective in producing energy conservation? 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. They were both very effective. b. Descriptive norms c. Descriptive and injunctive d. They were both very ineffective. Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 151.

In a field study conducted by P. Wesley Shultz and his colleagues, several households in a neighborhood received weekly feedback about their level of energy consumption relative to their neighbors. How are these results being applied? a. Neighbors tell each other tips for better energy conservation. b. Energy companies send out workers to assess energy consumption. c. Some utility companies now put a smiley or sad face on customers’ bills. d. People are “paying it forward” and teaching others about energy conservation. Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

152.

Based on the field study conducted by P. Wesley Shultz and his colleagues in which several households in a neighborhood received weekly feedback about their level of energy consumption relative to their neighbors, if you wanted to encourage people to use less electricity, what would you do? a. Tell them the average level of energy consumption b. Teach them ways to conserve energy c. Give them smiley or sad faces depending on how well they conserved energy d. Reduce their bill for efforts at efficiency Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

A social influence strategy that gets people to agree to a small request that then makes them more likely to later agree to a second, larger request is called __________. a. the door-in-the-face technique b. the foot-in-the-door technique c. minority influence d. idiosyncrasy credits Answer: B Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

154.

A social influence strategy in which first asking people for a large request will make them more likely to agree to a second, smaller request is called __________. a. the door-in-the-face technique b. the foot-in-the-door technique c. minority influence d. idiosyncrasy credits Answer: A Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

Jonathan Freedman and Scott Fraser asked homeowners to put a large, unattractive sign in their yards. They were very successful in getting people to agree if __________. a. they just asked the homeowners to put up the large sign b. they asked 2 weeks after getting the homeowners to put a small sign in the window c. they asked homeowners to pick up litter in the community first d. they told homeowners to conserve energy Answer: B Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

Before trying to sell you a widget, I try to sell you a flidget. If you buy the flidget, I am probably a widget salesperson who uses __________ . a. the door-in-the-face technique b. the reciprocity principle c. social inhibition d. the foot-in-the-door technique Answer: D Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

Paul spent Saturday picking up litter on a nearby beach with the biology club. At the end of a very long, hot day, one of the other members asked him to come with the group that evening to catch some invasive lizards as part of a science project. Paul hates lizards. Paul is more likely to agree to the second request now, after spending the day picking up litter, because of __________. a. the door-in-the-face technique b. informational social influence c. the foot-in-the-door technique d. idiosyncrasy credits Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult 40 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Crispin is asked by his daughter’s third-grade teacher if he would be willing to act as a volunteer lunch monitor every day for the upcoming academic year. Crispin politely declines, but the teacher then asks if he would be willing to read to the class three days a week, every other week, for the next 6 months. Crispin agrees to this task. Which persuasion strategy has the teacher effectively used to gain Crispin’s compliance? a. foot-in-the-door b. the parent trap c. that’s-not-all d. door-in-the-face Answer: D Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

159.

Mr. Hidecki needs someone to work the very undesirable Fourth of July shift in his restaurant. If he uses the door-in-the-face technique, how should he approach his staff? a. Ask someone to work every Sunday for the next three months, then ask that person to work July 4th b. Ask someone to work July 4th, and then ask if they can also work the following three days c. Ask someone to work a few extra minutes today, then ask the person to work July 4th d. Ask someone to work July 4th because he (Mr. Hidecki) is also working that day Answer: A Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

__________ is defined as “the deliberate, systematic attempt to shape perceptions, manipulate cognitions, and direct behavior to achieve a response that furthers the desired intent of the communicator.” a. Propaganda b. Persuasion c. Conformity d. Influence Answer: A Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

The use of __________ represents an extreme application of social influence principles with the express intent of pursuing immoral or illegal aims. a. normative social influence b. the foot-in-the-door technique c. propaganda d. informational social influence Answer: C Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition others. Topic: Conformity Tactics Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 162.

People will make choices that go against their beliefs when faced with one of the strongest forms of social influence, known as __________. a. conformity to social norms b. ostracizing c. compliance d. obedience to authority Answer: D Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

Adolf Eichmann, the Nazi official responsible for transporting Jews to death camps, can best be described as __________. a. a psychopath acting in a world gone mad b. an ordinary bureaucrat who found himself in extraordinary circumstances c. a weak-willed person easily manipulated by false promises d. Hitler’s “fall guy” Answer: B Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

Stanley Milgram found that about __________ percent of his participants went all the way to 450 volts in his original experiment investigating obedience to authority. a. 25 b. 45 c. 65 d. 85 Answer: C Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

Stanley Milgram surveyed both a panel of Yale undergraduates and a panel of psychology professors before he conducted his original experiment on obedience. In these surveys, he found that __________. a. most people predicted that less than 1 percent of participants would go to 450 volts b. most people predicted that less than 10 percent of participants would go to 450 volts c. most people predicted that a majority of participants would go to 450 volts d. students underestimated the percentage who would go all the way to 450 volts, while professors’ estimates were fairly accurate Answer: A 42 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 166.

Results from Stanley Milgram’s experiments on obedience, in which participants were led to believe that they were being asked to shock another person at lethal levels, suggest that people __________. a. are generally rather sadistic b. have strong aggressive impulses, as Sigmund Freud suggested c. will obey authority, even when perhaps they shouldn’t d. are willing to do just about anything for a buck Answer: C Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

In a famous social psychological experiment, participants were led to believe they were to deliver electric shocks of increasing potency to a “learner” during a memorization task. Participants were encouraged to continue even though the learner was clearly in pain, and most participants, in fact, did continue shocking the learner. Which famous experiment is being described? a. Solomon Asch’s line studies b. Stanley Milgram’s studies of obedience c. Wesley Shultz’s study of injunctive norms d. Serge Moscovici’s studies of minority influence Answer: B Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

In all likelihood, participants in Stanley Milgram’s obedience experiments were willing to administer increasingly severe shocks to a confederate learner because they were concerned that the experimenter would be disappointed or perhaps even angry with them. Such concerns reflect the power of __________ to induce obedience to authority. a. informational social influence b. the reciprocity norm c. mindless conformity d. normative social influence Answer: D Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

Which variation of Stanley Milgram’s original obedience experiment provides the strongest evidence of the operation of normative conformity when participants administer electric shocks to a confederate learner? a. When another (confederate) participant refuses to continue, actual participants obey less. 43 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. c. d.

When the participants are in the same room as the learner, they obey less. Older participants are less likely to obey than are younger participants. Participants are less likely to obey when they believe that the learner will have a chance to “teach” them later. Answer: A Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 170.

Recall that Stanley Milgram conducted a variation on his original obedience experiment. In this variation, there were two confederates in addition to the participant. When the participant threw the switch at 150 volts, one of the confederates refused to continue, even though the experimenter commanded that person to do so. In this variation, only about 10% (compared to about 65% in the original study) went to the highest shock level. This experimental variation demonstrated the power of __________ in eliciting obedience. a. informational social influence b. descriptive norms c. normative social influence d. the door-in-the-face effect Answer: C Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

Given the role of informational and normative social influence processes in contributing to participants’ willingness to shock a confederate learner in Stanley Milgram’s obedience experiments, which situation would yield the LEAST obedience? a. The experimenter administers shocks to himself to demonstrate that the shocks are not lethal. b. The experimenter tells participants that the learner will later be allowed to administer shocks to them. c. The experimenter tells participants that the best teacher will be awarded a prize at the conclusion of the experiment. d. Before leaving the room, two experimenters disagree on instructions before finally telling participants to take their time and choose their own shock levels. Answer: D Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

172.

Which situation provides the BEST example of obedience to authority based on normative social influence? a. A bank teller gives a robber all the money in the cash drawer after the robber sticks a gun in the teller’s face. b. A teacher threatens to take away recess privileges unless the students behave better. c. A parent tells a child, “Eat your peas or I will be mad at you.” d. A police officer gives directions to a group of tourists who are lost. Answer: C Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. 44 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Obedience to Authority Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 173.

It is likely that participants in Stanley Milgram’s obedience experiments were willing to administer increasingly severe shocks to a confederate learner because when confronted with a confusing, unfamiliar, and upsetting situation, they would turn to the experimenter for cues as to how to proceed. This speculation in essence identifies __________ as a source of participants’ destructive obedience. a. social norms b. normative social influence c. informational social influence d. latent sadism Answer: C Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

In a variation on his original experiment, Stanley Milgram had the experimenter leave the room after telling participants that they could deliver whatever level of shock they chose. After the experimenter left, a confederate suggested that the participant increase the shock by one level each time the learner made a mistake. In this variation, only about 20% of participants went to the highest shock level. The fact that the authority figure’s presence made much more of a difference than that of a peer suggests the role of __________. a. informational influence b. normative influence c. private acceptance d. mindless conformity Answer: A Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

175.

In an alternative version of his original experiment, Stanley Milgram employed two experimenters, who began to disagree with each other when the participants administered 150 volts and the learner began to complain. In this variation, participants refused to continue. This variation demonstrates the importance of __________ in influencing obedience. a. clear informational influence b. unanimous normative influence c. the foot-in-the-door effect d. the door-in-the-face effect Answer: A Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

176.

In part because the experimental procedures were so __________, it was difficult for participants in Stanley Milgram’s obedience experiments to abandon the “obey legitimate authority” norm in favor of the norm that says, “Do no harm.” a. time-consuming b. arousing c. fast paced d. realistic Answer: C Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

In addition to the role of both informational and normative conformity pressures, participants in Stanley Milgram’s obedience experiments administered escalating shocks to a confederate learner because they __________. a. became trapped in conflicting norm demands b. failed to take the perspective of the experimenter c. ignored social norms once they entered the experimental setting d. were motivated to reduce the ambiguity of this distressing situation Answer: A Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

After participants in Stanley Milgram’s experiments delivered the first shock to the learner, they created internal pressure to obey. This idea is very similar to __________. a. the self-justification technique b. the foot-in-the-door technique c. the door-in-the-face technique d. informational social influence Answer: B Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

After participants in Stanley Milgram’s studies delivered the first shock to the learner, this created internal pressure to obey. This dissonance made it more difficult later for participants to __________. a. draw the line as to what exactly was too strong of a shock b. continue conforming to the norms c. continue to obey authority d. listen to the cries of pain from the learner Answer: A Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate 46 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Execution teams who work at prisons tend to deny personal responsibility for the executions and state that they are just following orders. Such justifications for taking a human life illustrate that when people obey authority they can __________. a. internally justify their actions b. externally justify their actions c. control the situation psychologically d. influence others to do so as well Answer: B Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

If a prison guard were questioned about how they could go through with ending someone else’s life in an execution, one likely response (based on principles of conformity and obedience) would be __________. a. “The guilt is killing me!” b. “I love my job; I get to legally hurt people” c. “I’m just following orders” d. “I am a sociopath anyway” Answer: C Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

Stanley Milgram’s experiments investigating obedience to authority violated several ethical principles. These include all of the following EXCEPT __________. a. no true informed consent b. no debriefing period c. deception d. inflicted insight Answer: B Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

183.

In order for Jerry Burger to conduct a study replicating Stanley Milgram’s work on obedience, he had to modify Milgram’s procedures. Which modification did he make? a. He videotaped the study. b. He stopped the study at 150 volts. c. He paid participants $50 for their time. d. He used young, psychologically resilient participants. Answer: B Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority 47 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Jerry Burger conducted a replication of Stanley Milgram’s experiments investigating obedience. One of the modifications to Milgram’s original method was that Burger stopped the study after participants had reached 150 volts (rather than 450). Why did he choose the 150-volt cut-off point? a. In Milgram’s work, participants who were going to disobey usually did so by 150 volts. b. Burger actually had the participants hooked up to the shock device with the learner, and 150 volts is quite painful. c. 150 volts of electricity sounds very painful to participants. d. 150 volts of electricity actually isn’t painful at all. Answer: A Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

In Jerry Burger’s version of Stanley Milgram’s experiments on obedience, there were several modern “updates.” In which way was Burger’s sample of participants different from Milgram’s? a. It included only college students. b. It included children. c. It was diverse in gender, age, and education level. d. It included Bantu tribespeople. Answer: C Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

Jerry Burger’s replication of Stanley Milgram’s studies on obedience to authority suggests that compared with people in the 1960s, people in 2006 were __________ likely to obey authority. a. less b. just as c. more d. not at all Answer: B Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

In Jerry Burger’s replication of Stanley Milgram’s studies on obedience to authority, he included both women and men as participants. Milgram included women in only one of his studies. Which outcome is true about the gender differences Burger found? a. Men were more obedient than women. b. Women were more obedient than men. c. Men were more obedient, but only if the experimenter giving instructions was also a man. d. There were no significant gender differences, just as in Milgram’s study. Answer: D 48 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 188.

The experiments conducted by Stanley Milgram and Jerry Burger on obedience to authority are a clear example of which conflicting goals of science? a. Discover new knowledge; replicate work b. Do no harm; the end justifies the means c. Replication is a waste of time; everything old is new again d. Discover new knowledge; do no harm Answer: D Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

189.

It could be argued that people have, lurking deep within them, sadistic tendencies that can easily be elicited by situational variables. Which experimental findings by Stanley Milgram call this “personal attribution” into question? a. When participants could choose the level of shock, they administered very low levels. b. Violent prisoners administered lower shocks compared to non-prisoner participants. c. There are cultural differences in the amount of shock participants administer. d. When the learner was introduced as a minister, participants gave lower shocks. Answer: A Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

190.

Several factors led to the high degree of obedience observed in Stanley Milgram’s experiments EXCEPT __________. a. normative social influence b. informational social influence c. gradual commitment and resulting changes in self-perception (foot-in-the-door) d. aggression Answer: D Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 191.

Recall that Muzafer Sherif used the autokinetic effect to measure participants’ estimates of the apparent movement of a stationary spot of light. In what sense did Sherif’s findings illustrate informational social influence? Answer: There was no objectively “right” or “wrong” answer about how much the light was moving. There are large individual differences in people’s estimates of apparent movements. Sherif put participants in a dark room with other participants. As each individual participant made estimates, those estimates served as information for other participants about the movement of the light. Over time, this shared information yielded group norms in estimates. The room was dark, so participants could not see others or be seen, and so normative pressures did not likely operate; in addition, group norms developed and were used later by lone participants who made individual estimates. This suggests that informational conformity was in operation, rather than normative conformity. Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

192.

After checking into a hotel, Emma suddenly hears pounding on her door. A man in a uniform is standing there telling her that there is smoke on a lower floor and the electricity is possibly going to shut off. She should prop her door open and evacuate as quickly as possible. Later, she returns to find her laptop and jewelry have been stolen. She has fallen victim to informational social influence. Explain why she conformed. Answer: Being in an unfamiliar environment, the situation was ambiguous. She accepted the man’s uniform as a sign that he was an expert, so she was likely to do what she was told. Finally, the “expert” told her that there was a crisis. All of these contributed to her doing what she did and being influenced. Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

193.

Informational social influence does not always produce conformity, but informational conformity is more likely in some situations than in others. Which factors increase conformity to informational social influence? Answer: The most crucial variable is how ambiguous a situation is. The more uncertain we are of the appropriate construal or the appropriate course of action, the more we will yield to informational social influence. Crisis situations—in part because they are ambiguous and in part because they call for immediate action—present other circumstances that increase informational conformity. And finally, especially in ambiguous situations or during crises, we often turn to experts as a source of information on what’s going on and what we should do. Learning Objective: 8.2 Explain how informational social influence motivates people to conform. Topic: Informational Social Influence: The Need to Know What’s “Right” Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

194.

Solomon Asch conducted a series of studies in which confederates publicly gave an obviously wrong judgment about the length of several lines, and then a participant was asked to make a judgment about what they saw. What was the result of this study? Describe how participants behaved. Additionally, state if respondents were subject to normative or informational social influence. 50 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Answer: In Asch’s studies, he found that most of the time, the real participants would conform and provide a wrong answer on at least one occasion during a series of trials. This is evidence for the power of normative social influence. Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 195.

Describe the two types of social influence (informational and normative) and provide a real-life example of each. Be sure to clearly explain how your example demonstrates that particular type of social influence. Answer: Informational social influence occurs when individuals are looking to others to provide them with information about an ambiguous situation or stimulus. Because people in these circumstances are uncertain about the situation, they are more likely to internalize the information, which would lead to private acceptance. An example of this would be when students take down notes because they see other students writing something down. This is an example of informational social influence because the individuals are looking to others to decide when it is appropriate or necessary to behave in a specific way. On the other hand, normative social influence occurs when individuals want to be accepted. This type of social influence is more likely to lead to public compliance rather than private acceptance. For example, if a group of friends endorsed a particular candidate during a discussion around a table, a single individual at the table may publicly go along with the majority opinion because they want to be liked and accepted. However, in the actual voting booth, the individual may still vote for their favored candidate. Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

196.

How does conformity to normative social influence differ from conformity to informational social influence? Answer: Whereas informational conformity arises from a need to be “right,” to arrive at an accurate construal of an ambiguous situation, normative conformity arises from a need to be “liked” and to be accepted by other people. Informational conformity typically is longer lasting, because it often yields private acceptance of information or group norms; normative conformity typically only results in public compliance, and not private acceptance. Finally, informational conformity is most likely to occur in ambiguous situations, whereas normative social influence can occur in almost any situation, including those in which what is “right” is perfectly clear. Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

197.

What are the three outcomes that happen to individuals who resist normative social influence? Answer: Those who resist normative social influence are often met with attempts by the group to bring them into line. They are teased and encouraged to follow group norms. If that does not work, the group usually rejects and ostracizes the individual. Finally, groups can punish individuals by relegating them to lower, less desirable tasks and positions. This was demonstrated by Stanley Schachter’s “Johnny Rocco” study. Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate 51 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Describe a situation in which you were a nonconformist. Did your experience resemble Stanley Schachter’s “Johnny Rocco” study results? If so, how? If not, why not? Be sure to use vocabulary from the chapter and be specific. Answer: Students’ description of the experience should include degree of communication and how they were treated by the group. There should be a compelling explanation if they choose “why not.” Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

199.

Describe the three components of social impact theory. How does each contribute to the likelihood that a person will respond to social influence attempts? Answer: Bibb Latané proposed social impact theory as a way of understanding the variables that contribute to social influence. There are three such variables: strength, immediacy, and number. Strength refers to the social importance of a group: the more important a group is to us, the more likely we will be to conform to its normative pressures. Immediacy refers to a physical situation: how close a group is to us in time and space. Conformity is predicted to increase as the group members become closer to us physically. Number refers to the size of the group. As the size of the group increases, so does the normative pressure it exerts, but each additional person has less of an influencing effect. That is, going from 3 people to 4 makes much more of a difference than going from 53 people to 54. It does not take an extremely large group to create normative social influence, but the larger the group, the stronger the social pressure. Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

200.

In what kinds of situations are people most likely to yield to normative social influence pressures? Answer: In general, people are more responsive to normative pressures when these pressures come from three or more others. Of course, conformity does not increase linearly as group size increases; Solomon Asch found that conformity did not increase appreciably when the majority exceeded four people. Because normative influence hinges on the need to be liked, the more important the group is to the individual, the more they will conform. Unanimous groups are also more likely to induce conformity; even one other dissenter will reduce conformity. Finally, both cultural and personal variables may affect conformity to normative social influence. In general, members of interdependent cultures are more conforming than members of more independent cultures. Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

201.

In a conversation before class, you find that you are the only person in your group to favor tuition increases. The other five students with whom you are talking strongly oppose tuition increases. What might you do to persuade them of your point of view? Which form of social influence would you rely on? Answer: Typically, normative influence is used by majorities to bring minority opinion members into line with the majority opinion. Because you have a decided minority opinion on this issue, you must rely on informational social influence. The key is to present your case consistently, being careful not to waver 52 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition between two different viewpoints on the issue. In the face of a consistent and unwavering minority view, members of the majority have been known to take notice when the minority uses informational social influence to present them with new, unexpected information that encourages them to examine the issue more carefully. Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 202.

Given the strong need for acceptance and belonging that people have, it is not surprising that they often have a difficult time saying “no” and not conforming when it may lead to social disapproval. Nonetheless, there are times when people resist normative social influence. Name the two main conditions under which someone is more likely to resist normative social influence attempts. Answer: When someone in a group has an ally—someone else who stands in opposition to the majority opinion—people have the confidence to take a stand and go against the majority. Second, if a person is usually very agreeable and conforms readily to a group, it’s likely that they will have accrued idiosyncrasy credits. That is, because the person is usually very agreeable and conforms to the group, they are allowed to deviate occasionally without consequences. Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

203.

What is the relation between idiosyncrasy credits and normative conformity? Provide a concrete example of this relation. Answer: When group members conform over time to the normative influence attempts of others, those conforming members earn “credit” that they can later use to resist such normative pressures. Edwin Hollander called these “idiosyncrasy credits.” Ironically, conformity over time earns an individual more idiosyncrasy credits, which they can later use to behave deviantly without censure or disapproval from group members. [Note: Any example will do so long as students include two key ideas: conformity over time to normative influence pressures, and the right to deviate without censure later.] Learning Objective: 8.3 Explain how normative social influence motivates people to conform. Topic: Normative Social Influence: The Need to Be Accepted Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

204.

Identify and describe two types of social norms, then state which type of norm is more effective in persuading people to conform. Answer: The text describes injunctive norms as people’s perceptions of which behaviors are approved of or disapproved of by others. Descriptive norms are people’s perceptions of how people actually behave in given situations, regardless of whether the behavior is approved of or disapproved of by others. In general, injunctive norms lead to better conformity than descriptive norms do. Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 205.

Give examples from your life of the two types of social norms. Be sure to include a definition of each. Answer: [Students’ answers should include definition of injunctive norms: people’s perceptions of what behaviors are approved or disapproved of by others. A possible example is going to each and every class. Definition of descriptive norms: people’s perceptions of how people actually behave in given situations, regardless of whether the behavior is approved or disapproved of by others. A possible example is that many students don’t go to early morning classes or classes on Fridays.] Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

206.

Explain the difference between the foot-in-the-door technique and the door-in-the-face technique. Be sure to describe how each technique works and the principles that make them successful. Answer: The foot-in-the-door technique occurs when compliance with an initial, small request makes us more likely to then comply with a later, larger request. Initial compliance is like the requestor wedging their foot in the door, leaving it ajar for the follow-up request. The foot-in-the-door technique works because of internal consistency pressures. Having agreed to the initial request, we then see ourselves as helpful, cooperative, friendly, and so on. When a second request then follows, it is difficult to dismantle that selfperception and suddenly see ourselves as not helpful, not cooperative, and not friendly. As such, we agree to the second request. The door-in-the-face technique occurs when rejecting an initial, large request makes us more likely to go along with a second, smaller request, even when that “smaller” request isn’t all that small. The mechanism here is reciprocity. When the initial request is refused, we see the requestor as “trying to work with us” when pitching the second request (“Well, if you can’t do that, could you at least do this?”) The urge to reciprocate is a strong social norm, and the easiest way to honor that norm is by agreeing to the second request. In short, we show our own willingness to reciprocate and meet the requestor halfway by agreeing to the subsequent request. Learning Objective: 8.4 Describe how people can use their knowledge of social influence to influence others. Topic: Conformity Tactics Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

207.

Discuss the role of both informational and normative influence in Nazi Germany and the Holocaust. Answer: Both informational and normative conformity were involved in the Holocaust. Informational influence can be seen as important because the government had control of the media, and used propaganda to convey the consistent message that the German people must take action to preserve their racial purity and to increase their territory through conquest. Even though many of the facts conveyed were lies, the people had no other independent source of information that would help them question what they were being told. The government was seen as the “expert,” and experts tend to have more informational influence when the situation seems threatening. In addition, normative influence was extremely important, as people feared that their acquaintances and even family members would spy on them and report any evidence of disloyalty to the Nazis. This fear of potential retaliation squelched the expression of any dissent, so that the majority appeared unanimous, even though many people may have had private reservations. Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 208.

Explain how both normative and informational social influence worked to convince Stanley Milgram’s participants to deliver powerful shocks to a hapless learner. How did replications of the original study demonstrate the role of normative and informational influence? Answer: The experimenter wore the mantle of scientific authority in Stanley Milgram’s original experiment. It is likely that normative influence operated when participants feared that they would anger, hurt, or disappoint the experimenter when they refused. In a variation of the original study, when two confederates refused to continue (at 150 volts and 210 volts, respectively) despite the experimenter’s stern instructions, participants also decided to resist. Informational influence was also operating. Odds are that the experimental situation was novel and confusing to participants, so they relied on the experimenter’s behavior to help them define the situation. Because the experimenter did not seem concerned about the learner, participants became convinced that they were not doing anything too harmful, so they obeyed. In a variation of the original study, the experimenter did not insist on escalating shocks, and left the room. When a confederate (allegedly a fellow participant) suggested the original procedures, participants refused to administer severe shocks. This indicates that participants were less likely to use a “nonexpert” to help them define the situation. Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

209.

Explain which two conflicting norms operated in Stanley Milgram’s obedience experiments. Also explain why one norm was more likely to be obeyed than the other. Answer: Participants were caught between two conflicting norms; on one hand, it is wrong to inflict needless pain on an undeserving victim, and on the other hand, it is right to obey authority figures. At the beginning of the experiment—when shocks were mild and the learner did not complain or fall silent—it was relatively easy to follow the “obey authority” norm. As the learner’s pain and protests grew stronger, it became hard to abandon that norm for the alternative “Do no harm” norm. First, the experiment was fast paced (participants didn’t have time to think about their values and the other norm) and second, participants were asked to deliver shocks in small increments (which made each previous shock a kind of justification for subsequent shocks). Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

210.

After Stanley Milgram’s experiments on obedience were conducted, there were several changes made to the way psychologists are allowed to conduct research. Describe at least three of the differences between the ethics code now and then. Answer: Now, participants are required to give informed consent before proceeding with research. The description provided in the informed consent may be vague, but it cannot be completely deceptive, as in the Milgram experiment. Now, participants are reminded that they have the right to discontinue when they choose. Milgram’s participants were encouraged to continue, and weren’t reminded of that right. Third, the experiment clearly causes psychological distress. Now, the extremes of such an experiment are not allowed. Learning Objective: 8.5 Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 55 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 8.1: Conformity: When and Why EOM_Q8.1.1 Which of the following is the most direct and powerful example of social influence? a) Complying with a polite request made by a friend Consider This: A subtle form of social influence occurs when we sense what is considered an unwritten rule and adjust our behavior accordingly. LO 8.1: Define conformity and explain why it occurs. b) Conforming to a group norm Consider This: A subtle form of social influence occurs when we sense what is considered an unwritten rule and adjust our behavior accordingly. LO 8.1: Define conformity and explain why it occurs. c) Obedience to an order from an authority figure d) Emotion-based attitudes Consider This: A subtle form of social influence occurs when we sense what is considered an unwritten rule and adjust our behavior accordingly. LO 8.1: Define conformity and explain why it occurs. Answer: c Learning Objective: LO 8.1: Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q8.1.2 Which of the following statements best captures the relationship between cultural beliefs and conformity? a) There is little variability in how people from different cultures think about conformity. Consider This: Individualism has been a celebrated characteristic in American society since the country was founded. LO 8.1: Define conformity and explain why it occurs. b) Compared to many cultures, Americans tend to have relatively negative attitudes toward conformity. c) Compared to many cultures, Americans tend to have relatively positive attitudes toward conformity. Consider This: Individualism has been a celebrated characteristic in American society since the country was founded. LO 8.1: Define conformity and explain why it occurs. d) Americans’ beliefs about conformity have become more and more negative as the years go by. Consider This: Individualism has been a celebrated characteristic in American society since the country was founded. LO 8.1: Define conformity and explain why it occurs. Answer: b Learning Objective: LO 8.1: Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q8.1.3 Conformity always includes __________. a) positive and moral behavior Consider This: Conformity is an inherently social process, thus the phrase “social influence.” LO 8.1: Define conformity and explain why it occurs. b) negative and immoral behavior Consider This: Conformity is an inherently social process, thus the phrase “social influence.” LO 8.1: Define conformity and explain why it occurs. c) the real or imagined influence of other people d) an authority figure

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Conformity is an inherently social process, thus the phrase “social influence.” LO 8.1: Define conformity and explain why it occurs. Answer: c Learning Objective: LO 8.1: Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 8.2: Informational Social Influence: The Need To Know What’s “Right” EOM_Q8.2.1 Informational social influence occurs __________. a) when we believe that other people’s reactions can help us arrive at an accurate reading of a situation b) through public but not private conformity Consider This: Informational social influence occurs across a range of situations and usually goes beyond public compliance, leading to private acceptance. LO 8.2: Explain how informational social influence motivates people to conform. c) only in a crisis Consider This: Informational social influence occurs across a range of situations and usually goes beyond public compliance, leading to private acceptance. LO 8.2: Explain how informational social influence motivates people to conform. d) autokinetically Consider This: Informational social influence occurs across a range of situations and usually goes beyond public compliance, leading to private acceptance. LO 8.2: Explain how informational social influence motivates people to conform. Answer: a Learning Objective: LO 8.2: Explain how informational social influence motivates people to conform. Topic: Informational Social Influence Difficulty Level: Easy Skill Level: Understand the Concepts EOM_Q8.2.2 Which of the following statements regarding Sherif’s 1936 study of perceptions of the autokinetic effect is true? a) Participants conformed publicly but not privately. Consider This: In Sherif’s study, the question of how far the light actually moved was an ambiguous one for participants. LO 8.2: Explain how informational social influence motivates people to conform. b) Participants did conform, but the effects of this conformity were short lived as they reverted to their previous, individually given responses once they were no longer part of a group. Consider This: In Sherif’s study, the question of how far the light actually moved was an ambiguous one for participants. LO 8.2: Explain how informational social influence motivates people to conform. c) Participants conformed because they were in a group with their friends, and they simply wanted to fit in with the group. Consider This: In Sherif’s study, the question of how far the light actually moved was an ambiguous one for participants. LO 8.2: Explain how informational social influence motivates people to conform. d) Participants conformed because they believed the other people’s responses were accurate. Answer: d Learning Objective: LO 8.2: Explain how informational social influence motivates people to conform. Topic: Informational Social Influence Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q8.2.3 The more important it is to people to make an accurate decision, __________. a) the less likely they are to conform to informational social influence Consider This: Other people’s reactions and perceptions are often an important source of information as we make decisions. LO 8.2: Explain how informational social influence motivates people to conform. b) the more likely they are to conform to informational social influence c) the more they seek to make that decision on their own, uninfluenced by what the people around them have to say Consider This: Other people’s reactions and perceptions are often an important source of information as we make decisions. LO 8.2: Explain how informational social influence motivates people to conform. 58 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

d) the more they will prefer public to private conformity Consider This: Other people’s reactions and perceptions are often an important source of information as we make decisions. LO 8.2: Explain how informational social influence motivates people to conform. Answer: b Learning Objective: LO 8.2: Explain how informational social influence motivates people to conform. Topic: Informational Social Influence Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q8.2.4 Which of the following statements best captures the relationship between informational social influence and eyewitness performance in legal proceedings? a) Because the stakes are so high in a criminal trial, eyewitnesses do not conform to informational social influence. Consider This: Even though individuals are motivated by accuracy, there is no guarantee that informational social influence will lead to the “correct” answer. LO 8.2: Explain how informational social influence motivates people to conform. b) Eyewitnesses are encouraged to use informational social influence in providing their testimony at trial. Consider This: Even though individuals are motivated by accuracy, there is no guarantee that informational social influence will lead to the “correct” answer. LO 8.2: Explain how informational social influence motivates people to conform. c) The legal system often takes steps to prevent conformity to informational social influence among eyewitnesses. d) Informational social influence always makes eyewitnesses more accurate. Consider This: Even though individuals are motivated by accuracy, there is no guarantee that informational social influence will lead to the “correct” answer. LO 8.2: Explain how informational social influence motivates people to conform. Answer: c Learning Objective: LO 8.2: Explain how informational social influence motivates people to conform. Topic: Informational Social Influence Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q8.2.5 Informational social influence is most likely to occur when __________. a) a situation is unambiguous and not a crisis Consider This: In a crisis, the motivation to “get things right” is often heightened. LO 8.2: Explain how informational social influence motivates people to conform. b) the other people around are not experts and the situation is not a crisis Consider This: In a crisis, the motivation to “get things right” is often heightened. LO 8.2: Explain how informational social influence motivates people to conform. c) the other people around are experts and the situation is ambiguous d) a situation is a crisis but also unambiguous Consider This: In a crisis, the motivation to “get things right” is often heightened. LO 8.2: Explain how informational social influence motivates people to conform. Answer: c Learning Objective: LO 8.2: Explain how informational social influence motivates people to conform. Topic: Informational Social Influence Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 8.3: Normative Social Influence: The Need to Be Accepted EOM_Q8.3.1 Societal rules regarding acceptable behavior are known as __________. a) contagion Consider This: Many of the expectations that govern so-called “normal” behavior come in the form of unwritten rules. LO 8.3: Explain how normative social influence motivates people to conform. b) social norms c) minority influence Consider This: Many of the expectations that govern so-called “normal” behavior come in the form of unwritten rules. d) convergence Consider This: Many of the expectations that govern so-called “normal” behavior come in the form of unwritten rules. Answer: b Learning Objective: LO 8.3: Explain how normative social influence motivates people to conform. Topic: Social Norms Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q8.3.2 Asch’s line-judgment research indicated that __________. a) participants demonstrated public conformity without private acceptance b) every single participant conformed at least one time Consider This: Even Asch was surprised that people would conform so often on such an unimportant and unambiguous task. LO 8.3: Explain how normative social influence motivates people to conform. c) conformity was greater when participants wrote down their responses rather than said them aloud Consider This: Even Asch was surprised that people would conform so often on such an unimportant and unambiguous task. LO 8.3: Explain how normative social influence motivates people to conform. d) conformity occurs only on a task that is of personal importance to the individual Consider This: Even Asch was surprised that people would conform so often on such an unimportant and unambiguous task. LO 8.3: Explain how normative social influence motivates people to conform. Answer: a Learning Objective: LO 8.3: Explain how normative social influence motivates people to conform. Topic: Asch’s Line-Judgment Studies Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q8.3.3 Compared to informational social influence, normative social influence __________. a) leads to more internalized, private attitude change Consider This: Normative social influence often leads to public conformity without private acceptance. LO 8.3: Explain how normative social influence motivates people to conform. b) is more consistent across different cultures Consider This: Normative social influence often leads to public conformity without private acceptance. LO 8.3: Explain how normative social influence motivates people to conform. c) has to less to do with being accurate and more to do with fitting in d) is a tendency about which most Americans hold positive attitudes Consider This: Normative social influence often leads to public conformity without private acceptance. LO 8.3: Explain how normative social influence motivates people to conform. Answer: c Learning Objective: LO 8.3: Explain how normative social influence motivates people to conform. Topic: Normative Social Influence 60 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q8.3.4 A 12-person jury is deliberating on a murder trial. Eleven members of the jury want to vote guilty and convict the defendant; only one juror wants to vote not guilty. The holdout juror, Henry, digs in and will not change his mind. According to research, what is the best prediction for how the rest of the group will react to Henry’s deviance? a) They will eventually come to ignore him and try to punish him by being generally unpleasant toward him. b) They will come to appreciate his principled stand the longer he holds out in defiance of their position. Consider This: One way to gauge the strength of normative social influence is to consider how those who deviate from the norms are treated. LO 8.3: Explain how normative social influence motivates people to conform. c) They will seek to change his opinion by using idiosyncrasy credits. Consider This: One way to gauge the strength of normative social influence is to consider how those who deviate from the norms are treated. LO 8.3: Explain how normative social influence motivates people to conform. d) They will try to use minority influence to change his mind. Consider This: One way to gauge the strength of normative social influence is to consider how those who deviate from the norms are treated. LO 8.3: Explain how normative social influence motivates people to conform. Answer: a Learning Objective: LO 8.3: Explain how normative social influence motivates people to conform. Topic: Social Norms and Deviant Behavior Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q8.3.5 Which of the following conclusions is consistent with the predictions of social impact theory? a) Conformity is more likely among groups of strangers than within established groups that are important to us. Consider This: Social impact theory asserts that social influence depends on a group’s strength, immediacy, and number. LO 8.3: Explain how normative social influence motivates people to conform. b) Social influence increases in a linear fashion as a group grows in size; in other words, each new member added to a group adds the same amount of social influence as the previous member added. Consider This: Social impact theory asserts that social influence depends on a group’s strength, immediacy, and number. LO 8.3: Explain how normative social influence motivates people to conform. c) The more immediate a group is, the more social influence it tends to exert. d) Conformity is less prevalent in collectivist cultures than it is in individualistic cultures. Consider This: Social impact theory asserts that social influence depends on a group’s strength, immediacy, and number. LO 8.3: Explain how normative social influence motivates people to conform. Answer: c Learning Objective: LO 8.3: Explain how normative social influence motivates people to conform. Topic: Social Impact Theory Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q8.3.6 The key to minority influence is __________. a) normative social pressure Consider This: Because norms tend to be set by the majority, minority influence typically occurs through informational social influence. LO 8.3: Explain how normative social influence motivates people to conform. b) immediacy Consider This: Because norms tend to be set by the majority, minority influence typically occurs through informational social influence. LO 8.3: Explain how normative social influence motivates people to conform. c) creativity

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Because norms tend to be set by the majority, minority influence typically occurs through informational social influence. LO 8.3: Explain how normative social influence motivates people to conform. d) consistency Answer: d Learning Objective: LO 8.3: Explain how normative social influence motivates people to conform. Topic: Minority Influence Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 8.4: Conformity Tactics EOM_Q8.4.1 A(n) __________ norm involves perceptions of which behaviors society approves of; a(n) __________ norm involves perceptions of how people actually behave. a) public; private Consider This: Even when most people disapprove of an action, if most people still engage in it, a descriptive norm is in place. LO 8.4: Describe how people can use their knowledge of social influence to influence others. b) private; public Consider This: Even when most people disapprove of an action, if most people still engage in it, a descriptive norm is in place. LO 8.4: Describe how people can use their knowledge of social influence to influence others. c) descriptive; injunctive Consider This: Even when most people disapprove of an action, if most people still engage in it, a descriptive norm is in place. LO 8.4: Describe how people can use their knowledge of social influence to influence others. d) injunctive; descriptive Answer: d Learning Objective: LO 8.4: Describe how people can use their knowledge of social influence to influence others. Topic: Injunctive and Descriptive Norms Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q8.4.2 Which of the following provides an illustration of how the use of norms to change behavior can backfire and produce a “boomerang effect”? a) Jerry finds out that everyone in his building is conserving water by installing a low-flow shower head, so he decides that he doesn’t need to worry about conserving, and he begins taking even longer showers than usual. b) Elaine notices that the new, attractive guy at the office brings a reusable cup instead of bottled water, so she goes out of her way to show off her reusable cup whenever he is in the vicinity in order to win his affection. Consider This: Problematically, finding out that one is already performing above average in comparison to others can lead an individual to increase the frequency of an undesirable behavior. LO 8.4: Describe how people can use their knowledge of social influence to influence others. c) Kramer finds out that he is using more electricity than most people in the neighborhood, so he cuts down on his usage by shutting off his computer, lights, and hot tub every time he leaves his apartment. Consider This: Problematically, finding out that one is already performing above average in comparison to others can lead an individual to increase the frequency of an undesirable behavior. LO 8.4: Describe how people can use their knowledge of social influence to influence others. d) George finds out that all of his neighbors are stealing cable television, so he decides that he will get an illegal cable hookup as well. Consider This: Problematically, finding out that one is already performing above average in comparison to others can lead an individual to increase the frequency of an undesirable behavior. LO 8.4: Describe how people can use their knowledge of social influence to influence others. Answer: a Learning Objective: LO 8.4: Describe how people can use their knowledge of social influence to influence others. Topic: Norms and the “Boomerang Effect” Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q8.4.3 The foot-in-the-door technique __________. a) works only when the second request comes from the same person as the first request 63 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: The foot-in-the-door technique demonstrates that getting someone to agree to a small request makes that person more likely to agree to a second, larger request. LO 8.4: Describe how people can use their knowledge of social influence to influence others. b) capitalizes on people’s desire for self-consistency c) is an example of propaganda Consider This: The foot-in-the-door technique demonstrates that getting someone to agree to a small request makes that person more likely to agree to a second, larger request. LO 8.4: Describe how people can use their knowledge of social influence to influence others. d) works only when the requests come from someone in a position of authority Consider This: The foot-in-the-door technique demonstrates that getting someone to agree to a small request makes that person more likely to agree to a second, larger request. LO 8.4: Describe how people can use their knowledge of social influence to influence others. Answer: b Learning Objective: LO 8.4: Describe how people can use their knowledge of social influence to influence others. Topic: Foot-in-the-Door Technique Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q8.4.4 The door-in-the-face technique __________. a) is an example of informational social influence Consider This: The door-in-the-face technique demonstrates after turning down a large request, a person is more likely to agree to a second, smaller request. LO 8.4: Describe how people can use their knowledge of social influence to influence others. b) illustrates the importance of people’s desire to be accurate Consider This: The door-in-the-face technique demonstrates after turning down a large request, a person is more likely to agree to a second, smaller request. LO 8.4: Describe how people can use their knowledge of social influence to influence others. c) relies at least in part on norms of reciprocity d) is more likely to work during a time of crisis Consider This: The door-in-the-face technique demonstrates after turning down a large request, a person is more likely to agree to a second, smaller request. LO 8.4: Describe how people can use their knowledge of social influence to influence others. Answer: c Learning Objective: LO 8.4: Describe how people can use their knowledge of social influence to influence others. Topic: Door-in-the-Face Technique Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Quiz 8.5: Obedience to Authority EOM_Q8.5.1 Which of the following was a goal of Milgram’s obedience research? a) To identify the abnormal personality characteristics associated with sadistic behavior Consider This: Milgram’s study is often held up as one of the great examples of the power of one’s immediate situation to shape behavior. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. b) To justify and exonerate the behaviors linked to genocide and other inhuman acts Consider This: Milgram’s study is often held up as one of the great examples of the power of one’s immediate situation to shape behavior. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. c) To better understand the social forces that contribute to destructive and immoral behavior d) To identify cultural differences in aggression Consider This: Milgram’s study is often held up as one of the great examples of the power of one’s immediate situation to shape behavior. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Answer: c Learning Objective: LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Difficult Skill Level: Analyze It EOM_Q8.5.2 Which of the following illustrates the role played by normative social influence in the obedience of Milgram’s participants? a) When other “teachers” (actually confederates) refused to continue with the study, participants’ obedience rates declined significantly. b) Men and women exhibited similar levels of obedience in the research. Consider This: Because normative influence is an inherently social process, its occurrence depends on the presence of other people. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. c) The “learner” (actually a confederate) announced before the study began that he had a preexisting heart condition. Consider This: Because normative influence is an inherently social process, its occurrence depends on the presence of other people. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. d) Many participants showed signs of nervous laughter during the course of the study. Consider This: Because normative influence is an inherently social process, its occurrence depends on the presence of other people. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Answer: a Learning Objective: LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Obedience to Authority Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q8.5.3 Which of the following was not one of the instruction prods used by the experimenter in the Milgram studies? a) “The experiment requires that you continue.”

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: While the Milgram experimenter applied verbal pressure to participants, it is important to note that he never threatened them. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. b) “Please continue.” Consider This: While the Milgram experimenter applied verbal pressure to participants, it is important to note that he never threatened them. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. c) “It is absolutely essential that you continue.” Consider This: While the Milgram experimenter applied verbal pressure to participants, it is important to note that he never threatened them. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. d) “If you do not continue, you will not be paid for your participation.” Answer: d Learning Objective: LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Milgram’s Study Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q8.5.4 Which of the following is a common ethical concern raised about the Milgram study? a) Participants’ compensation was low. Consider This: Milgram intentionally created a research experience where the participants had no idea what was in store for them. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. b) Participants were forced to learn unpleasant things about themselves without agreeing to that ahead of time. c) Participants were never given the chance to serve in the role of learner. Consider This: Milgram intentionally created a research experience where the participants had no idea what was in store for them. LO 8.5: summarize studies that have demonstrated people’s willingness to obey authority figures. d) Participants had to receive a sample shock of 75 volts before the study began. Consider This: Milgram intentionally created a research experience where the participants had no idea what was in store for them. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Answer: b Learning Objective: LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Milgram’s Study Difficulty Level: Difficult Skill Level: Analyze It EOM_Q8.5.5 Which of the following is a change that Burger (2009) made from the original Milgram study when he replicated the research several decades later? a) He examined only female participants. Consider This: Like Milgram’s original study, Burger used deception to convince participants that his study was about something other than obedience to authority. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. b) The study was stopped once participants went past 150 volts. c) He told participants that the study was part of research on the effects of punishment on learning. Consider This: Like Milgram’s original study, Burger used deception to convince participants that his study was about something other than obedience to authority. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. 66 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

d) He paid participants for their involvement. Consider This: Like Milgram’s original study, Burger used deception to convince participants that his study was about something other than obedience to authority. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Answer: b Learning Objective: LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Milgram’s Study Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter Quiz 8: Conformity and Obedience: Influencing Behavior EOC_Q8.1 All of the following are examples of informational social influence except __________. a) you are running a race, but because you are unsure of the route, you wait to check which of two roads the other runners follow Consider This: Informational social influence hinges on the motivation to get the “correct” answer in an ambiguous situation. LO 8.2: Explain how informational social influence motivates people to conform. b) you’ve just started work at a new job, and a fire alarm goes off; you watch your coworkers to see what to do Consider This: Informational social influence hinges on the motivation to get the “correct” answer in an ambiguous situation. LO 8.2: Explain how informational social influence motivates people to conform. c) when you get to college, you change the way you dress so that you “fit in” better—that is, so that people will like you more d) you ask your adviser which classes you should take next semester Consider This: Informational social influence hinges on the motivation to get the “correct” answer in an ambiguous situation. LO 8.2: Explain how informational social influence motivates people to conform. Answer: c Learning Objective: LO 8.2: Explain how informational social influence motivates people to conform. Topic: Informational Social Influence Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q8.2 Which of the following is true, according to social impact theory? a) People conform more to others who are physically close than to others who are physically distant. Consider This: Social impact theory suggests that social influence depends on three important variables. LO 8.3: Explain how normative social influence motivates people to conform. b) People conform more if the others are important to them. Consider This: Social impact theory suggests that social influence depends on three important variables. LO 8.3: Explain how normative social influence motivates people to conform. c) People conform more to three or more people than to one or two people. Consider This: Social impact theory suggests that social influence depends on three important variables. LO 8.3: Explain how normative social influence motivates people to conform. d) All of the above are true. Answer: d Learning Objective: LO 8.3: Explain how normative social influence motivates people to conform. Topic: Social Impact Theory Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q8.3 In Asch’s line-judgment studies, participants who were alone when asked to report the length of the lines gave the correct answer 98% of the time. However, when they were with the confederates who sometimes gave an obviously wrong answer, 76% of participants gave the wrong answer at least once. This suggests that Asch’s studies are an illustration of __________. a) public compliance with private acceptance Consider This: Asch’s studies are typically cited as examples of normative social influence. LO 8.3: Explain how normative social influence motivates people to conform. b) public compliance without private acceptance c) informational influence Consider This: Asch’s studies are typically cited as examples of normative social influence. LO 8.3: Explain how normative social influence motivates people to conform. d) private compliance 68 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Asch’s studies are typically cited as examples of normative social influence. LO 8.3: Explain how normative social influence motivates people to conform. Answer: b Learning Objective: LO 8.3: Explain how normative social influence motivates people to conform. Topic: Asch Line-Judgment Studies Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q8.4 Which of the following is most true about informational social influence? a) When deciding whether to conform, people should ask themselves whether the other people know more about what is going on than they do. b) People should always try to resist it. Consider This: Informational social influence is more likely when the individual in question feels that they do not know the “right” answer in a situation. LO 8.2: Explain how informational social influence motivates people to conform. c) People are most likely to conform when others have the same level of expertise as they do. Consider This: Informational social influence is more likely when the individual in question feels that they do not know the “right” answer in a situation. LO 8.2: Explain how informational social influence motivates people to conform. d) Often, people publicly conform but do not privately accept this kind of influence. Consider This: Informational social influence is more likely when the individual in question feels that they do not know the “right” answer in a situation. LO 8.2: Explain how informational social influence motivates people to conform. Answer: a Learning Objective: LO 8.2: Explain how informational social influence motivates people to conform. Topic: Informational Social Influence Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q8.5 Bithul knows that society considers underage drinking to be wrong; he also knows, however, that on a Saturday night at his university, many of his friends will engage in this behavior. His belief that most of the public would disapprove of underage drinking is __________, while his perception that many teenagers drink under certain circumstances is __________. a) an injunctive norm; a descriptive norm b) a descriptive norm; an injunctive norm Consider This: Injunctive norms have to do with whether others approve or disapprove of a certain behavior. LO 8.4: Describe how people can use their knowledge of social influence to influence others. c) a descriptive norm; conformity Consider This: Injunctive norms have to do with whether others approve or disapprove of a certain behavior. LO 8.4: Describe how people can use their knowledge of social influence to influence others. d) an injunctive norm; conformity Consider This: Injunctive norms have to do with whether others approve or disapprove of a certain behavior. LO 8.4: Describe how people can use their knowledge of social influence to influence others. Answer: a Learning Objective: LO 8.4: Describe how people can use their knowledge of social influence to influence others. Topic: Injunctive and Disjunctive Norms Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

EOC_Q8.6 João is a new student at his university. During the first week of classes, he notices a fellow student from one of his classes getting on a bus. João decides to follow the student and discovers that this bus takes him right to the building where his class meets. This best illustrates what kind of conformity? a) Obedience to authority Consider This: Normative social influence is more about publicly fitting in than it is about learning what the most “accurate” response is. LO 8.2: Explain how informational social influence motivates people to conform. b) Informational social influence c) Public compliance Consider This: Normative social influence is more about publicly fitting in than it is about learning what the most “accurate” response is. LO 8.2: Explain how informational social influence motivates people to conform. d) Normative social influence Consider This: Normative social influence is more about publicly fitting in than it is about learning what the most “accurate” response is. LO 8.2: Explain how informational social influence motivates people to conform. Answer: b Learning Objective: LO 8.2: Explain how informational social influence motivates people to conform. Topic: Informational Social Influence Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q8.7 Which of the following best describes an example of normative social influence? a) Carrie is studying with a group of friends. When comparing answers on the practice test, she discovers that they all answered the question differently than she had. Instead of speaking up and telling them she thinks the answer is something else, she agrees with their answer because she figures they must be right. Consider This: Normative social influence is less likely to lead to private acceptance than is informational social influence. LO 8.3: Explain how normative social influence motivates people to conform. b) Samantha is supposed to bring a bottle of wine to a dinner party she is attending. She doesn’t drink wine herself but figures she can just ask the store clerk for advice on what kind to buy. Consider This: Normative social influence is less likely to lead to private acceptance than is informational social influence. LO 8.3: Explain how normative social influence motivates people to conform. c) Miranda is out to lunch with her boss and coworkers. Her boss tells a joke that makes fun of a certain ethnic group, and everyone else laughs. Miranda doesn’t think the joke is funny but laughs anyway. d) Charlotte is flying on an airplane for the first time. She is worried when she hears the engine make a strange noise but feels better after she looks at the flight attendants and sees that they are not alarmed. Consider This: Normative social influence is less likely to lead to private acceptance than is informational social influence. LO 8.3: Explain how normative social influence motivates people to conform. Answer: c Learning Objective: LO 8.3: Explain how normative social influence motivates people to conform. Topic: Normative Social Influence Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q8.8 American mythology and culture often emphasize the importance of __________. a) not conforming b) following authority Consider This: Americans often champion the ideal of rugged individualism. LO 8.1: Define conformity and explain why it occurs. c) setting descriptive norms Consider This: Americans often champion the ideal of rugged individualism. LO 8.1: Define conformity and explain why it occurs. d) normative social influence

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Consider This: Americans often champion the ideal of rugged individualism. LO 8.1: Define conformity and explain why it occurs. Answer: a Learning Objective: LO 8.1: Define conformity and explain why it occurs. Topic: Conformity: When and Why Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q8.9 Which of the following strategies of social influence creates a situation similar to that experienced by Milgram’s study in that it relies on requests that increase in severity in incremental fashion? a) Contagion Consider This: One successful strategy to elicit compliance is to get someone to agree to a series of requests rather than just one big request. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. b) Foot-in-the-door technique c) Door-in-the-face technique Consider This: One successful strategy to elicit compliance is to get someone to agree to a series of requests rather than just one big request. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. d) Descriptive norms Consider This: One successful strategy to elicit compliance is to get someone to agree to a series of requests rather than just one big request. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Answer: b Learning Objective: LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Foot-in-the-Door Technique Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q8.10 Which of the following had the least influence on participants’ willingness to keep giving shocks in the Milgram studies? a) Loss of personal responsibility Consider This: When left to their own to decide how severe a shock to administer, participants in Milgram’s studies rarely used high voltage levels. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. b) Self-justification Consider This: When left to their own to decide how severe a shock to administer, participants in Milgram’s studies rarely used high voltage levels. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. c) Informational social influence Consider This: When left to their own to decide how severe a shock to administer, participants in Milgram’s studies rarely used high voltage levels. LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. d) Participants' aggression Answer: d Learning Objective: LO 8.5: Summarize studies that have demonstrated people’s willingness to obey authority figures. Topic: Milgram’s Studies Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 9 Group Processes: Influence in Social Groups Total Assessment Guide (TAG) Topic

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

2, 3, 7, 13,15, 27, 32, 33, 35, 39

4, 6, 8, 9, 10, 11, 12, 14, 16, 17, 18, 19, 24, 25, 28, 29, 30, 31, 36, 38, 41, 42

1, 20, 21, 22, 23, 26, 34, 37, 40,

Analyze It

Multiple Choice Introduction

What Is a Group?

Essay Multiple Choice Essay

Individual Behavior in a Group Setting

Multiple Choice

192, 193, 194

43, 45, 49, 61, 64, 69, 74, 78, 80, 84, 86, 87, 88

Essay

Group Decisions: Are Two (or More) Heads Better than One?

Multiple Choice

109, 110, 111, 125, 135, 136, 144, 145, 146, 147, 148, 149, 153, 154, 155, 156, 157, 170

Essay

Conflict and Cooperation

Multiple Choice

Essay

173, 174, 175, 177, 178, 179, 180, 181, 182, 184, 187, 188

44, 50, 51, 53, 55, 56, 58, 60, 62, 63, 65, 66, 67, 70, 72, 75, 76, 77, 82, 85, 89, 90, 91, 94, 95, 96, 98, 99, 100, 101, 104, 106, 107

46, 47, 48, 52, 57, 59, 68, 71, 73, 79, 81, 83, 92, 93, 97, 102, 103, 105

196, 198

195, 197

108, 113, 114, 116, 119, 126, 127, 128, 129, 130, 131, 132, 134, 138, 139, 142, 143, 150, 152, 160, 162, 164, 165, 166, 167, 169

112, 115, 117, 118, 120, 121, 122, 123, 124, 133, 137, 140, 141, 151, 158,159, 161, 163, 168, 171, 172

200, 203, 204

201, 202

176, 183, 190

205, 206, 207

199

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 9 GROUP PROCESSES: INFLUENCE IN SOCIAL GROUPS _____________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

Which collection of individuals constitutes a group? a. Traci and Abby sit next to each other in the stands at the Pittsburgh Steelers game b. Gil watches his professor deliver a prerecorded class lecture over the internet c. Casey, Koko, and Charlotte are working together to complete a project for their Religious Studies class d. Carli recognizes her roommate’s friend, Cisco, across a restaurant, and nods her head “Hi” in his direction Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

A group is defined as __________. a. a club or political organization that hopes to have social influence b. two or more people who interact and are interdependent, and can influence each other c. individuals who gather together to discuss competing agendas d. two or more people who gather together but don’t interact with each other Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The definition of a group includes all these aspects EXCEPT __________. a. including two or more members b. members who are physically in the same place at the same time c. members interacting with each other d. members who are interdependent Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

When social psychologists define a social group as a collection of interdependent people, they mean that __________. a. the group members interact with one another b. members influence one another c. minimal groups often evolve into social groups d. there is seldom interpersonal conflict in social groups Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 2

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Which example BEST illustrates interdependence? a. Jakim shaves his head to mimic his favorite action movie star. b. Martia, a member of a social service group, makes a convincing argument for the group to expand their services to include children. c. Glinida tells her mother she needs to update her wardrobe, unsuccessfully. d. The president of the university passes a policy requiring new students to complete an orientation week at the university. Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

In social groups, __________ is reflected in individuals influencing and being influenced by others. a. deindividuation b. comparative individuality c. interdependence d. affluence Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which primary benefit results from joining a group? a. It improves your self-esteem. b. It helps you see other perspectives. c. It allows us to accomplish things that would be difficult to accomplish by ourselves. d. It allows us to influence others to think as we do. Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which collection of people best represents the social-psychological concept of a group? a. deliberating members of a twelve-person jury b. students in a large lecture course c. undergraduates enrolled at a large public university d. personnel employed at a large corporation Answer: A Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which collection of people qualifies as a group, based on the definition adopted by social psychologists? a. people riding in an elevator together b. members of a large church congregation Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 3

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. an author, an illustrator, and an editor working on a book together over the internet d. six students studying different topics at the same table in the library Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

What do a sorority, your family, and the San Francisco 49ers have in common? a. They are all international organizations. b. They are all groups. c. They are all small groups. d. They are all led by males. Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

The need to belong to groups is present in all societies because __________. a. group membership has conferred evolutionary advantages to humans b. cultural norms everywhere dictate that people cooperate c. hunting and farming have been replaced by business and technology d. the Industrial Revolution brought about increased specialization in the workforce Answer: A Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

The idea that people have an innate need to belong to groups is consistent with the finding that people in all cultures __________. a. spend 90 percent of their time with other people b. spend more time thinking about others than themselves c. are motivated to form relationships with others d. seek to include everyone they meet Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Which benefit is associated with groups? a. making better decisions when the stakes are high b. allowing us to act independently c. helping us define who we are d. dismantling social norms Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 4

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 14.

Which circumstances will give the greatest sense of belonging to a group and a sense of distinctiveness from others? a. being a student at Hudson University b. being a member of the psychology honors society c. being an employee of Target d. being a supporter of the New York Yankees Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Generally, people are more attracted to __________ groups. a. social b. large c. small d. reference Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Forming groups conferred evolutionary advantages, such as ___________. a. developing bigger and stronger bodies to defend against predators b. being better able to hunt for or grow food, find mates, and care for children c. being able to communicate one’s opinions and viewpoints d. establishing an “us versus them” mentality, which was useful in dominating others Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

According to social-psychological reasoning, a large student body is NOT a social group because __________. a. students seldom share a common goal b. there is not consensus on the norms for appropriate behavior c. students vary tremendously in age, beliefs, backgrounds, and opinions d. each student cannot possibly interact with all other students Answer: D Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

Although social groups vary tremendously (e.g., families, sororities, sports teams, religious congregations), they are all alike in that __________. a. members share the same space at the same time b. actions are guided by norms c. they tend to be heterogeneous d. they convey competitive advantage Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 5

How do groups help us to define who we are? a. Their mission statements clearly define our beliefs. b. Groups help us resolve ambiguity about the nature of our social world. c. They help us care for children and find mates. d. They help us defend ourselves against threats. Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

“We will not talk about other members behind their backs, and we will never divulge one another’s secrets to anyone, inside or outside this group.” This statement reflects __________. a. well-defined roles b. a consensual proscription c. a group norm d. a superordinate goal Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

“Don’t talk during the movie” and “Cross the street at the corner or crosswalk” are examples of __________. a. social roles b. group processes c. prescriptive behaviors d. social norms Answer: D Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

In Karim’s family, it is required that cell phones be locked in a drawer during dinner time. However, in Marco’s family, cell phones are encouraged to be brought to the table and used extensively during dinner. This example illustrates that norms __________. a. can be violated b. can differ across different groups of people c. can only be defined by the head of household d. are a form of authoritative control Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. viewed as a rebel, and hold that niche in the group b. made the leader c. shunned by the other group members d. allowed to behave however she wants to Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

Whereas __________ specify how all group members should behave, __________ specify how individuals in particular positions should behave. a. roles; norms b. norms; rules c. rules; roles d. norms; roles Answer: D Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

How do norms differ from roles? Norms __________, whereas roles __________. a. are specific; are general b. apply to all group members; apply to specific group members c. are expectations; are requirements d. apply to large groups; apply to small groups Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Jotham is the president of his college residence hall, and he is therefore expected to act in a respectable, dignified manner when he attends campus functions. Which social psychological phenomenon does this illustrate? a. a social role b. a group representativeness assumption c. informational influence d. a loss of personal identity Answer: A Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Shared group expectations about how particular group members are expected to behave are called __________. a. social norms b. expectancy effects c. social roles d. collective standards Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 7

Most employees don’t sit at their boss’s desk “because the chair was unoccupied, and there was no one around.” Doing so would violate __________. a. both social norms and social roles in that workplace environment b. social norms in that workplace environment c. social roles in that workplace environment d. group cohesiveness Answer: A Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Both social roles and social norms can be very helpful to a group, because they allow group members to __________. a. have difficulties leaving the group b. recognize the importance of conformity and obedience within the group context c. punish others, and be punished by others d. know what to expect from one another Answer: D Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

Within a group, roles are to _______ whereas norms are to __________. a. “should”; “must” b. some; all c. future; past d. now; later Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

The adoption of a social role within a group can lead a person to behave ethically or unethically, depending on __________. a. the personality factors of the person in the role, because personality is a more dominant influence on behavior than is the situation a person finds themselves in b. how the person in that role construes what the role is and what the role means for their behavior c. whether or not the role also comes with monetary incentives d. the role is an elected position or an appointed position Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. provide diversity b. lead to improved problem solving c. bind members together and promote liking between members d. bring varied expertise to a problem-solving task. Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 33.

Which attribute is often positively correlated with group cohesiveness? a. effective problem solving b. retention of group members c. reluctance to participate in group activities d. recruiting members whose views or standards differ from those of the group Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

You belong to a study group that your math instructor assigned you to at the beginning of the semester. Your group’s task is to solve several problems every week. Which type of group would lead to optimal performance? a. a highly cohesive group b. a group in which the members strongly dislike one another c. a group that isn’t all that cohesive d. a mixed-gender group Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

When is high cohesiveness likely to be a problem for a group? a. when the group’s purpose is primarily social b. when the group is encountering stressful times c. when the group is working on a task that requires close cooperation between members d. when the group’s task is to solve a problem Answer: D Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

A high level of group cohesiveness would be LEAST beneficial to which group? a. members of a simple living group who have a monthly potluck dinner b. members of a military unit carrying out a complicated maneuver c. members of a political campaign team developing a strategy d. members of a theatre troupe giving nightly performances Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 9

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 37.

In Cirque du Soleil, performers include highly choreographed acrobats, dancers, actors, and gymnasts. In order to perform their best, these performers should be __________. a. part of a rather non-cohesive group. b. a cohesive group. c. allowed to violate norms. d. given social roles depending on gender. Answer: B Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

Which primary benefit results from having diversity within a group? a. Different perspectives lead to improved problem solving. b. It leads to more liking of other group members. c. It helps group members to know what to expect from each other. d. Personal identities and personalities are less likely to get lost. Answer: A Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Group members tend to __________ in age, sex, beliefs, and opinions. a. come from a variety of backgrounds b. range c. be similar d. seek people dissimilar from themselves Answer: C Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40.

Which person is LEAST likely to be in a group with the other three? a. Ben: age 50, married, politically conservative accountant b. Sam: age 47, single, ultra-conservative lawyer c. Sally: age 48, married, politically conservative manager d. Lauren: age 25, single, liberal waitress Answer: D Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Why do group members tend to be homogeneous? a. Many groups attract people who are similar, and groups tend to operate in ways that encourage similarity in their members. b. Many groups attract people who are similar, and the membership of most groups never changes. c. Anyone who deviates from the group is immediately removed. d. New members are screened carefully to make sure they will “fit in.” Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 10

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

You are asked to provide a talk about the composition and function of groups. Which topics do you cover in your talk, based on social psychological concepts? a. social norms, social roles, diversity, and cohesiveness b. self-definition, self-identity, self-esteem, self-integrity c. decision-making, problem solving, project management d. social norms, self-esteem, cohesiveness, problem-solving Answer: A Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

A study conducted by Robert Zajonc and his colleagues examined the question of whether organisms perform better in the presence of others or alone, using __________ as participants. a. sea slugs b. cockroaches c. dolphins d. firefighters Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

The results of Bob Zajonc’s study of cockroaches and social facilitation showed __________. a. the presence of other cockroaches facilitated performance in all conditions b. the presence of other cockroaches decreased performance in all conditions c. the presence of other cockroaches enhanced performance, but only in a simple task d. the presence of other cockroaches enhanced performance, but only on a difficult task Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Benefits to performance due to social facilitation will most likely occur when __________. a. the task is difficult and involving b. the presence of others relaxes you c. the task is simple and well-learned d. individual efforts cannot be assessed Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. Longines, who is washing his car as his neighbors watch b. Jasmine, who gives a dress rehearsal of a long speech c. Arthur, who performs his first open-heart surgery with interns looking on d. Abrielle, who is learning a new gymnastics routine with her team Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 47.

Which person will probably be most successful at performing their task? a. Leon, an expert basketball player, throwing free throws alone in the gym b. Tara, an expert bowler, bowling in a crowded alley with an audience of friends c. Raymond, a novice pool player, making shots in a crowded bar d. Lindsay, a novice archer, shooting at practice targets as her coach watches Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

Adele has never driven a car with a manual transmission before; that is, she’s never had to decide when to shift gears, push in the clutch, or stop suddenly when the car is in gear. She’s just bought a car with a manual transmission and wants to practice driving it before she takes it onto the highway. What should she do? a. take her best friend along to provide instructions and support b. drive the car alone until she gets the hang of it c. have a group of friends follow along behind her to help pull her out of a ditch if something goes wrong d. drive on the busiest road in the city Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Dozens of social-psychological experiments on the topic of social facilitation have employed people and a variety of animals and insects. One consistent finding has emerged from these many studies: a. Simple tasks are not affected by the presence of others, but complex tasks are. b. The presence of others enhances performance on simple tasks. c. Simplicity is the most dominant response in the presence of others. d. Difficult tasks are more arousing than simple tasks. Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

Recall that Robert Zajonc and his colleagues studied social facilitation among cockroaches. In the presence of other cockroaches, roaches would run faster down a straightaway to escape a bright light than they would alone, but they took longer in the presence of a cockroach audience when the escape route was more complicated (i.e., when they had to run a maze). These findings support the idea that __________. a. members of even the lowliest species experience evaluation apprehension b. cockroaches differ from humans in their response to other members of their species c. the presence of other members of a species elicits the most dominant response Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 12

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. the presence of other members of a species impedes the most dominant response Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 51.

When people or roaches undertake a difficult task, the presence of others __________ performance; when they undertake a simple task, the presence of others __________ performance. a. enhances; impairs b. diminishes; has no effect on c. has no effect on; enhances d. impairs; enhances Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

Bobby has played the harmonica for many years and is quite good at it. He finds that when he plays in front of a crowd he sounds even better than when he is practicing and trying his best alone in his bedroom. What can account for this difference in performance? a. Social facilitation b. Social loafing c. Social diffusion d. Deindividuation Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Complete this analogy regarding social facilitation. Better: __________:: worse: __________. a. simple; complex b. complex; simple c. group; individual d. physical; academic Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

Robert Zajonc wrote an influential article in which he posited a theoretical explanation for the social facilitation effect. Elegantly simple, this explanation included two steps: a. the presence of others causes arousal, and arousal makes it easier to do simple things and harder to do difficult or new things. b. the actors are concerned about evaluation, and the most dominant response is activated. c. the presence of others is distracting, and distractions make it more difficult to perform. d. the performance of difficult tasks is arousing, and arousal impedes performance. Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 13

Which is the proper order of the processes in Bob Zajonc’s explanation for social facilitation? a. presence of others > arousal > perform dominant response b. arousal > perform dominant response > presence of others c. perform dominant response > arousal > presence of others d. presence of others > perform dominant response > arousal Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

When your roommate enters the room while you’re typing an email, it can make you feel uncomfortable. The roommate isn’t judging you, but you may still feel uncomfortable, according to Robert B. Zajonc, because the roommate’s mere presence is __________. a. evaluative b. fear-arousing c. arousing d. pleasurable Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Sometimes famous performers have horrible final rehearsals in empty auditoriums prior to a big performance, yet they end up having wonderful performances in front of audiences. Why would the presence of others improve performance on a well-rehearsed task, such as a musical performance? a. The actors are performing for money. b. The actors experience cognitive dissonance. c. The actors aim to impress the critics. d. The actors are aroused. Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

There are three perspectives that can explain the role of arousal in social facilitation. Which summary best represents these three explanations? a. others make us alert; apprehension about being evaluated; and others are distracting b. others distract us; we do not want to violate a norm by doing something wrong; we are more alert around others c. people are no more distracting than a lamp; lamps provide visual distraction; distraction from easy tasks is unlikely to impact performance d. easy tasks are made difficult if too much thought is devoted to the task; distraction from tasks positively impacts performance; we are less alert when distracted by others Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 14

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 59.

Assume that you are shooting pool at the student union when several of your buddies surround the table to watch you play. If you are __________ player, you would __________ because of the arousing effects of their presence. a. an excellent; make most of your shots b. an excellent; perform worse than usual c. mediocre; play better than before d. poor; perform better than you have in the past Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

Which explanation for social facilitation applies to humans but NOT to cockroaches? Humans are __________. a. alert and aroused in the presence of other members of their species b. distracted by a number of stimuli, including members of their own species c. aroused at the prospect of evaluation by others d. more likely to perform their dominant response when aroused Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Evaluation apprehension is __________. a. concern about being judged which results in arousal b. test anxiety c. the fear of the presence of others d. the tendency to do worse on a task that is simple Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

One explanation for social facilitation focuses on the role of evaluation apprehension—the anxiety associated with being judged by others—in creating a state of arousal in people. What is the weakness of this explanation? a. Evaluation apprehension is probably not an important issue to cockroaches, who also show social facilitation. b. People often misattribute the reasons for their arousal. c. Arousal can lead to the social inhibition effect. d. Cognitive appraisal processes precede physiological arousal. Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Flashing lights can cause the same social facilitation effects as the presence of other people. This finding supports the idea that __________ is the source of arousal that enhances performance on simple tasks. a. evaluation apprehension b. increased vigilance Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 15

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. distraction d. reactance Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

The evaluation apprehension explanation for the source of arousal that produces social facilitation posits that __________ leads to increased arousal, and thus to enhanced performance on simple tasks. a. the mere presence of others b. a social distraction, such as a loud party c. the presence of others who might judge us d. vigilance and divided attention Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Divided attention can produce arousal, which in turn can contribute to social facilitation effects. Divided attention would be consistent with the __________ explanation of arousal’s effects on facilitation. a. evaluation b. distraction c. alertness d. species-specific Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

One reason why the presence of others is arousing is that it can be __________, which is a very cognitive explanation as to why people tend to perform worse at more difficult tasks in the presence of others. a. enlightening b. stimulating c. joyous d. distracting Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

The distraction explanation of arousal would suggest that __________. a. distraction is the result of evaluation apprehension b. a heightened sense of alertness leads us to then feel distracted, and that distraction by itself causes social facilitation c. social loafing is more prominent than social facilitation, regardless of the nature of the task being performed d. anything that distracts us—people, bright lights, divided attention—can contribute to an increase in arousal Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 16

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

Your roommate really detests studying in a quiet solitary space. Which strategy would you recommend your roommate do while studying for a difficult exam? a. watch a favorite TV show while studying b. study in front of a poster of their favorite TV character c. have the TV on in the background, but only shows in which none of the characters or plotlines are really known d. turn the TV off, but make sure the desktop background is visible and is a photo of their favorite actor Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

Social __________ refers to the tendency of people to do worse on simple tasks and better on complex tasks when they are in the presence of others and when their individual performance cannot be evaluated. a. facilitation b. inhibition c. accountability d. loafing Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

The resident assistant of a campus residence hall notices that when a team of five students is assigned to clean the common room, the room is not as well cleaned as when only one student is assigned to clean it. Which social psychological phenomenon does this example illustrate? a. a minimal group paradigm b. social loafing c. social inhibition d. social facilitation Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

Compared to the others, which person is most likely to engage in social loafing? a. Amanda, who sits alone in her office, placing stamps on envelopes b. Tim, who washes a car at a charity carwash with six other friends c. Phoebe, who works with her classmates on a difficult assignment d. Danny, who struggles alone with a difficult calculus problem Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 17

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

Social loafing is likely to impair performance __________ and to enhance performance __________. a. when we’re with others; when we’re alone b. on simple tasks; on complex tasks c. when we’re alone; when we’re with others d. on complex tasks; on simple tasks Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Dr. Acula has assigned a group project to his students. Although the group will get one grade for all members, students are required to first spend 1 hour in the coffeehouse in order to get to know one another, create a list of what each member’s contributions will be, and sign their name to that list so that Dr. Acula can later award or retract bonus points for each individual member. Under these circumstances, what is the likelihood that social loafing will occur? a. Moderate; Dr. Acula is missing one key component to reduce social loafing b. Very small; Dr. Acula has put in place all the appropriate constraints to reduce social loafing c. Nonexistent; social loafing has been demonstrated only in artificial conditions in the laboratory d. Very great; social loafing is a robust phenomenon that is nearly impossible to overcome Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

One reason why people may engage in social loafing in groups is that they feel __________. a. less noticeable b. more emotional c. conspicuous d. independent Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

When a crowd of people clap or cheer, it is difficult to tell just how loud each individual is applauding or cheering. If people tend to clap louder when they are alone than when they are in a crowd, they are probably engaging in __________. a. social facilitation b. social loafing c. cognitive dissonance d. groupthink Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition men than in women. Why is this true? a. Men typically occupy positions of higher status than do women. b. Women are higher in relational interdependence than men. c. Women have less power than men, who induce women to do more work. d. Women’s tasks are typically more complex than tasks men undertake. Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 77.

Many Asian cultures are collectivistic; that is, they tend to place a greater emphasis on the welfare of the group than on the individual. Conversely, Western cultures tend to stress individual performance more than that of the group. A reasonable hypothesis would be that the social loafing effect is __________. a. stronger in Western cultures b. stronger in collectivist cultures. c. unaffected by cultural norms d. almost nonexistent in collectivistic cultures Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

All things being equal, __________ from __________ cultures statistically would be most likely to engage in social loafing. a. women; Western b. men; Western c. women; Asian d. men; Asian Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

From what we know about social loafing, it can probably be overcome by __________ . a. making each individual’s output identifiable b. making the group task easier c. increasing group size d. dividing rewards on the basis of equality Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

Gender and culture can help to predict who is likely to engage in __________. a. deindividuation b. social facilitation c. social loafing d. groupthink Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 19

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 81.

You are a project manager at your company, and you must choose the last member of your team. Which person statistically would be predicted to be the LEAST likely to engage in social loafing? a. Jim, a man from Texas b. Spencer, a man from London, England c. Tran, a man from Vietnam d. Don, a man from New York City Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Both social facilitation and social loafing are examples of the influence that the presence of others has on our behaviors. These phenomena differ, however, in that the presence of others __________ in social facilitation situations and __________ in social loafing situations. a. increases arousal; decreases arousal b. impairs performance on simple tasks; impairs performance on complex tasks c. decreases arousal; increases arousal d. enhances performance on complex tasks; impairs performance on complex tasks Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

You are a member of a group of five people whose task it is to address and stuff 1,000 envelopes for mailing. Research on __________ suggests that it would be better to give each person 200 envelopes to address alone, whereas research on __________ suggests that it would be better to have everyone work on the task together in the same room. a. deindividuation; social loafing b. social loafing; deindividuation c. social loafing; social facilitation d. social facilitation; social loafing Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

In order to predict whether the presence of others will help or hinder performance, one needs two pieces of information: whether __________ and whether __________. a. individual performance can be evaluated; the task is simple or complex b. arousal is present; one holds individualistic or collectivistic values c. arousal is high or low; the others are friends or strangers d. individual performance can be evaluated; arousal is high or low Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 20

Social facilitation is to __________ as social loafing is to __________. a. relaxing; not being evaluated b. arousal; evaluation anxiety c. relaxing; evaluation apprehension d. arousal; relaxing Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

Deindividuation refers to the loosening of normal behavioral constrains when people find themselves in a crowd. This often leads to behaviors that are __________. a. helpful and unselfish b. selfish and lack compassion c. impulsive d. meant to help the group and its members Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Deindividuation is a feeling of __________ that often results in impulsive acts. a. isolation b. anonymity c. group rejection d. loneliness Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

Research on deindividuation suggests that when people are part of a crowd, they become __________. a. more aware of their personal standards and values b. higher in evaluation apprehension c. more likely to act in an impulsive manner d. higher in relational interdependence Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

What do deindividuation and social loafing have in common? In both, __________. a. people act more impulsively b. people experience heightened self-awareness c. individuals’ actions are not identifiable d. people perform differently depending on whether the task is simple or complex Answer: C Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 21

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

Consider the following destructive acts: soccer fans bludgeoning one another, young people throwing rocks at police officers, and concert-goers ripping out theater seats. All of these are examples of the dangerous effects of __________. a. hysterical contagion b. antisocial contagion c. antisocial anonymity d. deindividuation Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

Brian Mullen’s analysis of newspaper accounts revealed that the larger the lynch mob, the more savagely the mobs murdered their victims; Robert Watson’s cross-cultural study revealed that warriors wearing face or body paint were more likely to torture or kill captives than were warriors who wore no such “war paint.” These findings suggest that one reason why mobs often commit heinous acts is that the individuals involved __________. a. feel anonymous and thus less accountable for their actions b. experience a reduction in self-awareness and become more aware of their moral standards c. become more self-aware and act on their feelings of rage and frustration d. fall prey to social facilitation effects when they become aroused Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

For Halloween, Jeff wears a sheet and goes to a party as a ghost. How is this costume likely to influence his behavior? He will __________. a. focus more attention on himself, causing greater self-awareness b. feel less like himself, causing him to reaffirm his own moral standards c. feel less personally accountable for his behavior d. be more likely to monitor his own behavior Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Violet is trick-or-treating on Halloween night, all decked out in her Despicable Me “Agnes” costume. At each house she politely takes one piece of candy from the bowl, as she knows to do. Later in the evening she puts on her “Agnes” mask and continues to make the rounds in the neighborhood. Now, when faced with a bowl of candy, she sneaks four or five pieces into her bag. Which factor contributed to Violet’s change in behavior? a. Her choice of costume; a werewolf or other monster mask would have sparked a norm of cooperation b. Groupthink; the absence of an impartial trick-or-treat leader led to deviant behavior c. Compliance; she is complying with a childhood norm of “get all you can while you can get it” d. Deindividuation; by donning the mask she lost her personal identity and relinquished her individual norms Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 22

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition for correct behavior in this situation Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

In a powerful scene in the classic film To Kill a Mockingbird, Atticus Finch, a small-town lawyer, is on the courthouse steps standing guard over Tom Robinson, a Black man whom he is defending. A mob of townspeople approaches the courthouse, demanding that Atticus turn over Robinson; they are intent on lynching him. Suddenly, Atticus’s young daughter, Scout, steps forward. She doesn’t understand what’s about to happen and begins to address people in the crowd, “Hey, Mr. Cunningham. How’s your boy? I like Walter, but I haven’t seen him in a while.” As Scout innocently addresses a number of individuals in the crowd, they begin to leave one by one, until the whole mob is disbanded. Scout’s behavior disrupted the __________ that might have led to a lynching. a. norm of moral responsibility b. social facilitation c. social loafing d. deindividuation Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

Consider the following antisocial acts: European soccer fans sometimes attack and bludgeon players and other fans; in the United States, members of the Ku Klux Klan (KKK) burned houses and lynched innocents; frenzied rock and roll fans trample one another, sometimes resulting in deaths. What do these situations have in common? They __________. a. represent the downside of social facilitation b. demonstrate the tragedies sometimes caused by anonymity c. represent an unexpected hazard of group cohesion d. reflect mass actions caused by relative deprivation Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

When you sense a situation where there is no individual accountability, it may lead you to __________. a. deindividuation and social loafing b. social facilitation and social loafing c. deindividuation and transformation d. transaction and transformation Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

A police officer is trying to disband an angry mob of protesters. Based on research investigating deindividuation, which strategy would be the best to use? a. Announce over a loudspeaker that the crowd must remain calm. b. Fire tear gas into the crowd first. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 23

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Using a loudspeaker, address several questions to specific individuals in the crowd. d. Threaten the crowd with arrest. Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Which two reasons explain why deindividuation leads to more antisocial behavior? a. People feel less accountable, and in that state people are more likely to obey even harmful group norms. b. People feel less accountable, and people use others to shoulder the blame. c. People become frustrated, and people feel less accountable for acting on their frustration. d. People pay less attention to their environment, and people feel anonymous in a group. Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Members of the military may need to engage in behaviors, such as killing or wounding the enemy, that may go against personal moral standards such as “Thou shalt not kill.” To get people to adhere to group rather than individual standards, the military acts to increase soldiers’ sense of __________ when they are on the battlefield. a. cognitive dissonance b. self-awareness c. emotional arousal d. deindividuation Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

Which statement best summarizes deindividuation? a. Deindividuation results in facilitating group efforts. b. Deindividuation is associated with higher self-esteem and social functioning. c. Deindividuation occurs when there is no sense of accountability. d. Deindividuation results from feelings of isolation. Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

Is it true that deindividuation always leads people to act negatively or violently? a. Yes, look at evidence of massacres and lynch mobs. b. No, people tend to follow the group norm, which is not always a destructive one. c. Yes, because people are inherently aggressive, as proven by Stanley Milgram’s experiments. d. No, but only for people who have resistant personalities. Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 24

Martin Luther King Jr. and Mahatma Gandhi led large groups of people in protests against injustice. Despite a state of deindividuation, why is it that these groups did not behave violently? a. The group norm was nonviolence. b. They were led by transactional leaders. c. There was very little deindividuation among group members. d. They were too afraid to behave violently. Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

Normally, Wanda never drinks. However, at a recent party, she is surrounded by a crowd of people who are drinking. Based on the principles of deindividuation, Wanda is most likely to __________. a. leave the party and head home b. convince party goers they are drinking too much c. also start drinking d. offer to be the designated driver for the party’s guests Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

Recently, a major newspaper had to temporarily shut down its blog because of numerous anonymous posts that were highly offensive, much more offensive than any signed letter or posting. What is the best explanation as to why these online contributions were more offensive than signed letters? a. Being online led to a sense of deindividuation. b. It is customary to be rude on the Internet. c. It is a sign of the times, not due to the technology. d. People who write in to newspapers tend to be more aggressive by nature to begin with. Answer: A Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

Based on work on deindividuation, in which context is Janine MOST likely to make offensive comments toward Harry, with whom she is angry? a. when she is in front of her supervisor and face to face with Harry b. when she is writing a signed email to Harry c. when she is on an Internet chatroom anonymously d. when she is being interviewed on camera by her therapist Answer: C Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition powerful in decreasing negative behavior in these adolescents? a. the warning that using bad words is not a societal norm b. the warning that other people would disprove of their behavior c. the warning that their comments could hurt someone’s feelings d. the warning that their parents could read their comments Answer: D Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 107.

When studying deindividuation in adolescents, it was found that warning the adolescents that their parents might read their posts online was successful in curbing their writing bad things about another person. Why do researchers believe this was so powerful in averting their behavior? a. They realized there could be legal ramifications for their behavior. b. They were reminded of their own personal identity. c. They were afraid of their parents and the consequences of their behavior. d. They respected their parents too much to behave badly. Answer: B Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

Why is it important to study how effectively groups make decisions? a. to keep social psychologists employed b. because many important decisions are made by groups such as juries c. because many people wrongly assume that individuals are better at decision-making d. to understand how individuals can improve to make decisions as well as groups do Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

When an individual is asked to make a decision, what kind of errors can be made? a. process loss b. biases c. impartiality d. polarization Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

Under which conditions will groups tend to make better decisions than individuals? a. when the conditions are stressful b. when cohesiveness is high c. when they rely on the person with the most expertise d. when there is a strong directive leader Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 26

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 111.

Process loss can best be defined as __________. a. the poor decisions groups make when they become more concerned with cohesion than their task b. the poor performance of group members when they feel anonymous c. any aspect of group interaction that inhibits good problem solving d. an increase of cohesion resulting in a decrease in performance Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

Lars is part of a group organized to increase blood donations in a local community. As a social psychologist, Lars has a relevant background in persuasion tactics, but his group members fail to realize the important contributions he could make. This scenario is an example of __________. a. process loss b. intragroup conflict c. poor leadership d. a task orientation to problem solving Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

Which set of circumstances would increase the likelihood of process loss occurring in a group? a. The most competent group members provide unique information to the group. b. Free and open discussion of the issues takes place. c. One person dominates the discussion. d. The group listens carefully to the expert among them. Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

Which situation BEST illustrates process loss? a. social loafing b. transactive memory c. the prisoner’s dilemma d. contingent leadership Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 27

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 115.

Compared to the others, which group is LEAST likely to be suffering from process loss? a. a group in which individuals refuse to listen to each other b. a group in which no one is competent, but they are listening to the best person in their group c. a group in which one person is leading the discussion and dominating the other group members d. a group in which the expert is present, but finds it difficult to speak up against the group Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

In a study involving student body president candidates, all group members in one experimental condition had access to the same information, whereas in another condition, members had unique information that other group members didn’t know. In the second (unshared information) condition, the group made a worse decision than in the first (shared information) condition. This occurred because groups __________. a. focus discussion on the information that all members know b. often ignore dissenting opinions c. seldom can agree on who is most expert d. avoid differences of opinion, given conformity pressures Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

The study group you belong to is discussing class materials for the upcoming exam. Based on research about information sharing, which type of material would group members be most likely to focus on? a. facts that only the smartest person in the group knows b. facts that all group members know c. facts that just one group member knows d. facts that a majority of the group members know Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

Members of a 12-person jury all took slightly different notes on the testimony they heard. When they get together to deliberate, everyone has written information about the physical description of the assailant, one person wrote down the defendant’s alibi, three people wrote details of the crime, and four other people wrote information about the credibility of the eyewitnesses. Based on how groups tend to share information, which piece of information will the jury be MOST likely to spend the most time discussing? a. the physical description of the assailant b. the defendant’s alibi c. the details of the crime d. the credibility of the eyewitnesses Answer: A Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 28

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 119.

Decision-making groups are MOST likely to share unique information when __________. a. their task is simple b. the leader is relationship-oriented c. they know they are the only ones tasked with knowing diagnostic information d. groups seek consensus Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

What is transactive memory? a. A form of memory that arises when process loss is high and social loafing is low. b. The combined memory of a group, which is usually more efficient than the memory of the individual members of that group. c. A variant of social loafing, in which group members assume that someone else will have access to information that they themselves need. d. The combined memory of a group, which is usually much less efficient than the memory of the individual members of that group. Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

You have been asked to organize a problem-solving meeting. Based on research on group decision-making, which strategy would be a good way to make sure unique information gets shared at the meeting? a. Make the meeting long enough so that unique information has time to be shared. b. Ask for everyone’s initial preferences at the beginning of the meeting. c. Before the meeting, assign all group members to focus on the same parts of the problem. d. Have a very forceful, directive leader to handle the meeting. Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

In Marta and Dave’s relationship, Marta is responsible for remembering family birthdays and when the bills are due, while Dave is responsible for making sure that the kids get to their sports team practices on time. The name for this particular type of sharing of mental responsibility is __________. a. turn-taking b. gender roles c. transactive memory d. systematic regulation Answer: C Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 29

You are a member of a team of detectives and police investigators who are trying to solve a crime. Based on research about information sharing in groups, which tactic would be the best way for your team to discuss the crime and solve it accurately? a. only let the most experienced detective talk b. let the group discuss their evidence naturally c. limit discussion to ten minutes d. have each member be responsible for certain types of information Answer: D Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

Which statement is MOST likely to contribute to groupthink? a. “We’ve got a lot of options here.” b. “What do you think?” c. “I'm sure we all agree on this.” d. “Let’s hear some differing opinions.” Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

The phenomenon of groupthink is most likely to occur when a group is under stress, highly __________, and when the leader is very __________. a. cohesive; directive b. cohesive; diplomatic c. motivated; feared d. motivated; relationship-oriented Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

Celia Fate is the CEO of a mid-sized corporation. At the start of an important business meeting she asks for recommendations for increasing sales over the next three quarters, then she immediately proceeds to tell her staff members the convoluted and risky plan she’s already devised. When she then perfunctorily asks for feedback and other suggestions, all she hears is “Great,” “Let’s go with it,” “Sounds wonderful,” “Wouldn’t change a thing,” and “That’s just what I was thinking.” What’s going on in Celia Fate’s boardroom? a. social loafing has been avoided b. groupthink has occurred c. compliance is taking place Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 30

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. social facilitation has happened Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 127.

According to Irving Janis, groupthink occurs when groups value __________ over __________. a. cohesiveness and solidarity; a realistic consideration of the facts b. strong leadership; weak leadership c. safety; accuracy d. as many alternatives as possible; a common goal Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

When groupthink occurs, there is extreme pressure to conform to the cohesive group; thus, people who may privately hold dissenting views tend to keep quiet, creating the __________. a. presence of mindguards b. illusion of unanimity c. illusion of invulnerability d. transactive memory Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

Which strategy would be effective in reducing the likelihood of groupthink occurring? a. Reaching a decision in a short and limited amount of time b. Giving all group members a limited set of options to choose from c. Bringing outside experts into the group to share opinions and feedback d. Postponing dissenting opinions until after a decision has been made Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

When a member of former president John F. Kennedy’s cabinet expressed concern over the plan to invade Cuba, the attorney general (who was Kennedy’s brother) pulled the dissenter aside and told him to support Kennedy’s decision. In this case, the attorney general was acting as a __________. a. politician b. Machiavellian c. transactive leader d. mindguard Answer: D Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 31

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 131.

The strategic disaster of the Bay of Pigs invasion in 1961 is an example of __________. a. how individuals usually make worse decisions than groups do b. the only instance in which a group has made a poor decision c. how groups of experts can make poor decisions d. the narrow-mindedness of politicians Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

If, for some strange reason, you wanted a group to make poor decisions, what could you do to inspire greater heights of groupthink? a. Provide a two-month window of discussion to reach a decision on a simple task b. Instruct the leader to withhold their own opinions until after group discussion has concluded c. Provide a timetable of weekly meetings that allow for renewed discussion of the topic at hand d. Sequester the group in a remote mountain cabin Answer: D Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

Jan is the leader of a cohesive “knowledge masters” group that is preparing to compete against teams from other colleges. To prevent groupthink and ensure that her group is successful, she should __________. a. assess group members’ opinions frequently using show-of-hand voting b. create a unified, cohesive membership to devise strategies together c. invite experts who are not members of the group to attend practice sessions and provide critical feedback d. take the group to a cabin in the mountains so that they are not distracted by other things Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

134.

In order to avoid the phenomenon of groupthink, the leader of a group should __________. a. form subgroups that discuss the problem separately b. state their opinions forcefully c. discourage the input of opinions from those outside the group d. encourage the importance of group cohesiveness Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 32

Compared to individuals deciding alone, members of groups tend to make decisions that are __________. a. riskier b. more conservative c. more extreme d. less stable Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

__________ refers to the tendency for groups to make decisions that are more extreme than the initial inclinations of their individual members. a. Groupthink b. The risky shift c. Group polarization d. Negotiation Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

Members of the school board were tentatively considering a proposal to institute the wearing of uniforms in the elementary and middle school grades. After their last meeting, they are now strongly in favor of the proposal. This shift in opinion illustrates the phenomenon known as __________. a. groupthink b. group polarization c. deindividuation d. social facilitation Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

138.

Group discussion often pushes people’s initial individual decisions to the extreme, producing group polarization. According to the persuasive arguments interpretation, this is because __________. a. others bring up perspectives or issues that the individual hadn’t considered b. individuals are motivated to be accepted by other members of the group c. individuals bolster their initial beliefs when they make their case to others d. individuals work to reduce the dissonance aroused when other people disagree with them Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 33

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 139.

Two different interpretations have been proposed to explain group polarization. The persuasive arguments interpretation is to __________ as the social comparison interpretation is to __________. a. risky shift; conservative shift b. informational social influence; normative social influence c. task-oriented leader; relationship-oriented leader d. groupthink; adaptive decision-making Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

When the committee discussion begins, three people are strongly in favor of hiring Ducks Deluxe to play at the fall dance and three people are somewhat in favor of hiring Ducks Deluxe. Two people are somewhat in favor of hiring Rockpile. If group polarization is at work, which decision is the most likely after an hour of group discussion takes place? a. Hire Ducks Deluxe b. Hire Rockpile c. Go looking for another band to break the stalemate d. No decision will be made. Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Shelley was initially moderately in favor of a proposal to build a city bike path. At a meeting, she learns that not only will the path provide recreational opportunities and allow for some decrease in traffic, but that in towns with paths, the crime rate tends to go down and businesses along the path do better. She is now strongly in favor of the proposal. The theory that best explains her change of opinion is the __________ theory. a. persuasive arguments b. social comparison c. culture-value d. groupthink Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

142.

According to a social comparison interpretation, group polarization tends to occur because individuals can present themselves in a more __________ light by taking slightly more __________ positions than the norm of the group. a. positive; extreme b. positive; cautious c. negative; risky d. positive; conservative Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 34

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 143.

Both polarization and groupthink represent shortcomings in group decision-making. How does groupthink differ from group polarization? a. Groupthink is an inevitable result of group decision-making, whereas group polarization can be arrested before it begins. b. Group polarization is the precursor to groupthink; one can’t occur without the other being present. c. Groupthink is like an external force that affects groups, whereas group polarization is an outgrowth of normal group processes. d. Group polarization occurs in large work groups, whereas groupthink can affect any type of group, large or small. Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

144.

Proponents of the __________ theory of leadership assume that certain key personality traits (e.g., decisiveness, intelligence, compassion) make someone a good leader. a. contingency b. democratic c. great person d. autocratic Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

Studies examining the relationship between leadership effectiveness and personality find that __________. a. a few characteristics, such as desire for power and charisma, are strongly associated with effectiveness. b. size of family and number of books published were not correlated with effectiveness, but personality traits were significantly correlated with effectiveness. c. size of family and height were correlated with effectiveness, but personality traits were not. d. only intelligence is associated with effectiveness. Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

146.

Recall that Dean Keith Simonton examined the relationship between 100 personal attributes of U.S. presidents and their effectiveness in office, as rated by historians. The characteristics that were most correlated with presidential effectiveness were __________. a. height, family size, and number of books published before taking office b. intelligence, need for power, and self-confidence c. charisma, education, and adaptability d. social skills, need for power, and education Answer: A Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 35

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 147.

__________ leaders set clear, short-term goals and reward followers who meet them; __________ leaders inspire followers to focus on common long-term goals. a. Transactional; communal b. Task-oriented; relationship-oriented c. Transactional; transformational d. Transformational; relational Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

148.

Transactional leaders focus on __________ goals. a. short-term b. long-term c. task-oriented d. relationship-oriented Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

__________ leaders focus on long-term goals. a. Transactional b. Relationship-oriented c. Task-oriented d. Transformational Answer: D Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

150.

Transactional leaders: __________:: Transformational leaders: __________. a. short-term goals; long-term goals b. long-term goals; short-term goals c. relationship-oriented; task-oriented d. task-oriented; relationship-oriented Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 36

Teddy is a manager who effectively motivates his employees to complete their short-term projects in a timely manner without sacrificing quality. Teddy always rewards the employees who meet these goals. Teddy has a __________ leadership style. a. paternalistic b. transactional c. relationship-oriented d. transformational Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

152.

The leader who would be most effective is one who uses __________. a. a transactional leadership style b. a transformational leadership style c. both transactional and transformational leadership styles depending on the situation d. a task-oriented or relationship-oriented leadership style, depending on the gender of the employee Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

The contingency theory of leadership assumed that there are two kinds of leaders: __________ and __________ leaders. a. future-oriented; present-oriented b. orthodox; unorthodox c. task-oriented; relationship-oriented d. democratic-oriented; autocratic-oriented Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

154.

According to the contingency theory of leadership, in __________ situations, the leader has good relationships with subordinates, is perceived as powerful, and directs structured and well-defined tasks. a. autocratic b. low-control c. contingent d. high-control Answer: D Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 37

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 155.

According to the contingency theory of leadership, in__________ situations, the leader has poor relationships with subordinates, and directs tasks that are not clearly defined. a. contingent b. low-control c. high-control d. despotic Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

A(n) ________ leader is more concerned with getting the job done than with the feelings of, and relationships between, workers. a. goal-oriented b. task-oriented c. control-oriented d. autonomous Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

A(n) __________ leader is primarily concerned with workers’ feelings and relationships with one another. a. collectivistic b. contingency c. emotion-oriented d. relationship-oriented Answer: D Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

158.

The president of the Taggart Transcontinental has just resigned in disgrace, leaving the workings of the organization pretty much on track, but also leaving a large number of employees angry and upset. Bolstered by his previous successes in turning things around, Pietro has stepped in to fill the president’s role. Pietro should adopt a(n) __________ of leadership in this case. a. authoritative style b. relationship-oriented style c. disjunctive-oriented style d. task-oriented style Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 38

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 159.

Mr. Lopez is always posting notices about the progress of the project on the board outside his door. He wants to make sure his team knows where they are in the process and what more needs to be done. Mr. Lopez is most likely a __________ leader. a. relationship-oriented b. task-oriented c. communal d. transformational Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

A __________ leader would be most effective in dealing with mean-spirited interoffice competition and employee pettiness in an organization that is otherwise productive. a. task-oriented b. disjunctive task c. relationship-oriented d. contingency-oriented Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

Cletus manages a team of employees for a company that is highly organized, well controlled, and high in employee satisfaction. In this situation, there is a greater need for a __________ leader than a __________ leader. a. task-oriented; relationship-oriented b. relationship-oriented; task-oriented c. communal; agentic d. agentic; task-oriented Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

162.

Steve Jobs was a creative, unorthodox leader who was successful at getting Apple Computer started, but later he was removed from his leadership role when the company was well-established and he was being less effective at leading a billion-dollar corporation. This illustrates the importance of __________ a. fit between a leader’s style and the leadership situation. b. personality in being an effective leader. c. the lifestyle of capitalism. d. relationships in effective leadership. Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 39

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 163.

Dr. Garrett is Shin Li’s supervisor at work. If Dr. Garrett acts communally, as women are “supposed” to act in the workplace, she will be evaluated __________. If Dr. Garrett acts agentically, as leaders are supposed to act in the workplace, she will be evaluated __________. a. negatively; positively b. positively; negatively c. positively; positively d. negatively; negatively Answer: D Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

A leadership style that is warm, helpful, kind, and concerned with the welfare of others is __________, whereas a leadership style that is assertive, controlling, independent, dominant, and self-confident is __________. a. independent; dependent b. dependent; independent c. agentic; communal d. communal; agentic Answer: D Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

Agentic leadership style is to __________ as __________ is to collectivism. a. individualism; communal leadership style b. transactional leadership style; task-oriented leadership style c. relationship-oriented leadership style; task-oriented leadership style d. communal leadership style; task-oriented leadership style Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

166.

The agentic leadership style is most like which other concept? a. task-oriented leadership style b. communal leadership style c. relationship-oriented leadership style d. transformational leadership style Answer: A Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 167.

As of 2020, how many Fortune 500 companies had chief executive officers who were women? a. 12 b. 37 c. 81 d. 102 Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

Assume that Pat has been appointed the team leader on a new software development project. If Pat is a(n) __________ and uses a(n) __________ leadership style, Pat is likely to be evaluated negatively. a. man; communal b. woman; agentic c. autocratic leader; interpersonal d. interpersonal leader; masculine Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

When women are chosen for leadership positions over units or departments in crisis, this is __________. a. breaking the glass cliff, because women are now in leadership positions b. referred to as the glass cliff, because the chance of any leader failing in such a position is higher c. breaking the glass ceiling, because the chance of any leader failing in such a position is lower d. referred to as the glass ceiling, because men are denied leadership positions Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

170.

Women in leadership positions are in a double bind: If they conform to social expectations about how to behave and are warm and communal, they may be seen as having low leadership potential; then, when they are given the opportunity to lead and they __________, they are perceived negatively. a. turn it down to raise their children b. beat men for managerial positions c. act in agentic, assertive ways d. have at least a bachelor’s degree Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

An ambitious study of leadership in 62 countries determined that __________. a. the best leaders in any culture are agentic leaders b. different traits for leaders are preferred in different cultures Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 41

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Latin American and Eastern European cultures preferred the same types of leaders d. the best leaders are autonomous leaders Answer: B Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 172.

In cross-cultural studies, which qualities of a leader seem to be valued in all cultures? a. strength and power b. intelligence and compassion c. charisma and team orientation d. arrogance and willingness to be honest Answer: C Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

A social dilemma is defined as a conflict in which the most beneficial action for an individual will __________ if __________. a. have harmful effects on everyone; chosen by a few b. have harmful effects on everyone; chosen by most people c. benefit the person substantially; the individual betrays moral standards d. actually harm that individual; the individual is the only one to choose it Answer: B Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

The social experiment that involved opening Panera Cares restaurants, where people could dine and then choose to pay the recommended fee, less than the fee, or more than the fee, resulted in which outcome? a. People are willing to pay for their meal and others as part of a social service. b. Some people took advantage of the restaurant and didn’t pay when they probably could have. c. All diners paid something. d. It was a complete failure and all of the restaurants had to close within two weeks. Answer: B Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

175.

The key to success in the “prisoner’s dilemma” game is to __________. a. always be competitive b. withdraw when one’s partner chooses a competitive response c. trust one’s partner d. respond randomly Answer: C Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 42

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 176.

The “prisoner’s dilemma” game is an excellent vehicle for studying social conflicts in the laboratory because __________. a. the rules of the game pit self-interest against looking out for someone else’s interest. b. researchers control the strategies participants use. c. there is one and only one right answer to the problem. d. there are clear winners and clear losers, and thus reliable dependent variable measures. Answer: A Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

Under certain conditions, people will choose the cooperative option when playing the “prisoner’s dilemma” game. For example, when a player __________, that player will be more likely to play cooperatively. a. expects to interact with their partner in the future b. resolves the public good dilemma c. punishes their partner after a competitive response d. begins competitively and switches to cooperative responses Answer: A Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

In the context of social dilemmas such as the “prisoner’s dilemma” game, the tit-for-tat strategy __________. a. is a means of encouraging cooperation b. is likely to elicit competitive responses from a partner c. employs consistent responses, independent of the partner’s response d. involves secret verbal communications with one’s partner Answer: A Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

Experimental research on social conflicts has shown that the greatest amount of cooperation occurs when __________. a. participants use a “tit-for-tat” strategy. b. one participant of a pair can use threats to reduce the conflict. c. both participants of a pair can use threats to reduce the conflict. d. one participant consistently chooses the “cooperate” strategy. Answer: A Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 43

Recall that the “trucking” game puts participants in a conflict situation. Each participant wants to get their truck to the destination as quickly as possible. Mort Deutsch and Bob Krauss introduced a novel twist; they sometimes gave one participant a gate with which to threaten an opponent; other times, they gave both participants such a gate, and still other times, neither participant had a gate with which to threaten their opponent. What happened? a. When only one participant wielded a threat (used the gate to block the opponent), the person with the gate won more money. b. When both participants wielded threats (used gates to block their opponents), they negotiated and reached a cooperative arrangement. c. When both participants could wield threats, both sides lost money. d. When only one participant could wield a threat, only the one without a gate lost money. Answer: C Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

In the early “trucking” game studies conducted by Morton Deutsch and Robert Krauss, it was found that allowing the competing participants to communicate during the game __________. a. did not foster trust and cooperation b. increased trust and cooperation dramatically c. raised the profits gained for each participant by a large margin d. distracted the participants from the goal of the game Answer: A Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

Morton Deutsch and Bob Krauss found that cooperation between adversaries (as studied in the “trucking game” simulation) is most likely to occur when __________. a. neither side is able to make a threat b. only one side has the power to make threats c. both sides are able to make threats d. communication is required Answer: A Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

183.

Research findings from several areas of social psychology indicate that threats __________. a. lead to more cooperation b. make a group work more effectively c. are not an effective way of resolving conflict d. quickly reduce and resolve group conflict Answer: C Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 44

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 184.

Why did allowing (and even requiring) participants to communicate when they played the “trucking” game fail to engender trust and cooperation? Participants __________. a. were not allowed to bargain or negotiate in their communications b. used communication primarily as means of threatening their opponents c. became so caught up in the competitive game that they forgot to communicate with their opponents d. could never figure out how to use the intercom Answer: B Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

A group of five students is sharing a house. All of the students like to take long, hot showers in the morning, but when they do, there is not enough hot water for their housemates. Which strategy will be LEAST successful in getting the students to take shorter showers? a. foster open communication that encourages a fair and equitable solution between the housemates b. find a neutral mediator c. negotiate hot water use online via an instant messenger d. reframe the hot water as a common good Answer: C Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

Norm and Vera are feuding over where to go out to dinner. Norm wants to go to Denny’s for the Grand Slam breakfast, but Vera wants to go to Golden Corral for the all-you-can-eat fajitas. Finally, exchanging a series of proposals and counterproposals, they settle on a place, Juan in a Million, that has both cheap food and fajitas. This situation is an example of __________. a. a public goods dilemma b. an integrative solution c. a commons dilemma d. process loss Answer: B Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

The most optimal kind of resolution to a conflict situation is __________. a. yielding b. challenging c. an integrative solution d. synthetic resolution Answer: C Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 45

Integrative solutions to conflict are most likely to be reached when __________. a. adversaries compromise on all issues brought to the bargaining table b. mediators are used to facilitate communication c. communication between adversaries is limited to mediators d. adversaries understand their opponents’ priorities Answer: B Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

189.

Luke and Laura have been living together for years and have finally decided to break it off for good. Which tactic BEST illustrates an integrative solution to their dilemma of dividing their possessions? a. Laura, the music lover of the two, gets the stereo, while Luke, the gourmet chef, gets all of the fancy pots and pans. b. They agree to flip a coin and let the winner choose to take the ten items that person most wants. c. They decide to randomly divide their possessions in half and then flip a coin to see who gets which half. d. They agree to let Scotty, a mutual friend, mediate the dispute and decide on the fairness of the negotiations. Answer: A Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

190.

Integrative solutions are difficult to achieve because __________. a. when involved parties negotiate, they often wield threats b. involved parties often overlook interests they have in common and may distrust proposals offered by the other party c. adversaries would rather experience a stalemate than cede a point to their opponents d. seldom does one adversary want what the other adversary offers to give up Answer: B Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

191.

You are the leader of a labor union on strike against management. The conflict has escalated, and there is anger and mistrust on both sides of the conflict. Management is about to declare bankruptcy and union strike benefits are running low. You want to resolve the conflict as quickly as possible and reach an agreement that both sides will accept as binding. What should you do? a. hire a mediator b. use a tit-for-tat strategy c. accept a process loss d. push for a quid pro quo solution Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 46

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 192.

Although the term “group” is used commonly in everyday conversation, it has a very specific meaning in the context of social psychology. First, define “group,” and be sure you include the essential features of groups in your definition. Second, identify a group in the real world. It can be one that you belong to or just know of. Explain how the group you’ve identified exemplifies the central features of a group. Answer: A group can be defined as two or more people who interact with each other and are interdependent, in the sense that their needs and goals cause them to influence each other. [Students then will select a group to discuss. In order to receive full credit, they should discuss how this group of people: (1) interact with each other, and (2) are interdependent and influential.] Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

193.

There is a new student on campus who doesn’t know anyone yet. Why would you expect this student to join groups on campus (these could be groups of friends, clubs, or teams)? Also, which kinds of students would you expect in the composition of the groups this new student would join? Answer: The new student would join groups in order to fulfill their need to belong—the fundamental need to maintain stable relationships with others. The student may also join groups that are related to a part of their identity. For instance, if the student is a musician, they may seek to join a band. If the student enjoys soccer, they may join a soccer team, or find friends to play soccer with. The people in the groups the new student would join would likely be homogeneous. This is because of the social norms that groups expect their members to follow. Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

194.

Imagine you’re giving advice about the first year of college to a group of incoming students. Give them at least three reasons why people join groups, based on information in this chapter. Answer: Any of the following: (1) Groups fulfill basic human needs. (2) Groups gave our ancestors survival advantages. (3) Groups help us to get a sense of belonging along with establishing distinction from others. (4) Groups help define who we are. (5) Groups provide us with norms for our behavior. Learning Objective: 9.1 Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

195.

According to Robert Zajonc’s explanation of social facilitation, would you play pool better alone, or when others are observing you? Explain your answer. Answer: It all depends on how good a pool player you are or on how difficult the shot is. Social facilitation theory posits that the presence of other members of our species causes arousal, and that the arousal in turn facilitates good performance on easy or well-learned tasks, but impedes performance on difficult or not-so-welllearned tasks. If you are a good pool player, you would probably play better when others are observing you; if you are a poor pool player, the arousal caused by others’ presence would probably cause you to play worse than if you played alone. Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 48

Social facilitation and social loafing are two very different phenomena that occur in the presence of other people. When does each occur, and which factors determine whether performance is enhanced or diminished? Answer: To predict whether social facilitation or social loafing will occur, we first need to know whether individual performance will be evaluated. If it will be evaluated, social facilitation is likely to occur; if it will not be evaluated, social loafing will likely occur. To determine whether social facilitation and social loafing will increase or diminish performance, we need to know something about task difficulty. In social facilitation situations, performance on simple tasks is enhanced by the presence of others, whereas performance on complex tasks is diminished. In social loafing situations, just the opposite occurs; performance on complex tasks is enhanced by the presence of others, whereas performance on simple tasks is diminished. Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

197.

You will be working with a group of students on a class project soon, and your instructor lets you choose whom you would want in your group. Based on the established gender and cultural differences related to social loafing, whom would you most want in your group, and why? Answer: A good group would include women and students from collectivist cultures, such as Asia or South America. This is because women tend to have a more relational sense of interdependence, and are more likely than men to focus on what will benefit the group. People from collectivistic cultures also tend to behave in ways that benefit groups they belong to, which in turn makes them less likely to loaf. [Note that if students say, “Asian women” or “women from collectivist cultures,” this can be considered incorrect without the proper rationale. The effects of gender and culture are not additive. That is, women from collectivist cultures are not necessarily less likely to loaf than women from individualist cultures.] Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

198.

What is deindividuation and what does it lead to? Answer: Deindividuation is the reduction of the normal constraints on behavior when people can’t be identified, such as being part of a crowd, wearing a mask, or otherwise being stripped of their identity. This lessening of constraints leads to two consequences. First, when individuals become members of a crowd, they become relatively anonymous and are less likely to be singled out for their individual actions. A second consequence of deindividuation is that when people become part of a crowd, they are more likely to focus attention on other people and events and are therefore less likely to be self-aware; this lack of self-awareness means that individuals will be less likely to look inward, to their own values and standards, for guides to appropriate behavior. With these features in place, if the actions or norms of the crowd are destructive, deviant, or antisocial in some way, the deindividuation experienced by a person will likely lead that person to act in that same antisocial fashion. Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 199.

Compare and contrast deindividuation and social loafing. Answer: Deindividuation is the reduction of the normal constraints on behavior when people can’t be identified. Social loafing is the tendency for people to relax when they are in the presence of others and their individual performance cannot be evaluated. In both cases, individuation is concealed. However, social loafing isn’t typically associated with impulsive or antisocial behavior, whereas deindividuation often is. Deindividuation doesn’t always result in negative outcomes, but it is more often mentioned as a cause for a group situation that goes badly. Learning Objective: 9.2 Describe how individuals perform differently when others are around. Topic: Individual Behavior in a Group Setting Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

200.

Compare the great person theory of leadership with the contingency theory of leadership. With which theory would a social psychologist be most likely to agree? Answer: The great person theory of leadership maintains that there are certain key personality traits or characteristics (e.g., intelligence, motivation) that make a person a good leader, regardless of the kind of situation confronting the leader; in other words, this theory posits that situations do not make a difference in who is a good leader. The contingency theory of leadership maintains that what makes a good leader depends both on characteristics of the leader (i.e., being task-oriented versus relationship-oriented) and on the amount of control and influence the leader has over the group. Because the contingency theory takes into account both the person and the situation, most social psychologists prefer this theory. Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

201.

You work for a software manufacturer, and the supervisor of your division has just informed your work team that the new software designed to give people access to the internet keeps crashing. Your supervisor is under a deadline to detect the source of the problem and fix it, so he assigns you and four other employees to a “bug detector” group to find the problem and correct it. What will determine whether or not your group succeeds? Answer: How well your group accomplishes its mission hinges on how qualified the most expert and talented “bug detector” member is and on how well group members share information. If there is only one expert, the team will fulfill its mission providing that: (1) the expert is willing to share their information, (2) group members will acknowledge that person’s expertise, and (3) process loss doesn’t occur. To guard against process loss, the group should be sure to take sufficient time for the task within the constraints of the deadline. Further, the group should assign different tasks to different group members and encourage each member to share their unique information and perspective on the problem. Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

202.

You have agreed to lead a group of students who will advise the university president on a matter of great concern to students. More specifically, the president has asked you to come up with a way to encourage students to complete their undergraduate degrees in less than five years. A lot rides on your advice to the university president. Which strategies might you as a leader implement to prevent groupthink from causing you to make defective decisions in your group discussions? Answer: Your best bet is to address the antecedents of groupthink. Highly cohesive groups are more prone to Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 50

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition groupthink, so you might ask to choose the members of the student group, and make sure to choose people who don’t already know and like one another; this will reduce cohesiveness pressures a little. Isolated groups are more vulnerable, so you might invite “outsiders” with alternative points of view to participate in your discussions (such as the Director of Admissions or a representative from Student Life). Because groupthink is more likely in groups in which leaders are directive, you might wait until everyone else has spoken or made suggestions before you as the leader make your viewpoint known. Groups operating under high stress (caused by perceptions of outside threat or strict deadlines) can be vulnerable to groupthink; encourage members to take their time and to remember that there is no enemy in this situation. Finally, it is important for you as a leader to standardize methods for considering alternative points of view; you might appoint a series of “devil’s advocates” for each issue, and divide the group into subgroups who separately consider the issue and then bring their subgroup findings back to the larger group for consideration. Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 203.

What is group polarization? Make sure to describe the cognitive and motivational factors that contribute to group polarization. Answer: Group polarization is the tendency of groups to arrive at more extreme positions (either risky or conservative) than the initial inclinations of individual group members. According to the persuasive arguments interpretation (a cognitive perspective), polarization may occur because during discussions, individual members will provide arguments or information that other members may not have considered; when these arguments support individuals’ initial inclinations, they will become more extreme in their attitudes or recommendations. According to the social comparison alternative (a motivational perspective), individual group members will work to get a sense of how other group members are feeling, and in order to be liked, they will take a position similar to that of others, only a little more extreme. Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

204.

Describe the consequences of the “double bind” of conflicting social-role demands that can make it difficult for women to be successful as leaders. Answer: Research has identified two forms of prejudice against women as leaders. First, women who act in a manner consistent with their gender role (in a communal, warm, sensitive fashion) are seen as having low leadership potential; second, women who do become leaders and act in an agentic, forceful manner are castigated for not “acting like a woman should” (particularly when it is men doing the evaluating). Thus, in terms of acting in a dominant, assertive fashion, women may be “damned if they do and damned if they don’t.” This double bind may account for the relatively low numbers of women in top leadership positions. Fortunately, there is evidence that prejudice toward women as leaders may be decreasing over time. The increased likelihood that women will be called in to lead during crisis situations also sets up a glass cliff for women, whereby they are more likely to fail as leaders. Leaders who are put in charge of crisis situations are more likely to fail than other leaders, and if women are disproportionately put into such positions, this creates an unfair cost to women who do manage to break through the glass ceiling. Learning Objective: 9.3 Compare the decision-making outcomes of individuals versus groups, and explain the impact of leadership in group outcomes. Topic: Group Decisions: Are Two (or More) Heads Better Than One? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

205.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition dilemmas can be resolved. Answer: A social dilemma is a conflict in which the most beneficial action for an individual will, if chosen by most people, have harmful effects for everyone. A specific example includes the “prisoner’s dilemma,” a laboratory game in which there are incentives for individuals to both cooperate and compete with each other. The key to resolving social dilemmas is cooperation. One way to increase cooperation in the “prisoner’s dilemma” is to use the tit-for-tat strategy, in which a person at first acts cooperatively and then responds in the way that the partner did on the previous trial. Another way to increase cooperation is to allow two individuals rather than two groups to attempt to resolve the conflict, because people find it easier to trust individuals than groups. Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 206.

What is negotiation? What are integrative solutions? Which factors work against integrative solutions when opponents negotiate? Answer: Negotiation is a form of communication between opponents in which offers and counteroffers are made; negotiation is defined as successful when the opponents reach a solution acceptable to both parties. One result of negotiations is often an integrative solution. An integrative solution is one in which opponents make trade-offs on issues based on their different interests; such solutions involve opponents conceding the most on issues that are relatively unimportant to them but that are important to their opponents. Among the threats to achieving integrative solutions are biased perceptions of opponents, mistrust of opponents’ proposals, and failure to discover opponents’ true interests. Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

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You are having a conflict with your neighbor because he has a tendency to blast loud, annoying music at 5:00 a.m. while you are trying to sleep. Your neighbor claims that he is doing this in retaliation for the loud music you occasionally play at 1:00 a.m. How effective would it be to use threats on your neighbor to resolve the problem? In communicating with your neighbor, what would be most important to promote in order to resolve the conflict? Answer: It would not be very effective to use threats to resolve the conflict. In fact, research evidence indicates that, if anything, using threats would escalate the conflict, and the situation would become more hostile. In communicating with your neighbor, be sure to start promoting trust between the two of you. After each person trusts that the other won’t be blasting music at inappropriate hours, the first steps will have been taken to resolve the conflict. From there you can negotiate some kind of “settlement,” such that each of you agree to turn off your stereos at 10:00 pm each night, or that your neighbor can blast Morbid Angel through midnight every other Friday, while you blast Thergothon every other Saturday. Learning Objective: 9.4 Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict and Cooperation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 9.1: What Is a Group? EOM_Q9.1.1 Which of the following is not an example of a group? a) Six students studying together for an exam Consider This: A group requires two or more people and some form of interdependence. LO 9.1: Explain what groups are and why people join them. b) The 12-person cast of a musical theater production Consider This: A group requires two or more people and some form of interdependence. LO 9.1: Explain what groups are and why people join them. c) A four-person work team collaborating on a project via Zoom Consider This: A group requires two or more people and some form of interdependence. LO 9.1: Explain what groups are and why people join them. d) Seven commuters waiting together silently at a bus stop Answer: d Learning Objective: LO 9.1: Explain what groups are and why people join them. Topic: What Is a Group? Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q9.1.2 One reason people join groups is to __________. a) avoid having to deal with normative social influence Consider This: Social norms and roles are powerful determinants of people’s behavior in groups. LO 9.1: Explain what groups are and why people join them. b) accomplish objectives that are more difficult or impossible to accomplish alone c) decrease their cohesiveness Consider This: Social norms and roles are powerful determinants of people’s behavior in groups. LO 9.1: Explain what groups are and why people join them. d) avoid well-defined social roles Consider This: Social norms and roles are powerful determinants of people’s behavior in groups. LO 9.1: Explain what groups are and why people join them. Answer: b Learning Objective: LO 9.1: Explain what groups are and why people join them. Topic: Joining Groups Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q9.1.3 Group cohesiveness is particularly important for a group when __________. a) the group has formed for primarily social reasons b) the group’s primary objective is problem solving Consider This: Cohesiveness refers to qualities of a group that bind individuals together and promote mutual liking. LO 9.1: Explain what groups are and why people join them. c) the group is diverse in terms of gender but not when it is diverse in terms of race Consider This: Cohesiveness refers to qualities of a group that bind individuals together and promote mutual liking. LO 9.1: Explain what groups are and why people join them. d) financial decision making is involved Consider This: Cohesiveness refers to qualities of a group that bind individuals together and promote mutual liking. LO 9.1: Explain what groups are and why people join them. Answer: a Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 53

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: LO 9.1: Explain what groups are and why people join them. Topic: Group Cohesiveness Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q9.1.4 From an evolutionary perspective, groups __________. a) are more productive when they have two or three members as opposed to when they are larger Consider This: In our evolutionary past, individuals who bonded together were better able to find food, mate, and survive. LO 9.1: Explain what groups are and why people join them. b) help fulfill a basic human need to affiliate and belong with others c) often lead to immoral behavior, such as that observed among people who cover up wrongdoing Consider This: In our evolutionary past, individuals who bonded together were better able to find food, mate, and survive. LO 9.1: Explain what groups are and why people join them. d) are better able than individuals to avoid the influence of social norms Consider This: In our evolutionary past, individuals who bonded together were better able to find food, mate, and survive. LO 9.1: Explain what groups are and why people join them. Answer: b Learning Objective: LO 9.1: Explain what groups are and why people join them. Topic: Evolution and Groups Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q9.1.5 With the redistricting of the school system, Coach Taylor’s football team for the upcoming season is more diverse than usual, with kids from a wide range of backgrounds, including socioeconomic status, race/ethnicity, family status, sexual orientation, and even football experience. Research suggests which of the following conclusions regarding a diverse group such as this? a) His team will definitely win more games than will less diverse teams. Consider This: The effects of diversity can be different for cohesion versus performance, and they also evolve over time as a group gains experience interacting. LO 9.1: Explain what groups are and why people join them. b) His team will likely experience deficits in performance, creativity, and problem solving when compared to less diverse teams. Consider This: The effects of diversity can be different for cohesion versus performance, and they also evolve over time as a group gains experience interacting. LO 9.1: Explain what groups are and why people join them. c) His team is likely to experience threats to morale and group cohesion, but these challenges will probably lessen as the season goes on. d) His team will avoid relying on clear social roles. Consider This: The effects of diversity can be different for cohesion versus performance, and they also evolve over time as a group gains experience interacting. LO 9.1: Explain what groups are and why people join them. Answer: c Learning Objective: LO 9.1: Explain what groups are and why people join them. Topic: Diversity Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 9.2: Individual Behavior in a Group Setting EOM_Q9.2.1 The concept of social facilitation is so named because of the idea that when the presence of others is arousing, __________. a) this arousal facilitates better task performance Consider This: Social facilitation predicts that the presence of others can either boost or impair performance, depending on the specific task. LO 9.2: Describe how individuals perform differently when others are around. b) this arousal facilitates a well-learned, dominant response c) hard tasks are facilitated, but easy tasks are impeded Consider This: Social facilitation predicts that the presence of others can either boost or impair performance, depending on the specific task. LO 9.2: Describe how individuals perform differently when others are around. d) deindividuation is facilitated Consider This: Social facilitation predicts that the presence of others can either boost or impair performance, depending on the specific task. LO 9.2: Describe how individuals perform differently when others are around. Answer: b Learning Objective: LO 9.2: Describe how individuals perform differently when others are around. Topic: Social Facilitation Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q9.2.2 Which of the following is not an explanation for why the presence of other people can be arousing? a) The presence of other people is distracting and causes conflict, as individuals have to decide what they should pay attention to. Consider This: Social facilitation applies to situations in which an individual’s performance is easily identifiable. LO 9.2: Describe how individuals perform differently when others are around. b) When other people are around, an individual has to be on alert in anticipation of what might happen next. Consider This: Social facilitation applies to situations in which an individual’s performance is easily identifiable. LO 9.2: Describe how individuals perform differently when others are around. c) When other people are around, individuals become more concerned about how they are being evaluated. Consider This: Social facilitation applies to situations in which an individual’s performance is easily identifiable. LO 9.2: Describe how individuals perform differently when others are around. d) Having other people around makes an individual feel less accountable for their own actions. Answer: d Learning Objective: LO 9.2: Describe how individuals perform differently when others are around. Topic: Social Facilitation Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q9.2.3 Your social psychology professor calls you up to the front of the classroom and asks you to answer a series of courserelated questions out loud. Even though you feel the eyes of your classmates on you, you find the questions to be easy. According to the model of __________, you should perform __________ on these questions than you would have if you had been asked them in private, without an audience. a) social facilitation; worse Consider This: The key to whether the social facilitation or the loafing model applies is the question of whether an individual’s performance is readily identifiable and noticeable. LO 9.2: Describe how individuals perform differently when others are around. b) social facilitation; better c) social loafing; worse Consider This: The key to whether the social facilitation or the loafing model applies is the question of whether an individual’s performance is readily identifiable and noticeable. LO 9.2: Describe how individuals perform differently when others are around. d) social loafing; better Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 55

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: The key to whether the social facilitation or the loafing model applies is the question of whether an individual’s performance is readily identifiable and noticeable. LO 9.2: Describe how individuals perform differently when others are around. Answer: b Learning Objective: LO 9.2: Describe how individuals perform differently when others are around. Topic: Social Facilitation and Loafing Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q9.2.4 Which of the following individuals would you expect to be most likely to engage in social loafing? a) Serena, an American woman Consider This: Research indicates that social loafing is more prevalent among individuals in “Western” cultures. LO 9.2: Describe how individuals perform differently when others are around. b) Li, a Chinese woman Consider This: Research indicates that social loafing is more prevalent among individuals in “Western” cultures. LO 9.2: Describe how individuals perform differently when others are around. c) Andy, a British man d) Kei, a Japanese man Consider This: Research indicates that social loafing is more prevalent among individuals in “Western” cultures. LO 9.2: Describe how individuals perform differently when others are around. Answer: c Learning Objective: LO 9.2: Describe how individuals perform differently when others are around. Topic: Social Loafing Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q9.2.5 Individuals experiencing deindividuation __________. a) feel increasingly accountable for their actions Consider This: One modern example of deindividuation is the obscene and abusive nature of some internet comments (e.g., “trolling”). LO 9.2: Describe how individuals perform differently when others are around. b) exhibit greater conformity to specific group norms c) are less likely to engage in destructive or immoral behavior Consider This: One modern example of deindividuation is the obscene and abusive nature of some internet comments (e.g., “trolling”). LO 9.2: Describe how individuals perform differently when others are around. d) are unlikely to experience this feeling online, as deindividuation is much less common in virtual environments Consider This: One modern example of deindividuation is the obscene and abusive nature of some internet comments (e.g., “trolling”). LO 9.2: Describe how individuals perform differently when others are around. Answer: b Learning Objective: LO 9.2: Describe how individuals perform differently when others are around. Topic: Deindividuation Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 9.3: Group Decisions: Are Two (or More) Heads Better Than One? EOM_Q9.3.1 Which of the following is not an example of process loss? A) Transactive memory b) Group polarization Consider This: Process loss is an aspect of group interaction that inhibits effective problem solving. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. c) Failure to share uniquely held information Consider This: Process loss is an aspect of group interaction that inhibits effective problem solving. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. d) Groupthink Consider This: Process loss is an aspect of group interaction that inhibits effective problem solving. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Answer: a Learning Objective: LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Topic: Process Loss Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q9.3.2 One step that can be taken to reduce the likelihood of groupthink is __________. a) putting in place a strong, directive group leader Consider This: Groupthink can emerge when a group prioritizes agreement and cohesion over thorough and sometimes contentious decision making. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. b) taking group votes aloud rather than relying on secret ballot or other anonymous methods Consider This: Groupthink can emerge when a group prioritizes agreement and cohesion over thorough and sometimes contentious decision making. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. c) creating subgroups that meet on their own first before reconvening and sharing the content of their discussions with the group at large d) emphasizing the importance of being unanimous Consider This: Groupthink can emerge when a group prioritizes agreement and cohesion over thorough and sometimes contentious decision making. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Answer: c Learning Objective: LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Topic: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q9.3.3 Walt, Jesse, Mike, and Gus are business partners trying to decide whether they should invest in a risky new direction for their company. Jesse gets the feeling that his partners are leaning toward the risky option. In order to convince his partners that he is a valued member of the company and a “good” group member, Jesse speaks up in strong, public terms in favor of the risky decision, and he leaves the meeting even more convinced than he was before that they should take the risk. Jesse’s personal shift in the risky direction illustrates the __________ explanation for group polarization. a) social comparison b) counterattitudinal Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 57

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: Both informational and normative social influence explanations help account for group polarization. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. c) persuasive argument Consider This: Both informational and normative social influence explanations help account for group polarization. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. d) social facilitation Consider This: Both informational and normative social influence explanations help account for group polarization. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Answer: a Learning Objective: LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Topic: Group Polarization Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q9.3.4 Research on personality type and leadership indicates that __________. a) the great person theory is the best explanation for leadership success Consider This: As is often the case in social psychology, research findings indicate that personality characteristics alone are not sufficient to explain effective leadership. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. b) people of all different personality types can become successful leaders c) the most successful U.S. presidents (as rated by historians) tended to share major personality traits such as extraversion, openness to new experience, and empathy Consider This: As is often the case in social psychology, research findings indicate that personality characteristics alone are not sufficient to explain effective leadership. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. d) most successful leaders embrace agentic traits but avoid communal traits Consider This: As is often the case in social psychology, research findings indicate that personality characteristics alone are not sufficient to explain effective leadership. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Answer: b Learning Objective: LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Topic: Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q9.3.5 A __________ leader is one who sets clear, short-term goals and rewards people for meeting them. a) contingent Consider This: In contrast, transformational leaders tend to inspire followers to focus on common, long-term goals. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. b) transformational Consider This: In contrast, transformational leaders tend to inspire followers to focus on common, long-term goals. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. c) communal Consider This: In contrast, transformational leaders tend to inspire followers to focus on common, long-term goals. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 58

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d) transactional Answer: d Learning Objective: LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Topic: Leadership Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 9.4: Conflict and Cooperation EOM_Q9.4.1 When it comes to social dilemmas, __________. a) an individual who adopts a cooperative strategy will always be more profitable than one who is selfish Consider This: The “dilemma” in social dilemma refers to the idea that the interests of the individual and group are often pitted against one another. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. b) the most beneficial course of action for an individual will, if chosen by most people, be harmful to all in the long run c) one side always has to win, and one side always has to lose Consider This: The “dilemma” in social dilemma refers to the idea that the interests of the individual and group are often pitted against one another. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. d) laboratory studies cannot be useful in understanding the escalation and persistence of group conflicts Consider This: The “dilemma” in social dilemma refers to the idea that the interests of the individual and group are often pitted against one another. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Answer: b Learning Objective: LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Social Dilemmas Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q9.4.2 Consider the prisoner’s dilemma. You will receive the worst possible outcome for yourself as an individual if __________. a) you are cooperative and so is your partner Consider This: Here, the “dilemma” refers to the idea that you could be taken advantage of if you are cooperative but cannot trust your partner. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. b) you are cooperative but your partner is selfish c) you are selfish and so is your partner Consider This: Here, the “dilemma” refers to the idea that you could be taken advantage of if you are cooperative but cannot trust your partner. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. d) you are selfish but your partner is cooperative Consider This: Here, the “dilemma” refers to the idea that you could be taken advantage of if you are cooperative but cannot trust your partner. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Answer: b Learning Objective: LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Prisoner’s Dilemma Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q9.4.3 Two fishing companies, Hufflepuff and Ravenclaw, use the same body of water to catch fish. Both companies are considering building dams that would allow them to cut off the water supply and prevent the other company from fishing. Research on the power of threats indicates that if both companies build a dam and gain the ability to prevent the other from fishing, __________. a) conflict will decrease because each side has equal threat capacity

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: Just because each side has equal ability to threaten does not ensure increased cooperation. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. b) conflict will increase because each side has equal threat capacity c) conflict will increase slightly, but not as much as it would if only one side built a dam and had threat capacity Consider This: Just because each side has equal ability to threaten does not ensure increased cooperation. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. d) conflict will increase, but only if communication between the two companies is prevented Consider This: Just because each side has equal ability to threaten does not ensure increased cooperation. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Answer: b Learning Objective: LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Threat and Conflict Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q9.4.4 A(n) __________ solution is an outcome to a negotiation in which each side concedes on issues that are unimportant to it but are important to the other side. a) tit-for-tat Consider This: One of the biggest obstacles to successful negotiation is failing to reconcile the differences in what each side’s true priorities are. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. b) transactive Consider This: One of the biggest obstacles to successful negotiation is failing to reconcile the differences in what each side’s true priorities are. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. c) integrative d) communal Consider This: One of the biggest obstacles to successful negotiation is failing to reconcile the differences in what each side’s true priorities are. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Answer: c Learning Objective: LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Negotiation Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q9.4.5 According to Sigmund Freud, __________ is an inevitable by-product of civilization. a) negotiation Consider This: Freud based this argument on the observation that the needs of individuals often clash with the needs of their fellow human beings. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. b) cooperation Consider This: Freud based this argument on the observation that the needs of individuals often clash with the needs of their fellow human beings. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. c) conflict d) psychology Consider This: Freud based this argument on the observation that the needs of individuals often clash with the needs of their fellow human beings. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Answer: c Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 61

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Conflict Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Chapter 9 Quiz: Group Processes: Influence in Social Groups EOC_Q9.1 Why are groups often homogeneous (comprised of members who are alike in age, sex, beliefs, and opinions)? a) People who are already similar to each tend to be drawn to joining the same groups. b) Evolutionary pressures caused people with similar genes to join groups and people with dissimilar genes to avoid each other. Consider This: We tend to be attracted to others with whom we share attitudes. LO 9.1: Explain what groups are and why people join them. c) Groups are more productive when they are homogeneous. Consider This: We tend to be attracted to others with whom we share attitudes. LO 9.1: Explain what groups are and why people join them. d) Social loafing prevents us from seeking out new people and experiences. Consider This: We tend to be attracted to others with whom we share attitudes. LO 9.1: Explain what groups are and why people join them. Answer: a Learning Objective: LO 9.1: Explain what groups are and why people join them. Topic: Group Composition Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q9.2 Group cohesiveness is best defined as __________. a) shared expectations in a group about how people are supposed to behave Consider This: When a group is cohesive, members tend to stay in it and actively try to recruit new members. LO 9.1: Explain what groups are and why people join them. b) qualities that bind members together and promote liking between members c) expectations about the roles and behaviors of men and women Consider This: When a group is cohesive, members tend to stay in it and actively try to recruit new members. LO 9.1: Explain what groups are and why people join them. d) the tendency for people to do better on simple tasks and worse on complex tasks in the presence of others Consider This: When a group is cohesive, members tend to stay in it and actively try to recruit new members. LO 9.1: Explain what groups are and why people join them. Answer: b Learning Objective: LO 9.1: Explain what groups are and why people join them. Topic: Group Cohesiveness Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q9.3 You are trying to decide whether to take a test in a lecture hall where you will be surrounded by lots of other people or in a room by yourself. Assuming that you have studied well for the test and find the material to be easy, you will perform best on the test in the __________ because it will result in __________. a) room by yourself; social loafing Consider This: When you take a test, your individual performance is easily identifiable. LO 9.2: Describe how individuals perform differently when others are around. b) room by yourself; social facilitation Consider This: When you take a test, your individual performance is easily identifiable. LO 9.2: Describe how individuals perform differently when others are around. c) lecture hall; social loafing Consider This: When you take a test, your individual performance is easily identifiable. LO 9.2: Describe how individuals perform differently when others are around. d) lecture hall; social facilitation Answer: d Learning Objective: LO 9.2: Describe how individuals perform differently when others are around. Topic: Social Facilitation Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 63

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q9.4 The tendency to engage in social loafing is stronger in __________; it is also stronger in __________. a) men than women; Asian cultures than Western cultures Consider This: An interdependent view of the self seems to predict a reduced likelihood of social loafing. LO 9.2: Describe how individuals perform differently when others are around. b) women than men; Asian cultures than Western cultures Consider This: An interdependent view of the self seems to predict a reduced likelihood of social loafing. LO 9.2: Describe how individuals perform differently when others are around. c) men than women; Western cultures than Asian cultures d) women than men; Western cultures than Asian cultures Consider This: An interdependent view of the self seems to predict a reduced likelihood of social loafing. LO 9.2: Describe how individuals perform differently when others are around. Answer: c Learning Objective: LO 9.2: Describe how individuals perform differently when others are around. Topic: Social Loafing Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q9.5 On his way back from class, Sanjeev encounters an angry mob ready to storm the dining hall to demand better food. Sanjeev likes the food as it is and wants to stop the mob. What would be the most effective solution? a) Increasing group cohesiveness by inviting the entire mob to his house for tea Consider This: One way to combat deindividuation and the mob mentality is to remind people of their individual accountability. LO 9.2: Describe how individuals perform differently when others are around. b) Passing out blue shirts for everyone to wear Consider This: One way to combat deindividuation and the mob mentality is to remind people of their individual accountability. LO 9.2: Describe how individuals perform differently when others are around. c) Reducing process loss in the group by making sure that its most expert members have the most influence Consider This: One way to combat deindividuation and the mob mentality is to remind people of their individual accountability. LO 9.2: Describe how individuals perform differently when others are around. d) Finding a friend in the group, calling out their name, and talking to them loudly in front of everyone Answer: d Learning Objective: LO 9.2: Describe how individuals perform differently when others are around. Topic: Deindividuation Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q9.6 Four psychology students working on a group project together are trying to figure out how they should avoid groupthink when making decisions about their project. Which of these ideas would be the least helpful? a) Bonding by going to see a movie together before starting the project b) Assigning each group member to be responsible for a different chapter in their textbook so that they cover all the details Consider This: Research about groupthink demonstrates that the factors that lead us to feel good about a group are not always the same ones that improve group performance. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. c) Having a student who is not in their group review the project Consider This: Research about groupthink demonstrates that the factors that lead us to feel good about a group are not always the same ones that improve group performance. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. d) Designating a leader to oversee the project, one who is nondirective and encourages people to give honest feedback Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 64

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: Research about groupthink demonstrates that the factors that lead us to feel good about a group are not always the same ones that improve group performance. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Answer: a Learning Objective: LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Topic: Groupthink Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q9.7 Jim and Pam, a married couple, are buying a house and have narrowed their choice down to two options. Jim remembers that one house had a beautiful kitchen; Pam, however, remembers that there were roaches in the broom closet. By sharing this information with each other, Pam and Jim are using __________ to avoid __________. a) mindguards; groupthink Consider This: When people do not have specialized assignments, a group’s memory is often no better than that of its individual members. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. b) social roles; deindividuation Consider This: When people do not have specialized assignments, a group’s memory is often no better than that of its individual members. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. c) transactive memory; process loss d) subgroups; group polarization Consider This: When people do not have specialized assignments, a group’s memory is often no better than that of its individual members. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Answer: c Learning Objective: LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Topic: Process Loss Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q9.8 Which of the following is most likely to lead to process loss in a committee? a) All members of the committee listen carefully to each other’s opinions. Consider This: Research demonstrates that the factors that lead to “smooth” or enjoyable group interaction are not always the same ones that improve group performance. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. b) The committee members are good friends and have known each other for years. c) Individual committee members share information that others lack. Consider This: Research demonstrates that the factors that lead to “smooth” or enjoyable group interaction are not always the same ones that improve group performance. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. d) The most competent member on any given topic feels free to speak up. Consider This: Research demonstrates that the factors that lead to “smooth” or enjoyable group interaction are not always the same ones that improve group performance. LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Answer: b Learning Objective: LO 9.3: Compare the decision-making outcomes of individuals versus groups and explain the impact of leadership in group outcomes. Topic: Process Loss Difficulty Level: Difficult Skill Level: Apply What You Know Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 65

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition EOC_Q9.9 Which of the following is true about research on leadership? a) Female leaders are more likely than male leaders to be put in precarious, high-risk positions where it is difficult to succeed. b) The best leaders are just born that way. Consider This: As with much of social perception, impressions of leaders vary by culture and are influenced by stereotype. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. c) People in all cultures value the same traits in leaders. Consider This: As with much of social perception, impressions of leaders vary by culture and are influenced by stereotype. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. d) If a woman succeeds in becoming a leader of an organization and acts in an agentic way, she is evaluated in the same way that male leaders are. Consider This: As with much of social perception, impressions of leaders vary by culture and are influenced by stereotype. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Answer: a Learning Objective: LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q9.10 When is communication most effective for resolving conflict? a) When people communicate through electronic means (e.g., over email) Consider This: It is sometimes difficult for the parties involved in a conflict to step back and recognize shared interests. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. b) When it is required Consider This: It is sometimes difficult for the parties involved in a conflict to step back and recognize shared interests. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. c) When the stakes are high and both sides of a conflict have the ability to issue threats Consider This: It is sometimes difficult for the parties involved in a conflict to step back and recognize shared interests. LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. d) When a mediator is used Answer: d Learning Objective: LO 9.4: Summarize the factors that determine whether individual and group conflict will escalate or be resolved. Topic: Communication and Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 10 Attraction and Relationships: From Initial Impressions to Long-Term Intimacy Total Assessment Guide (TAG) Topic Introduction

Question Type Multiple Choice

Remember the Facts

Understand the Concepts

Apply What You Know

Analyze It

Essay

What Predicts Attraction?

Multiple Choice

3, 4, 6, 9, 12, 17, 24, 28, 36, 37, 39, 41, 42, 44, 45, 46, 50, 53, 55, 57, 60, 61, 64, 68, 69, 70, 74, 78, 79, 80, 81, 82

Essay Making Connections in the Age of Technology

Love and Close Relationships

Multiple Choice

88, 89, 92, 93, 94, 97, 98, 99, 100, 102

2, 7, 11, 13, 15, 16, 19, 21, 22, 26, 27, 29, 34, 43, 47, 54, 62, 63, 66 185

86, 91, 95, 96

87, 101

103, 104, 106, 107, 109, 111, 112, 118, 125, 126, 133, 141

105, 108, 113, 115, 120, 122, 124, 127, 129, 130, 131, 132, 134, 135, 136, 137, 142

191, 192, 193, 196, 197, 198

199

145, 151, 152, 153, 154, 161, 162, 163, 169, 171, 172, 174, 180, 182

144, 148, 149, 155, 157, 165, 166, 167, 168, 173, 176, 178, 179, 181

200

201

Essay

Multiple Choice

110, 114, 116, 117, 119, 121, 123, 128, 138, 139

Essay

Assessing Relationships: Satisfaction and Breaking Up

5, 8, 10, 14, 18, 20, 23, 25, 30, 31, 32, 33, 35, 38, 40, 48, 49, 50, 52, 56, 58, 59, 65, 67, 71, 72, 73, 75, 76, 77, 83, 84, 85 183, 184, 187, 188, 189

Multiple Choice

Essay

143, 146, 147, 150, 156, 158, 159, 160, 164, 170, 175, 177

190, 194, 195

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 10 Attraction and Relationships From Initial Impressions to Long-Term Intimacy _________________________________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

The introduction to Chapter 10 discusses some assumptions we make about women, men, and relationships that are not true. Which age-old adage has been shown by research to be wrong? a. Birds of a feather flock together. b. Absence makes the heart grow fonder. c. Opposites attract. d. Love will find a way. Answer: C 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.

Leandro tends to be happy when in relationships with others. However, right now, he’s away from home and the absence of meaningful relationships is leading to __________. a. being more productive at work b. feeling even greater happiness from material objects c. feelings of loneliness, hopelessness, and helplessness d. experiencing hallucinations Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Arthur Aron has proposed that a central human motivation is __________. a. self-esteem b. self-absorption c. self-expansion d. self-reliance Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Self-expansion refers to a desire to __________. a. overlap or blend with another person, so that you have access to that person’s knowledge, insights, and experience b. continue your education to support your future career goals c. broaden your beliefs by visiting with others who don’t share your current belief system 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. gain many friends to build a good support system Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Propinquity is MOST similar to which concept? a. physical closeness b. similarity c. attractiveness d. communality Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Leon Festinger, Stanley Schachter, and Kurt Back traced friendship formations among couples in an apartment complex at the Massachusetts Institute of Technology (MIT). They found that residents were most likely to be friends with people __________. a. similar to them b. of the same gender c. who lived closer to them d. whom their partners befriended first Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Pierre is about to start a new job. Given that he wants to make lots of new friends, he should choose the office that is located __________. a. by the vending machines b. in the far corner c. in the basement, away from the other offices d. at the far end of the hall Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which adage most directly contradicts research findings on the propinquity effect? a. Familiarity breeds contempt. b. You never get a second chance to make a good first impression. c. Birds of a feather flock together. d. Opposites attract. Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 9.

Video chatting, e-mail, and texting may influence interpersonal relationships because they increase the __________ of people even if they do not affect their physical proximity. a. propinquity b. similarity c. reciprocal liking d. social exchange Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Distance is to __________ as familiarity is to __________. a. the propinquity effect; opposites attract b. functional distance; complementary attraction c. the propinquity effect; the mere exposure effect d. romantic love; the mere exposure effect Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Ruthie and Ernesto are in the same accounting class, they live in the same wing of their dormitory, and they usually both study at the campus coffeehouse in the morning before class. Over time, Ruthie and Ernesto become attracted to each other. Which force is most likely at work here? a. complementarity b. propinquity c. reciprocal liking d. similarity Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

What is “functional distance” to a social psychologist? a. It is the distance between you and your best friend. b. It is an aspect of architectural design that determines which people you see most often. c. It is a measure of how close you feel to your family and friends. d. It is the distance between your home and your job. It defines how many people you are likely to see on your way to work. Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

If an architect were to capitalize on functional distance, and design an apartment building in which all tenants had an equal chance of taking advantage of the propinquity effect, the building would have which of the following features? a. a long hallway, with apartments separated by large spaces 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. a U-shaped hallway c. It would be circular, with elevators, laundry facilities, and mailboxes equidistant from all tenants. d. It would be in a straight line, with mailboxes at one end and elevators at the other end. Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

When Leon Festinger and his colleagues studied friendship patterns among married couples in an apartment complex at the Massachusetts Institute of Technology (MIT), they found that people who lived at the foot of the stairs or near mailboxes had more friends on upper floors than did other people who lived on the first floor. This illustrates the power of __________ to influence friendship patterns. a. physical distance b. functional distance c. similarity d. movement patterns Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Arlene finds that even though she sat in the opposite corner of the classroom from Ronda during the entire term of their chemistry class, when they bump into each other at a party, she seems to like Ronda more than the strangers around. This is best explained by ____________. a. the mere exposure effect b. functional distance c. the propinquity effect d. similarity Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Lemmy is looking at new cars. Each one he sees has a certain trim detail across the hood which he somewhat likes at the start of the day. At the end of the day, and fifteen cars later, he really likes the detail. His opinion is influenced by the __________. a. similarity effect b. mere exposure effect c. familiarity effect d. proximity effect Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

You are strongly attracted to Mario, and you very much want him to like you, too, but you’re afraid that if you open your mouth, he won’t like you. If you’re too nervous to interact with Mario, you can take advantage of the mere exposure effect and __________. a. “accidentally” bump into him when you stand in line to buy coffee b. frequent the same coffee shop that he goes to, making sure that he sees you every day c. ask a friend to point you out the next time you happen to be in the same coffee shop 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. expose your worst features first, and your strongest features later Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Moreland and Beach (1992) had a confederate attend large university classes for a systematically varied number of class sessions. She attended some classes a few times and other classes many more times. In keeping with the research on the mere exposure effect presented in the text, when unsuspecting students in those classes were later shown photos of the confederate, when would they have liked her best? When she had __________. a. worn their school colors to all the classes b. challenged the professor c. attended more classes d. attended class only a few times Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The mere exposure effect would predict that __________ . a. English speakers should prefer the letter “E” to the letter “X” b. one instance of public exposure is enough to ruin a relationship for good c. people will like a photo of their own face more than they will like a mirror image of their face d. people can tell if they have seen a stimulus even if they can’t tell how much they like the stimulus Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Consider the following piece of folk wisdom: “Opposites attract.” The social-psychological concept of __________ is most closely related to this truism. a. similarity b. complementarity c. reciprocity d. correspondence Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

You attend a party even though you dislike meeting new people and tend to be very shy. While there, you approach a young woman who is standing alone in the corner trying not to make eye contact with anyone. You begin talking to her about how you dislike the discomfort of meeting new people and that parties drain your energy. She totally agrees with everything you say, confirming that you both see eye-to-eye on a lot. You find, at the end of the evening that you like this young woman. According to social psychologists, why is this so? a. You both are alone, and that is an attractive quality in people. b. We tend to like people who share our own attitudes. c. We tend to like people who can play the devil’s advocate to our ideas and attitudes. 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. We tend to like people that we have never seen before, so we have no preconceived notions about them. Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

Shakim is outgoing, an extrovert, and confident in who she is. She will most likely be attracted to __________. a. someone who is stoic b. someone who is emotional and easily swayed in their beliefs c. someone who is introverted and still questions where they are going in their life d. the young woman who lives next door, who is strong and confident as well Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

The greatest amount of research supports the notion of __________ over the notion of __________. a. complementarity; similarity b. propinquity; similarity c. similarity; complementarity d. mere exposure; similarity Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

When Ted Newcomb randomly assigned students at the University of Michigan to be roommates at the start of the school year, he found that __________ and __________ were powerful predictors of who would become friends. a. demographic similarity; physical attractiveness b. demographic similarity; attitude similarity c. attitude similarity; physical attractiveness d. physical attractiveness; the number of friends in common Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Myron asks his professor to summarize, in one concise statement, the vast majority of research evidence on interpersonal attraction. How should the professor respond? a. “Quoth the raven: ‘Nevermore’.” b. “Birds of a feather flock together.” c. “It takes one to know one.” d. “Beauty is skin deep.” Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 26.

Based on research investigating similarity and liking, who would Russ (a liberal philosophy major) be most likely to become friends with? a. George, a conservative accounting major b. Trisha, a college Democrat and philosophy major c. Armand, a registered Independent and biology major d. Wilhelmina, a conservative religion major Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Both Jacques and Brittany find themselves in traffic court to testify about being rear-ended by another driver. Both were physically okay, but both now have anxious reactions when a traffic light changes and they must stop more quickly than usual. How might this shared experience impact their relationship? a. They will be less attracted to each other because they are each a reminder of a terrible experience. b. They will be more attracted to each other because they share this experience. c. They will be less attracted to each other because they are both emotionally unstable from the experience. d. They will be more attracted to each other because they both know there will be a large financial settlement from the accident and they could share that settlement. Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

Researchers studied the influence of academic tracking (grouping students by academic ability) on friendship formation. They discovered that tracking fostered __________, which in turn increased the __________ of students “tracked” together. a. communication; equity b. propinquity; similarity c. reciprocal liking; propinquity d. social exchange; reciprocal liking Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Based on research investigating attraction, whom is Benjamin going to sit closest to in the library? Benjamin is wearing glasses, a university sweatshirt, and is moderately attractive. a. Hallie, a very attractive cheerleader dressed in her uniform b. Wendy, a somewhat attractive sophomore wearing glasses c. Sienna, a somewhat unattractive art student wearing tie-dyed lounge pants d. Ava, a very attractive business major in a suit Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 30.

Researchers studied physical similarity and seating choice. When providing participants with a chair and with someone similar to them or dissimilar to them, which result occurred? a. Participants sat farther away from a confederate when the confederate was similar in appearance to them. b. Participants sat closer to a confederate when the confederate was similar in appearance to them. c. Participants used the classic measure of personal space for placing their chairs next to the unknown confederate. d. Participants allowed researchers to select the placement of their chair in all conditions. Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

In research on the contribution of genetics and relationships, which summary best characterizes the conclusions drawn by researchers? a. People who share more DNA are more likely to be friends. b. People who share little DNA are more likely to be friends. c. Shared DNA is only common in close, intimate relationships. d. It was clear that DNA drives our attraction to others for both friends and romantic relationships. Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

How does shared DNA play a role in relationships? a. Genetically similar individuals often end up doing the same thing at the same time in the same place. b. Genetically dissimilar individuals are drawn together as though their genetics need to be complementary for a relationship to form. c. Genetically dissimilar individuals are evolutionarily drawn to each other to expand the gene pool. d. Shared DNA does not play a role in relationship formation. Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

In romantic relationships, when would similarity with your partner be the LEAST important? a. if your partner is from a collectivist culture b. if you are just looking for a “fling” c. if you are high-skilled interpersonally d. if you are seeking a committed relationship Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Nunzio is just looking for a romantic fling, nothing serious. If Nunzio would describe himself as a preppy, conservative Protestant, whom would he be more likely to choose for a short-term, sexual relationship? a. Linda, the daughter of his minister b. Brenda, a preppy member of Young Republicans c. Zelda, who is a New Age artist d. Paula, who is a member at Nunzio’s yacht club and goes to his church Answer: C 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 35.

Researchers found that people share more DNA with their friends than with strangers. Which conclusion is therefore valid? Having similar __________. a. genetics causes friendships with certain people b. DNA forces us to become friends with certain people c. genetics predisposes people to make certain behavioral choices, so that they end up in groups with similar people d. DNA makes some people more unattractive Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

A meta-analysis determined that __________ similarity predicted liking and attraction better than __________ similarity. a. perceived; actual b. actual; demographic c. actual; perceived d. genetic; perceived Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Reciprocal liking is __________. a. our liking someone because we believe they like us b. leaning toward another person and making clear eye contact c. approving what someone else says, even if we don’t agree d. liking someone because of their similarities to us Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

We generally like people who like us in return. This is known as __________. a. the reciprocity effect b. the similarity effect c. the matching hypothesis d. the self-serving bias Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 39.

According to the research conducted by Nicolas Koranyi and Klaus Rothermund, reciprocal liking is powerful enough to keep us from our basic tendency to pay more attention to __________. a. attractive bodies b. attractive faces c. personality d. attitudes and beliefs Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40.

If you were a student in 1966 at Elaine Walster Hatfield and her colleagues’ first-year orientation dance, which attribute would most likely influence your desire to date again the person with whom you were paired? a. the date’s intelligence b. the date’s self-esteem c. the date’s physical attractiveness d. the date’s similarity to you Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Recall that Elaine Walster Hatfield and her colleagues randomly paired incoming students for a first-year orientation dance. They found that men __________. a. valued physical attractiveness more than women did b. valued physical attractiveness less than women did c. valued attractiveness, whereas women valued intelligence d. and women both valued physical attractiveness Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

A meta-analysis examined a number of studies investigating the importance that men versus women placed on the physical attractiveness of potential partners. There tends to be a larger gender difference (such that men are more influenced by physical attractiveness) when __________ are being measured than when __________ are being measured. a. behaviors; evaluations b. attitudes; behaviors c. evaluations; attitudes d. attitudes; evaluations Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

A meta-analysis examined a number of studies investigating the importance that men versus women placed on the physical attractiveness of potential partners. Based on that analysis, which person is LEAST likely to be influenced by physical attractiveness? a. Hans, whose behaviors are observed b. Maria, whose behaviors are observed 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Paul, whose attitudes are measured d. Susan, whose attitudes are measured Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

Women and men both view physical attractiveness as the most desirable characteristic in potential __________. a. friends b. sexual partners c. coworkers d. long-term relationship partners Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

People rate physical attractiveness as the single-most important characteristic that triggers sexual desire, and this finding __________. a. applies only to men interested in having sex with women b. applies across sexual orientation c. applies only to women interested in having sex with men d. applies only to respondents who are over the age of 35 Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

According to research conducted by Michael Cunningham and his colleagues, there is overlap in what women and men find attractive. For example, both men and women find __________ attractive in members of the opposite sex. a. large eyes and prominent cheekbones b. small noses and chins c. narrow hips and flat stomachs d. high foreheads and thick, glossy hair Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Sheila is considered to be very attractive by both men and women. Which physical feature is she MOST likely to have? a. large chin b. large eyes c. high forehead d. full lips Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

When researchers reviewed the literature on standards of beauty across cultures, they found that the attractiveness ratings among participants of all different races and ethnicities ranged from .66 to .93. These relatively large positive correlations suggest that __________. a. standards of beauty differ significantly across cultures b. standards of beauty are similar within cultures, but not across cultures c. cultural values determine what is attractive d. regardless of culture or background, people can agree on what is attractive Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

In studies on what people find attractive, the __________ of the face seems to be very important. a. size b. shape c. symmetry d. distinctiveness of the features Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

Researchers used computer graphics to generate composite faces that reflected the exact mathematical average of the facial features of a large number of individual photographs. They then asked participants to rate the attractiveness of the composite photograph and the individual photographs that were combined to make up the composite. These researchers found that __________. a. participants preferred the composite photo to the individual photos b. women responded more positively to the composite photos than did men c. participants preferred “babyfaced” individual photos to the composite photo d. participants thought they had previously met the person in the composite photo Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

When researchers suggest that people tend to prefer an “average” face as being most physically attractive, they mean that people prefer __________. a. the face of a regular-looking person b. a face based on mathematically averaged composites c. the most common face in a culture d. someone who is a “5” on attractiveness on a 1 to 10 scale Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 52.

Research has found that there is agreement across cultures concerning what constitutes an attractive face; that infants prefer photographs of attractive faces to unattractive ones and that they prefer the same faces that adults do; and that statistically average faces tend to be seen as attractive. These findings provide support for a(n) __________ interpretation of the importance of physical attractiveness. a. social perception b. social role c. evolutionary d. behaviorist Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Which features do Barbie dolls, the heroines in Disney animated movies, and human beings have that people find physically attractive? a. a prominent chin, an average sized nose, close-set eyes, and a muscular body shape b. high cheekbones, a wide smile, thin lips, close-set eyes, and very small ears c. pulled-back ears, small pert noses, small mouths, large wide-set eyes, and a muscular body shape d. small pert noses, big eyes, shapely lips, and slim, athletic bodies Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

Stanley is building a robot in the year 2074. Fulfilling a fantasy and taking advantage of the technology available, he decides to make his robot have a female form and be physically appealing. To have the most success in this, what should he do? a. Make sure to use only faces from his own culture as the basis for his robot’s face. b. Have his robot have highly unique and unusual exotic features. c. Create a robot with a face that is the composite of highly attractive faces. d. Avoid using babyface features for his robot’s face. Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Researchers created two kinds of composite faces, an “average attractive” composite and a “highly attractive” composite, using photographs of White and Japanese men and women. They then asked participants in Great Britain and Japan to rate these faces. Which result was a finding of that research? a. The average attractive composites were rated as significantly more attractive than the highly attractive composites. b. Japanese and British participants differed in their assessments, with people preferring faces from their own ethnicity. c. The highly attractive faces were more extreme in the features that are generally considered attractive (e.g., if high cheekbones in general are attractive, then highly attractive faces have higher cheekbones). d. The features that were considered attractive were different than the features found to be attractive by other research teams. Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Research suggests that there is __________ between babies and adults, men and women, and people from several cultures as to what is considered physically attractive. a. a vast discrepancy b. disagreement c. amazing consistency d. no correlation Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

When people are asked to rate the attractiveness of faces, the faces that they MOST prefer __________. a. have the fewest blemishes b. most resemble those of their current romantic partners c. most differ from their own d. most resemble their own Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

People rating the physical attractiveness of faces most prefer faces that resemble their own. This finding suggests that __________ is critically important in physical attraction. a. self-esteem b. ego defense c. familiarity d. heritability Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Stephanie is a very physically attractive person by virtually everyone’s standards. After seeing a photograph of Stephanie, how will Alphonse describe her to his friends? a. “She seems really outgoing.” b. “It looks like she’s shy.” c. “I’ll bet she’s the nervous type.” d. “I don’t think she’d commit to a relationship.” Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

There is mounting evidence suggesting that people who are more physically attractive are perceived and treated differently than those who are less attractive. One striking example of this was found in the context of __________. a. speed of service at fast-food restaurants 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. health outcomes of premature infants in the hospital c. prices quoted from a car salesperson d. performance on a job interview Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 61.

Physical beauty confers only limited advantages. Researchers have found that people are MOST likely to associate physical attractiveness with __________. a. intelligence b. social competence c. integrity d. self-esteem Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Brian does not know anything about Sally except that she is very attractive. Based on research on attractiveness, Brian is MOST likely to make the attribution that Sally is __________. a. intelligent and honest b. empathetic and caring c. dominant and successful in her career d. sociable and extraverted Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Researchers asked American, Canadian, and Korean students to rate the attractiveness of people in yearbook photographs, and to rate the people in the photographs on a number of personality dimensions. Which trait did ALL participants associate with physical attractiveness? a. social skills b. personal strength c. integrity d. concern for others Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Researchers asked American, Canadian, and Korean students to rate the attractiveness of people in yearbook photographs, and to rate the people in the photographs on a number of personality dimensions. They found that __________ students were likely to associate attractiveness with __________. a. Korean; personal strength b. all; concern for others c. North American; integrity 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. all; friendliness Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 65.

Researchers asked American, Canadian, and Korean students to rate the attractiveness of people in yearbook photographs, and to rate the people in the photographs on a number of personality dimensions. Whereas Korean students associated “beautiful” with integrity and concern for others, North American students associated “beautiful” with personal strength. These differences suggest that __________. a. individualistic versus collectivistic values shape stereotypes about beauty b. stereotypes are less powerful in collectivistic cultures c. physical beauty is less important in collectivistic cultures d. physical beauty is more important in collectivistic cultures Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

Titus is very good looking. Rondel is less attractive. Which person is likely to be seen as especially competent? a. Titus b. Neither will be seen as especially competent. c. Both will be seen as highly competent. d. Rondel Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

There is a kernel of truth to the “what is beautiful is good” stereotype; that is, attractive people are often more warm and socially skilled than less attractive people. This is probably because attractive people __________. a. are treated differently than unattractive people b. have higher self-esteem than unattractive people c. are more introverted than attractive people d. compensate by emphasizing their intelligence Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

What does the “what is beautiful is good effect” refer to? a. A bias toward seeing the best in people’s intentions until proven otherwise by their actions b. The tendency to ascribe desirable personality characteristics to a physically attractive person c. Prescribing more lenient sentences to physically attractive wrongdoers d. The belief that humans have an innate sense of right and wrong, and will act accordingly Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 69.

Research examining the “what is beautiful is good” stereotype cross-culturally has found that __________. a. American people and Korean people both believe that more attractive people are more sociable, friendly, popular, and likable. b. American people believe that attractive people are more generous, trustworthy, and honest than do Korean people. c. Korean people believe that attractive people are more dominant and assertive than do American people. d. American people and Korean people do not believe that attractive people are any happier or more welladjusted than less attractive people. Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Researchers provided men with photographs of either attractive women or unattractive women and told the men that their conversation partner was the woman in the photograph. They found that men who believed they were talking with an attractive woman __________ than did men who thought they were talking with an unattractive woman. a. talked less b. behaved in a warmer way c. were more nervous d. were more confident Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

Of these statements regarding attraction, which one is correct? a. Attractive people are seen as threatening and cold. b. Attractive people are perceived as less intelligent than unattractive people. c. Both men and women are treated differently based on their physical attractiveness. d. Physical attractiveness only affects how men perceive women. Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

Researchers provided men with photographs of either attractive women or unattractive women and told the men that their conversation partner was the woman in the photograph. They found that when independent raters evaluated the women’s side of the conversation, women who were believed to be attractive actually behaved in a more confident, animated, and warm manner than did women who were believed to be unattractive. These results demonstrate that the __________ might explain why there is a kernel of truth to the “what is beautiful is good” stereotype. a. negativity bias b. matching hypothesis c. self-fulfilling prophecy d. power of similarity Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Researchers conducted a getting-acquainted telephone study by providing attractive and unattractive photos of men to women who interacted with men at the other end of a telephone. Which outcome would you expect happened when the women thought that the men with whom they were speaking were the men in the photos? a. The women did not fall prey to the self-fulfilling prophecy as did men in previous studies. b. The results were similar to studies in which men were provided photos of attractive or unattractive women. c. The men on the other end did not change their behaviors in response to the women’s differential treatment. d. Because the men controlled the conversations, the self-fulfilling prophecy did not occur. Answer: B Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

Advocates of which theoretical approach argue that women and men have different agendas in their relationships with each other? a. equity theory b. social attachment theory c. social exchange theory d. evolutionary psychology Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

An evolutionary psychologist would be most likely to base theories on __________. a. laboratory experiments b. observations of social roles c. cultural variations d. principles of natural selection Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

According to the tenets of evolutionary theory, reproduction is more costly (in terms of time, energy, and effort) for females than it is for males. Thus, it is advantageous for males to __________ and for females to __________. a. pursue many females; pair infrequently, and with a carefully chosen male b. pair with a single female; pair with multiple males c. live alone; rear offspring in groups d. pay attention to equity concerns; pay attention to equality concerns Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

According to the evolutionary perspective, the reproductive success of __________ is measured by the quantity of their offspring, whereas the reproductive success of __________ is measured by raising their offspring to maturity. 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. men; women b. women; men c. younger people; older people d. people in undeveloped countries; people in industrialized nations Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

According to an evolutionary perspective, why do women prefer men with resources, whereas men prefer women who are attractive? a. Resources signal competence in men; attractiveness signals reproductive fitness in women. b. Resources signal relationship commitment in men; attractiveness signals erotic passion in women. c. Reproduction is more costly to men than to women. d. Resources signal cooperation in men; attractiveness signals sexual willingness in women. Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

David Buss and his colleagues surveyed people in 37 countries and found that __________. a. both men and women rate honesty, trustworthiness, and a pleasant personality as the most desirable qualities in a potential mate b. both men and women prefer potential mates who are younger than they are c. women value physical attractiveness in a potential mate more than men do d. men value ambition, industriousness, and earning capacity in a potential mate more than women do Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

Evolutionary theory suggests that __________ should be attracted to __________. a. men; younger, more financially stable women b. men; older, more physically attractive women c. women; younger, more physically attractive men d. women; older, more financially stable men Answer: D Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Although a study of 37 cultures found gender differences in preferences for mates, which attribute was at the top of both men’s and women’s lists for a mate? a. industriousness b. honesty c. physical attractiveness d. ambition Answer: B 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

Genetic fitness isn’t unimportant to women. When are women most likely to demonstrate a preference for males who have symmetrical faces, a muscular physique, and a masculine face? a. in the morning b. after midnight on Fridays c. when they are ovulating d. when they are least fertile Answer: C Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

At certain times during the menstrual cycle, women demonstrate a preference for a mate that has the greatest degree of facial symmetry, facial masculinity, and a muscular physique. These characteristics demonstrate a male’s degree of __________. a. reproductive fitness b. propinquity c. self-fulfilling prophecy d. familiarity Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

Which perspective offers an alternative explanation for the pattern of sex differences in mate selection proposed by evolutionary theory? a. In many cultures, women have less power and wealth, so they choose a mate who can provide that for them. b. Men prefer a certain “look” in a mate indicating successful reproduction. c. Women are more selective when choosing a mate because they are “pursuers” rather than being the “pursued.” d. Women prefer more attractive mates because having a good-looking mate confers status within their social group. Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

In a speed-dating study conducted by Eli Finkel and Paul Eastwick, it was shown that when women were responsible for rotating from one “date” to another, women were __________. a. more likely to report more chemistry with their partners and were less picky b. more likely to prioritize resources in their judgments of men c. more selective than men, reporting lower levels of romantic desire d. less likely to prioritize having multiple sex partners Answer: A Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

A field study of a large number of couples interacting in cafes found that in the presence of at least one mobile device, __________. a. there was less empathy and connectedness between people who were having conversations b. there was greater propinquity with people not in the restaurant at the time c. people rated others as more attractive than themselves d. women were pickier about their conversation partner Answer: A Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Chad and Jeremy have some tough relationship issues to sort out. If they want to feel connected to one another and express the necessary amount of empathy during their discussion, what should they do? a. Have a talk outdoors where the environment is less restrictive. b. Put their chairs very close to one another to increase propinquity. c. Have the discussion while babysitting a neighbor’s children, so their parenting goals are activated. d. Put their mobile devices away. Answer: D Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

Strangers were brought into a research lab and were instructed to discuss a personally meaningful topic. Most of the time, doing that activity fosters a sense of closeness among strangers who are meeting for the first time, but in the present experiment that closeness did not occur. Why not? a. There was no physical contact between the strangers. b. There was a mobile device on the table between the strangers. c. One of the strangers had to leave the discussion abruptly. d. The researchers didn’t permit the strangers to speak freely. Answer: B Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

The mere presence of a mobile device can have a negative effect on interaction partners’ feelings of __________. a. trust, closeness, and empathy b. apprehension and unease c. happiness, euphoria, and arousal d. fear, calm, and awareness Answer: A Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

What is the impact of current technologies on propinquity in relationships? a. It removes many of the challenges of physical separation. b. It makes people see their differences more easily. c. It helps people identify similar others by matching phone types. d. It allows deindividuation leading to more honest interactions. Answer: A Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

People have a tendency to be attracted to others who are of the same level of physical attractiveness. Research evidence has found that this also applies to level of _______. a. popularity b. height c. income d. athleticism Answer: A Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Which attribute is MOST likely to be inaccurate in an online dating profile? a. weight b. occupation c. political affiliation d. ethnicity Answer: A Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

Which of the following is considered a primary service of an online dating website? a. maintaining a selective, small number of profiles for browsing b. providing a list of locations to physically meet with potential mates c. matching users based on analyses of compatibility d. accountability for accuracy of listed profiles Answer: C Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 95.

Which statement about online dating is correct? a. Websites offering services are great about fulfilling their promises. b. Mathematical algorithms to match up people based on compatibility have strong scientific data to support their accuracy. c. Success rates for dates facilitated online are higher than dates arranged through other means. d. Online profiles are not always accurate. Answer: D Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

Which statement summarizes a pitfall of online dating? a. Online profiles can be inaccurate. b. Websites guarantee that a perfect romantic match will be found for every user. c. There are a large number of potential dating partners to choose from. d. Websites provide insufficient methods for contacting people from dating profiles that interest subscribers. Answer: A Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Researchers found that __________ of participants provided some inaccurate information on their online dating profile. a. 15 percent b. almost 50 percent c. over 80 percent d. 100 percent Answer: C Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

Researchers found that 81 percent of participants provided some inaccurate information in their online dating profile. They seem to provide inaccurate information __________. a. unconsciously b. intentionally c. unknowingly d. automatically Answer: B Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 99.

Researchers found that 32 percent of dating profile photographs were deceptive. In this case, daters seem to provide inaccurate photos __________. a. unconsciously b. intentionally c. deliberately d. willfully Answer: A Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

Researchers found that __________ of participants provided deceptive or misleading photos in their online dating profile. a. 15 percent b. about 30 percent c. over 70 percent d. 100 percent Answer: B Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

Your friend asked you to look at a number of dating profiles to help him try to spot any deceptive profiles before he makes contact. Based on research investigating online profiles, which attribute would be a red flag? a. Sam writes a lot about himself using “I” and “me.” b. Pat describes himself as “a globe trotter.” c. Chris has a really short description of himself. d. Will writes about himself and his recent visits to extravagant restaurants. Answer: C Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

Creators of deceptive online dating profiles tend to distance themselves psychologically from the lies and exaggerations they write. This results in their profiles __________. a. being longer than average b. having very few negative turns of phrase c. being filled with photos d. using fewer first-person pronouns Answer: D Learning Objective: 10.2 Explain how new technologies and today’s youth culture shape attraction and social connection. Topic: Making Connections in the Modern World Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

Until relatively recently, social psychologists have limited their study of interpersonal attraction to initial encounters or first impressions. Why is that? a. Long-term relationships are more difficult to study scientifically. 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Initial impressions determine what will happen over an extended period of time. c. It is an ethical violation of privacy to study long-term relationships. d. First impressions are the most important in determining long-lasting relationship satisfaction. Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

One reason that social psychologists took a long time to begin studying long-term relationships was because ____________. a. long-term studies are just too hard to do b. feelings and intimacy associated with close relationships are difficult to measure c. there are difficulties getting informed consent from both partners in this research d. it is unethical to study companionate and passionate love Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

Ramona cares deeply about Raül but does not feel any passion for him. Raül, on the other hand, has feelings of great longing accompanied by physical arousal whenever Ramona is near. In this situation, Ramona is feeling __________ love for Raül, whereas Raül is feeling __________ love for Ramona. a. consummate; companionate b. companionate; passionate c. fatuous; consummate d. passionate; fatuous Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Often, toward the beginning of romantic relationships, we experience __________, whereas after the relationship has continued for a number of years, we experience __________. a. fatuous love; commitment b. intimacy; romantic love c. commitment; passionate love d. passionate love; companionate love Answer: D Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 107.

Passionate love is to _________ as companionate love is to __________. a. intense longing and physiological arousal; affection and intimacy b. extreme sadness and despair; elation and uncontrollable thoughts c. affection and intimacy; fulfillment and ecstasy d. sadness and despair; affection and intimacy Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

Compared to the others, which couple statistically is most likely to experience arousal, ecstasy, and intense longing when the other is away? a. Rowena (age 81) and Omar (age 85), who have been married 60 years b. Tricia (age 29) and Martin (age 31), who have been engaged for 4 years c. Ida (age 76) and Giorgio (age 83), who were smitten with each other at a recent community dance d. Jonah (age 19) and Kerrigan (age 18), who have been sweethearts since childhood Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Which term does not belong with the others? a. intimacy b. longing c. affection d. closeness Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

Robert Sternberg’s triangular theory of love proposes that love has three components: passion, intimacy, and __________ . a. commitment b. lust c. tenderness d. patience Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

According to the triangular theory of love, the combination of passion, commitment, and intimacy produces __________ . a. companionate love b. consummate love c. liking 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. fatuous love Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 112.

According to Robert Sternberg’s triangular theory of love, a relationship that is based on commitment alone results in __________. a. infatuation b. liking c. empty love d. consummate love Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

Muhammed and Akim share a relationship that is grounded in intimacy and passion. According to Robert Sternberg’s triangular theory of love, what kind of love do they share? a. romantic b. passionate c. consummate d. liking Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

Cross-cultural research indicates that Chinese couples value __________ more, and American couples value __________ more. a. companionate love; passionate love b. companionate love; commitment c. commitment; companionate love d. passionate love; companionate love Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

Xiang-Xiang and Zhao are a Chinese couple who are romantically involved. Which statement is most likely to be true about them? a. They value passionate love the most. b. They value commitment and romance. c. They value companionate love the most. 28 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. They will not express any physical affection unless they are married. Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 116.

Results of a study examining love across 166 cultures found that cultures in __________ tend to have the greatest percentage of cultures with passionate love. a. sub-Saharan Africa b. North America c. Eurasia d. South and Central America Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

Western cultures see __________ as the basis for marriage, whereas many Eastern cultures see __________ as the basis for marriage. a. mutual economic benefit; spiritual love b. romantic love; similarities in social standing of families c. romantic love; spiritual love d. mutual economic benefit; similarities in social standing of families Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

The process of arranged marriages in many Eastern cultures is most likely the reason for __________. a. unhappy people in unhappy marriages b. arranged dating when the two partners are very young c. lower divorce rates d. greater degrees of romantic love Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

Love is experienced differently in different cultures. For instance, the Japanese term, amae, has no English equivalent, but can best be described as __________. a. helping and working for another person b. being totally indulged and cared for by your partner c. sorrowful or pitiful love d. what ties two people together Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 120.

Shinji’s girlfriend completely indulges and pampers him. She attends to his every whim, and allows him to totally depend on her for necessities such as food. It makes him extremely happy to be a passive love object and be doted upon. The Japanese describe this kind of love as __________. a. yuan b. jung c. gan qing d. amae Answer: D Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

Gan qing is a Chinese concept of love which is achieved by __________. a. obtaining the approval of both partners’ families b. being completely dependent on one another c. helping and working for another person d. married couples who are very sexually satisfied Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

Xhao has devoted hours helping and working with Ming so that he understands his calculus homework. Such behavior exemplifies the Chinese concept of romantic love known as __________. a. yuan b. gan qing c. shiu-shiu d. karma Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

A strong tie that binds people together, whether they be romantic couples or business rivals, that is only developed over time and through mutual experiences is described with the term __________ in Korean culture. a. jung b. yuan c. kim-bop d. jhana Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

At a Korean wedding, the newlyweds were toasted by the bride’s grandparents who have been married for 52 years. One of the guests whispers, “The bride and groom are in love, but over time, her grandparents have developed very strong __________.” a. amae b. jung c. kimchi d. dharma Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

People from Asian cultures are more likely to be concerned that __________ than are North Americans. a. their romantic relationship does not disrupt the existing family network b. their spouse be a virgin when they marry c. they are exclusive with their romantic partner d. they are adhering to strict equity norms Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

A good way to summarize cross-cultural research on love is to say that __________. a. cultures differ in the language they use to describe love but not at all in their experience of love b. love experiences are very different in different cultures c. the emotional experience of love is similar across cultures, but different concepts of love reflect beliefs that are valued more in some cultures than in others d. there are similar concepts of love across cultures, but the actual emotional experiences associated with these concepts may differ Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

Charlene is not concerned about the possibility of Alex abandoning her and believes that she is worthy and well liked. Alex, however, is anxious and concerned that Charlene will not reciprocate his desires for intimacy. In this scenario, Charlene has a(n) __________ attachment style and Alex has a(n) __________ attachment style. a. resistant; avoidant b. anxious/ambivalent; resistant c. secure; anxious/ambivalent d. avoidant; secure Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Mary Ainsworth and her colleagues identified three basic attachment styles, which they termed __________. a. anxious/ambivalent; avoidant; insecure b. anxious; avoidant; ambivalent c. secure; ambivalent; anxious/avoidant d. secure; avoidant; anxious/ambivalent Answer: D Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

Carolyn believes that she is worthy and well liked. According to attachment theorists, which reason is the most likely for this belief? Carolyn __________. a. has used therapy to work through her “mother” issues b. had a secure attachment with her mother c. had an ambivalent attachment with her first romantic partner d. made a conscious decision to have a secure attachment style Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

Melanie doesn’t find it easy to trust other people and says that she doesn’t “need anybody.” In all likelihood, Melanie’s __________ attachment style can be traced to a caregiver who __________. a. anxious/ambivalent; was inconsistent in her affections b. avoidant; was overbearing in her expressions of affection c. anxious/ambivalent; resisted Melanie’s attempts at intimacy d. avoidant; was aloof and distant Answer: D Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

Brian has had many boyfriends in his life, mostly because he feels unable to comfortably commit to any one person. As soon as a relationship begins to get serious, he feels trapped and puts up barriers to his partner. His boyfriends always want him to make a bigger commitment than he is comfortable making. Brian’s attachment style is best described as __________. a. secure b. avoidant c. anxious d. insecure Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 132.

“I find that others are reluctant to get as close to me as I would like. I often have dreams that my husband doesn’t love me like he used to, and that he leaves me unexpectedly. I guess I have this need to lose myself in the person I love, and this sometimes scares them away.” A person who has a(n) __________ attachment most likely wrote those words. a. secure b. insecure c. anxious d. avoidant Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

Which term is out of place with the others? a. anxious/ambivalent b. symmetrical c. avoidant d. secure Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

134.

Roger’s attachment style is secure, and Bob’s attachment style is secure. Based on research regarding attachment, which inference could you correctly make about their relationship? a. They are likely dissatisfied with their relationship. b. They are satisfied and committed to the relationship. c. They will shift to more anxious attachment styles over time. d. They are both hoping to leave the relationship as soon as possible. Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

Natasha is very popular and has several suitors. She doesn’t really care much for any of them. Which person is most likely to be angry that Natasha does not return her feelings? a. Barbara, who is securely attached b. Sofia, who has an avoidant attachment c. Shannon, who is anxiously attached d. Bambi, who has a low comparison of alternatives Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult 33 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Nelly really likes Rico. They don’t go out often, but when they do, they engage in fun activities but rarely talk or develop any emotional closeness. This is most likely because __________. a. Rico has an avoidant attachment style b. Rico has an anxious attachment style c. Nelly has an anxious attachment style d. they are both securely attached Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

A chapel in Las Vegas frequently marries couples that have not known each other for very long. Based on research on attachment theory, these individuals may be more likely to have a(n) __________ attachment style. a. anxious b. avoidant c. secure d. unmeasurable Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

138.

Which attachment style do most people have? a. secure b. insecure c. avoidant d. anxious/ambivalent Answer: A Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

139.

Researchers who have assessed adult attachment styles have contacted research participants again, months or years later. Which percentage of participants have changed from one style to another? a. one-quarter b. one-third c. one-half d. three-quarters Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts 34 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 140.

When researchers performed an fMRI on participants looking at pictures of someone they were in love with, they found that the ventral tegmental area (VTA) and caudate nucleus were activated, and that they were more strongly activated the more intensely participants indicated that they loved the person in the photo. These particular areas of the brain are associated with the __________. a. release of serotonin b. release of dopamine c. experience of physical arousal d. onset of puberty Answer: B Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Because of the release of the neurotransmitter dopamine, people who express that they are madly in love are likely to report that they feel __________. a. physically ill b. confused and dizzy c. euphoric and “high” d. unable to think Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

142.

Fritzie tells his friend that he is madly in love with Marie and that it feels euphoric. There is some element of truth to that because __________. a. Fritzie’s brain is releasing the neurotransmitter serotonin b. Fritzie’s brain is using glucose at a faster rate c. the areas in Fritzie’s brain that experience reward and release dopamine are active d. chemicals in Fritzie’s brain are completely out of balance, much like a heroin addict Answer: C Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

__________ theory posits that relationship satisfaction is determined by people’s perceptions of costs and rewards, their beliefs about what kind of relationship they deserve, and their estimated chances of a better alternative relationship. a. Comparison b. Equity c. Balance d. Social exchange Answer: D Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts 35 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 144.

Erich Fromm wrote, “Love is often nothing but a favorable exchange between two people who get the most of what they can expect, considering their value on the personality market.” Although a bit cynical, this description of relationships is most compatible with the __________ theory of attraction. a. social exchange b. propinquity c. equity d. comparison level Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

The social exchange theory of interpersonal attraction can be considered to be a(n) __________ model. a. sociological b. economic c. biopsychosocial d. ecological Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

146.

Social exchange theory posits that relationship satisfaction depends on our perceptions of the rewards and costs associated with the relationship, what kind of relationship we believe we deserve, and whether __________. a. we believe that a relationship with someone else would be better b. our partner makes comparable investments in the relationship c. relationship resources are distributed equally d. relationship resources are distributed equitably Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

The basic concepts of social exchange theory address __________. a. rewards, costs, and equity b. comparison level, equity, and outcomes c. rewards and costs, outcome, and comparison level d. equality, equity, and outcomes Answer: C Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 148.

__________ in social exchange theory refers to people’s expectations about the level of rewards and costs they are likely to receive in a particular relationship. a. Rate of return b. Comparison level c. Comparison level for alternatives d. Investment Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

Cliff believes that his relationship with Kristi provides as many rewards and as few costs as he expects in a relationship. Cliff considers himself fortunate, because he does not believe that he can get nearly as good an outcome in a relationship with anyone else. Cliff can be described as having a __________ comparison level and a __________ comparison level for alternatives. a. high; high b. high; low c. low; high d. low; low Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

150.

According to social exchange theory, __________ refers to people’s expectations about the rewards and costs they are likely to receive in an alternative relationship. a. relational outcome b. response contingencies c. comparison level d. comparison level for alternatives Answer: D Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

Maria-Sophia is involved in a romantic relationship with Jocko. Her costs of the relationship are relatively low and her rewards are very high with this relationship. However, Maria-Sophia has recently met Winston, and she believes that he could offer her a relationship with even higher rewards than Jocko can. According to social exchange theory, Maria-Sophia is likely to __________. a. break up with Jocko in favor of the relationship with Winston b. invest more in the relationship with Jocko and try to forget about Winston c. break up with Jocko, forget about Winston, and seek an even more favorable third partner d. try to maintain relationships with both Jocko and Winston Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 37 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 152.

Although Barbara’s relationship with Jaquez provides relatively few rewards compared to the costs, Barbara has come to expect that most relationships are difficult and costly. Thus, although Barbara holds a __________, she is unlikely to abandon her relationship with Jaquez. a. low comparison level b. high comparison level c. low comparison level for alternatives d. high comparison level for alternatives Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

__________ is to one’s current partner as __________ is to a possible future partner. a. Comparison level for alternatives; comparison level b. Comparison level; comparison level for alternatives c. Equity; social exchange d. Social exchange; comparison level Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

154.

According to social exchange theory, even if someone is in a good relationship, they would be likely to leave if they have a __________. a. high comparison level b. low comparison level c. high comparison level for alternatives d. low comparison level of alternatives Answer: C Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

Aldo and Travis have been dating for about six months. While out to dinner one night, Aldo notices a very attractive man sitting two tables over. Travis, seeing Aldo’s wandering eyes, begins to point out flaws in this other man. Travis is attempting to __________. a. decrease Aldo’s perception of his comparison level b. decrease Aldo’s perception of his comparison level alternatives c. increase Aldo’s perception of his comparison level d. increase Aldo’s perception of his comparison level alternatives Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 156.

Caryl Rusbult’s research on college-age dating couples showed that rewards played a role in determining satisfaction __________ and that costs played a role __________. a. only in the first few months; always b. throughout the relationship; only in the first few months c. only after the first few months; always d. throughout the relationship; only after the first few months Answer: D Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

Bearing in mind Caryl Rusbult’s social exchange approach to relationships, which person, compared to the others, is more likely to realize that relationships involve costs as well as rewards? a. Jessica, who has been dating David for a relatively long time b. Matthew, who takes a passionate approach to love c. Marilyn, who is head-over-heels in love with Jack d. Harvey, who has invested little in his relationship with Diana Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

158.

In her investment model of close relationships, what did Caryl Rusbult define as an investment? a. any monetary inputs into the relationship b. any inputs into a relationship that would be lost if one left that relationship c. the psychological interest that accrues to people in relationships d. the total costs of leaving a relationship Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

159.

Consider the following attributes that a person might experience in a relationship: financial security, emotional support, social status. According to Caryl Rusbult’s investment model, these attributes that might be lost were the relationship to end are called __________. a. interpersonal benefits b. investments c. comparison levels d. relational resources Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 160.

Caryl Rusbult and other researchers suggest that in trying to predict relationship satisfaction, we need to consider not only the rewards and costs of a given relationship, but also __________. a. the partners’ level of investment in the relationship b. whether passionate or companionate love is involved c. the culture from which the relationship partners come d. the sexual orientation of the relationship partners Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

In the investment model of commitment, which factors contribute to satisfaction with a relationship? a. level of investment, quality of alternatives, rewards b. level of investment, quality of alternatives, costs c. rewards, costs, comparison level d. rewards, costs, comparison level for alternatives Answer: C Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

162.

According to Caryl Rusbult’s investment model of relationships, __________. a. some relationships are communal, in the sense that people are not concerned about the rewards they are getting from their partners b. the main predictor of whether people will stay in a relationship is how satisfied they are with that relationship c. some women stay in abusive relationships because they have a high investment in the relationship and they have poor alternatives d. when deciding whether to stay in a relationship, people rarely consider their comparison level” Answer: C Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

How would investment model researchers explain why women in an abusive relationship often return to their abusive partners? a. These women might be poor and have no other economic alternative. b. Their abusive partners must reward them in other ways. c. These women are probably in exchange rather than communal relationships. d. Their partners have prior criminal convictions. Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 164.

__________ theory holds that people are happiest in their relationships when their rewards and costs are comparable to the rewards and costs of their partners. a. Social exchange b. Equity c. Equality d. Distributive justice Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

Peter and Gordon are involved in a romantic relationship. Gordon has recently given Peter a gold bracelet. Because there was no special occasion, Peter now feels the need to reciprocate the gift. The __________ theory of relationships is most applicable in this case. a. social exchange b. equity c. equality d. triangular Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

166.

In their relationship, Martin and Lewis both perceive that Martin has been paying more than his fair share of costs and that Lewis is receiving more than his fair share of benefits. According to equity theory, __________. a. neither Martin nor Lewis should feel uncomfortable with the situation b. Martin should feel uncomfortable with the situation, but not Lewis c. Lewis should feel uncomfortable with the situation, but not Martin d. both should feel uncomfortable with the situation, but Martin should feel more uncomfortable than Lewis Answer: D Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

Partners who overbenefit in a relationship and partners who underbenefit are likely to feel dissatisfied with their relationships because the powerful social norm of __________ is being violated. a. caring b. equity c. social responsibility d. reciprocity Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 168.

Jessica has been treating Paul like a king. She pays for all of their dates and does lots of special favors for him. Paul has not been reciprocating this treatment. How is he likely to be feeling, according to equity theory? a. very pleased b. uncomfortable and guilty c. committed d. satisfied Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

Although equity theory suggests that both partners who are overbenefited or underbenefited feel uncomfortable, the partner who is __________ is more likely to perceive inequality as a problem. a. overbenefited b. female c. underbenefited d. more physically attractive Answer: C Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

170.

Which type of relationship is most likely to be an exchange relationship in which partners trade resources “in kind”? a. a casual relationship b. a close friendship c. a family relationship d. a romantic relationship Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

Why is an exchange approach more common in casual relationships than in intimate relationships? a. Emotion plays a greater role in casual relationships. b. In intimate relationships, it’s difficult to determine if equity has been achieved. c. Equity issues become less important in long-term relationships. d. As people age, they become more concerned with communal values. Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 172.

Consider the following quote: Does “dinner at an expensive restaurant on Monday balance out three nights of neglect due to a heavy workload”? In other words, __________. a. rigid, tit-for-tat strategies are common in long-term relationships b. long-term, intimate relationships are governed by looser notions of equity c. to predict relationship longevity, one must consider individuals’ investments d. rewards and costs are relatively easy to determine when a relationship is a long-term one Answer: B Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

In their relationship, Marco is concerned with maintaining an equal ratio of rewards and costs, whereas Ginifer is concerned with being responsive to Marco’s needs. Marco views the relationship as a(n) __________ relationship and Ginifer views it as a(n) __________ relationship. a. exchange; communal b. interlocked; loose c. communal; interdependent d. dependent; interdependent Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

Lenny has recently taken Larsen out for a wonderful, elaborate birthday date, which involved all of Larsen’s favorite activities and an expensive gift. However, when Lenny’s birthday came a week later, Larsen gave him some flowers and told him that he had too much work to do, so they could not go out anywhere. Remembering the birthday he had given Larsen a week earlier, Lenny was very upset. Larsen could not understand his anger and told him that he had thought that the gift he had given him was because he loved him, not because he thought he would get a gift later. Lenny considers the relationship to be based on __________ and Larsen considers the relationship to be __________. a. equality; equitable b. equity; equal c. communality; based on exchange principles d. exchange; communal Answer: D Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

175.

In communal relationships, partners __________. a. are unconcerned about issues of equity b. are more likely to redefine costs as rewards c. assess equity over the long haul, rather than day-to-day d. are more willing to distort reality in order to keep the relationship alive Answer: C Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts 43 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 176.

Martha and Jan have been having trouble in their relationship for some time. One night when Martha is out, Jan reflects on their relationship and can’t help thinking about all the ways things have been going wrong. Their sex life, once passionate, is only so-so; they hardly talk anymore; and Martha no longer seems to like Jan’s friends. These late-night ruminations best represent the __________ stage of Steve Duck’s model of relationship dissolution. a. intrapersonal b. dyadic c. dialectic d. interpersonal Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

According to Steve Duck, relationship dissolution doesn’t happen all at once; instead, it is characterized by a series of stages. These stages are, in order: a. intrapersonal, dyadic, social, intrapersonal. b. interpersonal, intrapersonal, dyadic, interpersonal. c. interpersonal, intrapersonal, dyadic, social. d. intrapersonal, dyadic, interpersonal, social. Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

Johnny and Patricia are miserable in their relationship. If Johnny were to use a tactic that is both destructive and passive, he would __________. a. ignore Patricia or spend less time with her, but remain loyal, hoping things will improve b. sit and hope that things will improve between them c. threaten Patricia that he will leave her unless things improve d. suggest that he and Patricia see a relationship counselor Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

A researcher asked 300 college students to reflect on the last relationship they had ended, to list the things that first attracted them to their former partners, and to list the things that they disliked most about their partners around the time of the breakup. If Michelle is like some of these research participants, she will probably say, a. “At first I loved how spontaneous Patsy was, but after a while she was so undependable and irresponsible.” b. “At first Patsy was so wonderfully independent, but after a while she seemed to need me too much.” c. “At first Patsy was so attractive, but after a while she just let herself go.” d. “At first I loved how sensitive and tender Patsy was, but after a while, she just got so callused and detached.” Answer: A 44 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 180.

The best predictor of a relationship that is ending is that the couple __________. a. never fights b. calms down before discussing a disagreement c. exhibits an ability to listen without getting defensive d. responds to conflict with sarcasm, contempt and criticism Answer: D Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

Cynthia and Murvin have had a high rate of satisfaction and investment through their relationship. Unfortunately, they have broken up. Which of the following is their most likely postbreakup interaction? a. They will remain friends. b. Murvin will stalk Cynthia, looking for evidence of infidelity. c. They will create drama and conflict for each other for a very long time. d. They will most likely come back together and be happier than ever. Answer: A Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

Regarding breakups, which statement is TRUE? a. Women report feeling relief and pride in being able to leave a bad relationship. b. Women demonstrate less distress after a breakup than men. c. Those who initiate the breakup cope better than those who were broken up with. d. Men are more concerned with loneliness after breakup than women. Answer: C Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 183.

What is the propinquity effect, and which psychological mechanism underlies this effect? Answer: The propinquity effect refers to findings that the more we see and interact with people, the more likely they are to become our friends. We are more likely to see and interact with people both when objective physical distance and functional distance are low. Psychologically, we can explain the propinquity effect with reference to the idea that the more exposure we have to a stimulus (including other people), the more likely we are to like that stimulus; this is known as the mere exposure effect. Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

184.

A great deal of psychological research supports the folk wisdom that “birds of a feather flock together,” but there is little empirical support for the folk wisdom that “opposites attract.” According to social psychologists, why do we tend to find people similar to us attractive? Answer: One way we perceive similarity is through shared attitudes and values. We tend to find those who hold similar attitudes and values more attractive than dissimilar others because people who are similar to us provide us with very important validation of our own attitudes, characteristics, and beliefs. Second, we tend to draw negative inferences about people who disagree with us, perhaps because we associate those people’s attitudes or beliefs with the characteristics of people we have found in the past to be unpleasant, stupid, weak, or thoughtless. Finally, we expect that people with similar values will like us in return, which makes us likely to attempt to initiate these relationships. Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

Physical attractiveness can play an important role in attraction. Describe the facial features that make someone appear physically attractive, and how these vary (or are consistent) across cultures. Answer: The facial features that are considered attractive in women are large eyes, a small nose, a small chin, prominent cheekbones, high eyebrows, large pupils, and a big smile. Attractive features in men are large eyes, prominent cheekbones, a large chin, and a big smile, indicating that many of the same facial features are common across perceptions of both women’s and men’s physical attractiveness. These features are rated as attractive consistently across cultures. Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

What does the phrase “average faces are attractive” mean? Describe some of the research findings that point to this conclusion. Answer: People find average faces more attractive, but not “average” in the sense of “average looking.” Rather, when researchers take a large number of faces that have been rated as average in attractiveness, and morph them with a large number of faces that have been rated as above average in attractiveness, the resulting computer composite face is rated as more attractive than the average attractive face. That’s a mouthful of “averageness,” but the idea is simple: We like faces that have average attractiveness. We like faces that have above average attractiveness. But we really like faces that combine the attributes of those other two. This effect has been tested using faces of White women and men and Japanese women and men, with resultant 46 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition attractiveness ratings provided by raters in both Japan and Great Britain. This research design suggests that there is some limited cross-cultural agreement in this area. Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 187.

The authors argue that “beauty constitutes a powerful stereotype.” Which characteristics are often associated with beauty? How might we actually create some of those characteristics in attractive others? Answer: Physical beauty is associated with such positive characteristics as success, intelligence, personal adjustment, poise, and independence, to name a few personal and social characteristics. The irony is, of course, that via the self-fulfilling prophecy, we might actually create those characteristics in attractive others. When we treat attractive people in line with our stereotypes—treat them as warmer, smarter, more intelligent, more poised, and so on—our behaviors might actually cause them to behave in the ways that we initially expected them to behave. Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

188.

An evolutionary perspective takes “the long view.” This perspective asserts that how people act today is based on behavior patterns that evolved from our species’ past. Explain how the evolutionary concept of reproductive fitness is related to attraction and love in men and women. Answer: Reproductive fitness is a function of the success with which an organism reproduces. Reproduction is more costly to females in terms of the time and effort involved in bearing and delivering a child, and it is far less costly for males. Because the costs of reproduction for females are high, they selectively seek out mates who appear likely to possess the necessary resources to invest in the rearing of offspring. Evolutionary researchers use this idea to explain why women are more interested than are men in such characteristics as ambition, industriousness, and good earning capacity. They also use this idea to explain why women are more concerned with emotional fidelity than with sexual fidelity. In contrast, because the cost of reproduction for males is low, they seek to reproduce with as many mates as possible. Of course, they do not seek out just any mate; they seek out mates who seem reproductively fit. Evolutionary researchers use this idea to explain why physical attractiveness seems more important to men and why men are more concerned with sexual fidelity than with emotional fidelity. Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

189.

Describe some of the criticisms that have been offered against the evolutionary theory of attraction. Answer: Three main theoretical criticisms have been used to question the evolutionary theory of attraction. First, some researchers have criticized it because it is untestable using an experimental framework. Second, others have suggested that it oversimplifies extremely complex human behavior. Third, some have suggested that differences between women and men in the preference for physical attractiveness can also be explained by cultural teachings and/or by equity theory. Learning Objective: 10.1 Describe how people decide whom they like and want to get to know better. Topic: What Predicts Attraction? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 190.

According to researchers, how is companionate love different from passionate love? Answer: Companionate love is characterized by feelings of intimacy and affection for another person, and although we care deeply for the other person, we don’t experience passion or arousal in their presence. Passionate love is characterized by an intense longing for the other person and by physiological arousal in their presence; passionate love is more volatile than compassionate love. Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

191.

In what sense is the concept of romantic love culture-specific? Answer: People in more individualistic Western cultures are more likely than those in collectivistic Eastern cultures to view romantic love as an important or even crucial basis for marriage. In Eastern cultures, people take into greater consideration the wishes of the family or other important people, and arranged marriages are not uncommon. Romantic love is universal, but cultural rules alter how it is experienced, expressed, and remembered. Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

192.

In which ways are early experiences with primary caregivers related to later adult relationships? Be sure to mention three different attachment styles in your answer. Answer: Mary Ainsworth and her colleagues found that infants with a secure attachment style have caregivers who are responsive and show positive emotions; infants with an avoidant attachment style have caregivers who are aloof and distant and discourage intimacy; infants with an anxious/ambivalent attachment style have caregivers who are inconsistent and overbearing in their affections. In adulthood, the attachment styles experienced in early childhood predict how people typically approach romantic relationships. For example, secure attachment styles are associated with trusting others, easily establishing intimacy, and having satisfying relationships; avoidant attachment styles are associated with discomfort with intimacy, difficulty trusting others, and less satisfactory relationships; anxious/ambivalent attachment styles are associated with obsessiveness and preoccupation with relationships, and fears that partners do not reciprocate a need for intimacy. Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

193.

Attachment style can play an important role in romantic relationships. First, describe three attachment styles. Second, discuss which style would be most preferred in a relationship partner and why? Answer: The three attachment styles are secure, anxious/ambivalent, and avoidant. People with a secure attachment style tend to find it easy to get close to others and trust others. They do not worry about being abandoned or about others getting too close. People with this attachment style would be the best relationship partner to have, compared to the anxiety, ambivalence, or avoidance of a romantic partner with some other attachment style. Those terms alone—“secure,” versus “anxious” or “avoidant”—summarize well the styles that are effective in close relationships. 48 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 194.

Compare and contrast social exchange theory and operant conditioning. Answer: Social exchange theory posits that people’s feelings about their relationships depend on their perceptions of the rewards and costs of their relationship. In operant conditioning, reinforcements increase the likelihood of responding and punishments decrease the likelihood of responding. Therefore, rewards in relationships are similar to reinforcements. Getting a smile from a partner or a gift is a reward, and it also increases the likelihood of performing the behavior again, so it’s reinforcing. However, getting yelled at by a partner or getting “the silent treatment” from a partner decreases the likelihood of performing that behavior again, so it is a punishment. One main difference between the two perspectives is that social exchange theory has a standard (known as the comparison level) on which partners base their expectations. This is the minimum acceptable rewards and costs in a relationship. Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

195.

Consider the following relationship scenario: You’ve had some pretty good relationships in the past. Your new friend Chuck has introduced you to a number of wonderful interests: obscure 1970s grindhouse films, visits to museums, Thai food, and hang-gliding. Still, if there’s one thing about Chuck that drives you crazy, it’s that he never stops talking, and will actually change his position on issues just to bait you into an argument. You argue more with Chuck than with just about anyone else you know, and you frequently end up with your feelings hurt. In fact, you find yourself wondering whether Chuck’s roommate Moe wouldn’t make a better friend. He’s interesting, does fun things, and he doesn’t seem to relish arguments nearly as much as Chuck does. Now, analyze this scenario from a social exchange perspective. Which elements represent the rewards, costs, comparison level, and comparison level for alternatives? What’s likely to happen in this case? Answer: The rewards in your relationship with Chuck are interesting activities. The costs are Chuck’s verbosity and his tendency to bait you, argue, and hurt your feelings. The comparison level is the difference between the rewards and costs of your relationship with Chuck and what you expect based on your history of positive relationships. The comparison level for alternatives is what you would expect in terms of costs and rewards from Moe. Given that Moe is also interesting but doesn’t talk or argue as much, you will probably pursue a friendship with him instead of with Chuck. Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

196.

How is the late Caryl Rusbult’s investment model of relationships similar to and different from traditional social exchange models of relationships? Answer: Both the investment and social exchange models address how relationship partners perceive the costs, rewards, comparison level (rewards-costs), and comparison level for alternatives. Caryl Rusbult’s model includes an additional variable: partners’ perceptions of how much they have invested in the relationship (both tangible and intangible) that would be lost were the relationship to dissolve. Rusbult found that the greater the investment people have in a relationship, the less likely they are to leave it, even if costs outweigh rewards and other alternatives look promising. Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. 49 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 197.

Without investments, social exchange theory would predict that an unsatisfying relationship would end. Explain why and be sure to describe the concepts involved in social exchange theory and the investment model. Answer: Classic social exchange theory compares rewards and costs to the comparison level, and if the outcome is dissatisfaction, there is nothing in the theory to explain why a person would stay. However, with Caryl Rusbult’s expansion of the classic social exchange theory, other things and people can become important to the relationship (called investments), and the relationship can weather the rough patch. Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

198.

Ellen and Grace have an equitable relationship. Describe what that would be like, and what some consequences would be of relationship inequities. Answer: An equitable relationship is one in which the rewards one partner receives, the costs one partner incurs, and the contributions one partner makes to the relationship are comparable to the costs, rewards, and contributions of the other person in the relationship. In an inequitable relationship, both partners feel discomfort and are motivated to restore equity to the relationship. Partners who overbenefit violate the equity norm, feel uncomfortable, and may eventually even feel guilty. Partners who underbenefit are likely to feel cheated or frustrated. Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

199.

Equity theory suggests that partners in a relationship tend to desire equity in terms of what they are giving to and taking from a relationship. Describe how equity occurs between acquaintances, and how it occurs between family members, close friends, or in long-term romantic relationships. Answer: Between acquaintances, equity usually takes the form of exchange relationships in which there is very immediate, short-term reciprocity. Usually if one member of the relationship gives, the other is expected to give equally within a short period of time. For instance, if a new friend buys lunch on Friday, the other friend would buy lunch a few days later. Among family, close friends, or romantic partners, equity occurs in a long-term context. That is, members are less concerned with immediately being repaid; rather, they expect that things will even out at some point in the future. Learning Objective: 10.3 Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and Close Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

200.

Describe in detail the four stages of Steve Duck’s model of relationship dissolution (breaking up). Provide a running example in your description. Answer: When a romantic partner is feeling dissatisfied with the relationship, the person first experiences the 50 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition intrapersonal phase, in which they think about the problems in the relationship. For example, if Ronnie was unhappy in his relationship with Bobette, he may think about why he is unhappy. Second is the dyadic phase, in which one partner discusses the breakup with the other. Ronnie may tell Bobette that he is unhappy with some of her habits and explain that he wants to break up with her. If they break up and do not resolve the problems, they move to the third stage: the social phase. In the social phase, the partners decide how to deal with encountering each other. Ronnie may run into Bobette at the grocery store and choose to politely say hello, or to duck down another aisle and avoid her. Ronnie and Bobette would tell their friends and family about the breakup. Finally, another intrapersonal phase occurs in which partners recover from the breakup. In this stage, Ronnie may do any number of things to cope. He may bad-mouth Bobette, or reminisce, or try to meet someone new and better. Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 201.

Your roommate has come to you asking for your advice with her romantic partner. Based on research conducted by Caryl Rusbult regarding behavior in a troubled relationship, which strategies would you recommend if she wants her relationship to persist? Answer: There are destructive/constructive and passive/active responses. The destructive behaviors harm a relationship more than constructive ones build it. So, your roommate should avoid doing destructive behaviors such as leaving, threatening to leave, or even ignoring the relationship or partner. Learning Objective: 10.4 Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Assessing Relationships: Satisfaction and Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 10.1: What Predicts Attraction? EOM_Q10.1.1 Which of the following examples best illustrates how functional distance plays a role in the propinquity effect? a) Bart doesn’t like his next-door neighbor, primarily because of his habit of playing loud music that makes it difficult to get to sleep at night. Consider This: In the Westgate apartment complex study, functional distance explains why those residents who lived near the stairs had the most friends on different levels of the building. LO 10.1: Describe how people decide whom they like and want to get to know better. b) Marge, whose cubicle is right next to both the kitchen and the elevator, is one of the most popular people in the entire office. c) Homer prefers to take the stairs rather than the elevator because it decreases his likelihood of running into people he finds annoying. Consider This: In the Westgate apartment complex study, functional distance explains why those residents who lived near the stairs had the most friends on different levels of the building. LO 10.1: Describe how people decide whom they like and want to get to know better. d) Lisa made more friends in her sophomore-year dorm than in her freshman-year dorm. Consider This: In the Westgate apartment complex study, functional distance explains why those residents who lived near the stairs had the most friends on different levels of the building. LO 10.1: Describe how people decide whom they like and want to get to know better. Answer: b Learning Objective: LO 10.1: Describe how people decide whom they like and want to get to know better. Topic: Propinquity Effect Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q10.1.2 The __________ suggests that the more times we encounter someone or something, the more we tend to like it. a) evolutionary perspective Consider This: This principle applies to other people as well as objects, songs, images, and various stimuli. LO 10.1: Describe how people decide whom they like and want to get to know better. b) halo effect Consider This: This principle applies to other people as well as objects, songs, images, and various stimuli. LO 10.1: Describe how people decide whom they like and want to get to know better. c) mere exposure effect d) reciprocal liking effect Consider This: This principle applies to other people as well as objects, songs, images, and various stimuli. LO 10.1: Describe how people decide whom they like and want to get to know better. Answer: c Learning Objective: LO 10.1: Describe how people decide whom they like and want to get to know better. Topic: Mere Exposure Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.1.3 Similarity in terms of which of the following dimensions has been found to predict increased attraction? a) Attitudes Consider This: There are multiple forms of similarity that foster attraction. LO 10.1: Describe how people decide whom they like and want to get to know better. 52 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b) Attractiveness level Consider This: There are multiple forms of similarity that foster attraction. LO 10.1: Describe how people decide whom they like and want to get to know better. c) Genetics Consider This: There are multiple forms of similarity that foster attraction. LO 10.1: Describe how people decide whom they like and want to get to know better. d) All of the above Answer: d Learning Objective: LO 10.1: Describe how people decide whom they like and want to get to know better. Topic: Similarity and Attraction Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.1.4 Which of the following statements about perceptions of physical attractiveness is true? a) Asymmetrical faces are typically viewed as more attractive because they are so distinctive. Consider This: In terms of attractiveness, the halo effect manifests itself as the “what is beautiful is good” stereotype. LO 10.1: Describe how people decide whom they like and want to get to know better. b) Large cross-cultural differences emerge in terms of what is seen as physically attractive in the human face. Consider This: In terms of attractiveness, the halo effect manifests itself as the “what is beautiful is good” stereotype. LO 10.1: Describe how people decide whom they like and want to get to know better. c) The more someone looks like us, the less attractive we typically find them to be. Consider This: In terms of attractiveness, the halo effect manifests itself as the “what is beautiful is good” stereotype. LO 10.1: Describe how people decide whom they like and want to get to know better. d) Perceivers tend to believe that someone who is attractive also possesses a range of other (unrelated) positive characteristics. Answer: d Learning Objective: LO 10.1: Describe how people decide whom they like and want to get to know better. Topic: Halo effect Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.1.5 Which of the following is not identified as a major predictor of attraction in long-term romantic relationships? a) Similarity Consider This: Folk wisdom regarding the factors that shape attraction sometimes offers contradictory conclusions. LO 10.1: Describe how people decide whom they like and want to get to know better. b) Reciprocity Consider This: Folk wisdom regarding the factors that shape attraction sometimes offers contradictory conclusions. LO 10.1: Describe how people decide whom they like and want to get to know better. c) Complementarity d) Propinquity Consider This: Folk wisdom regarding the factors that shape attraction sometimes offers contradictory conclusions. LO 10.1: Describe how people decide whom they like and want to get to know better. Answer: c Learning Objective: LO 10.1: Describe how people decide whom they like and want to get to know better. Topic: Attraction Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.1.6 Research indicates that a face’s symmetry is a reliable predictor of how attractive it is seen to be. An evolutionary psychology explanation for this finding would be that __________. a) symmetrical faces remind us of ourselves and therefore elicit positive feelings Consider This: Evolutionary perspectives on attraction focus on markers of reproductive fitness. LO 10.1: Describe how people decide whom they like and want to get to know better. b) symmetry is a sign of health and that a potential mate has good genes 53 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c) “Western” cultures place a greater emphasis on physical attractiveness than do “Eastern” cultures Consider This: Evolutionary perspectives on attraction focus on markers of reproductive fitness. LO 10.1: Describe how people decide whom they like and want to get to know better. d) All of the above Consider This: Evolutionary perspectives on attraction focus on markers of reproductive fitness. LO 10.1: Describe how people decide whom they like and want to get to know better. Answer: b Learning Objective: LO 10.1: Describe how people decide whom they like and want to get to know better. Topic: Evolution and Mate Selection Difficulty Level: Difficult Skill Level: Analyze It EOM_Q10.1.7 You and your friends decide to hold a heterosexual “speed-dating” event on campus. At this event, male students sit at tables arranged in a circle and have 3-minute conversations with a series of women. After each 3-minute period has ended, the women rotate in a clockwise direction and sit down with a new male student. When asked about their “dating” experiences after the event, research suggests that __________. a) the men should be somewhat pickier in terms of rating which women they would like to see again b) the women should be somewhat pickier in terms of rating which men they would like to see again Consider This: Finkel and Eastwick’s (2009) study demonstrated the psychological differences between been the approacher or the approachee in a dating scenario. LO 10.1: Describe how people decide whom they like and want to get to know better. c) the men should focus less on facial symmetry in assessing their dates’ attractiveness Consider This: Finkel and Eastwick’s (2009) study demonstrated the psychological differences between been the approacher or the approachee in a dating scenario. LO 10.1: Describe how people decide whom they like and want to get to know better. d) the women should focus less on facial symmetry in assessing their dates’ attractiveness Consider This: Finkel and Eastwick’s (2009) study demonstrated the psychological differences between been the approacher or the approachee in a dating scenario. LO 10.1: Describe how people decide whom they like and want to get to know better. Answer: a Learning Objective: LO 10.1: Describe how people decide whom they like and want to get to know better. Topic: Speed-Dating and Sex Differences Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 10.2: Making Connections in the Modern World EOM_Q10.2.1 Research on the influence of mobile phone technology on social interaction indicates that __________. a) contrary to what some critics believe, the availability of mobile phones and smartphones has no negative effect on social engagement Consider This: People have a finite amount of cognitive capacity and when attention is diverted to a distracting stimulus, it often comes at the expense of attention to other stimuli. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. b) men are more easily distracted by the presence of a phone during a conversation than are women Consider This: People have a finite amount of cognitive capacity and when attention is diverted to a distracting stimulus, it often comes at the expense of attention to other stimuli. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. c) even if a phone isn’t being used during a conversation, it can still pose a distraction that comes at the expense of social engagement d) while laptops and tablets can be distracting during face-to-face interaction, phones are not Consider This: People have a finite amount of cognitive capacity and when attention is diverted to a distracting stimulus, it often comes at the expense of attention to other stimuli. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Answer: c Learning Objective: LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Topic: New Technologies and Social Connection Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.2.2 Research on the effectiveness of dating websites and apps indicates that __________. a) websites and apps using mathematical algorithms to match couples by compatibility are far more successful than more traditional ways of meeting a partner such as getting fixed up by friends Consider This: Some of the benefits supposedly offered by dating websites are not well-supported by research data. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. b) people tend to send messages to fellow website users whose attractiveness and popularity levels are similar to their own c) these sites and apps are very popular among gay and lesbian users, but not among heterosexuals Consider This: Some of the benefits supposedly offered by dating websites are not well-supported by research data. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. d) the more you find out about someone you met online, the more you tend to like that person Consider This: Some of the benefits supposedly offered by dating websites are not well-supported by research data. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Answer: b Learning Objective: LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Topic: Online Dating Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.2.3 Which of the following statements is true regarding how people tend to represent themselves in online dating profiles? a) Misrepresentation in online profiles tends to be of both the intentional and unintentional varieties. b) Deceptive web profiles tend to be longer and more detailed than accurate profiles. Consider This: In general, inaccurate self-perception tends to have both conscious and unconscious causes. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. c) There are no gender differences in how men and women represent themselves online. Consider This: In general, inaccurate self-perception tends to have both conscious and unconscious causes. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. d) The vast majority of people post inaccurate or misleading photos of themselves in online profiles. 55 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: In general, inaccurate self-perception tends to have both conscious and unconscious causes. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Answer: a Learning Objective: LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Topic: Online Dating Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.2.4 Research on the sexual tendencies of today’s youth indicates that _______. a) there is consensus agreement that “hooking up” nearly always refers to sexual intercourse Consider This: Some common-sense assumptions about human sexuality are not supported by actual data and behavior. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. b) current generations of young people do not report having more sex than did young people two decades ago c) “hooking up” among young people is more common than most adults believe it to be Consider This: Some common-sense assumptions about human sexuality are not supported by actual data and behavior. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. d) men are more likely than women to report that most of their “hook-ups” are with a familiar, repeat partner Consider This: Some common-sense assumptions about human sexuality are not supported by actual data and behavior. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Answer: b Learning Objective: LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Topic: New Technologies and Social Connection Difficulty Level: Easy Skill Level: Factual Recall

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 10.3: Love and Close Relationships EOM_Q10.3.1 Whereas __________ love is characterized by feelings of intimacy and affection, __________ love tends to include intense longing and physiological arousal. a) platonic; romantic Consider This: We can also experience a form of love in our nonsexual relationships with companions and close others. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. b) tranquil; sexual Consider This: We can also experience a form of love in our nonsexual relationships with companions and close others. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. c) companionate; passionate d) empty; erotic Consider This: We can also experience a form of love in our nonsexual relationships with companions and close others. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Answer: c Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Companionate and Passionate Love Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q10.3.2 Which of the following is not one of the three major components of love, according to Sternberg’s triangular theory of love? a) Intimacy Consider This: Sternberg proposed that these three components could be present (or absent) in any combination, with each combination translating into a different type of love. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. b) Passion Consider This: Sternberg proposed that these three components could be present (or absent) in any combination, with each combination translating into a different type of love. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. c) Reciprocity d) Commitment Consider This: Sternberg proposed that these three components could be present (or absent) in any combination, with each combination translating into a different type of love. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Answer: c Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Exchange Theory Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q10.3.3 Which of the following is not one of the cross-cultural research findings about love and relationships reported in this chapter? A) Unlike in the United States where it is conventional for married couples to live together, in many areas of West Africa, married couples live apart, prioritizing the connection with extended family over that with a spouse. Consider This: The divorce rate in the United States is nearly 50 percent and has been for several decades. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. b) As indicated by the concept of yuan, Chinese are more likely to believe that relationship outcomes are determined by fate than are Americans. 57 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: The divorce rate in the United States is nearly 50 percent and has been for several decades. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. c) Romantic love seems universal among humans, even as culture shapes how that emotional state is experienced and expressed. Consider This: The divorce rate in the United States is nearly 50 percent and has been for several decades. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. d) Divorce rates are substantially higher for arranged marriages than they are for marriages in which the individuals find their own spouse. Answer: d Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Culture and Love Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.3.4 Which attachment style below is best captured by the following sentiment: “I am uncomfortable being close to others and find it difficult to trust people completely. I am nervous when anyone gets close, and often my partners want me to be more intimate than I feel comfortable being.” a) Secure attachment style Consider This: A secure attachment style is characterized by trust and a lack of concern at being abandoned. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. b) Avoidant attachment style c) Anxious/ambivalent attachment style Consider This: A secure attachment style is characterized by trust and a lack of concern at being abandoned. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. d) Exchange attachment style Consider This: A secure attachment style is characterized by trust and a lack of concern at being abandoned. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Answer: b Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Attachment Style Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.3.5 The regions of the brain that exhibit signs of increased activity when someone thinks about feelings of romantic love are the same regions that exhibit signs of increased activity when a person __________. a) sleeps Consider This: The ventral tegmental area and caudate nucleus constitute a major reward center in the brain. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. b) ingests cocaine c) cries Consider This: The ventral tegmental area and caudate nucleus constitute a major reward center in the brain. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. d) is anxious about being the focus of attention Consider This: The ventral tegmental area and caudate nucleus constitute a major reward center in the brain. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Answer: b Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Love and the Brain Difficulty Level: Easy 58 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 10.4: Assessing Relationships: Satisfaction and Breaking Up EOM_Q10.4.1 Although her boyfriend treats her well, always puts her needs first, and doesn’t demand much in the way of relationship effort from her, Courtney feels unsatisfied with the relationship because a little voice in her head keeps telling her there must be an even better mate out there for her somewhere. Courtney seems to have __________. a) a high comparison level b) a low comparison level Consider This: Comparison level is how high a person’s general expectations are for how fulfilling relationships should be. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. c) a low comparison level for alternatives Consider This: Comparison level is how high a person’s general expectations are for how fulfilling relationships should be. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. d) a high sense of investment Consider This: Comparison level is how high a person’s general expectations are for how fulfilling relationships should be. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Answer: a Learning Objective: LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Exchange Theory Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q10.4.2 Equity theory suggests that if a relationship is not equitable __________. a) the overbenefited individual will still be satisfied with it Consider This: Equity theory suggests that people are most satisfied in relationships that are balanced for each partner. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. b) both the underbenefited and the overbenefited individuals will still be satisfied with it Consider This: Equity theory suggests that people are most satisfied in relationships that are balanced for each partner. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. c) both the underbenefited and the overbenefited individuals will be unsatisfied with it d) it will transition from a communal relationship to an exchange relationship Consider This: Equity theory suggests that people are most satisfied in relationships that are balanced for each partner. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Answer: c Learning Objective: LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Equity Theory Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.4.3 Which of the following is an example of an intrapersonal stage to relationship dissolution? a) The breakup is announced to other people. Consider This: Intrapersonal indicates within-person as opposed to between-people. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. b) One member of the couple thinks a lot about their relationship dissatisfaction. 60 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c) One member of the couple discusses the potential breakup with the other person. Consider This: Intrapersonal indicates within-person as opposed to between-people. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. d) The couple decides to get back together. Consider This: Intrapersonal indicates within-person as opposed to between-people. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Answer: b Learning Objective: LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q10.4.4 Which of the following findings regarding breakups is true? a) Initiating a breakup is even more distressing than being broken up with. Consider This: Research shows that the emotional impact of a breakup varies. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. b) Staying in contact and up-to-date on the new exploits of an ex-partner can have both positive and negative effects on an individual after a breakup. c) The dissolution of same-sex relationships is not marked by the same type and amount of negative emotional response as is the dissolution of cross-sex relationships. Consider This: Research shows that the emotional impact of a breakup varies. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. d) On average, men are not nearly as upset by breakups as are women. Consider This: Research shows that the emotional impact of a breakup varies. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Answer: b Learning Objective: LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Breaking Up Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Chapter 10 Quiz: Attraction and Relationships: From Initial Impressions to Long-Term Intimacy EOC_Q10.1 Kendrick has his eye on Julie and wants her to like him. According to research in social psychology, which of the following is least likely to work? a) Emphasizing how similar their attitudes are Consider This: Remember that not all folk wisdom regarding attraction turns out to be supported by research. LO 10.1: Describe how people decide whom they like and want to get to know better. b) Arranging to work with her on a class project so that he can spend time with her Consider This: Remember that not all folk wisdom regarding attraction turns out to be supported by research. LO 10.1: Describe how people decide whom they like and want to get to know better. c) Emphasizing that they have complementary personalities and that opposites attract d) Making himself look as physically attractive as he can Consider This: Remember that not all folk wisdom regarding attraction turns out to be supported by research. LO 10.1: Describe how people decide whom they like and want to get to know better. Answer: c Learning Objective: LO 10.1: Describe how people decide whom they like and want to get to know better. Topic: Attraction Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q10.2 Which of the following is a benefit of online dating? a) Online dating offers the ability to achieve propinquity with a wider range of people. b) The mathematical formulas are highly effective at creating compatibility matches. Consider This: Many of the same factors that influence face-to-face attraction also shape attraction online. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. c) People tend to be more honest about themselves online. Consider This: Many of the same factors that influence face-to-face attraction also shape attraction online. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. d) With online dating, there’s no such thing as potential mates feeling “out of your league.” Consider This: Many of the same factors that influence face-to-face attraction also shape attraction online. LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Answer: a Learning Objective: LO 10.2: Explain how new technologies and today’s youth culture shape attraction and social connections. Topic: Online Dating Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q10.3 Which of the following is false? a) People in communal relationships tend to keep track of who is contributing what to the relationship. b) People find “average” faces to be more attractive than unusual faces. Consider This: Keeping track of costs and benefits is more common in exchange relationships. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. c) People like others who like them. Consider This: Keeping track of costs and benefits is more common in exchange relationships. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. d) The more we see and interact with people, the more we will like them. Consider This: Keeping track of costs and benefits is more common in exchange relationships. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Answer: a 62 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Communal and Exchange Relationships Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q10.4 Katie and Isha are dating. According to the investment model of close relationships, which of the following will influence their commitment to the relationship? a) Their satisfaction with the relationship Consider This: The investment model suggests that we must consider multiple factors in predicting commitment to a relationship. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. b) Their level of investment in the relationship Consider This: The investment model suggests that we must consider multiple factors in predicting commitment to a relationship. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. c) The availability and quality of alternative partners Consider This: The investment model suggests that we must consider multiple factors in predicting commitment to a relationship. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. d) All of the above Answer: d Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Investment Model Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q10.5 __________ involves intense longing for another person, accompanied by physiological arousal. a) Passionate love b) Companionate love Consider This: Over time, relationships often progress from passionate love to more companionate forms of love. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. c) Exchange love Consider This: Over time, relationships often progress from passionate love to more companionate forms of love. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. d) Communal love Consider This: Over time, relationships often progress from passionate love to more companionate forms of love. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Answer: a Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Passionate Love Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q10.6 Which of the following statements regarding attachment style is true? a) Few if any individuals change their attachment style once they reach adulthood. Consider This: Infant attachment styles do predict tendencies during adult relationships, but this does not mean that insecure attachments at a young age are guaranteed to last throughout life. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. b) A majority of adults have been found to exhibit an avoidant attachment style.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: Infant attachment styles do predict tendencies during adult relationships, but this does not mean that insecure attachments at a young age are guaranteed to last throughout life. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. c) The attachment style that adults display is shaped by their partner’s behavior and the type of relationship they’ve created as a couple. d) Your attachment style as an infant typically has little to do with the attachment style you have in your adult relationships. Consider This: Infant attachment styles do predict tendencies during adult relationships, but this does not mean that insecure attachments at a young age are guaranteed to last throughout life. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Answer: c Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Attachment Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q10.7 Marquel and Eric have been friends since the beginning of the school year. According to equity theory, their friendship will suffer if __________. a) Eric is much more likely to help Marquel out when he needs it than Marquel is to help Eric b) Eric has a “makeover” and suddenly becomes far more attractive than Marquel Consider This: Equity theory focuses on whether each party has a comparable ratio of relationship benefits to costs. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. c) Eric and Marquel stop having similar interests Consider This: Equity theory focuses on whether each party has a comparable ratio of relationship benefits to costs. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. d) Eric and Marquel are romantically interested in the same person Consider This: Equity theory focuses on whether each party has a comparable ratio of relationship benefits to costs. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Answer: a Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Process Loss Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q10.8 Hussein worries that his girlfriend doesn’t really love him, and he smothers her with attention. According to attachment theory, Hussein probably has a(n) __________ attachment style, because when he was an infant, his caregivers were __________. a) avoidant; aloof and distant Consider This: A securely attached individual tends to have less relationship anxiety. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. b) secure; responsive to his needs Consider This: A securely attached individual tends to have less relationship anxiety. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. c) communal; smothering but very open Consider This: A securely attached individual tends to have less relationship anxiety. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. d) anxious/ambivalent; inconsistent and overbearing Answer: d Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. 64 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Attachment Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q10.9 You are considering breaking up with your significant other after 1 month of being a couple. While the relationship gives you lots of rewards and has few costs, you have recently met someone new whom you anticipate will give you even more rewards for even fewer costs. Your dilemma stems from the fact that you have a __________ and a __________. a) low comparison level; high comparison level for alternatives Consider This: Someone with a low comparison level can be satisfied with relationships that are relatively unrewarding. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. b) high comparison level; high comparison level for alternatives c) low comparison level; low comparison level for alternatives Consider This: Someone with a low comparison level can be satisfied with relationships that are relatively unrewarding. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. d) high comparison level; low equity level Consider This: Someone with a low comparison level can be satisfied with relationships that are relatively unrewarding. LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Answer: b Learning Objective: LO 10.3: Examine the cultural, personality, and biological factors that are associated with different types of love. Topic: Comparison Level Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q10.10 After a breakup, which of the following individuals is most likely to want to remain friends? a) A couple in which one individual was overbenefited and the other was underbenefited Consider This: Research shows that the emotional impact of a breakup varies. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. b) A couple that had a low level of satisfaction and investment during the actual relationship Consider This: Research shows that the emotional impact of a breakup varies. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. c) A couple that initially met online Consider This: Research shows that the emotional impact of a breakup varies. LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. d) A couple that had a high level of satisfaction and investment during the actual relationship Answer: d Learning Objective: LO 10.4: Analyze different theories of measuring relationship satisfaction and research regarding romantic breakups. Topic: Breaking Up Difficulty Level: Difficult Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 11 Prosocial Behavior: Why Do People Help? Total Assessment Guide (TAG) Topic Introduction

Basic Motives Underlying Prosocial Behavior: Why Do People Help? Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Situational Determinants of Prosocial Behavior: When Will People Help?

How Can Helping Be Increased?

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

Multiple Choice

4, 5, 8, 12, 16, 17, 22, 26, 28, 35, 41, 46, 59, 61, 71, 72, 74, 76, 77, 78, 84, 111

2, 6, 14, 15, 18, 19, 20, 25, 29, 30, 31, 32, 33, 34, 36, 37, 38, 40, 42, 43, 44, 49, 50, 51, 52, 56, 59, 64, 65, 66, 67, 73

3, 7, 9, 10, 11, 13, 21, 23, 24, 27, 39, 45, 48, 53, 54, 55, 57, 58, 62, 63, 68, 69, 70, 75, 79, 80

Essay

179, 182, 183

180, 184

181

85, 88, 97, 98, 107, 112, 118,

81, 82, 90, 91, 92, 93, 94, 95, 99, 102, 103, 104, 109, 113, 114, 115,

83, 86, 87, 89, 96, 100, 101, 105, 106, 108, 110, 116, 117

Analyze It

Essay

Multiple Choice

Essay

Multiple Choice

125, 127, 129, 131, 132, 134, 137, 138, 141, 144, 147, 149, 151, 153, 155, 156, 159, 161, 164, 165, 166

120, 122, 128, 135, 136, 140, 145, 152, 158, 160, 162

188, 190, 193

190

173, 174, 175

167, 176, 177

Essay

Multiple Choice

185

186, 187 119, 121, 123, 124, 126, 130, 133, 139, 142, 146, 148, 150, 154, 157, 163

168, 169, 170, 171, 172

178

Essay

189, 194

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 11

PROSOCIAL BEHAVIOR: WHY DO PEOPLE HELP?

________________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

The events of January 6, 2021, when insurrectionists stormed the U.S. Capitol Building, highlighted both the depths and heights that human behavior can reach. On the “high” side, prosocial behavior was demonstrated by those people who __________. a. infiltrated the Senate Chamber and vandalized it b. incited the mob to riot in the first place c. acted with the goal of benefiting another person d. analyzed the causes and consequences of the event after it was over Answer: C 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.

The insurrection of January 6, 2021, was marked not only by violence and bloodshed but also by heroism, such as the actions of Capitol Police Officer Eugene Goodman, who led rioters away from the unguarded Senate Chamber. Goodman was willing to risk his own life to save others, and his behavior could thus be described as __________. a. prosocial b. communal c. evolutionarily adaptive d. an example of kin selection Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Julianna likes to contribute to worthy charities because she can help others and, at the same time, get a tax deduction. Julianna is engaging in __________. a. altruism b. dissonance reduction c. hypocrisy d. prosocial behavior Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 4.

__________ refers to any act that someone performs in order to benefit another person. a. Prosocial behavior b. Altruism c. Kin selection d. Empathy Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Whereas __________ is any act performed to benefit another, __________ is such an act performed with no benefit (and often a cost) to the helper. a. altruism; prosocial behavior b. prosocial behavior; self-help c. prosocial behavior; altruism d. altruism; self-sacrifice Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Prosocial behavior is to __________ as altruism is to __________. a. selflessness; pure motive b. rewards; good mood c. helpful; selflessness d. feeling good; avoiding feeling bad Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Allen volunteers to visit the homes of AIDS patients because those visits help him forget about his own problems. This is an example of __________ behavior. a. altruistic b. self-sacrificing c. prosocial d. reciprocal Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Prosocial behavior is __________. a. performed with the goal of benefiting another person b. appreciated by everyone we help c. performed without regard to a person’s self-interest d. cheering on your team at their game Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

Larry was driving his car on the road when he saw a person fall through the ice on a nearby pond. He stopped his car and crawled on his stomach on the ice out to the person who had fallen through. He helped save the person from the icy water and certain death. This is considered __________. a. a selfish act b. prosocial behavior c. an altruistic act d. a power trip Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Marla has revised her will to ensure that upon her death, all of her functioning organs (corneas, liver, kidneys, heart) will be used to help transplant patients. She’s told no one about her actions, and expects nothing in return. This is an example of __________ behavior. a. altruistic b. evolutionarily adaptive c. self-sacrificing d. normative Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

When Jochem saw the child fall through the ice at the lake, he never hesitated and immediately dove in to save the child. This is an example of __________ behavior. a. altruistic b. evolutionary c. survival d. prosocial Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

__________ refers to the desire to help another person, even if such help involves cost to the helper. a. Prosocial behavior b. Altruism c. Empathy d. Reciprocity Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

Which situation is the best example of altruistic behavior? a. Julie puts a dollar in the church collection basket because everyone else donates. b. Lexy volunteers at her son’s school to help out his class. c. Robert anonymously donates a kidney to a 20-year-old accident victim he will never meet. d. Lou helps his wife with the dishes in the hope that she’ll cook dinner more often. Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

Which situation represents altruistic behavior? a. Jeff is a bystander who runs inside a burning building when he hears a mother screaming for help to save her baby. b. Danny is a soldier in battle and follows a direct order to help his squad evacuate. c. Ian serves orphans in Mexico as part of a plea bargain for his own past drug convictions. d. Mark works hard at his job every day to make it easier for his coworkers to do their job. Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Which situation represents prosocial behavior? a. Louise goes to her job every day to earn her paycheck. b. Glorietta tutors a young boy in math at his school. c. Arlo purchases snacks and sells them to his classmates at a slight mark-up. d. Jerrika counsels teens at a youth center because her mother wants her to pad her résumé. Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Evolutionary psychology is a perspective that emphasizes __________. a. how our environment modifies inherited characteristics b. the immediate influence our biology has on how we react to social situations c. social behaviors as a result of genetic factors and natural selection d. applications of social psychology to the study of biological processes Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

According to evolutionary theory, natural selection favors genes that promote __________. a. attractiveness b. intelligence c. survival d. strength Answer: C 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

According to evolutionary theory, genes that lower our chances of survival are __________. a. less likely to be passed on to the next generation b. more likely to be passed on to the next generation c. equally likely to be passed on to the next generation d. will never be passed on to the next generation Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

According to evolutionary theory, natural selection favors genes that promote individual survival. This tenet is most troublesome in explaining __________. a. aggression b. altruism c. prosocial behavior d. the protection of the young Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Charles Darwin found it difficult to explain altruism. From an evolutionary perspective, it would initially seem that over centuries and generations, altruistic behaviors would __________ because __________. a. increase; more unfit offspring might survive b. disappear; self-sacrifice would produce fewer offspring c. disappear; only the fittest, most selfless offspring would survive d. remain unchanged; the gene pool would become more variable Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Evolutionary psychologists would have the most trouble explaining which incident? a. Sergei risks his life to save his nephew in a car accident. b. Jane runs in to save her adopted daughter from a fire. c. When Alphonso was put in the unfortunate situation of saving his wife or his son in a boating accident, he chose to save his son first, and his wife died. d. When Garth was on a ship going down at sea, he let everyone else be saved ahead of him, even though everyone on the ship was a complete stranger to him. Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

The idea that natural selection favors behaviors that help a genetic relative is known as ___________. a. kin selection b. familial selection c. kinship bias d. familial reciprocity Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

According to the evolutionary psychology notion of kin selection, Piotr is most likely to help his __________. a. cousin Herbert b. step-sister Sally c. brother Ralph d. best friend Randall Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

According to evolutionary psychologists, why would Doris be more likely to save her children than her parents in a life-threatening emergency? Doris’s children __________. a. are more likely to pass on her genes b. are less likely to be able to save themselves c. share more genes in common with Doris than do her parents d. are more likely to seek Doris out than are her parents Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Kin selection occurs __________. a. more often in men b. more often in women c. more often in collectivist cultures d. equally often in women and men, and in the various cultures studied Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Researchers found that when participants imagined a house fire, they were more likely to help some people than other people. It seems that in life-and-death situations, __________. a. norms are more important than genetic similarity b. culture is more important than biology c. biological relatives are more likely to be helped than are nonrelatives d. women are more sensitive to norms, and men more sensitive to biology 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 27.

A giant tornado is bearing down on Dorothy’s farmhouse. She only has time to help one other resident. Based on research regarding kin selection, whom will Dorothy take with her to the storm cellar? a. her sister, Glenda b. her grandmother, Margaret c. her beloved dog, Toto d. her favorite farm hand, Ray Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

Kin selection appears to be a(n) __________ act. a. ingrained b. conscious c. effortless d. purposeless Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Based on evidence from studies on evolutionary explanations of helping behavior, whom would you be the most likely to help if she had just accidentally spilled the contents of her purse? a. your friend b. your cousin c. your sister d. You would be equally likely to help anyone. Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

Although evidence from experiments suggests that people are more likely to help family than strangers or friends in some situations, people are equally likely to help a friend or family member under which circumstances? a. a life-threatening emergency b. a life-threatening nonemergency c. any life-threatening situation d. a non-life-threatening situation Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

In explaining the process by which kin selection works to encourage altruism, evolutionary psychologists would argue that __________. a. Helpers consciously consider “biological importance” before helping. b. Norms have arisen to replace ingrained human behavior. c. Over millennia, the genes of those who follow the “biological importance” rule will survive. d. The “biological importance” rule is used only in life-and-death situations. Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

When considering altruistic behaviors, which conclusion is true? a. Women are more altruistic than men. b. Men are more altruistic than women. c. Men and women are equally altruistic. d. Neither men nor women are altruistic. Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

When American and Japanese participants were studied regarding the likelihood they would engage in altruistic behavior, what was the final result? a. American people are more likely to be altruistic than Japanese people are. b. Japanese people are more likely to be altruistic than American people are. c. People in both cultures were equally likely to be altruistic. d. People in neither culture wanted to behave altruistically. Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

One consequence of living by the Golden Rule, “Do unto others as you would have them do unto you,” is that if you help those in need, they might return the favor someday. This idea is best represented by ___________. a. the norm of obedience b. the norm of reciprocity c. informational social influence d. normative social influence Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

The norm of reciprocity is defined as __________. a. the expectation that helping others will increase the likelihood that they will help us in the future b. the expectation that helping others will bring notoriety and improved social standing 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. a belief that the world is fair d. a belief in karma Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

Some evolutionary psychologists argue that in our distant past, those who selfishly pursued their own individual interests would be less likely to survive to pass on their genes. This argument lies at the heart of __________ as a source of altruistic behavior. a. kin selection b. social exchange c. the reciprocity norm d. the ability to learn social norms Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

The norm of reciprocity explains altruistic helping behavior by noting that __________. a. people may carry out altruistic acts with the expectation of being the recipient of altruism at some point in the future b. the compilation of many small acts of kindness adds up to a single act of altruism c. altruistic behavior is a myth; by definition it cannot happen d. most people are willing to engage in altruistic behavior with no expectation of needing help themselves at some future point Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

Why would gratitude evolve in a social group? a. to motivate us to return help we have received from others b. to increase the costs of helping c. to make people feel empathy d. to facilitate group selection Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Helga stops and helps Bjorn change a flat tire along the road, because she figures that one day she’ll need help and someone will return the favor. This best illustrates the idea of __________. a. paying it forward b. reciprocity c. karmic law d. evolution Answer: B 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

Why are many biologists skeptical about the concept of group selection? a. Classic evolutionary theory proposes that the processes of natural selection operate only at the individual, not the group level. b. Humans have not lived in groups for very long in their evolutionary history. c. Evolutionary theory does not have any interest in examining the concept of altruism. d. Evolutionary theory believes it does an adequate job of explaining altruism with concepts such as rewards and costs. Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

What is group selection? a. The act of picking out the strongest members of a group. b. The idea that natural selection can operate on the group level as well as with individuals. c. The idea that every group presents only their best and brightest individuals in any situation of emergency. d. The act of forming groups within a community, each with a different purpose. Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

The groups of people who live among those who are __________ may be more likely to survive than those people who live among groups of people who are __________. This idea is referred to as __________. a. selfless; selfish; altruism b. selfish; selfless; natural selection c. selfless; selfish; group selection d. selfish; selfless; altruism Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Evolutionary psychologists believe that people help others because __________. a. it fills them with a warm feeling when they are done b. they will be rewarded financially for it c. they will win awards for it d. it has become ingrained in our genes Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 44.

Which challenge applies to the evolutionary theory of altruism? a. Why do complete strangers sometimes help each other? b. Saving family may only mean we have a greater need to save people who are in close physical proximity. c. Group selection is a universally accepted concept that has been observed cross-culturally. d. None of the research in evolutionary theory has actually been observed behaviorally. Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Your text offers several challenges that evolutionary psychology has not been able to address. Which situation would also challenge evolutionary rationales for helping behavior? a. Mario calls an ambulance to help his mother, who is dying. b. Susan runs out into a busy freeway to save a wounded animal. c. Henry saves his daughter before he saves his sister from a flooded basement. d. Sarah helps her biological daughter before helping her stepson escape a fire. Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

What is social exchange theory? a. That if we help one person, someone will be there to help us when we need it. b. That we are more likely to rescue direct relatives than we are to save perfect strangers. c. Much of what we do stems from the desire to maximize our rewards and cut our costs. d. The idea that we perform some acts with the goal of benefitting someone else. Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

A principal theory in social psychology is social exchange theory, which predicts we will be most likely to help others __________. a. when the benefits outweigh the costs b. who are closely related to us c. who have already helped us d. for whom we feel empathy Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

Social exchange theory would have the MOST trouble explaining which helping situation? a. Anna visits people with terminal illnesses as a requirement of her health psychology course. b. Theo calmly walks into heavy traffic to rescue a stranger who collapsed in the crosswalk. c. On the way home from work, Ugo drops off some notes for a classmate. d. A wealthy businesswoman makes a hefty donation to her congressional representative. Answer: B 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 49.

The main tenet of social exchange theory is that we will help others when __________. a. the costs outweigh the rewards b. the rewards are high c. the costs are low d. they have already helped us Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

__________ theory would be most likely to mention such factors as social approval and increased self-worth as motivations for prosocial behavior. a. Evolutionary b. Social exchange c. Norm activation d. Empathy-altruism Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

Reward of helping is to __________ as cost of helping is to __________. a. relieves distress; embarrassment b. pain; time c. danger; relieve distress d. embarrassment; pain Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

In social exchange theory, we are always looking to __________. a. have others profit from our help b. profit from the services we provide others c. lose a little of oneself with each service task d. turn over our rewards to benefit others Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 53.

You ask your brother if you can borrow his car for a date on Saturday night. Before handing over the keys, he asks in jest, “What’s in it for me?” His question best reflects __________ as applied to prosocial behavior. a. the empathy-altruism hypothesis b. social exchange theory c. the reciprocity norm d. an egocentric perspective Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

Elaine explains that she donates money to charity because, “It makes me feel like I’m investing in the future. It just feels good!” Her motive for helping is BEST described by which theory? a. evolutionary b. social exchange c. kin selection d. empathy-altruism Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Which scenario is LEAST likely defended by a social exchange theory? a. Helping Todd today will allow someone else to help me tomorrow. b. When Anya cried out for help, Paulie intervened to relieve his own distress. c. When Klis helped Jana, he was rewarded by the applause of the bystanders. d. Javier empathized with Moises when he dropped his groceries, so he helped him pick them up. Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

A UPI story described the discovery of the bones of a disabled little person in a cave in northern Italy. The reporters speculate that over 12,000 years ago, early hominids would take care of those with different abilities in their group. __________ would argue that the bones belonged to a little person who was related to the other cave inhabitants, whereas __________ would argue that the other inhabitants relied on the little person for some unknown purpose. a. Social exchange theorists; evolutionary theorists b. Evolutionary theorists; social exchange theorists c. Social psychologists; evolutionary theorists d. Social exchange theorists; social psychologists Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 57.

Although George wants to help a stranded motorist he passed on the freeway, he passes by because he knows it would take too much time out of his busy schedule. Which theory offers the BEST explanation as to why George did not help? a. evolutionary b. negative-state relief c. empathy-altruism d. social exchange Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

Mayling is approached by a person on the street and asked for some spare change. Mayling has been struggling to make ends meet and decides that she can’t afford to give money to the person right now. Which theory BEST explains her choice? a. evolutionary theory b. kin selection c. social exchange d. the norm of reciprocity Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

__________ refers to the ability to experience events or emotions from another person’s perspective. a. Empathy b. Identification c. Altruism d. Transference Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

A child starts to cry after she sees her best friend trip and scrape her knee. The child’s behavior is most likely an example of __________. a. fear b. confusion c. empathy d. shame Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

The basic tenet of __________ is that when we feel empathy for another person’s plight, we will help that person regardless of what we may stand to gain. a. kin selection b. evolutionary psychology 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. the reciprocity norm d. the empathy-altruism hypothesis Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

Every morning at the bus stop, Carlos encounters an old woman begging for spare change. She is clearly hungry and alone. Because Carlos feels very bad for this woman and can “feel her pain,” he makes a point of giving her some coins each morning that he sees her. Which theoretical approach best explains Carlos’s behavior? a. social-exchange theory b. kin selection c. the empathy-altruism hypothesis d. the norm of reciprocity Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

“Put yourself in my position,” Janice whines. “Can’t you spare an hour to help me out?” Janice is attempting to evoke __________ when trying to persuade you to help her. a. empathy b. the reciprocity norm c. kin selection d. social exchange pressures Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Which statement is most closely related to the empathy-altruism hypothesis? a. “You scratch my back, and I’ll scratch yours.” b. “Before you accuse me, take a look at yourself.” c. “Walk a mile in my shoes.” d. “I’ll gladly pay you Tuesday for a hamburger today.” Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

One of the major problems with the empathy-altruism hypothesis, which social psychologist C. Dan Batson himself admits, is that ___________. a. People rarely experience empathy. b. People are motivated strongly by rewards. c. It can be difficult to know people’s true motives when helping. d. Helping is difficult to do because of the costs involved. Answer: C 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Which statement offers a CORRECT summary of helping behaviors? a. Helping behavior is common in virtually all species of animals. b. Helping behavior is uncommon in species other than humans. c. Helping behavior has not been observed in any species other than humans. d. Helping behavior is too difficult to define in other species for it to be studied systematically. Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

According to C. Daniel Batson, when people experience __________ for another in need, they ________ help. a. fear; will b. distress; will not c. anxiety; will not d. empathy; will Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

Suppose Romeo is late for a very important meeting. As he runs toward his car, he sees a woman using crutches who has dropped a large stack of papers onto a busy sidewalk. Romeo feels a great deal of empathy for this woman because he remembers how tough it was when he had to use crutches a couple years before. According to the empathy-altruism hypothesis, Romeo will __________. a. help her pick up the papers because he knows that she and other people around them will think he’s a nice person b. help her pick up the papers because he wants to reduce his own and her distress c. help her pick up the papers because he wants to feel good about himself d. not help her pick up the papers because he knows how long it takes to pick up papers Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

When Jillian, a widow, hears about another woman in her community whose husband just died, she immediately plans to visit this other widow and offer any assistance she might need, because she thinks, “Who better than I can understand what she is feeling?” This is an example of __________. a. altruism b. prosocial exchange c. reciprocity d. empathy-altruism Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Abraham Lincoln ordered a coach to stop so he could save some piglets from drowning. Lincoln claimed that he helped because “I should have had no peace of mind all day had I gone on and left that suffering old sow worrying over those pigs.” Lincoln argued that he was helping because of __________. a. altruism b. self-interest c. social exchange concerns d. the reciprocity norm Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

In support for the empathy-altruism hypothesis, researchers found that participants were most likely to help a student named Carol Marcy who was injured in an automobile accident when they were told __________. a. to try to imagine how Carol felt about what happened to her and how it changed her life. b. to be objective, and not to focus on how Carol felt. c. that they would see Carol every week in class. d. that they would never come face to face with Carol. Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

According to research conducted by Dan Batson and his colleagues, when empathy is __________, people __________. a. low; will help when the costs of not helping are high b. high; will help no matter what the costs c. high; will pay attention to social exchange factors d. low; only help when the costs of not helping are high Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Participants in an experiment listened to an (alleged) radio interview in which a student in their introductory psychology class described an accident that caused her to fall behind in the course. Some participants were told that the speaker, Carol Marcy, would soon be returning to their class. According to the research, why is this referred to as a “high cost” condition? a. Carol was still in a wheelchair, and it would be hard for her to get to class. b. Every time participants saw her, they would feel guilty if they didn’t help her. c. Participants would have to go out of their way to copy their notes for Carol. d. Every time participants saw her, they would be able to empathize with her. Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

Participants in an experiment listened to an (alleged) radio interview in which a student in their introductory psychology class described an accident that caused her to fall behind in the course. Some participants were encouraged to empathize with “Carol Marcy,” whereas others were encouraged to listen objectively to the interview. Some participants in each of these two groups were led to believe that Carol would be returning to their psychology course; others were led to believe that she would finish out the term at home, and that they would never see her again. These researchers found that when participants __________, their decision to help was guided by __________. a. empathized with Carol; social exchange concerns b. listened objectively; their own personal experiences c. empathized with Carol; their own personal experiences d. did not empathize with Carol; social exchange concerns Answer: D Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Stanislav sees a blind person in need of help crossing a busy intersection. If Stanislav does not feel empathy for the blind person, under which circumstances (according to the empathy-altruism hypothesis) would Stanislav help? a. if he is running late for a meeting b. if the rewards would outweigh the costs c. if the costs are very high d. if Justin is angry Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

Research has shown that when people help others, the same parts of their brain are activated as when they __________. a. feel sympathy b. receive tangible rewards like food, water, and sex c. succeed in problem-solving d. show selfish behaviors Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

There are three main motives as to why people help others: evolutionary explanations, social exchange theory, and __________. a. personal commitment b. religious obligation c. the empathy-altruism hypothesis d. cognitive dissonance Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

There are three main motives for helping others. They are __________. a. evolutionary, kinship selection, and cognitive dissonance b. evolutionary, cognitive dissonance, and empathy-altruism c. evolutionary, empathy-altruism, and social exchange d. empathy-altruism, social exchange, and cognitive dissonance Answer: C Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Jim dives into the water to help his drowning sister; Ivan dives into the water to help a total stranger because he wanted to impress his new girlfriend and is a trained lifeguard. Jim’s motive to help is best explained by __________, whereas Ivan’s motive to help is best explained by __________. a. evolutionary theory; kin selection b. evolutionary theory; social exchange theory c. social exchange theory; empathy-altruism hypothesis d. kin selection; empathy-altruism hypothesis Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

Raphael volunteers as a Big Brother. He donates money to charity, and he helps his older next-door neighbor with weekly shopping and home repairs. Raphael’s personality is __________. a. altruistic b. egoistic c. controlling d. prosocial Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

You know that Susan is a very helpful person. She spends many hours each week volunteering at a local food bank, she donates a lot of money to charities, and she is always the first person to volunteer to organize something when your group of friends wants to get together. According to the research on the altruistic personality, you __________ that Susan would help carry a neighbor’s groceries if the situation arose because __________. a. can be very sure; individual differences in personality are the most reliable predictors of prosocial behavior b. can be very sure; anyone would help in this situation c. cannot be sure; personality is not necessarily the most reliable predictor of prosocial behavior d. cannot be sure; very few people help others in today’s society Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

In order to best predict whether people will help another person, it is best to know something about __________ and __________. a. their personality; the particular situation in question b. their parents’ disciplinary practices; their personality c. their relationship with the other person; their personality d. the costs and rewards of helping; the particulars of the situation in question Answer: A Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Which person provides the BEST example of someone with an altruistic personality? a. Casey, who helped her sister learn to read b. Jack, who donated a kidney to his son c. Koko, who volunteers her time running a women’s shelter and regularly gives to charities d. Scott, who helps his landlord wash her car so that she will let him have a cat in his apartment Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

The altruistic personality refers to __________. a. the qualities that cause an individual to help others in a wide variety of situations b. the qualities that cause someone to refuse to help others in most situations c. people who feel great empathy toward others who may have it worse than them d. people who seek great benefit from demonstrating helping behavior Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

When it comes to helping behavior, __________. a. men are more helpful than women b. women are more helpful than men c. there is no difference between women and men d. either women or men might be more helpful, depending on the help needed Answer: D Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

A woman has just been in a car accident and needs someone to get her out of her car. A man has a chronic illness and needs someone to take him to the hospital for ongoing treatments. According to the research on gender differences in prosocial behavior, which outcome is statistically MOST likely to be true? a. Joseph is more likely to help the woman; Clarice is more likely to help the man. b. Joseph is more likely to help the man; Clarice is more likely to help the woman. c. Joseph is more likely to help both the man and the woman. 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. Joseph and Clarice are equally likely to help both the woman and the man. Answer: A Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

A woman’s car is stuck in the snow and she needs a push to get free. __________ is more likely to stop to help her out because __________. a. A man; the situation calls for sustained helping b. A woman; the situation calls for sustained helping c. A man; the situation calls for an act of chivalry or heroism d. A woman; women in general are more altruistic than men Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

Men are more likely to help in __________, whereas women are likely to help in __________. a. heroic ways; altruistic ways b. ways that involve service to others; heroic ways c. communal ways; exchange ways d. heroic ways; ways that involve service to others Answer: D Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Andrew would be more likely to help than Carol in which situation, based purely on general patterns of gender differences? a. volunteering at a soup kitchen b. helping a terminally ill relative with daily tasks for several years c. diving into a lake and saving a child who appears to be drowning d. donating money to a charity Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

According to patterns of gender differences related to helping behavior, generally speaking, __________ would be more likely to help an aging relative with daily tasks than __________. a. a man; a woman b. a woman; a man c. neither gender; the other d. White women; Asian men Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Of the following people, who statistically would be MOST likely to be found working at the local food bank? a. George, a 54-year-old engineer b. Jessica, a 20-year-old student c. Frank, a 16-year-old student d. Jose, a 65-year-old firefighter Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

Based on general patterns, complete the analogy about gender differences in helping behaviors. Men: __________ :: women: __________. a. heroism; long-term nurturing b. volunteering; long-term nurturing c. long-term nurturing; heroism d. volunteering; heroism Answer: A Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

A(n) __________ is a group with which individuals identify and of which they feel they are members. a. peer group b. out-group c. reference group d. in-group Answer: D Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

Research has demonstrated that people will help in-group members because __________. a. helping will earn them a reward b. they can make a good impression on others c. they have feelings of empathy d. it is an instinct Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

Researchers have found an answer to the question of whether people will help out-group and in-group members. People help their in-group members because of __________ and out-group members because of __________. a. rewards; instinct b. instinct; empathy 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. empathy; rewards d. empathy; instinct Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

Pete is a student studying biology, is a gay man, and lives in Colorado. According to general patterns associated with prosocial behavior, which GO-FUND ME page will Pete MOST likely donate to? a. Julia, a young woman who broke her back in a swimming accident b. Jorge, a young gay student who was beaten up and left seriously injured c. Clarissa, a young woman who lost both her legs to diabetes d. Tony, a young father whose wife just died in a tragic car accident Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

A cultural value, simpatía, is prominent in Spanish-speaking countries. Although simpatía has no direct English translation, it generally refers to __________. a. being sympathetic b. being friendly, polite, and helpful c. acting in a paternalistic fashion d. being similar in temperament to others around you Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

Researchers tested the hypothesis that rates of helping strangers would be higher in countries that valued simpatía. They staged helping incidents in 23 large cities and observed whether or not people helped. These researchers found __________. a. helping was dramatically higher in those countries that valued simpatía b. helping tended to be higher in those countries that valued simpatía, but was also high in some countries where this was not a value c. no difference in this study, because the helping examined was of strangers rather than of in-group members d. no differences in this study, because they examined helping in an urban rather than in a rural setting Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

According to research investigating cultural patterns in prosocial behavior, in which city would you be the MOST likely to be assisted if you needed help crossing a busy street? a. New York City, USA b. Taipei, Taiwan c. Rio de Janeiro, Brazil d. Cairo, Egypt 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 100.

According to research on the impact of religion on helping behavior, if a devoutly religious person makes a donation to a children’s charity, that person is most likely to do it __________. a. by leaving cash at the charity office b. for a children’s charity that is religious c. at a press conference d. to get his name on a plaque at the hospital Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

Which person is Nathan, a local Christian pastor, most likely to help out, based on general patterns of evidence regarding religion and prosocial behavior? a. Phoebe, a non-believer, single-mom who can’t make enough money to support herself b. Tad, a single Christian man who lost everything in a fire c. Mikaela, a non-believer, 80-year-old woman who needs support in her old age d. Kendall, a Mormon who has just lost his home Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

The “feel good, do good” effect in studies of prosocial behavior refers to the idea that __________. a. helping puts people in a good mood b. people in a good mood are more likely to help c. in adults, helping is self-reinforcing d. helping in emergencies relieves distress Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

Researchers found that mall shoppers who found dimes were more likely to help a stranger pick up papers he had dropped. These results suggest that __________. a. participants thought the money belonged to the man and wanted to return it b. finding a dime put people in a good mood and increased their likelihood of helping c. finding a dime instead of a quarter disappointed people, and this negative mood increased helping d. thinking happy thoughts enhances both mood and helping Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 104.

Several studies have revealed that doing well on a test, receiving a gift, and listening to pleasant music can increase helping. These consistent findings across investigations indicate that there is a __________ relation between __________ and helping. a. negative; self-attention b. positive; rewards c. negative; positive mood d. positive; positive mood Answer: D Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

Amos has just received a good grade on his calculus exam. He’s in a great mood, and thinks to himself, “School’s going well; my relationship with Carrie is going great. It’s a wonderful world!” On the way out of the building, he finds that a bicyclist has hit a pedestrian, so he hurries over to help the fallen person. This example best illustrates which of the three reasons why positive mood enhances helping? a. Good moods make us look on the brighter side of life, so we make more dispositional attributions of others. b. We are motivated to prolong our good moods, and helping does that. c. Good moods enhance self-esteem, which leads to helping. d. Good moods decrease self-attention, increasing the odds that we will notice another’s distress. Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Aidan has just received notice that he’s been admitted to the law school of his choice. As he walks along, he’s in a good mood. He sees a worker fall off a ladder, and rushes over to assist. Why did Aidan help in this case? Good moods __________. a. change our interpretations of social rewards and costs b. make our ability to empathize unimportant c. tend to focus our attention inward, on our attitudes and values d. increase our tendency to process information systematically Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

Researchers found that people who had found 10 cents in a pay phone (at a time when cell phones didn’t exist and 10 cents was still a notable sum) were more likely to help another person when the opportunity presented itself. This happened because when you feel good, you are more likely to __________. a. feel empathy b. do good c. share your wealth d. feel guilty about your good fortune Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Easy Skill Level: Remember the Facts 26 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 108.

Malika and Alicia are out shopping when they are asked to contribute to ALS research. Malika has just received an A- on her psychology exam; Alicia has just received a D. Which person is more likely to contribute? a. Malika, because she’s in a good mood b. Alicia, because she’s in a bad mood c. Malika and Alicia are both likely to help, but for different reasons. d. Neither Malika nor Alicia is likely to help. Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

According to research on the effects of mood on helping, good moods are likely to __________ the odds that we will spontaneously help another, and bad moods are likely to __________ the odds that we will spontaneously help. a. increase; decrease b. decrease; increase c. decrease; decrease d. increase; increase Answer: D Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

In the grocery store one evening, Yolanda is in a good mood after earning a promotion at work, but Trudy is feeling quite guilty for stealing office supplies from work. When another shopper collapses on the ground unconscious, Yolanda would be likely to help according to the __________, whereas Trudy would be likely to help according to the __________. a. kinship effect; feel bad, do good effect b. feel good, do good effect; evolutionary explanation c. feel good, do good effect; feel bad, do good effect d. kinship effect; evolutionary explanation Answer: C Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

Feeling sad and guilty has a tendency to __________ helping behaviors. a. increase b. decrease c. keep stable d. get in the way of Answer: A Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 112.

Lisette, who forgot to return her best friend’s library books for her, may feel guilty. When a fellow bus rider is a nickel short of bus fare, Lisette __________. a. will be too self-absorbed to help b. will give the stranger a nickel to alleviate her guilt c. will give the person a nickel, but only if she knows them d. doesn’t even notice that the person needs a nickel Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

Research on mood and helping has found that people were __________ likely to help __________ they attended confession in a Catholic church. a. more; after b. more; before c. less; before d. equally; before and after Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

Researchers found that churchgoers were more likely to donate to charity before they attended confession than after, presumably because the act of confession __________. a. reduced their guilt b. enhanced their self-esteem c. reduced their self-esteem d. made them feel guilty Answer: A Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

Churchgoers were more likely to contribute to charity before they attended confession than after confession. These findings are most compatible with __________. a. feel good; do good b. feel bad; do good c. feel bad; do bad d. do bad; feel good Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

Timothy just got into a big fight with his girlfriend, and as a result, he is in a bad mood. When Kate asks him to contribute to her charitable organization, Timothy readily agrees, which makes him feel better. Timothy’s behavior can best be explained by __________. a. feel bad; do good 28 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. feel good; do good c. feel bad; do bad d. do bad; feel good Answer: A Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 117.

You are trying to convince your friend Alexandria to donate her time and money to your favorite charitable cause. If you wanted to use the “feel bad; do good” tactic to persuade her to help, you would __________. a. point out all the rewards associated with such charity work b. remind her of the last time she let you down, then ask her to help c. put her in a good mood before you asked her to help d. point out all the things you will do to minimize inconvenience to her Answer: B Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

Which emotion is associated with promoting helping behavior, according to research on feeling bad and doing good? a. happiness b. curiosity c. anger d. guilt Answer: D Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

Researchers staged an incident in which a man fell down with a cry of pain and raised his pant leg to reveal a bloody injury. The staged scene was repeated in both rural and urban areas. When researchers counted the number of passersby who stopped to help the man, they found that __________. a. no matter where the staged incident occurred, people were equally likely to help b. people in small towns helped more than people in urban areas c. because the man was a stranger, people in rural areas helped less d. women in rural areas helped more than men did, but in urban areas there was no gender difference Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

Some theorists have speculated that people in rural areas are more likely to help than are people in urban areas because “trust” and “being neighborly” are more valued in rural than in urban settings. If this were true, which person would be MOST likely to help a stranger who needed assistance? a. Carla, who has lived her whole life in Chicago b. Jeanie, who moved from New York to a small town in Iowa c. Tammie, who is visiting Chicago from a small town in Vermont d. Connie, who never spent more than two years in any one place 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 121.

According to the urban overload hypothesis, people in cities should be less likely to help than people in small towns because people __________. a. in small towns have grown up with more trusting attitudes b. who live in cities are more likely to experience diffusion of responsibility c. in small towns tend to be more religious d. living in cities tend to keep to themselves Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

If the urban overload hypothesis is correct, __________ to help a fallen pedestrian on the streets of New York City because __________. a. Harold would be likely; he was born and reared in a small town b. Alicia would be likely; urban areas are stressful and put people in bad moods c. Roberto would not be likely; he was socialized with urban values d. Ellen would not be likely; she tries to keep to herself amid all the urban stimulation Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

According to Stanley Milgram’s __________ hypothesis, compared to rural dwellers, people in large cities are bombarded with stimulation and work to reduce it by keeping to themselves. a. stimulus overload b. diffusion of responsibility c. evaluation apprehension d. urban overload Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

Which summary BEST describes the urban-overload hypothesis? People who ___________. a. live in cities feel out of touch with others, so use helping as a way to “reach out” b. live in cities often feel overwhelmed, so simplify things by keeping to themselves c. visit cities from rural areas feel overwhelmed, so avoid the urban dwellers d. visit cities from rural areas feel isolated, so use helping as way to “reach out” to others Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 125.

According to Stanley Milgram’s urban overload hypothesis, if you have a heart attack, where do you want to be when you have that heart attack? a. In a large city where there are more people who can help. b. In a small town where there are fewer people and distractions. c. In a moderately sized town where there is a balance between number of people and fewer distractions. d. In a large city, at a busy intersection. Answer: B Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

Researchers have found support for the urban overload hypothesis. Specifically, they have found that it is more important to know __________ than to know __________. a. population density (number of people per square mile); rural versus urban settings b. where helpers are currently; population size c. population size; where helpers grew up d. where helpers are currently; where helpers grew up Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

Based on information about the urban overload hypothesis, where would you be more likely to receive help finding a lost child? a. a major city b. a moderately sized city c. any sized city during the day d. rural or small towns Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

You have just run over a nail with your car during a long road trip, but luckily you have run-flat tires and can drive up to 50 miles before your tire will deflate. Based on what you know from the urban overload hypothesis, where should you drive to if you were going to seek help from strangers for your tire? a. the nearest major city b. the nearest moderately sized city c. a completely deserted road d. a small, rural town Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 129.

Underlying the urban overload hypothesis is the idea that people become overwhelmed in areas which __________. a. have few other people and provide minimal stimulation b. are densely populated c. are full of media images d. there is nothing to think about except themselves Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

People who have lived in the same place for a longer time tend to feel __________. a. guilty when they don’t volunteer locally b. greater disdain for the areas in town that are run-down c. a greater attachment to the community d. isolated from their neighbors Answer: C Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

People who have lived in the same place for a long time are ___________ likely to help with needs. a. more b. less c. equally d. not at all Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

Which condition are people who have lived in the same area for a longer period of time more likely to feel? a. a greater sense of attachment to the community b. embarrassment and dislike for “rough” areas of town c. more interdependence with their neighbors d. greater concern for their reputation in the community Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

Research participants played a trivia game against four other students. Participants were allowed to help the other players, even though it could cause them to lose the game. Under which conditions were participants more likely to help other players? When they __________. a. were new to the group b. had been in the group longer c. had a clear lead in the game d. were the only women in the group 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 134

People who have lived in the same place longer tend to be more likely to help. Why? a. They feel more interdependent with their neighbors and more attached to the community. b. People who stay in the same place are usually altruistic. c. They feel empathy more easily. d. Because everyone around them is an in-group member. Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

Based on research about residential mobility, which person would be more likely to volunteer in their community? a. Marla, who just moved from New York City b. Frank, who just moved from a rural town c. Layla, who has lived in her community her whole life d. Steve, who moved to the community about a year ago Answer: C Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

When viewing a commercial for a local charity, which person would be the most likely to later contribute to the charity? a. Joe, who is a wealthy traveler passing through town b. Harry, who just moved to the community c. Laura, who has lived in the community for two years d. Sarah, who has lived in the community her entire life Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

There is a(n) __________ correlation between the length of time a person has lived in the same place and the likelihood that they will help in the community. a. zero b. negative c. positive d. unreliable Answer: C Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 33 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 138.

Pluralistic ignorance is to __________ as diffusion of responsibility is to __________. a. perceptions of competence; social exchange b. evaluation apprehension; personal obligation c. interpretation; personal obligation d. incompetence; competence Answer: C Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

139.

The bystander effect refers to the finding that __________. a. bystanders will be more likely to help when they feel they are competent to do so b. the greater the number of bystanders, the less likely individuals are to help c. people in crowds are distracted, so they don’t interpret emergencies correctly d. witnesses to an emergency are more likely to help victims similar to them Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

According to the bystander effect, if you just witnessed a mugging, you will be most likely to call for help if you __________. a. are the sole witness b. are one of seven witnesses c. are in a good mood prior to the mugging d. perceive yourself as similar to the victim Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

The bystander effect in helping situations predicts that __________ . a. the greater the number of bystanders present, the more likely each individual bystander is to help the person in need b. the greater the number of bystanders present, the less likely any individual bystander is to help the person in need c. the smaller the number of bystanders present, the less likely any individual bystander is to help the person in need d. the greater the number of bystanders present, the more likely they will form “helping teams” to address each specific aspect of the emergency at hand Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 142.

When John M. Darley and Bibb Latané exposed participants to a faked seizure in one of three experimental conditions (participants were lone witnesses, one of three witnesses, or one of five witnesses), they found that __________. a. although participants who believed they were lone witnesses took longer to help, more of them did eventually help than in the other conditions b. when lone participants thought the experimenter also overheard the seizure, they took longer to help c. participants who thought they were lone witnesses helped more and helped faster d. helping is not substantially reduced when the number of witnesses increases from two to five Answer: C Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

According to the bystander effect, the number of people who are present when an emergency occurs is __________ correlated with the time it takes someone to provide help in an emergency. a. positively b. negatively c. not d. inversely Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

144.

Recall that John M. Darley and C. Daniel Batson conducted a study in which participants were provided the opportunity to help when they were on their way to deliver a brief speech on the Good Samaritan or on another topic. These researchers found that __________ because __________. a. seminary students were more likely to help a man slumped in a doorway; they remembered the Golden Rule b. participants in a hurry were less likely to help; they didn’t notice the man slumped in the doorway c. participants who scored higher on empathy were more likely to help; they could take the suffering man’s perspective d. participants who were to discuss the Good Samaritan were more likely to help; the norm of charity was more accessible Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

Based on results of John M. Darley and Dan Batson’s “Good Samaritan” experiment, who is most likely to help an older woman who has slipped on the ice? a. August, who is killing time before an appointment b. John, who is a seminary student c. Norman, who has just won first prize in a speech contest d. Clifford, who has just read the New Testament Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 35 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 146.

According to Bibb Latané and John M. Darley, the first step in deciding to help in an emergency is __________. a. pluralistic ignorance b. noticing the event c. knowing what to do d. taking responsibility Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

According to Bibb Latané and John M. Darley, a number of outcomes must occur before witnesses decide to intervene in an emergency situation. According to this stage model, when witnesses __________, costs of helping will be most relevant to their behavior. a. decide whether to implement their decision to help b. attempt to determine whether the event is actually an emergency c. decide whether they are personally responsible to intervene d. decide whether they have the necessary skills to intervene Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

148.

Percy hears a commotion going on in the alley behind his apartment building. He looks out his window and sees three shadowy figures prying at the back door to the store across the alley. He has noticed that an event needing some kind of assistance is occurring, and he interprets it as an emergency. Percy assumes responsibility for providing some kind of action, and he knows that the appropriate action would be to call the police. If Percy stops at this 4th stage of Darley and Latané’s decision-making steps in an emergency, what will the eventual outcome be? a. Percy will offer help by calling his neighbor and asking for advice. b. Percy will offer help by yelling out the window. c. Percy will offer help in the form of going into the alley himself. d. No help will be rendered. Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

Which situation would theoretically maximize the likelihood of receiving assistance during a time of need? a. Bruna is harassed on a crowded subway car. b. Heinz is mugged on a busy downtown city street. c. Lenore twists her ankle in a crowded supermarket. d. Carlos faints in a restroom populated by only him and one other person. Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 150.

The concept of __________ refers to the idea that when no bystanders to a possible emergency appear to be concerned, other bystanders assume that nothing is wrong. a. the bystander effect b. diffusion of responsibility c. pluralistic ignorance d. evaluation apprehension Answer: C Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

Gillian is sitting in a crowded coffee shop when she hears the squeal of brakes and the crash of metal-on-metal. She looks around and notices that all the other customers remain engrossed in their conversations. Because these cool and calm responses __________, Gillian will be __________. a. provide normative cues; more likely to go outside to help b. increase pluralistic ignorance; less likely to assume it’s an emergency situation c. decrease evaluation apprehension; more likely to go outside to help d. reduce Gillian’s sense of personal responsibility; less likely to go outside to help Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

152.

Monte was on the subway when he noticed a man lying slumped over on the seat. Monte looked around at the other passengers, who seemed calm and unconcerned. Monte concluded that the man was probably okay. However, the other passengers may have been looking around at Monte, to see how he reacted. This would be an example of __________. a. social reciprocity b. pluralistic ignorance c. false uniqueness d. conformity Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

When other bystanders are present, people are less likely to interpret an event as an emergency. __________ best explains why this is so. a. Normative social influence b. Informational social influence c. The norm of obedience d. The overload hypothesis Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 154.

Pluralistic ignorance is an example of the power of __________ to inhibit helping. a. urban overload b. diffusion of responsibility c. negative-state relief effects d. informational social influence Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

Recall that Bibb Latané and John M. Darley had participants complete questionnaires alone or in the presence of two other people. When the experimental room filled with “smoke,” participants who were alone reported the potential emergency more quickly than did those who worked on the questionnaire in the company of others. These results provide support for the concept of __________. a. diffusion of responsibility b. social exchange theory c. evaluation apprehension d. pluralistic ignorance Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

Pluralistic ignorance is most likely to discourage intervention in an emergency when __________. a. the situation is ambiguous b. victims are dissimilar to the witnesses c. experts show the appropriate form of assistance d. an emergency occurs in an urban setting Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

The phenomenon in which each bystander’s sense of responsibility to help __________ as the number of witnesses __________ best defines diffusion of responsibility. a. decreases; increases b. increases; increases c. decreases; decreases d. increases; decreases Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

158.

Juanita sees a crowd of people gathered around a man lying on the ground. She thinks about whether to call an ambulance, but then reasons that somebody else has probably already done so. This is an example of __________. a. diffusion of responsibility 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. the urban overload hypothesis c. the empathy-altruism hypothesis d. social exchange theory Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 159.

According to Bibb Latané and John M. Darley, a number of outcomes must occur before witnesses decide to intervene in an emergency situation. According to this stage model, diffusion of responsibility is most likely to affect witnesses’ __________. a. attention to their surroundings b. interpretation of an event as an emergency c. sense of obligation to intervene d. assessments of the costs and benefits of intervening Answer: C Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

While waiting for a bus, witnesses hear a man growing increasingly frantic as he cries, “My nitro tablets. Where are my nitro pills?! I can’t find my nitro tablets, and I’m having a heart attack!” He collapses to the ground, clutching his chest. Everyone knows that it is a medical emergency. In this situation, which person is most likely to help? a. James, who has recently completed a CPR course b. Anita, who hears a voice from the back of the crowd, “Let me through! I’m a doctor!” and follows the lead of this model c. Gino, who has been sued before for leaving the scene of an accident d. Artie, who is taking care of his niece for the day Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

Selma hears a commotion going on in the alley behind her apartment building. She looks out her window and sees three shadowy figures prying at the back door to the store across the alleyway. She has noticed that an event needing some kind of assistance is occurring. If Selma stops at this 1st stage of Darley and Latané’s decision-making steps in an emergency, what will the eventual outcome be? a. No help will be rendered. b. Selma will offer help by yelling out the window. c. Selma will offer help by calling her neighbor and asking for advice. d. Selma will offer help in the form of going into the alley herself. Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 162.

If you are in an emergency situation and need help, which utterance to a bystander is MOST likely to get you the help you need? a. “Will someone please help me?” b. “Help!!! This is an emergency!!” c. “Hey! I’m in trouble here!” d. “You in the red sweater; call 911!” Answer: D Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

A participant in a chat group posed a question to the group asking for help. The results of this study showed that the participant was more likely to receive help faster when they __________. a. were a first-time visitor to the chat group b. were the leader of the chat group c. asked one specific person d. posed the request to the group as a whole Answer: C Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

Dima just finished listening to a heavy metal charity record album (Hear ‘N Aid) filled with songs about helping and caring for others who are victims of war in Darfur, tornadoes in the American South, and famine in Somalia. Why would she be more likely to help the woman parked in front of her apartment house whose car has a flat tire? a. Thoughts of helping are cognitively accessible after listening to the album. b. Listening to the album increased her desire to get rewards and credit for being helpful. c. As it turns out, she is related to the woman whose car has a flat. d. She has nothing better to do. Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

Researchers have conducted a number of studies examining the effects of video games on helping. They have some participants play a prosocial video game and others play a neutral video game. The independent variable of this research is the __________. a. degree of helping b. type of video game c. participants d. temperature of the room where they play the game Answer: B Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 166.

Researchers have conducted a number of studies examining the effects of video games on helping. They have some participants play a prosocial video game and others play a neutral video game. The dependent variable of this research is the __________. a. degree of helping b. type of video game c. participants d. temperature of the room where they play the game Answer: A Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

On her first day of work in a new job, Amy would be most likely to feel resentful were a coworker to say to her, __________. a. “Hey, I remember my first day on the job. Let me help you with that.” b. “You look a little stressed out. Can I help?” c. “I thought you learned that in training. Let me help you out.” d. “I wish I caught on to most things as quickly as you. Looks like there’s a problem here, though.” Answer: C Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

Receiving help can lower a person’s self-esteem when the __________. a. helper’s demonstration of superior skill leads the recipient to feel incompetent b. recipient is worried about repaying the favor in the future c. helper is of a different gender than the recipient d. helper is supportive and concerned Answer: A Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

At Cornell University and Vassar College, students intervened in emergencies. In both cases, they __________. a. had learned about the barriers to helping in class b. had plenty of extrinsic motivation for helping in the form of cash rewards c. regretted getting involved d were not willing to help until someone else began helping Answer: A Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

170.

Researchers exposed some students to a lecture on bystander intervention research and other students to a lecture on an unrelated topic. Two weeks later ___________. a. the students had forgotten what they learned, suggesting that education is not beneficial in increasing helping b. students exposed to the lecture on helping were more likely than others to help, even in the presence of an unresponsive confederate 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. students who did well on a test were more likely to help, independent of the lecture they heard d. students who did poorly on a test were more likely to help, independent of the lecture they heard Answer: B Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 171.

Research participants were exposed to a lecture on social-psychological factors that inhibit helping. Later, these participants were put into a potential helping situation. The results indicated that __________. a. participants who learned about factors which inhibit helping were more likely to help b. participants who learned about factors which inhibit helping were less likely to help c. learning about factors which inhibit helping has no effect on helping behavior d. learning about factors which inhibit helping can increase helping behavior, depending on the participant’s personality Answer: A Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

172.

Based on information about the rates of volunteerism, which of the following countries has the highest rate of volunteerism in its population? a. Denmark b. Indonesia c. Canada d. Germany Answer: B Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

When community service work is required by a school or business, there is the downside risk that people will infer that they are volunteering only because it is required and will be less likely to freely volunteer in the future. This risk is known as the __________. a. self-fulfilling prophecy b. spotlight effect c. overjustification effect d. door-in-the-face effect Answer: C Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

The overjustification effect posits that providing __________ for volunteering or community service can undermine __________. a. excessive rewards; an intrinsic motivation to help b. excessive rewards; self-attributions such as “greedy” c. barely sufficient rewards; self-attributions such as “kind” and “helpful” d. insufficient rewards; an intrinsic motivation to help 42 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 175.

To ensure that community service participation for a school or job does not undermine people’s intrinsic motivation for helping, an administrator should enact which strategy? a. try to ensure that the venue for helping is in the venue of a person’s expertise b. try to ensure that people are helping strangers rather than friends c. try to ensure that people feel that their help is voluntary d. try to ensure that people notice the need for help by clearly defining the situation Answer: C Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

176.

Annie works with indigent hospital patients to get an idea of whether she wants to pursue social work as a career. Bert volunteers at a psychiatric hospital to fulfill a class requirement. Stacey paints a mural for her former middle school because her sorority requires her to do a community service project. George helps people in a nursing home prepare their income tax returns because his accounting firm will not give him a Christmas bonus if he does not volunteer. Which person is MOST likely to engage in volunteer work again in the future? a. Annie b. Bert c. Stacey d. George Answer: A Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

If you were an employer who wanted to increase volunteerism among your employees, which strategy would you use in order to increase the chances that the employees would continue to volunteer in the future? a. make volunteerism of some sort a requirement for promotion b. make volunteerism to a specific organization required c. encourage volunteerism while preserving employees’ free choice to volunteer or not d. make no mention of the value of volunteerism whatsoever Answer: C Learning Objective: 11.4 Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 178.

Compare and contrast altruism and prosocial behavior. In your explanation, include a good example of each concept that makes the primary difference between the concepts very clear. Answer: Altruism is the desire to help another person even if it involves a cost to the helper. Prosocial behavior is any act performed with the goal of benefiting another person. Each form of behavior involves “being nice,” “doing good,” “helping others,” and similar concepts. Examples provided by students will be different, but should fulfill the definition of each concept. Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

Provide a list and a brief definition of each of the motives underlying prosocial behavior. Answer: Evolutionary psychology argues that helping is an instinctive reaction to promote the welfare of those who are genetically similar to us. Social exchange theory argues that the rewards of helping usually outweigh the costs, so helping others is in our self-interest. Lastly, empathy and compassion for a person in need promote selfless giving, based on the empathy-altruism hypothesis. Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

180.

How do evolutionary psychologists use the concepts of kin selection and the reciprocity norm to explain human prosocial behavior? Answer: The notion of kin selection posits that people will be more likely to help a genetic relative than someone who is not genetically related; because genetic relatives share our genes, their survival ensures that some of our genes will be passed on. The norm of reciprocity enhances the odds of helping another because this norm reflects the assumption that if we help someone else, the help will be reciprocated sometime in the future, thus enhancing the odds that we will survive to pass on our genes. This norm might have evolved in our species because of the adaptability of cooperation rather than individual selfishness. Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

Briefly summarize the social exchange perspective on helping behavior. Answer: According to social exchange theory, people help others in situations in which they expect that helping will result in more rewards and fewer punishments. This theory suggests that people will not be likely to help when there are high costs and/or low rewards. Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 182.

Some social psychologists, such as C. Daniel Batson, believe that humans sometimes help for selfless reasons. According to Batson, when does this happen? Answer: According to Batson, when people experience empathy with another, they are more likely to help the other person for purely altruistic reasons, regardless of the helper’s personal gain (e.g., rewards, escaping their own distress). This is referred to as the empathy-altruism hypothesis. Empathy in this case refers to the ability to put oneself in the other’s position, to experience events and the other’s emotions. Thus, when people can take the other’s perspective, they are more likely to help another person, independent of any rewards the helper might accrue. Learning Objective: 11.1 Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior: Why Do People Help? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

183.

Explain what an altruistic personality is, and what research says about how this personality trait predicts behavior in helping situations. Answer: Someone with an altruistic personality has qualities that make them more likely to help than other people. Although there is some evidence that an altruistic personality leads people to be somewhat more likely to help, it is not a very strong predictor of behavior. Having that personality within a specific social situation, however, is likely to be a better predictor. Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

184.

Do women and men differ in their tendency to help? If so, how? Answer: Researchers have determined that men and women differ in helping depending on the situation. Because the masculine sex role in Western cultures encourages heroism and chivalry, men are more likely than women to help in situations that call for discrete heroic acts (e.g., diving into a river to save a drowning person). Because the feminine sex role in Western cultures encourages nurturing and a focus on commitment, women are more likely than men to help in long-term relationships that demand ongoing commitment (e.g., volunteering in hospitals or nursing homes). Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

It would seem reasonable to assume that people would be more likely to help others who are part of their ingroups than their out-groups. It is not quite as simple and straightforward as that, however. Explain. Answer: An in-group is a group with which one identifies and of which one feels they are a member (e.g., friends, fellow students, members of one’s own culture). An out-group is a group with which one does not identify (e.g., strangers, members of another culture). If the person in need of help is a member of one’s ingroup, researchers have established that helping results from feelings of empathy. If the person in need of help is a member of one’s out-group, any helping results from the rewards that are possible for helping. The good news is that people will help others in both their in- and out-groups, but will help for different reasons. Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 45 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 186.

There is a stereotype that individuals who are described as religious will be more likely to help than people who are not religious. However, the research demonstrates that this is not universally true. Describe the research findings. Answer: Although some work has shown that those who are religious are more likely to give money to charity and engage in volunteer work than those who do not attend religious services, there is also evidence that this finding is limited. Specifically, if the person needing the help is of the religious person’s in-group, there is a greater likelihood of helping. However, if the person needing help has different beliefs, then a religious person is no more likely to help than a nonreligious person. Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

Social psychologists have found that people in good moods are likely to help, as are people in bad moods. The reasons for their helping differ, however, depending on the mood. Explain. Answer: Good moods encourage helping because (1) people in good moods tend to look on the “brighter” side of life, and are less likely to make negative attributions about people who need help; (2) people savor good moods, and helping can prolong those good moods; and (3) good moods increase self-attention, and people are more likely to be aware of their values and ideals under such conditions. Bad moods encourage helping for different reasons. People in bad moods are more likely to help because helping can serve to relieve negative moods such as sadness or distress. Learning Objective: 11.2 Describe the personal qualities that influence whether a given individual will help. Topic: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

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Several researchers have found that people are more likely to receive help in a rural environment than in an urban environment. Are urban dwellers simply more callous than people who live in other locales? Answer: It is possible that rural dwellers are more likely to be socialized to be trusting and altruistic. A more reasonable explanation is that people who live in urban environments are more likely to be bombarded with stimulation, and thus tend to keep to themselves to prevent becoming overwhelmed by that stimulation; this is the basis of the urban-overload hypothesis proposed by Stanley Milgram. Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

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People are increasingly likely to physically relocate during their lifetime. Explain the implications this has for helping behavior. Answer: People who have lived in one area longer tend to feel more connected to their neighbors and to the community, and are more likely to donate money and/or volunteer within the community. Because many people move during their lifetime, it is likely that in general, people are not contributing as much time or money to charities in their local communities. A general point, however, is that where a person currently is is a better predictor of helping than where they’re from. That is, it matters less if someone came from a small town 30 years ago but has spent 20 of those years living in a large urban setting. Identification with the current geographic location would be stronger than identification with a location of origin. Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate 46 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

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In a series of studies, Bibb Latané and John M. Darley discovered that the greater the number of bystanders present in an emergency, the less likely it is that any person will help. Why is that? Answer: First, given the norm to remain “cool” and keep one’s wits, other bystanders may inadvertently signal that the situation is more innocuous than it really is; this pluralistic ignorance might discourage an individual from helping because they erroneously assume nothing is wrong. Second, diffusion of responsibility often results when there are many bystanders; the more bystanders, the less likely it is that any individual will feel personally responsible to offer help. Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

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The crowded sidewalk is coated with ice. You feel a sharp pain and hear a cracking sound when you fall. You know that you’ve broken your leg. How might you overcome the bystander effect to ensure that you get help from passersby? Answer: First, make sure that people notice you; you might call out loudly so that they will see and hear you. Second, you need to make sure that they interpret the event as an emergency; instead of simply calling for help, you might shout that you have broken your leg and cannot get up. Third, you need to make individuals feel personally responsible for helping; you might try to single out someone who looks capable of helping you, try to make eye contact and say, “Will you please help me? I’ve broken my leg.” Fourth, you might make it clear what kind of assistance is called for; tell people specifically to call 911. Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

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Bibb Latané and John M. Darley proposed a five-step decision process that people go through when deciding to offer help in an emergency. Describe each of those steps, and explain why all five need to be enacted in order for help to be offered. Answer: The five steps proposed by Darley and Latané are the following: (1) Notice the event, (2) Interpret the event as an emergency, (3) Assume responsibility for acting, (4) Know the appropriate form of assistance for the situation, and (5) Implement the form of assistance required. Note that stopping at any stage, other than full completion, results in the same outcome: No help is given. If a person fails to notice an event, they won’t recognize that a situation is unfolding that needs help, and therefore . . . no help is given. But even if a person notices the event, recognizes that it’s a situation requiring help, assumes personal responsibility for helping, and knows exactly what to do to offer assistance—yet doesn’t follow through—the outcome is exactly the same . . . no help is given. Having the best of intentions—“I knew something was going on, and that I should do something, but I didn’t know what to do!”—really confers no more assistance than “I didn’t even know there was an emergency” because people with both cognitions end up in the same place . . . they have not provided help. Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

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Discuss the role of media in helping. Answer: Several studies have shown that playing prosocial video games and listening to music with prosocial lyrics increases actual helping after the experimental session is over. It’s likely that these media increased individuals’ empathy toward those in need and increased the accessibility of thoughts about helping others. Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

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Describe the interrelationship of diffusion of responsibility in cyberspace. Answer: When participants were approached in a chat room and asked for help, the results of Bibb Latané and John M. Darley’s model were replicated, in that the more people who were present in the chat room, the less likely any aid was rendered. This suggests that the virtual presence of people, like the actual presence of people, can lead to the same effects when prosocial behavior is required. Learning Objective: 11.3 Describe the situations in which people are more likely, or less likely, to help others. Topic: Situational Determinants of Prosocial Behavior: When Will People Help? Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 11.1: Basic Motives Underlying Prosocial Behavior: Why Do People Help? EOM_Q11.1.1 Which of the following is the best example of altruistic behavior? a) Julie puts a dollar in the church collection basket because everyone else donates. Consider This: Altruism is defined as the desire to help another person even if it involves a cost to the helper. LO 11.1: Describe the basic motives that determine whether people help others. b) Robert volunteers at his son’s school to help out his class. Consider This: Altruism is defined as the desire to help another person even if it involves a cost to the helper. LO 11.1: Describe the basic motives that determine whether people help others. c) Jawal anonymously donates $100 to a homeless shelter. d) Maria helps her husband with the dishes with the hope that he will cook dinner more often. Consider This: Altruism is defined as the desire to help another person even if it involves a cost to the helper. LO 11.1: Describe the basic motives that determine whether people help others. Answer: c Learning Objective: LO 11.1: Describe the basic motives that determine whether people help others. Topic: Altruism Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q11.1.2 Evolutionary psychology would have the most trouble explaining which of the following incidents? a) When Usha was in a building that caught on fire, she let everyone else exit before her, even though she didn’t know them. b) Clint risks his life to save his nephew who was drowning. Consider This: Kin selection is the idea that behaviors that help a genetic relative are favored by natural selection. LO 11.1: Describe the basic motives that determine whether people help others. c) Natalia runs in front of a moving car to keep her daughter from being hit. Consider This: Kin selection is the idea that behaviors that help a genetic relative are favored by natural selection. LO 11.1: Describe the basic motives that determine whether people help others. d) When Julio was put in the unfortunate situation of saving his cousin or his son in a boating accident, he chose to save his son. Consider This: Kin selection is the idea that behaviors that help a genetic relative are favored by natural selection. LO 11.1: Describe the basic motives that determine whether people help others. Answer: a Learning Objective: LO 11.1: Describe the basic motives that determine whether people help others. Topic: Kin Selection Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q11.1.3 According to social exchange theory, which of the following people is most likely to give money to a homeless person? a) Jade, who feels empathy for the homeless person Consider This: Social exchange theory holds that much of what we do stems from the desire to maximize our rewards and minimize our costs. LO 11.1: Describe the basic motives that determine whether people help others. b) Kwame, who wants to impress his date by helping the homeless person c) Jack, who is related to the homeless person Consider This: Social exchange theory holds that much of what we do stems from the desire to maximize our rewards and minimize our costs. LO 11.1: Describe the basic motives that determine whether people help others. 49 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d) Emma, who has a genetic predisposition for helping people Consider This: Social exchange theory holds that much of what we do stems from the desire to maximize our rewards and minimize our costs. LO 11.1: Describe the basic motives that determine whether people help others. Answer: b Learning Objective: LO 11.1: Describe the basic motives that determine whether people help others. Topic: Social Exchange Theory Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q11.1.4 According to Batson’s empathy–altruism theory, which of the following people is most likely to give money to a homeless person? a) Jade, who feels empathy for the homeless person Consider This: What are the two paths by which people help others, according to Batson’s empathy–altruism theory? LO 11.1: Describe the basic motives that determine whether people help others. b) Kwame, who wants to impress his date by helping the homeless person Consider This: What are the two paths by which people help others, according to Batson’s empathy–altruism theory? LO 11.1: Describe the basic motives that determine whether people help others. c) Jack, who is related to the homeless person Consider This: What are the two paths by which people help others, according to Batson’s empathy–altruism theory? LO 11.1: Describe the basic motives that determine whether people help others. d) Both Jade and Bill are likely to give money Answer: d Learning Objective: LO 11.1: Describe the basic motives that determine whether people help others. Topic: Batson’s Empathy–Altruism Theory Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 11.2: Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others? EOM_Q11.2.1 Which of the following is true? a) People with high scores on tests of altruism are not that much more likely to help another person than people with low scores. b) People with high scores on tests of altruism are much more likely to help another person than people with low scores. Consider This: Research shows that when it comes to predicting how helpful people actually are, personality is not the full story. LO 11.2: Describe the personal qualities that influence whether a given individual will help. c) If a person has an altruistic personality, then they are quite likely to overcome situational pressures preventing them from helping someone. Consider This: Research shows that when it comes to predicting how helpful people actually are, personality is not the full story. LO 11.2: Describe the personal qualities that influence whether a given individual will help. d) The genes for an altruistic personality have been identified by evolutionary psychologists. Consider This: Research shows that when it comes to predicting how helpful people actually are, personality is not the full story. LO 11.2: Describe the personal qualities that influence whether a given individual will help. Answer: a Learning Objective: LO 11.2: Describe the personal qualities that influence whether a given individual will help. Topic: Individual Differences: The Altruistic Personality Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q11.2.2 __________ is most likely to dive into a pond to save a drowning child, whereas __________ is most likely to do errands for an elderly neighbor every week. a) A woman; a man Consider This: Of the 7,000 people who received medals from the Carnegie Hero Fund Commission for risking their lives to save a stranger, 91% have been men. LO 11.2: Describe the personal qualities that influence whether a given individual will help. b) A man; a woman c) An East Asian citizen; a Western citizen Consider This: Of the 7,000 people who received medals from the Carnegie Hero Fund Commission for risking their lives to save a stranger, 91% have been men. LO 11.2: Describe the personal qualities that influence whether a given individual will help. d) A Western citizen; an East Asian citizen Consider This: Of the 7,000 people who received medals from the Carnegie Hero Fund Commission for risking their lives to save a stranger, 91% have been men. LO 11.2: Describe the personal qualities that influence whether a given individual will help. Answer: b Learning Objective: LO 11.2: Describe the personal qualities that influence whether a given individual will help. Topic: Gender Differences in Prosocial Behavior Difficulty Level: Easy Skill Level: Understand the Concepts EOM_Q11.2.3 In which city are people most likely to help a blind person cross a street? a) New York, USA Consider This: Simpatía, prominent in Spanish-speaking countries, refers to a range of social and emotional traits, including being friendly, polite, good-natured, pleasant, and helpful toward others. LO 11.2: Describe the personal qualities that influence whether a given individual will help. b) Amsterdam, Netherlands

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: Simpatía, prominent in Spanish-speaking countries, refers to a range of social and emotional traits, including being friendly, polite, good-natured, pleasant, and helpful toward others. LO 11.2: Describe the personal qualities that influence whether a given individual will help. c) Budapest, Hungary Consider This: Simpatía, prominent in Spanish-speaking countries, refers to a range of social and emotional traits, including being friendly, polite, good-natured, pleasant, and helpful toward others. LO 11.2: Describe the personal qualities that influence whether a given individual will help. d) Rio de Janeiro, Brazil Answer: d Learning Objective: LO 11.2: Describe the personal qualities that influence whether a given individual will help. Topic: Cultural Differences in Prosocial Behavior Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q11.2.4 Which person is least likely to help a blind person cross the street? a) Marco, who is having a normal day and is in a neutral mood b) Silvi, who just got an A on a paper and is thus in a good mood Consider This: Research has found both a “feel good, do good” and a “feel bad, do good” phenomenon. LO 11.2: Describe the personal qualities that influence whether a given individual will help. c) Olvia, who just got a D on a paper and is thus feeling sad Consider This: Research has found both a “feel good, do good” and a “feel bad, do good” phenomenon. LO 11.2: Describe the personal qualities that influence whether a given individual will help. d) Brandon, who just cheated on his girlfriend and is thus feeling guilty Consider This: Research has found both a “feel good, do good” and a “feel bad, do good” phenomenon. LO 11.2: Describe the personal qualities that influence whether a given individual will help. Answer: a Learning Objective: LO 11.2: Describe the personal qualities that influence whether a given individual will help. Topic: The Effects of Mood on Prosocial Behavior Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 11.3: Situational Determinants of Prosocial Behavior: When Will People Help? EOM_Q11.3.1 Which of the following people is most likely to agree to help clean up a park in a large city? a) Dev, who just moved that city Consider This: It is not only where people live that influences their likelihood of helping others, but also how often they have moved from one place to another. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. b) Rachel, who grew up in a small town Consider This: It is not only where people live that influences their likelihood of helping others, but also how often they have moved from one place to another. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. c) Jiaying, who has lived in that city her entire life d) David, who just played a violent video game Consider This: It is not only where people live that influences their likelihood of helping others, but also how often they have moved from one place to another. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Answer: c Learning Objective: LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Topic: Residential Mobility Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q11.3.2 Which one of the following is not part of the Bystander Intervention Decision Tree? a) Having an altruistic personality b) Interpreting an event as an emergency Consider This: Often, the fact that many people fail to help in emergencies is not because of who they are, but because of the nature of the social situation. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. c) Assuming responsibility Consider This: Often, the fact that many people fail to help in emergencies is not because of who they are, but because of the nature of the social situation. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. d) Knowing the appropriate form of assistance Consider This: Often, the fact that many people fail to help in emergencies is not because of who they are, but because of the nature of the social situation. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Answer: a Learning Objective: LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Topic: The Number of Bystanders: The Bystander Effect Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q11.3.3 Suppose that Jinyi sends a Tweet asking for someone to help her move a couch into her apartment. Under which of these conditions is one of her followers mostly likely to agree to help? a) Jinyi has a very large number of followers. Consider This: The greater number of people who witness an opportunity to help, the less likely any one of them is to help. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. b) Jinyi just began tweeting and has only a few followers. c) Jinyi lives in a very large city. Consider This: The greater number of people who witness an opportunity to help, the less likely any one of them is to help. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. 53 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d) Jinyi grew up in the United States. Consider This: The greater number of people who witness an opportunity to help, the less likely any one of them is to help. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Answer: b Learning Objective: LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Topic: Diffusion of Responsibility Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q11.3.4 Which of the following people is least likely to help someone who dropped a folder of papers on their way to class? a) Julia, who just listened to Bill Withers’ song “Lean on Me” Consider This: Playing a prosocial video game or listening to prosocial song lyrics increases people’s empathy toward someone in need of help and increases the accessibility of thoughts about helping others. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. b) Owen, who just played the videogame Lemmings Consider This: Playing a prosocial video game or listening to prosocial song lyrics increases people’s empathy toward someone in need of help and increases the accessibility of thoughts about helping others. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. c) Chanel, who just listened to the Beatles song “Help!” Consider This: Playing a prosocial video game or listening to prosocial song lyrics increases people’s empathy toward someone in need of help and increases the accessibility of thoughts about helping others. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. d) Ben, who just played the videogame Tetris Answer: d Learning Objective: LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Topic: Effects of the Media: Video Games and Music Lyrics Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 11.4: How Can Helping Be Increased? EOM_Q11.4.1 Which of the following is true? a) People are always grateful for offers to help them. Consider This: In one study, participants who a lecture about Bibb Latané and John M. Darley’s (1970) bystander intervention research were more likely to help a stranger 2 weeks later. LO 11.4: Explain what can be done to promote prosocial behavior. b) As a result of learning about the social psychology of prosocial behavior, you may be more likely to help someone in need in the future. c) If someone doesn’t want to help others, there isn’t much we can do to change that. Consider This: In one study, participants who a lecture about Bibb Latané and John M. Darley’s (1970) bystander intervention research were more likely to help a stranger 2 weeks later. LO 11.4: Explain what can be done to promote prosocial behavior. d) Hearing a lecture about prosocial behavior and bystander intervention isn’t likely to change how people behave in a real emergency. Consider This: In one study, participants who a lecture about Bibb Latané and John M. Darley’s (1970) bystander intervention research were more likely to help a stranger 2 weeks later. LO 11.4: Explain what can be done to promote prosocial behavior. Answer: b Learning Objective: LO 11.4: Explain what can be done to promote prosocial behavior. Topic: Increasing the Likelihood That Bystanders Will Intervene Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q11.4.2 A company is considering offering its employees the opportunity to do community service. Which of the following would you recommend they do, based on research in social psychology? a) Make the community service mandatory. Consider This: Giving people strong external reasons for performing an activity can actually undermine their intrinsic interest in that activity, resulting in an overjustification effect. LO 11.4: Explain what can be done to promote prosocial behavior. b) Offer incentives for doing the community service, such as extra vacation days. Consider This: Giving people strong external reasons for performing an activity can actually undermine their intrinsic interest in that activity, resulting in an overjustification effect. LO 11.4: Explain what can be done to promote prosocial behavior. c) Make sure that people feel that doing the community service is voluntary. d) Assign people to different community agencies. Consider This: Giving people strong external reasons for performing an activity can actually undermine their intrinsic interest in that activity, resulting in an overjustification effect. LO 11.4: Explain what can be done to promote prosocial behavior. Answer: c Learning Objective: LO 11.4: Explain what can be done to promote prosocial behavior. Topic: Increasing Volunteerism Difficulty Level: Difficult Skill Level: Apply What You Know EOM_Q11.4.3 Which of the following people would be most admired by their peers? a) Victoria volunteers at a hospital because she thinks it will look good on her college applications. Consider This: A study found that people were judged harshly when they appeared to be doing something charitable (e.g., volunteering in the shelter) but were actually acting in their own self-interest. LO 11.4: Explain what can be done to promote prosocial behavior. b) Kevin works at a soup kitchen each week as part of a mandatory community service requirement at his job. 55 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: A study found that people were judged harshly when they appeared to be doing something charitable (e.g., volunteering in the shelter) but were actually acting in their own self-interest. LO 11.4: Explain what can be done to promote prosocial behavior. c) Jun failed to help in an emergency because he thought someone else had already called 911. Consider This: A study found that people were judged harshly when they appeared to be doing something charitable (e.g., volunteering in the shelter) but were actually acting in their own self-interest. LO 11.4: Explain what can be done to promote prosocial behavior. d) Shamika volunteers at a shelter for homeless families because she really likes working with the kids. Answer: d Learning Objective: LO 11.4: Explain what can be done to promote prosocial behavior. Topic: Increasing Volunteerism Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Chapter 11 Quiz: Prosocial Behavior: Why Do People Help? EOC_Q11.1 Which of the following is not a way in which evolutionary theory explains prosocial behavior? a) Social exchange b) Kin selection Consider This: Social exchange theory doesn’t trace prosocial behavior back to our evolutionary roots. LO 11.1: Describe the basic motives that determine whether people help others. c) The reciprocity norm Consider This: Social exchange theory doesn’t trace prosocial behavior back to our evolutionary roots. LO 11.1: Describe the basic motives that determine whether people help others. d) Group selection Consider This: Social exchange theory doesn’t trace prosocial behavior back to our evolutionary roots. LO 11.1: Describe the basic motives that determine whether people help others. Answer: a Learning Objective: LO 11.1: Describe the basic motives that determine whether people help others. Topic: Basic Motives Underlying Prosocial Behavior Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q11.2 Amy is walking across campus and sees someone on her hands and knees looking for a ring that slipped off of her finger. Under which of the following conditions is Amy least likely to help the person, according to the empathy–altruism hypothesis? a) Amy feels empathy toward the person and thinks she will be admired by passersby if she stops to help. Consider This: According to the empathy–altruism hypothesis, what role do empathy and self-interest play in determining prosocial behavior? LO 11.1: Describe the basic motives that determine whether people help others. b) Amy feels empathy toward the person, but she doesn’t think she has much to gain by helping. Consider This: According to the empathy–altruism hypothesis, what role do empathy and self-interest play in determining prosocial behavior? LO 11.1: Describe the basic motives that determine whether people help others. c) Amy doesn’t feel empathy toward the person but recognizes her as a TA in her English class. Amy really wants to get a good grade in that class. Consider This: According to the empathy–altruism hypothesis, what role do empathy and self-interest play in determining prosocial behavior? LO 11.1: Describe the basic motives that determine whether people help others. d) Amy doesn’t feel empathy toward the person and doesn’t think she has much to gain by helping. Answer: d Learning Objective: LO 11.1: Describe the basic motives that determine whether people help others. Topic: Empathy-Altruism Hypothesis Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q11.3 Research on prosocial behavior finds that religious people __________. a) help others more than nonreligious people do in virtually all ways Consider This: An important feature of religion is that it binds people together and creates strong social bonds. LO 11.2: Describe the personal qualities that influence whether a given individual will help. b) show more compassion toward needy strangers than do nonreligious people Consider This: An important feature of religion is that it binds people together and creates strong social bonds. LO 11.2: Describe the personal qualities that influence whether a given individual will help. c) are more likely to help than other people are if the person in need shares their beliefs, but are not more likely to help strangers d) actually help others less than do nonreligious people Consider This: An important feature of religion is that it binds people together and creates strong social bonds. LO 11.2: Describe the personal qualities that influence whether a given individual will help. 57 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: c Learning Objective: LO 11.2: Describe the personal qualities that influence whether a given individual will help. Topic: Religion and Prosocial Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q11.4 Frank has recently graduated from college and moved from New York City back to the small town in Ohio where he grew up. He now finds that he is much more inclined to engage in prosocial behavior. What is the most likely reason for this change? a) Growing up in a small town caused him to internalize altruistic values. Consider This: The urban overload hypothesis states that if you put urban dwellers in a calmer, less stimulating environment, they would be as likely as anyone else to reach out to others. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. b) The change in his immediate surroundings changed his likelihood of helping. c) College students are less likely to help because they are more susceptible to the bystander effect. Consider This: The urban overload hypothesis states that if you put urban dwellers in a calmer, less stimulating environment, they would be as likely as anyone else to reach out to others. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. d) Frank is more likely to engage in negative-state relief when he is in the small town. Consider This: The urban overload hypothesis states that if you put urban dwellers in a calmer, less stimulating environment, they would be as likely as anyone else to reach out to others. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Answer: b Learning Objective: LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Topic: Environment: Rural vs. Urban Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q11.5 Luke listened to a lecture in his history class that he found very confusing, but at the end of the class when the professor asked whether there was anything students didn’t understand, Luke didn’t raise his hand. Because no other hands were raised, Luke assumed that other students had understood the material and that he just didn’t pay enough attention. In fact, many students hadn’t understood the material and were in the same situation as Luke. This is an example of __________. a) empathy–altruism hypothesis Consider This: In the study in which the researchers pumped smoke into a room, participants were more likely to seek help when they were alone than when they were in groups of three. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. b) reciprocity norm Consider This: In the study in which the researchers pumped smoke into a room, participants were more likely to seek help when they were alone than when they were in groups of three. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. c) social exchange Consider This: In the study in which the researchers pumped smoke into a room, participants were more likely to seek help when they were alone than when they were in groups of three. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. d) pluralistic ignorance Answer: d Learning Objective: LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Topic: Interpreting the Event as an Emergency Difficulty Level: Moderate Skill Level: Apply What You Know 58 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition EOC_Q11.6 Which of the following is not a reason why being in a good mood tends to increase prosocial behavior? a) Good moods make us view situations more positively, and thus we are more likely to give people the benefit of the doubt. Consider This: Good moods increase the amount of attention we pay ourselves, not to the external world. LO 11.2: Describe the personal qualities that influence whether a given individual will help. b) Helping prolongs good moods. Consider This: Good moods increase the amount of attention we pay ourselves, not to the external world. LO 11.2: Describe the personal qualities that influence whether a given individual will help. c) Good moods make us pay more attention to the possible rewards for helping. d) Good moods increase how much attention we pay to ourselves, which makes us more likely to act according to our values. Consider This: Good moods increase the amount of attention we pay ourselves, not to the external world. LO 11.2: Describe the personal qualities that influence whether a given individual will help. Answer: c Learning Objective: LO 11.2: Describe the personal qualities that influence whether a given individual will help. Topic: The Effects of Mood on Prosocial Behavior Difficulty Level: Difficult Skill Level: Understand the Concepts EOC_Q11.7 Which of the following is true? a) Listening to song lyrics with prosocial lyrics makes people more helpful. b) If we want someone to say yes when we ask for a date, it doesn’t really work to have them listen to a song with romantic lyrics. Consider This: What did the studies find that had participants listen to such songs, such as Bill Withers’ “Lean on Me” or the Beatles’ “Help!”? LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. c) Playing prosocial video games has no effect on how helpful people will be. Consider This: What did the studies find that had participants listen to such songs, such as Bill Withers’ “Lean on Me” or the Beatles’ “Help!”? LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. d) Playing violent video games makes people more helpful. Consider This: What did the studies find that had participants listen to such songs, such as Bill Withers’ “Lean on Me” or the Beatles’ “Help!”? LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Answer: a Learning Objective: LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Topic: Effects of the Media: Video Games, Television, and Music Lyrics Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q11.8 Meghan lives in a single room in a college dormitory. Late one night, she hears a scream coming from just outside her dorm. She is pretty sure that the person needs help because the person yelled, “Help me! I think I broke my leg!” Meghan goes back to sleep, only to find out the next day that the person was on the ground for 45 minutes before someone helped. Which of the following best explains why Meghan didn’t help? a) Informational influence Consider This: The more people who witness an emergency, the less obligation to help each person feels. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. b) A diffusion of responsibility c) She didn’t interpret it as an emergency Consider This: The more people who witness an emergency, the less obligation to help each person feels. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. 59 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d) Pluralistic ignorance Consider This: The more people who witness an emergency, the less obligation to help each person feels. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Answer: b Learning Objective: LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Topic: The Number of Bystanders: The Bystander Effect Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q11.9 Which of the following is true about prosocial behavior? a) How often people have moved from one place to another influences how helpful they are. b) There is no effect of personality on prosocial behavior. Consider This: One study found that people who had lived for a long time in the Minneapolis–St. Paul area were more likely to purchase “critical habitat” license plates, compared to people who had recently moved to the area. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. c) Being in a bad mood decreases prosocial behavior. Consider This: One study found that people who had lived for a long time in the Minneapolis–St. Paul area were more likely to purchase “critical habitat” license plates, compared to people who had recently moved to the area. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. d) Being in a good mood decreases prosocial behavior. Consider This: One study found that people who had lived for a long time in the Minneapolis–St. Paul area were more likely to purchase “critical habitat” license plates, compared to people who had recently moved to the area. LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Answer: a Learning Objective: LO 11.3: Describe the situations in which people are more likely, or less likely, to help others. Topic: Residential Mobility Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q11.10 It’s a busy day at the motor vehicles office, and many people are waiting for their turn. As one man gets up to leave, he accidentally drops a folder he was carrying, and papers go everywhere. Which person is least likely to help him pick up the papers? a) Meghna, who was just thinking about times in her past when she acted in uninhibited ways Consider This: In one study, people who wrote about times when they had acted in an uninhibited way were most likely to help a man pick up pens. LO 11.4: Explain what can be done to promote prosocial behavior. b) Joe, who is taking social psychology and heard a lecture about Bibb Latané and John M. Darley’s decision tree earlier in the week Consider This: In one study, people who heard a lecture about Bibb Latané and John M. Darley’s decision tree were more likely to help than those who didn’t. LO 11.4: Explain what can be done to promote prosocial behavior. c) Miguel, who is feeling guilty because he should be home helping his roommates clean their apartment Consider This: One study found that Catholic churchgoers were more likely to donate money to charities before attending confession than afterward. LO 11.4: Explain what can be done to promote prosocial behavior. d) Maggie, who is very religious but doesn’t know the man who dropped the papers Answer: d Learning Objective: LO 11.4: Explain what can be done to promote prosocial behavior. Topic: How Can Helping Be Increased? Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 12 Aggression: Why Do We Hurt Other People? Can We Prevent It? Total Assessment Guide (TAG) Topic Introduction

Is Aggression Innate, Learned, or Optional?

Question Type

Remember the Facts

Multiple Choice

1, 5, 9, 14, 19, 22, 24, 25, 27, 28, 29, 33, 36, 44, 45, 49, 50, 51, 52, 54, 58, 59, 60, 64, 68, 73, 75, 85

Multiple Choice

88, 90, 100, 105, 112, 114, 115, 117, 118, 119,

Multiple Choice

Essay

6, 10, 15, 18, 23, 26, 30, 31, 32, 34, 35, 37, 38, 39, 40, 41, 42, 48, 53, 56, 61, 63, 66, 67, 69, 76, 77, 78, 81, 83, 84 189, 191, 192, 193, 194, 197 93, 99, 101, 102, 103, 104, 106, 108, 111, 113, 116

2, 3, 4, 7, 8, 11, 12, 13, 16, 17, 20, 21, 43, 46, 47, 55, 57, 62, 65, 70, 71, 72, 74, 79, 80, 82, 86, 87 190, 195, 196 89, 91, 92, 94, 95, 96, 97, 98, 107, 109, 110, 120, 121, 122

198 123, 124, 125, 126, 132, 133, 135

Essay

How to Decrease Aggression

Analyze It

Essay

Violence and the Media

Apply What You Know

Multiple Choice

Essay

Social Situations and Aggression

Understand the Concepts

127, 128, 129, 134, 136

130, 131, 137, 138

199 142, 146, 147, 150, 151, 152, 162, 164, 167, 173, 180, 181, 182, 183

139, 140, 141, 144, 145, 154, 155, 157, 159, 163, 165, 171, 172, 174, 175, 177, 184, 185, 186, 187, 188

143, 148, 149, 153, 156, 158, 160, 161, 166, 168, 169, 170, 178, 179

201

200, 202

203

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 12 AGGRESSION: WHY DO WE HURT OTHER PEOPLE? CAN WE PREVENT IT?

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

According to most social psychologists, aggression is defined as __________. a. the intention to cause harm to or pain to another person b. the infliction of harm or pain on another person c. the intention to relieve frustration by harming another person d. any action that results in physical or psychological pain in another person Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which example best describes an incident of aggressiveness? a. Eero tackles another player on the football field. b. Benji spray paints over graffiti that says negative things about his high school baseball team. c. Gregory puts oil on the floor in the hope that his coworker comes through the door and immediately slips and falls. d. Hannah corners her boss and screams at him that she wants a raise. Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

According to the social-psychological definition of “aggression,” which behavior is the BEST example of aggression? a. Donald is not paying attention and runs over the neighbor’s bicycle as he backs out of the driveway. b. Amanda asserts herself with her boss and makes a spirited argument for a raise. c. A child throws a temper tantrum and tries to hit his father. d. One basketball player fouls another when he is trying to shoot. Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which situation presents the BEST example of hostile aggression? a. Bernie is angry at his mother and screams at her, “I hate you!” b. Angela threatens her younger brother to force him to give up a toy that belongs to her. c. A defensive player sacks the quarterback to put him out of the game. d. An angry driver loses control and runs his car into a ditch. Answer: A 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

__________ aggression is an act that stems from feelings of anger, and that is aimed at inflicting pain. a. Misplaced b. Hostile c. Instrumental d. Malicious Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Hostile is to __________as instrumental is to __________. a. physical pain; emotional pain b. emotional pain; reaching a goal c. reaching a goal; physical pain d. physical or emotional pain; reaching a goal Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Xiao runs over to Martino and shouts, “I hate you” while pushing Martino to the ground. This is an example of ___________ aggression. a. hostile b. instrumental c. assertive d. anxious Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Ada runs over to Winnie and grabs the ball from her hands so that she can have it. This is an example of __________ aggression. a. assertive b. misguided c. instrumental d. hostile Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

__________ aggression is an act done in the service of a goal that does not involve the infliction of pain. a. Misplaced b. Hostile 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Instrumental d. Oblique Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Hostile aggression differs from instrumental aggression in that instrumental aggression __________. a. often follows from anger or frustration b. is more destructive than hostile aggression c. is more likely to result in retaliation d. is done as a means to an end other than causing pain Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Which situation provides the BEST example of instrumental aggression? a. Leonardo has a quick temper and gets into fights at parties. b. An assassin kills a political leader to ensure the success of a coup. c. Angry at her boyfriend, Rayna destroys his cellphone. d. Karin runs over her neighbor’s cat to “teach him a lesson.” Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Which situation presents an example of hostile rather than of instrumental aggression? a. A farmer kills a pig to gain a ham to feed his family. b. A teenager throws eggs at a disabled person waiting at a bus stop. c. A woman uses a fly swatter to kill a fly. d. A soldier kills an enemy during war. Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Andrea asks her friends to spread a nasty rumor about her opponent for the office of class president to attempt to damage his reputation in the days before the election. This is an example of __________. a. instrumental aggression b. hostile aggression c. assertiveness d. physical aggression Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 14.

The goal of __________ aggression is to inflict pain; the goal of __________ aggression is to achieve some other outcome. a. hostile; instrumental b. hostile; functional c. functional; instrumental d. biological; evolutionary Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

The same behavior may be considered aggression or not depending on whether __________. a. physical harm was actually done b. physical or psychological harm was done c. physical or psychological harm was intended d. the act was due to anger or was a means to an end Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Mr. Jenkins was backing out of his driveway and accidentally hit his neighbor (whom he dislikes) as he was biking by. Why isn’t this act aggressive? a. Because no psychological harm was done. b. Because Mr. Jenkins wasn’t angry at the time. c. The neighbor was defenseless. d. It was unintentional. Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Julie is really interested in Alvin. She flirts with him at lunch a few times, leaves notes on his desk, and finally asks him out for a drink on Friday. Julie’s behavior is __________. a. assertive b. aggressive c. masculine d. abnormal Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

Some evolutionary psychologists argue that physical aggression is genetically programmed into men. What is their explanation for this claim? a. Men are stronger than women, thus more aggressive. b. Men are socialized to be more aggressive. c. Aggression may help men perpetuate their genes. d. Acts of aggression and violence are attractive to many women. Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

Which two evolutionary reasons have been proposed as to why males are aggressive? a. dominance and jealousy b. hostility and instrumentality c. jealousy and hostility d. dominance and instrumentality Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

In a small band of hunters and gatherers, Shantu fights with the other young men his age to impress the young women. As it turns out, several young women are attracted to him because he seems to be able to protect them and is rising in social status. In essence, Shantu’s aggression can be explained in evolutionary terms as a display of __________. a. jealousy b. dominance c. brutality d. fertility Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Shortly after Mary and Robert were married, he became somewhat aggressive to other men who showed an interest in his wife, and made claims like, “Anyone who wants to lay a hand on her has to go through me first!” Such claims and aggression are explained by evolutionary theory as __________. a. displays of dominance b. acts of power c. domestic violence d. sexual jealousy Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

Aggression in females is generally seen when they must __________, according to the evolutionary perspective. a. find a mate b. defend their offspring c. gain status in the group d. learn to fight in battle Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 23.

Males tend to be more violent in their teens and twenties than later in life. Based on evolutionary theory, why would this be true? a. They are having trouble finding their place in the world. b. These are peak reproductive years. c. They are starting puberty. d. This is when antisocial personality disorder manifests itself. Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

Researchers have found that testosterone levels are significantly higher in men __________, suggesting a __________ contribution to aggression in humans. a. from abusive homes; biological b. convicted of violent crimes; biological c. from lower socioeconomic backgrounds; social d. convicted of property crimes; biological Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Which area of the brain shows reduced activity when exposed to testosterone? a. amygdala b. hypothalamus c. orbitofrontal cortex d. reward processing areas Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Testosterone may lead to aggression by reducing __________. a. fear b. anxiety c. impulse control d. empathy Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

When testosterone and aggression are related only when opportunities for reproduction are high, it is called __________. a. assertiveness b. the challenge hypothesis c. the dual-hormone hypothesis d. frustration-aggression connection Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

According to the __________, testosterone only relates to dominance behaviors when the stress hormone cortisol is low. a. social aggression hypothesis b. challenge hypothesis c. dual-hormone hypothesis d. aggression effect Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Scientists wanting to understand sex differences in aggression will need to study the way __________ relate to aggression. a. cortisol and estradiol b. testosterone and estradiol c. estradiol and cortisol d. cortisol and testosterone Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

Biologist Zing Yang Kuo demonstrated that a cat that had been raised from birth with a rat in the same cage would attack neither that specific rat nor other rats. This research suggests that __________. a. conflict over scarce resources contributes to aggression b. aggression is a learned response c. aggressive behavior is not instinctive d. aggressive instincts can be modified through experience Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Irenäus Eibl-Eibesfeldt raised rats in isolation. When other rats were finally introduced into their cages, rats raised alone __________, suggesting that __________. a. could not defend themselves; aggression is learned b. used the same aggressive behaviors as other rats; aggression need not be learned c. did not aggress against them; instrumental aggression does not exist in nonhumans d. fled from the new rats; aggression must be learned Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

Researchers have found that humans kill members of their own kind at __________ rate __________. a. the same; as bonobos b. a lower; than bonobos 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. a higher; than chimpanzees d. the same; as chimpanzees Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 33.

How does having a female-dominated society lead bonobos to deal with conflict? a. They maintain social order through the communal distribution of resources rather than through aggressive hostility. b. There is aggressive conflict, but only among females. c. There is aggressive conflict, but among both males and females in mixed sex combat. d. They have a clear and unchallenged hierarchy with a female firmly in charge of the group. Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Based on research conducted with nonhuman animals, it is reasonable to conclude that aggression __________. a. is not inevitable, but instead an optional strategy b. may be instinctive; very few species are able to suppress aggressive urges c. is not instinctive, but rather solely a result of learned processes d. is instinctive in all species except humans Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Humans’ two closest primate relatives (sharing 98 percent of DNA with humans) are the __________, known for their aggressive nature, and the __________, known for their peaceful nature. a. bonobos; chimpanzees b. mandrills; gibbons c. chimpanzees; bonobos d. bonobos; mandrills Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

The chimpanzee shares 98 percent of its DNA with humans, and can be described as __________. a. the only nonhuman species that commits murder b. the only nonhuman species that steals from members of its own group c. extremely peaceful d. led by a female hierarchy Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 37.

Bonobos are a close primate relative to humans, sharing 98 percent of human DNA. Bonobos are particularly interesting when studying aggression because they are __________. a. highly aggressive primates who are known to brutally attack one another b. led by a male hierarchy c. very peaceful and led by a female hierarchy d. the only other animal with the hormone testosterone Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

The Pygmies of central Africa and the Arapesh of New Guinea live in peace and harmony, whereas European history consists of one war after the other. Formerly peace-loving, the Iroquois became a fierce and aggressive Native American tribe in the seventeenth century. These examples illustrate that __________. a. in humans, innate behavioral patterns—including aggression—are infinitely malleable and modifiable b. frustration often contributes to aggression in otherwise peaceable societies c. there are strong regional differences in the endorsement of aggression as a solution to social problems d. humans, lacking inhibitory mechanisms, must rely on cultural norms to curb aggression Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Most social psychologists agree that aggression is a(n) __________ strategy. a. inherited b. uncontrollable c. optional d. inflexible Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40.

Which feature of aggression is inherited, according to the social-psychological point of view? a. nothing; aggression is completely learned from one’s parents, peers, and culture b. a tendency to respond to provocation against an aggressor, which can be overridden c. fixed action patterns of responding to certain “trigger” cues d. patterns of threat and attack in response to challenge Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Most social psychologists regard aggressive behavior patterns as __________. a. modifiable b. a cultural phenomenon c. inborn d. a response to provocation Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

The Teduray culture in the Philippine rain forest __________. a. have been identified as one of the most aggressive societies currently in existence, known for murdering anyone outside of their cultural group b. practice elaborate ceremonies in which a symbolic object (such as a sword or a spear) is burned as a means of “casting out” the aggression in their lives c. believe that humans are aggressive by nature, but do all they can to reduce the expression of aggression in their social group d. have no word for “aggression” in their native language Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Amu lives in an isolated area and in a very close-knit hunter-gatherer community. The community hunts and farms together and must do so to survive. If Amu suddenly becomes aggressive toward other community members, how is he likely to be treated? a. He’ll be rewarded with a larger share of food. b. He will be elected to a leadership position in the community. c. He will be shunned and perhaps even cast out of the community. d. His behavior will be ignored and won’t attract any attention. Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

The Teduray of the Philippines believe that humans are violent by nature, so they work to be sure that their behavior does not harm others. However, when will they become aggressive? a. when someone in the group commits adultery b. when they must protect themselves from outside groups c. when it is hunting season and they must compete with one another for scarce food d. when they have to compete to find a wife or husband Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Survey research by Dick Nisbett has revealed that although southerners are no more likely than northerners to endorse aggression in general, __________. a. southerners are more prone to aggress in response to insults b. the availability of handguns in the South produces more homicides there c. the “culture of honor” in the North encourages alternatives to aggression d. southerners are less likely to endorse aggression at the service of self-protection Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 46.

Richard Nisbett conducted research pointing to regional differences in the propensity to aggress. Based on his findings, which of these men would be more likely to beat up another man who called his wife “ugly”? a. Jethro, who lives in New York City b. Rocky, who is from Maine c. Dusty, who lives in Texas d. Stoney, who lives in rural Indiana Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Kyle grew up in the South, where a “culture of honor” predominates. Based on research investigating the “culture of honor,” Kyle would be more likely than a northerner to behave aggressively when__________. a. he feels his life is threatened b. someone insults him c. he has been drinking d. he has won a contest Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

According to Dick Nisbett, a(n) __________ is characteristic of regions where inhabitants evolved from herding societies, and thus __________. a. culture of honor; aggression is relatively rare b. culture of honor; some forms of aggression are more common c. norm of “machismo”; aggression is more common and more lethal d. ethos of cooperation; aggression has become evolutionarily maladaptive Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

When research participants were first “accidentally” bumped, then called a disrespectful name, northerners tended to react __________ southerners. a. more aggressively than b. more assertively than c. as aggressively as d. less aggressively than Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

Research shows that most cases of extreme violence in a family are perpetrated by __________. a. men b. women c. children d. people in their 60s Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 51.

A study of nearly 500 first-year American college women in romantic relationships reported that they were __________ likely to hit, slap, and throw objects as their boyfriends. a. equally b. less c. more d. not at all Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

Chris was aggressive with a romantic partner because of jealousy and because the partner wasn’t paying enough attention to Chris. Statistically, Chris is ___________. a. most likely male b. most likely female c. equally likely to be male or female d. The answer cannot be determined from this information Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Which statement about aggressiveness is true? a. Across cultures, women have been found to be more aggressive than men in everyday life. b. Gender differences exist in aggression, particularly in response to provocation (e.g., an insult). c. When aggression is indirect (nonphysical), women may be as aggressive as men. d. Men tend to feel more guilt and anxiety over perpetrating aggressive behavior than women do. Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

Compared to the others, which person statistically is most likely to be aggressive? a. a woman from Australia b. a man from Korea c. a man from Sweden d. a woman from the U.S. Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Suzanne is a master of relational aggression. Her tools for being aggressive would include __________. a. spreading rumors b. punching c. stealing 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. hitting Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

Which term is out of place with the others? a. gossiping b. shunning c. slapping d. backbiting Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Brigit has been hanging out with the same group of friends for over 10 years. However, Brigit recently met a man and has found that her friends now talk about her behind her back. This is categorized as ___________. a. familial aggression b. relational aggression c. physical aggression d. bullying Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

Bullying is a particularly __________. a. hidden form of aggression b. harmful form of relational aggression c. mild form of familial aggression d. hurtful form of physical aggression Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Gender differences show up in relational aggression around the age of __________. a. 6 months b. 1 year c. 3 years d. 7 years Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 60.

According to the review prepared for the government on Child Safety and Online Technologies, which concern is the greatest source of danger for teenagers? a. pornography b. predatory adults c. sexting d. cyberbullying and harassment Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Based on research investigating aggression, if a group of 4-year-old girls wanted the play purse that another girl was given, what are they most likely to do? a. push her down and take it b. cry until she gives it to them c. not play with her until she gives it to them d. wait patiently for their turn to play with it Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Glen and Stacy are at a park with friends. Another couple begins taunting them and saying rude things. Based on research investigating provocation, which person is likely to behave aggressively? a. Glen b. Stacy c. both d. neither Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Extrapolating from the research on relational aggression, which strategy would be the best for a parent to teach a young girl? a. Have a thick skin about what other people think, and work on developing a few good friends. b. Practice running so you can be very fast if someone threatens you. c. Make sure that you always carry a cell phone and, if possible, a truncheon. d. Always keep your hands in front of you, so you’re ready to make fists should a fight break out. Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

__________ theory posits that we learn to aggress by observing and imitating others. a. Frustration-aggression b. Direct reinforcement c. Social cognitive learning d. Aggression spillover Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

A little girl watches a television cartoon in which a woman yanks a child by the hair and screams at her. After seeing the cartoon, the little girl acts out this same interaction with her doll. This is an example of __________. a. catharsis b. imagined aggression c. social cognitive learning d. the frustration-aggression link Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

Which research finding provides the BEST support for the assertion that we learn aggression by observing others and imitating them? a. Aggressive children often have aggressive parents. b. Alleged criminals often use the “CSI” defense. c. Children who watch an adult assault a “Bobo” doll will imitate that behavior in the laboratory. d. There is a high correlation between watching TV violence and aggressive behavior, and that correlation increases with age. Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Based on social cognitive learning theory, what is one reason why parents who were abused as children are more likely to abuse their own children in turn? a. Aggression is inherited. b. They are usually undereducated. c. They learned that violence is acceptable. d. They are pressured by the grandparents to use an iron fist. Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

In Albert Bandura’s famous “Bobo” doll study, some children watched a woman aggress against an inflated doll, whereas other children did not watch an aggressive act. Bandura found that the children who watched someone beat up the doll were later __________. a. just as likely as the control-group children to aggress against a similar doll b. less likely than control-group children to behave aggressively against a similar doll c. more likely than control-group children to behave aggressively against a similar doll d. likely to behave more aggressively in general Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 69.

Brad Bushman and his colleagues found that the more respected a person or institution is, the greater their influence as a role model for aggression. They found this effect holds for __________. a. men but not women b. northerners and southerners c. nonreligious and religious people d. athletes and non-athletes Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Which person would likely have the highest salary on a professional hockey team? a. Guy, who is very aggressive and who has spent the most time in the penalty box this year b. Pierre, who is somewhat aggressive but is considered to be a very nice guy c. Alain, who is aggressive, but has scored the fewest goals on the team d. Francois, who is not at all aggressive and is considered the nicest person on the team by the fans Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

A teacher at a preschool tries to show some rowdy children how to “play nice.” She shows them a doll hitting her, and her hugging the doll in response. The teacher’s behavior is an example of __________. a. modeling nonaggressive behavior b. training good communication skills c. teaching the children how to solve problems more effectively d. building empathy in the children Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

Research demonstrates that, when shown a model who responds to provocation in a restrained, pleasant manner, children __________. a. perceive the model as weak b. focus on the provocateur and ignore the model c. make fun of the model d. are less likely to respond with aggression when they themselves are provoked Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Which statement MOST accurately reflects the relationship between alcohol and aggression? a. Alcohol makes all people more aggressive. b. People who are prone to violence are most likely to be high alcohol consumers. c. Alcohol interferes with our ability to interpret ambiguous behavior. d. Alcohol will not make violence-prone people more likely to aggress if they are in a situation where violence is condemned. Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Compared to the others, which person would be MOST likely to demonstrate aggressive behavior? a. Danny, who is completely sober b. Greg, who has separated his shoulder and is in considerable pain c. Pete, who is sitting in the shade, reading a book d. Eddie, who is getting through a hot day drinking cold water Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Well-controlled laboratory experiments and field studies have revealed that alcohol consumption contributes to aggression by __________. a. increasing testosterone b. disrupting the way we process information c. increasing hostility d. decreasing frustration tolerance Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

Gary, a Minnesotan who has a reputation for violence, has been drinking with his friends. Stan approaches Gary and insults his girlfriend. Gary and Stan get into a fistfight. Which reason best explains why Gary and Stan began to fight? Research suggests that __________. a. men from northern states are more prone to react to insults with aggression b. alcohol is especially likely to interact with testosterone to increase aggression c. alcohol lowers our social inhibitions and allows us to act impulsively d. people from different parts of the country hold different expectations about the effects of alcohol Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Researchers examining the “think-drink” effect gave some participants a nonalcoholic drink, some a weak alcohol drink, and some a strong alcohol drink to see how aggressive they would be. The participants were also told how much alcohol they were getting, but the researchers did not necessarily tell them the truth about the amount. What is (are) the independent variable(s)? a. amount of aggression b. amount of alcohol received c. amount of alcohol they were told was in the drink d. both the amount of alcohol they received and the amount of alcohol they were told was in the drink Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 78.

Geoff is participating in a research study where he is given several drinks. He is told that the goal is to get his blood alcohol level to a point just shy of the legal driving limit. However, he is really only getting a nonalcoholic mixer and fruit juice. How will Geoff behave toward another participant who just insulted his favorite sports team and managed to spill a drink on Geoff’s shoes? a. Geoff will most likely behave aggressively because he expects to be disinhibited by alcohol. b. Geoff will most likely not behave aggressively because he is not being affected physiologically by alcohol. c. Geoff will most likely behave aggressively because he is being physiologically aroused by the belief he has had alcohol. d. Geoff will most likely not behave aggressively because his cognitive processes will be slowed by the sugar in the fruit juice. Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

According to the “think-drink” effect, which research participant will be most aggressive toward a research confederate? a. Dee Dee, who believes he has had 5 very strong drinks. b. Kenny, who believes that he has had nothing to drink. c. Zach, who believes that he has had one weak drink. d. Manny, who believes he has had two weak drinks. Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

Desdemona is having a bad day. As she runs to answer the phone, she bangs her knee on the coffee table. Cursing and limping, Desdemona grabs the phone and is rude to the person at the other end of the line. This is an example of __________. a. hostile aggression caused by pain b. instrumental aggression caused by pain c. a biochemical cause of hostile aggression d. the neural basis of aggression Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Which research findings provide the BEST evidence that excessive heat causes greater aggression? a. In cities all over the country, riots are more likely to occur on hot days than on cold days. b. In Phoenix, drivers without air conditioning are more likely to honk at others than are drivers with air conditioning. c. Compared to students who took a test in a normal temperature room, test-taking students in a 90-degree room were more likely to express hostility toward a stranger. d. Throughout the history of the World Series, more batters have been hit by pitched balls on hot days than on cool days. Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 82.

Citizens are outraged at an unpopular government policy, and in many parts of the country they have taken to the streets to protest. Results of research on the “long, hot summer” would lead you to predict that in the __________ would be LEAST likely to fill the streets in protest. a. winter, residents of Minneapolis, Minnesota b. fall, residents of Austin, Texas c. summer, residents of Chicago, Illinois d. winter, residents of Atlanta, Georgia Answer: A Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Riots do occur more often on hot days than on cool days. The hotter the day in a number of cities, the more violent crimes occur. These results suggest that discomfort can lead to aggression. However, such results should be interpreted with caution because __________. a. representative samples were not secured by the researchers b. some third variable might account for the relation c. researchers only studied violent aggression d. researchers limited themselves to the United States Answer: B Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

One problem with using archival data (e.g., existing records of disturbances) to demonstrate that exposure to uncomfortable levels of heat causes people to behave aggressively is that __________. a. it is difficult to access such records b. by definition, people who participate in disturbances are not a random sample c. more people might simply be outside on a warm day than on a cold day d. such disturbances do not involve the kind of aggression of interest to social psychologists Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Researchers administered exams to students who were randomly assigned to take the test in a room with normal temperature or in a 90-degree room. After completing the test, students were asked how aggressive they felt, and their hostility toward a stranger was measured. These researchers found that students in the __________ hostile to the stranger. a. normal temperature room felt more aggressive than those in the 90-degree room, but both sets of students were equally b. 90-degree room felt more aggressive than those in the normal temperature room, but both sets of students were equally c. normal temperature room felt less aggressive than those in the 90-degree room, but were more d. 90-degree room felt more aggressive than those in the normal temperature room, and were more Answer: D Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 86.

Based on studies investigating temperature and levels of aggression, during which month would you expect to find the highest rate of violent crime in North America? a. January b. April c. July d. November Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

A prison guard has to transport (by bus) four prisoners convicted of violent crimes. Which prisoner would be most likely to cause the guard problems and behave aggressively? a. Rough Robbie, who has a row in the bus all to himself b. Unctuous Ugo, who is sitting right by the air conditioning vent c. Backbreaker Bill, who is squeezed next to the luggage and is next to the smelly bathroom d. Switchblade Stan, who is sleepy Answer: C Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

__________ occurs when a person is thwarted on the way to an expected goal or gratification. a. Frustration b. Depression c. Aggression d. Low self-esteem Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Rowan and Martin get into a bitter fight over who owes what for their large phone bill. Rowan is frustrated that Martin won’t see his side of the argument. Which behavior will increase the odds that Rowan will resort to physical aggression against Martin? Martin __________. a. pulls out his checkbook, but then refuses to write the check to Rowan b. admits that he might have forgotten a few of his long-distance calls c. outweighs Rowan by 25 pounds d. is the only legal tenant of the apartment Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Frustration increases the probability of an aggressive response, but does not inevitably lead to such a response. A number of situational factors work to accentuate frustration, further increasing the odds of aggression. For example, frustration is accentuated when we __________. a. are close to our intended goal b. expect the frustration c. perceive the frustrating act as unintentional 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. perceive the frustrating act as random Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 91.

__________ refers to the tendency to aggress when we perceive that our progress is thwarted. a. Frustration-aggression theory b. The catharsis hypothesis c. The hydraulic model d. The displacement effect Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

Two children, Jane and Joan, have been eyeing a new water pistol in the local toy store for months. Each is convinced that her parents will buy her the water pistol as soon as summer comes. Yesterday, Jane’s parents bought her the water pistol, which turned out to be the last one in the store. As soon as Joan found out, she had a temper tantrum and hit Jane in the stomach. __________ best explains Joan’s behavior. a. Social exchange theory b. Frustration-aggression theory c. Social learning theory d. The emotional consistency effect Answer: B Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Frustration produces __________ rather than __________. a. aggressive behavior; angry feelings b. acceptance; resistance c. a readiness to aggress; guaranteed aggression d. angry feelings; a readiness to aggress Answer: C Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

Paolo is in a rush to get to an important meeting. He stopped at a grocery store to pick up cookies and treats for the meeting. No express lanes are open. Just as he approaches a short line to pay, the cashier closes the register. When he moves to another line, a lady at the front is slowly counting out $12.46 in nickels and dimes. He spies another lane opening, but before he can get to it a family of seven with two fully loaded carts sneaks in front. According to the frustration-aggression theory, what is Paolo most likely to do at this point? a. Help unload the family’s carts to demonstrate an act of kindness to others b. Throw down the cookies, shove his way out of the store, and probably swear loudly while doing so c. Take a deep breath, smile, and accept the ways of the world for what they are d. Say, “God, grant me the serenity to accept the things I cannot change,” and then hum softly to himself while doing a soft-shoe dance Answer: B Learning Objective: 12.2 Describe situational and social causes of aggression. 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 95.

You are about to leave on vacation and your brother is driving you to the airport. Unfortunately, you get to the airport too late and you find out that your flight has already left. Under which conditions are you most likely to feel aggressive toward your brother and want to scream at him? a. You missed your flight by two minutes. b. You missed your flight by an hour. c. Your flight has been delayed. d. Your brother forgot to put your luggage in the car. Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

Kristi has been very frustrated in her search for the perfect apartment that costs next to nothing. According to frustration-aggression theory, which outcome would MOST increase the likelihood that Kristi’s frustration will lead to aggressive behavior? a. Kristi finally admits that her expectations were unrealistic. b. Kristi realizes that the Apartment Finders are doing the best they can. c. The perfect apartment burned down the day after she submitted a nonrefundable deposit. d. The delay is frustrating, but not unexpected; students are already back in town. Answer: C Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Rollie is told that if he works for five days at a telemarketing job, he can expect to earn $100 a day on commission alone. When he gets his paycheck at the end of the week, it comes to only about $80 per day. He’s very upset even when he finds out that his coworkers all made only about $60 each per day. This is an example of __________. a. catharsis b. relative deprivation c. instrumental aggression d. dispositional frustration Answer: B Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

In which situation is frustration LEAST likely to result in aggression? a. Your friend sprained her ankle and cannot help you move into your apartment, as promised. b. A telemarketer interrupts your dinner to tell you that the extended warranty on your car is about to expire. c. A woman grabs you and says “Hey, slow down,” as you rush to catch your train. d. The parking lot is full, and a driver pulls around you to take the parking place for which you’ve been waiting. Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 99.

Relative deprivation means that __________. a. frustration leads to aggression through the mechanism of anger fueled by alcohol intake b. we perceive we are getting less than what we deserve, were promised, or that similar others have c. children with no siblings are statistically more likely to commit aggressive acts against strangers d. removing aggressive cues from the environment leads to a reduction in aggressive behavior in children Answer: B Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

__________ refers to the perception that you (or your group) have less than you were led to expect, or less than similar others have. a. Frustration b. Absolute deprivation c. Relative deprivation d. Aspirational deprivation Answer: C Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

In explaining the race riots of 1967 and 1968, Reverend Jesse Jackson noted that the riots occurred “in the middle of rising expectations and increased, though inadequate, social spending.” His analysis best reflects __________ as a source of aggression. a. thwarted expectations b. discrimination and direct provocation c. catharsis d. the discomfort caused by the “long, hot summer” Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

Which statement about frustration and aggression is correct? a. The closer a person is to their goal, the more likely frustration is to foster aggression. b. The more unexpected the frustration, the less likely it is to lead to aggression. c. The size, strength, and ability to retaliate of the person experiencing the frustration influence whether not frustration will tend to lead to aggression. d. A frustration that has an excuse or justification is no more likely to lead to aggression than no frustration at all; only unjustified frustrations lead to aggression. Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

As Marty is walking by Hal, he trips over Hal’s foot, falls to the ground, and hits his face on the side of a table as he is falling. Marty will be most likely to reciprocate by acting violently toward Hal if __________. a. Hal intentionally tripped him b. Hal unintentionally tripped him 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Hal’s cat just died d. Marty knows that Hal grew up in an abusive household Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

Suicide bombers in the Middle East tend to be educated, affluent, and lacking in markers associated with psychopathology. Which factor, then, seems to be driving their aggressive acts against others? a. testosterone; levels of this hormone have been documented to be higher in suicide bombers than in the general public b. the weapons effect; the presence of weapons in their environment makes aggression more likely to occur c. a culture of honor; people in the Middle East are remarkably similar to people from Arkansas, Mississippi, or Kentucky d. relative deprivation; they perceive a discrepancy between what they have and what they think they’re entitled to Answer: D Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

One determinant of whether we will respond aggressively when provoked is whether __________. a. we perceive the provocation as intentional b. there are mitigating circumstances known at the time of the aggression but not at the time of the frustration c. provocation was accompanied by forewarning d. provocation takes the form of a threat Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Recall an experiment in which participants were insulted either before or after they learned that the offender was upset due to receiving an unfair low grade. Participants were more likely to retaliate when the situation was explained to them after the insult. These results support the idea that provocation is LESS likely to result in an aggressive response when __________. a. we can empathize with those who provoke us b. those who provoke us apologize before we are provoked c. those who provoke us have an excuse for their behavior d. we learn of mitigating circumstance ahead of time Answer: D Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

Under which circumstance are you LEAST likely to reciprocate aggression? a. Your coworker yells at you for being late. b. Your roommate writes you a nasty note calling you a slob. c. Your friend insults you after telling you that he failed his calculus exam. d. Your coworker tells you to work faster—then you find out his dog died that morning. Answer: C Learning Objective: 12.2 Describe situational and social causes of aggression. 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 108.

It would be easiest to “turn the other cheek” and not reciprocate aggression if you __________. a. took the insult personally b. know it was not intentional c. know the other person purposely hurt you d. find out mitigating circumstances after being insulted Answer: B Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Jeb and Luke get into a fistfight in the middle of a gun shop. The presence of the guns would be an example of __________. a. aggressive stimuli b. modeling c. agitating stimuli d. provocative objects Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

Which attribute is the BEST example of an aggressive stimulus? a. a gun rack in the rear window of a pickup truck b. extreme heat c. loud, unpredictable noise d. a whispered insult Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

Research on the weapons effect shows that __________. a. the mere presence of guns is enough to trigger aggressive behavior b. the presence of guns increases the probability of aggressive behavior in the presence of frustration or anger c. people only aggress in the presence of an aggressive stimulus d. aggressive behavior triggers an aversion to aggressive stimuli Answer: B Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

Leonard Berkowitz and Anthony Le Page primed aggressive tendencies in their research participants by __________. a. turning irritating music up louder b. leaving a gun in the room c. setting the temperature in the room to 90 degrees 26 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. painting the walls a dark color Answer: B Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 113.

Len Berkowitz and Anthony Le Page purposely angered their research participants. Then the participants were left in a room with either a gun lying around or a badminton racket. Later, the participants were given the chance to administer what they thought were electric shocks to a fellow college student. What was the independent variable of this research? a. degree of shocks given to the student b. participants’ level of testosterone c. getting insulted by a confederate d. type of object in the room Answer: D Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

The weapons effect is __________. a. the finding that the presence of weapons in a situation keep it from escalating for fear the weapons will be used b. the finding that the absence of weapons in a situation make it escalate into a fistfight c. an increase in aggression that can occur because of the mere presence of a gun or other weapon d. a decrease in aggression shown by people who have a previous weapons history Answer: C Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

An increase in aggression that can occur because of the mere presence of a gun or other weapon is known as the ___________. a. provocation hypothesis b. reciprocation theory c. weapons effect d. frustration-aggression theory Answer: C Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

“Thou shalt not kill” is an example of __________. a. compassion collapse b. an absolute moral truth c. a relativistic moral standard d. utilitarian thinking Answer: B Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 117.

People who believe in and endorse absolute moral truths are known as ___________. a. ontological thinkers b. utilitarian thinkers c. dehumanizers d. deontological thinkers Answer: D Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

People who believe that the most moral decision is the one that does the greatest good for the greatest number of people are called _____________. a. habituators b. deontological thinkers c. utilitarian thinkers d. the “shadow gang” Answer: C Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

A core component of prejudice is __________, which occurs when we deny another human being their full humanity. a. ontological thinking b. dehumanization c. the weapons effect d. compassion collapse Answer: B Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

Which statement would a deontological thinker be MOST likely to agree with? a. “The secret to getting along with one another is recognizing each person’s unique view of morality.” b. “You do your thing and I’ll do mine; it’s all good, baby, and I can’t change your mind.” c. “Are some acts inherently evil? I can’t say; no one can.” d. “Human nature being what it is, there will always be hatred, war, and conflict.” Answer: D Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

Which order correctly summarizes how the dehumanizing aspect of prejudice leads to maltreatment of people? a. dehumanization leads to a failure to consider the mental states of others, which then limits empathy, which then provides an avenue for maltreatment b. dehumanization leads directly to maltreatment of others through the twin mechanisms of utilitarian thinking and compassion collapse c. dehumanization leads to deontological thinking, which fosters a perception that “people get what they deserve,” which then leads to maltreatment 28 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. dehumanization is one of the “three pillars,” along with frustration and testosterone, that directly contributes to the maltreatment of others Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 122.

Trista weeps long and bitterly when she reads a news account that a young girl was the victim of a drive-by shooting. The next day she reads an account of 1,000 people whose homes and livelihoods were destroyed by a tornado, and thinks, “Oh, that’s sad. . . .” Although Trista is a good person, the difference in degree of her reactions to these two tragedies reflects __________. a. compassion collapse b. ontological thinking c. dehumanization d. catharsis Answer: A Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

The circumstances surrounding the Flint, Michigan, water supply provide an example of __________, a. the weapons effect b. social cognitive learning theory c. relational aggression d. institutional violence Answer: D Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

In an early experiment regarding the effects of violent media, one group of young children watched an extremely violent episode of a police show. Another group watched an exciting, but not violent show. What were the results of this experiment? a. The children who watched the police show were more aggressive with playmates. b. The children who watched the non-violent show were more aggressive with playmates. c. Both groups were equally aggressive with playmates. d. Both groups were equally aggressive with their parents. Answer: A Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

Violent video games seem to have a stronger influence on behavior because of which consideration? a. Games have more flashing lights and sounds than television shows. b. Many video games reward violence. c. Children spend more time playing video games than watching other media. d. Children can play games on their computers and not just the television. Answer: B Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Easy 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Research on violent media, including video games, demonstrates that the effects of such games on aggression are __________. a. much less than the comparable effects of aggressive television, because the game itself gives children an outlet b. significant, but only for those children who were shown to be more prone to violence beforehand c. significant, but the effects are due to the correlation of aggression with income d. significant, and a causal as well as a longitudinal relationship has been demonstrated Answer: D Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

What do exposure to media violence and guns have in common in terms of aggression? a. Both prime aggressive tendencies. b. Both media violence and guns are used by women more than men, leading to more aggression in women. c. Both prime patience and calm, leading to less aggression. d. Both represent ways to get resolve aggressive feelings. Answer: A Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

A steady diet of violent television fare can encourage aggression in people who __________. a. allow the televised violence to activate existing aggressive ideas and expectations b. are then encouraged by family members to act on those violent images c. become frustrated when violent media are taken away d. might be punished for acting on their impulses Answer: A Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

J. B. watches a heavy dose of violent TV cop shows. Based on the principles of habituation, which outcome is most likely to result from this behavior? J. B. will __________. a. feel indifferent when he hears a violent argument between his neighbors b. become more aware of his own violent behavior and try to stop it c. be more likely to recognize aggressive actions of others d become more upset when he sees aggression that is not fictionalized Answer: A Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

Social-psychological research has revealed that viewers of a great deal of television come to view the world as a dangerous place. If Terry is one such person, what is he likely to think when he watches a violent cops-androbbers show? a. “If they can do it, so can I.” b. “So that’s how it’s done.” 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. “I guess it’s the urge to aggress that I’m feeling.” d. “I had better get him before he gets me!” Answer: D Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 131.

Phyllis watches a lot of television every day. Based on the self-fulfilling prophecy, how is Phyllis most likely to view the world? a. It is a safe place. b. She probably lives in a fantasy world. c. She views the world accurately. d. She probably is overly fearful of being attacked. Answer: D Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

Two experiments carried out in England found that after playing a violent video game, people were numb to the feelings of others and less likely to help them. In these experiments, those negative feelings and behavior were directed toward __________. a. older people b. children c. immigrants d. women Answer: C Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

When children were randomly assigned to watch either a violent film or an exciting film about bicycle racing, and then played floor hockey, children who __________. a. were aggressive to begin with and watched the violent film were the most aggressive b. had never been aggressive became the most aggressive after watching the violent film c. watched the violent film used verbal aggression, but not physical aggression d. watched the bicycle race became frustrated and actually behaved more aggressively Answer: A Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

134.

Which conclusion is BEST supported by the results of correlational research demonstrating the connection between viewing television violence and subsequent acts of aggression? a. Some children or teens may imitate televised violence, but the effect disappears as they enter adulthood. b. Some people—adults as well as youths—are influenced to imitate televised acts of violence. c. Although there is a correlation between viewing TV violence and aggression, it can be fully explained by more aggressive people being more likely to watch violent TV. d. Although there is a correlation between viewing TV violence and aggression, it can be fully explained by family income, education, and neighborhood violence. Answer: B Learning Objective: 12.3 Explain how observing violence increases violence. 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Violence and the Media Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 135.

Longitudinal studies of violence and aggression have shown that exposure to violence in media or video games has the strongest relationship in children who __________. a. already are predisposed to violence b. are girls c. have been bullied d. come from single-parent households Answer: A Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

Which conclusion provides a viable explanation for why watching violence on television is correlated with aggressive behavior? a. Television presents the world as a safer place than it actually is. b. Television encourages the catharsis of aggressive impulses. c. Television teaches new ways to aggress and inspires imitation. d. Television makes people more aware of the social problems associated with violence and the consequences that follow from committing violent acts. Answer: C Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

Social-psychological research has revealed that viewers often learn the particulars of how to aggress when they watch violent television. If Andy is one such person, what is he likely to think when he watches a violent copsand-robbers show? a. “If they can do it, so can I.” b. “So that’s how it’s done.” c. “I guess it’s the urge to aggress that I’m feeling.” d. “Big deal. What’s on PBS?” Answer: B Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

138.

Social-psychological research has revealed that exposure to televised violence might weaken viewers’ inhibitions about using violence in their own lives. If Peter is one such person, what is he likely to think when he watches a violent cops-and-robbers show? a. “If they can get away with it, so can I.” b. “So that’s how it’s done.” c. “I guess it’s the urge to aggress that I’m feeling.” d. “Popcorn sounds good right about now” Answer: A Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 139.

Which statement is true about whether punishing aggression reduces aggressive behavior? a. Punishing aggressive behavior reduces its frequency. b. Punishment fails because it tells the target what not to do, but doesn’t tell them what they should do instead. c. The mere threat of severe punishment for aggressive behavior reduces its frequency. d. Punishing aggressive behavior has no effect on its occurrence. Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

In order for punishment to be an effective deterrent of a child’s transgressions, it should take the form of __________. a. severe behavioral punishment, such as a prolonged spanking b. mild behavioral punishment, such as a single slap c. a severe threat, such as sending the child away to live with strangers d. the threat of mild punishment, just powerful enough to stop the behavior Answer: D Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Results of laboratory experiments with adults indicate that the one reason why threats of punishment do not seem to deter violent crime in the “real world” is that in the criminal justice system, punishment is __________. a. seldom severe enough b. seldom swift or certain c. excessively harsh d. seldom administered fairly Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

142.

Which conditions are “ideal” for punishment to be an effective deterrent to violence? Punishment must be __________. a. prompt and severe b. prompt and certain c. severe and certain d. fair and certain Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

Alvin is thinking about murdering someone who has wronged him. Under what circumstances would Alvin be least likely to commit the crime? a. Alvin knows there is a small chance he would get caught. b. The death penalty is one punishment for the crime. c. Alvin knows that punishment will be fair. d. Alvin knows that punishment is certain and prompt. 33 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: D Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 144.

Opponents of the death penalty for certain violent crimes might use social-psychological data to argue that one reason why the threat of capital punishment doesn’t serve as an effective deterrent to violence is that __________. a. the odds are low that a violent criminal will be promptly apprehended, swiftly tried, and quickly convicted b. the threat of death by lethal injection is not severe enough to deter violent criminals c. many capital cases are plea-bargained to save the state money d the vast majority of violent crimes are crimes of passion Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

Proponents of the death penalty might use social-psychological data to assert that it can become an effective deterrent if __________. a. the criminal justice system introduced more layers of complexity b. it were more selectively applied only to specific types of crimes c. law enforcement could work more efficiently and promptly to administer prompt and certain punishment d. it were more broadly applied to a wide range of criminal behavior Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

146.

The idea of venting one’s frustrations and anger by aggressing in harmless ways is an oversimplification of __________ theory of catharsis. a. Sigmund Freud’s b. Kurt Lewin’s c. Ingrid Samuelson’s d. Arnold Buss’s Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

__________ reflects the idea that if people can “aggress” in harmless ways, built-up aggressive energies will diminish, reducing the odds of further aggressive behavior. a. Social learning b. Displacement c. Catharsis d. Fantasy inhibition Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 148.

Little Nels is frustrated and is threatening to throttle his younger sister. His mother intervenes and suggests that Nels “get over it” by taking some eggs and smashing them against the tree in the front yard. Nels’s mother appears to be a proponent of __________ as a means of reducing aggression. a. displacement b. catharsis c. projection d. frustration-aggression theory Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

Birgitte punches a pillow every time she feels aggression building up toward her younger brother, and this makes her feel relieved and more relaxed. Such an outcome supports the notion of __________. a. aggressive stimuli b. catharsis c. avoidance coping d. dehumanization Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

150.

Research found that high school football players were more competitive and aggressive in __________ than __________ weeks, thereby contradicting the predictions of the supporters of catharsis. a. earlier; later b. later; earlier c. weeks when they played rivals; non-rival d. non-rival weeks; rivalry Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

Research incorporating fMRI while avid fans were watching baseball found that ___________. a. the less active the reward centers of the brain were, the more aggressive the fans felt b. the more active the reward centers of the brain were, the more aggressive the fans felt c. the more overall activity of the brain during watching the game, the less fans felt aggression d. only when the amygdala was activated did fans finds relief for their aggressive feelings Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

152.

Does catharsis work to reduce aggression? a. Yes, it is the most effective means of reducing aggression. b. Yes, it can reduce aggression. c. No, it does not reduce aggression in children, only in adults. d. No, it actually makes people more aggressive. Answer: D 35 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 153.

Based on the research investigating aggression, which bit of advice would you give to Marjoe, who just found out he didn’t make the baseball team and is angry? a. Watch a violent movie to help relieve aggressive feelings. b. Try to relax and restrain urges to be aggressive. c. Play a violent game of rugby to vent your frustrations. d. Go to the gym and hit a punching bag for an hour. Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

154.

__________ theory can be used to explain why people will denigrate victims after they have done those victims physical or psychological harm. a. Cognitive dissonance b. Self-affirmation c. Social learning d. Frustration-aggression Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

According to cognitive dissonance theorists, when people attempt to vent their aggressive impulses by harming another person, they are more likely to engage in later acts of aggression because __________. a. arousal caused by dissonance is misinterpreted as frustration b. dissonance is reduced by denigrating the victim, increasing the odds of later aggression c. frustration is mistaken for dissonance d. “blowing off steam” increases the arousal caused by dissonance, yielding more aggression Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

You woke up late and are far behind at work. When you reach the end of your rope, you treat your assistant with hostility and disrespect. This mistreatment causes you to experience dissonance, which you are most likely to reduce by __________. a. apologizing to your assistant and bringing him a greeting card back from your lunch break b. thinking about all the irresponsible or inept things your assistant has ever done c. revising your self-concept, resigning yourself to acting capriciously mean and unpredictably violent d. engaging in self-verification by “confessing” your bad behavior to a colleague Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 157.

Anger control through active enabling might involve which strategy? a. pounding on pillows to let off steam b. taking a deep breath and counting to ten c. watching a boxing match d. playing a “target practice” video game Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

158.

Edwin is steaming mad and ready to punch the next person he sees. What is the first, best thing he should do to help him resolve his anger effectively? a. Vent his feelings by punching a pillow. b. Vent by derogating someone. c. Take a deep breath and count to ten. d. Keep it in and stew about it. Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

159.

Openly and rationally discussing something that has made you angry with close friends can lead to __________. a. greater conflict in the relationship b. a stronger friendship c. a good chance that the friendship will end soon d. an outburst of aggression Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

Hidalgo is still feeling angry about something Rodrigo did to him 10 years ago. Rodrigo has since moved away and is unavailable for a meeting to talk it out. Which tactic would you suggest Hidalgo do to resolve his anger? a. punch a pillow b. beat a punching bag c. look at the event from a third-person perspective d. just get over it Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

161.

According to Jamie Pennebaker, talking about our angry feelings and their sources can be physically and psychologically beneficial because __________. a. “opening up” and venting our feelings enhances mutual understanding b. such self-disclosures often result in insights and increased self-awareness c. such self-disclosures often yield apologies from the offending party d. “opening up” and venting reduce our aggressive impulses Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. 37 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 162.

Social psychologist James Pennebaker asked people who had experienced a traumatic event to describe the event and how they experienced it. Six months later, he found that these people __________. a. were less likely to let their frustration lead to aggression b. were healthier c. made internal attributions for the traumatic event d. made external attributions for the traumatic event Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

Jamie Pennebaker’s research on “opening up” about the experience of traumatic events finds that expressing one’s thoughts and feelings about these events is helpful primarily because __________. a. the release of emotion calms down physiological arousal b. it provides the opportunity to receive social support c. it fosters insights and increased self-awareness d. it prevents anger from building up and becoming uncontrollable Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

When we are angry, it is best to __________. a. stifle those feelings to prevent further anger and aggression b. make a clear statement that we are angry and why c. publicly ridicule the source of our anger so that they will counterargue d. distract ourselves by doing something we enjoy Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

165.

Students who are trained to resolve conflict in nonaggressive ways were studied 10 years after their training. They were exposed to a game situation where their opponent cheated them out of points. What happened to the participants when they discovered their points had been stolen? a. They behaved aggressively toward the player who had cheated them. b. They behaved less aggressively and had reduced testosterone reactivity to the event. c. They behaved more aggressively in response, but showed less testosterone reactivity to the event. d. They retaliated in a passive way and spread rumors about their competitor later. Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 166.

You’ve arrived half an hour late to pick up a friend. She was scheduled to take an examination, and even if you speed on the way to the university, she will now lose at least twenty minutes of the time she needs to complete the exam. Based on research on defusing anger and aggression, which apology is the best thing to say when you arrive? a. “It’s all my fault. I overslept. I’m really sorry.” b. “I brought you some coffee and donuts to make it up to you.” c. “It’s only one exam, and you’re doing well in that course so far, aren’t you?” d. “Don’t tell me that you’ve never overslept.” Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

According to research on the effects of apologies in reducing later aggression, which statement is true about the effects of apologies? Apologies __________. a. are most effective if the offender can also right the wrong b. that are sincere and include an explanation are the most effective of all c. are more effective when made in public than when made in private d. serve to reduce dissonance in both the giver and the receiver Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

In the context of apologizing, __________ leads to __________. a. sincerity; increased effectiveness b. sharing blame; increased harmony c. sincerity; greater hostility d. assigning blame to another; realistic acceptance by the receiver Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

“Road rage” involves retaliations against other drivers (e.g., shooting, running them off the road) that far exceed their offenses (e.g., driving too slowly, tailgating). You’re designing next year’s model cars, and are conversant with research on reducing anger and aggression. Which new design feature might you suggest? a. a second horn that makes a funny “I’m sorry” noise b. a louder, more powerful stereo system to distract drivers from their frustration c. a second horn that makes a louder, more threatening sound that communicates, “I’m really angry now!” d. bulletproof glass on all new model cars Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

170.

You are trying to reach the glove compartment and drive at the same time and end up “tapping” the bumper of the driver in front of you. When you both get out to survey the damage, you apologize saying, “It’s my fault; I should have been paying closer attention to driving. I’m sorry.” Which response is the other motorist likely to make? a. “tap” your bumper in retaliation 39 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. punch you to “knock some sense” into you c. become less angry about the situation d. actually start apologizing and taking some of the blame as well Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 171.

In the context of apologizing, __________ leads to __________. a. blaming the recipient; defusing the situation b. dodging responsibility; greater effectiveness c. taking full responsibility; greater effectiveness d. blaming the recipient; shame and humiliation Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

172.

__________ is to aggression as __________ is to peaceable solutions. a. Frustration; release b. Lack of social skills; communication training c. Assertiveness; compromise d. Punishment; reinforcement Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

__________ refers to the ability to experience events and emotions the way that another person does. a. Sympathy b. Identification c. Empathy d. Communion Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

174.

Dehumanizing an enemy can contribute to further aggression and even wartime atrocities by __________. a. increasing frustration b. reducing our ability to empathize c. increasing cognitive dissonance d. increasing inhibitions Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 175.

Why is empathy training a good antidote to aggression? Empathy makes it __________. a. harder to derogate our victims b. easier to think about the consequences of our actions c. easier to reduce cognitive dissonance d. harder to reduce cognitive dissonance Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

176.

__________ is to aggression as __________ is to cooperation. a. Cognitive dissonance; empathy b. Dehumanization; empathy c. Rewards; punishment d. Self-justification; self-affirmation Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

Researchers found that participants were less likely to administer shocks to another person when that person had previously disclosed something personal about themself. Why is that? a. Similarity leads to attraction, not aggression. b. Personal information can make it easier to empathize with another. c. When we are anonymous, we are more likely to aggress. d. Self-disclosure serves as a way to model prosocial behavior. Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

Your boss is upset at you for being late so often. Assuming you’ve already apologized, if you wanted to assuage your boss’s anger, one good strategy is to __________. a. give her a punching bag so that she can vent b. let her vent at you verbally c. try to evoke empathy in her d. yell at her for being unreasonable first Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

To try and increase a child’s ability to take the perspective of others and hence increase their empathic concern, one could ask that child to answer questions like __________. a. “What would each person in your house like best for their birthday present?” b. “Who is the most helpful person you know?” c. “What benefits do you get when you help other people?” d. “What is the Golden Rule?” Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Recall that Norma Feshbach and Sy Feshbach implemented a 30-hour program in the Los Angeles schools designed to teach students empathy and perspective-taking skills. Which outcome resulted from this program? a. lowered self-esteem b. obsessive-compulsive disorder c. lower aggression d. poorer academic achievement Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

An analysis of school shooters found that __________ were never bullied at all. a. 80 percent b. 60 percent c. 40 percent d. 20 percent Answer: B Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

An analysis of school shooters found that __________ bullied other students prior to the school shooting. a. 54 percent b. 11 percent c. 73 percent d. 22 percent Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

183.

School shootings should be viewed correctly as __________. a. extreme acts of bullying b. the result of untreated diagnosed mental illnesses c. responses to being bullied by others d. strong reactions to mild infractions Answer: A Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

184.

Incorporating several strands of research investigating aggression and violence, the most effective social psychological approach to try and reduce the likelihood of future school shootings is to __________. a. reduce the amount of violence teenagers view on television b. reduce students’ access to guns c. change the exclusionary, cliquish atmosphere of most high schools d. increase the penalties for any aggressive behavior 42 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 185.

In 2013–2014 a bullying intervention program was initiated in New Jersey by Elizabeth Levy-Paluck and her colleagues. The program was designed to __________. a. implement severe punishment for acts of bullying in schools b. reward behavior that was considered to be kind c. have well-known children in the schools convey the social norms for the school d. use student juries to determine consequences for bullying behavior Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

A 2013–2014 bullying prevention program in New Jersey used “anticonflict intervention groups” as part of their program. The role of these groups was to __________. a. determine school-wide rewards for positive behaviors b. determine school-wide penalties for bullying behaviors c. design anti-bullying campaigns for implementation in their schools d. design an appeal process for students who felt they had been bullied Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

What was the impact of the 2013–2014 bullying intervention program that was implemented in New Jersey? a. There did not appear to be any benefits to implementing the intervention program. b. Schools showed a 20 percent reduction in disciplinary reports for peer conflict. c. Schools showed a 30 percent reduction in disciplinary reports for peer conflict. d. Schools showed a 50 percent reduction in disciplinary reports for peer conflict. Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

188.

The 2013–2014 bullying prevention program implemented in New Jersey schools demonstrated even larger benefits in schools where __________. a. bullying problems were the worst b. bullying problems were very mild c. the more popular, well-liked kids were involved in the anti-bullying campaigns d. the least popular, most bullied kids were involved in the anti-bullying campaigns Answer: C Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 43 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 189.

Identify the role of testosterone in aggression. In your answer describe the challenge hypothesis and the dualhormone hypothesis. Answer: Testosterone levels are correlated with aggression. Laboratory animals whose testosterone is removed show less aggression. Those that have it injected show more aggression. Testosterone may impact the orbitofrontal cortex, leading to lowered self-regulation and impulse control. However, there appears to be a link between testosterone, aggression, and social situations. The challenge hypothesis states that testosterone and aggression are related only when opportunities for reproduction are high; the dual-hormone hypothesis states that testosterone relates only to dominance behaviors when the stress hormone, cortisol, is low. Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

190.

You witness one person punch another person in the stomach. Explain how this action could be considered hostile aggression, instrumental aggression, or not an act of aggression. Answer: For the act to be considered hostile aggression, it would involve intentional harm for the purpose of hurting the other person directly. One reason may be that the first person was angry with the other person. [Other reasons are possible.] For the act to be considered instrumental aggression it would have to be intentional, but a means to an end. One reason a person might punch another person is to distract them from hurting someone else. [Other explanations are possible.] For the act to be considered nonaggressive, it would have to be unintentional. For instance, perhaps the punching person mistook the other person for someone else, or was flailing around because they weren’t well and accidentally punched the other person. Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

191.

According to evolutionary psychologists, aggression may be (or may have been) adaptive in humans. Explain how aggression could help a man pass on his genes. Answer: There are two proposed reasons as to how aggression could help men pass on their genes. First, displays of aggression are often displays of social dominance. Women tend to be more attracted to men with more power, thus dominant men would potentially attract more mates, according to this perspective. Second, men may behave aggressively due to jealousy. Men who aggress against other men who may be trying to steal their mate may reduce the likelihood of the other men’s success. This would ensure the paternity of the children with their mate, and reduce the likelihood that they are raising another man’s child. Evolutionary psychologists point out that these behavior patterns would have contributed to adaptive fitness, and therefore would be retained in people’s behavioral repertoires to the current day. Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

192.

Some people argue that aggression is innate rather than learned. Describe research evidence that genetics are not the whole story behind animal aggression. Answer: Biologist Zing Yang Kuo found that kittens born to rat-killing mothers would not automatically attack and kill rats when they were reared with a rat. Not only did the kittens never attack the rats with whom they were raised, they didn’t attack other rats, either. Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? 44 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 193.

What does comparative research on chimpanzees and bonobos reveal about aggression, and how might that research be applied to humans? Answer: Humans share 98 percent of their genes in common with both chimpanzees and bonobos, which makes for a fitting comparison across species. Chimpanzees have been observed to be highly aggressive; for example, groups of males hunt and kill other members of their species. In contrast, bonobos are veritable “love bunnies.” Prior to engaging in activities that could otherwise lead to conflict, bonobos have sex, which tends to defuse any potential conflict. So the question arises: If humans share 98 percent of genes in common with one species that kills and aggresses, and another species that loves and tolerates, which elements tip the scales toward one type of behavior or the other? Admittedly, characteristically bonobo-like behavior is rare in the animal kingdom. Yet genetics alone clearly can’t explain human tendencies to aggress. Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

194.

Explain what a “culture of honor” is, its origin, and how being raised in a culture of honor can influence aggression. Answer: A culture of honor is a culture in which protecting one’s reputation (honor) is vital. It emerged in the southeastern and western U.S. among people who herded cattle for a living. Their honor, or reputation, was important in protecting their cattle from thieves. In a culture of honor, aggression is considered an appropriate response to being insulted. Thus, even today, some southerners and westerners may be more easily provoked to aggression if they are personally insulted. Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

195.

Explain the nature of the gender differences in aggression in humans. Answer: Men tend to be more physically aggressive than women. However, women tend to use relational aggression: spreading rumors and gossiping. Additionally, although women tend to be less aggressive than men in ambiguous situations, men and women are equally aggressive when provoked. Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

196.

Imagine you have a friend who is typically quiet, thoughtful, and reserved. However, when your friend drinks, you can never tell what she is going to do. One minute your friend is dancing wildly and having a great time, but the next minute she is reacting aggressively to being slightly nudged by another dancer. Describe two reasons, based on research evidence, for why alcohol would have such an effect on your friend. Answer: Alcohol lowers your friend’s inhibitions, and thus makes her louder and less reserved. In addition, alcohol interferes with the processing of information, making your friend less thoughtful and also more likely to miss subtle situational cues, such as the “slight” nudge, that could prevent aggression. In addition, according to the think-drink effect, your friend’s behavior may be the result of behaving as she expects a drinker ought to behave. Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate 45 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

During the late 1960s and early 1970s, national leaders were concerned about a phenomenon they called “the long, hot summer.” They were concerned that given an unpopular war and strained race relations, civil unrest and even riots would occur during the summer months. Is the long, hot summer a myth? Answer: Research has found that the long, hot summer is a documented phenomenon. In a number of cities in the United States, from Houston, Texas, to Des Moines, Iowa, the hotter a given day, the greater the incidence of violent crime. This suggests that discomfort arising from heat can contribute to violence and aggression. Other correlational research (horn-honking is more common in Phoenix drivers who don’t have airconditioning; batters are more likely to be hit by pitches on days when the temperature is above 90 degrees) has supported the phenomenon, as has experimental research. Learning Objective: 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

198.

According to the frustration-aggression theory, frustration—the perception that we are being prevented from reaching a goal—does not always lead to aggression. Which factors increase the odds that frustrated people will aggress? Answer: The closer we are to a goal, the more likely it is that frustration will lead to aggression. Frustration is more likely to lead to aggression when the frustration is unexpected. The size and strength of the source of our frustration also can encourage aggression; when the source is not likely to reciprocate in a harmful way (when they are small in stature, for example), frustration is more likely to lead to aggression. And finally, cognitive factors also influence whether frustration will lead to aggression; when we believe that another person has frustrated us intentionally or illegitimately, we are more likely to aggress. Learning Objective: 12.2 Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

199.

Because violence is of concern to social psychologists and the public at large, a great deal of research has focused on the effects of exposure to televised violence on both children and adults. Many studies have found support for social-learning theory explanations for the effects of violent television. Describe five reasons why television violence contributes to aggressive behavior in children and adults. Answer: Exposure to television violence might lower viewers’ inhibitions against violent behavior. Such exposure might also provide information about how to aggress, and trigger imitation of violent models. Violent television might make feelings of anger or frustration more available to viewers; in essence, violent images might prime aggression. Excessive viewing of violent television might cause viewers to become less sensitive to violence and less sympathetic to victims of violence. Finally, watching lots of television tends to make people think that the world is a mean place, and thus fosters the tendency to think, “I’ll get you before you get me.” Learning Objective: 12.3 Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

200.

Your 6-year-old brother has developed some very distressing habits. He has become increasingly aggressive, destroying toys, hitting the neighbors’ children, and threatening them with violence to take their toys away. You want to stop your little brother’s destructive behavior using punishment. What would be the best way to do this? Answer: First, because severe physical punishment can boomerang by teaching children that aggression is appropriate, it is best not to use severe physical punishment, such as slapping or spanking. Threats of severe 46 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition punishment would not be likely to work; such severe threats might provide your brother with external justification for refraining from hitting, and he will be unlikely to convince himself that such behavior is undesirable. To use punishment appropriately, it is important to remain vigilant around your little brother, and to make swift and reasonable interventions such as “time-outs.” It would also help to model nonaggressive alternatives for dealing with frustration and conflict. Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 201.

How would a cognitive dissonance theorist counter the Freudian argument that catharsis—blowing off steam to relieve the buildup of destructive aggressive impulses—will reduce aggression? Use an example of yelling or using sarcasm to vent our anger at someone who has angered us. Answer: Dissonance theorists would argue that because people often engage in “overkill” when they are angered, a vicious spiral of aggression, self-justification, and more destructive aggression is likely to result. For example, when we verbally vent our anger or use sarcasm as a weapon against someone, it can be hurtful to them, and is at odds with our self-concepts as being kind and reasonable people. Because we cannot undo this behavior, we will seek to preserve our self-esteem internally by convincing ourselves that the target of our anger must have deserved it. After we use derogation to justify our verbal aggression, it becomes easier and easier to justify more destructive aggressive acts against them. Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

202.

Your roommates are fascinated by all the interesting things you have learned in your social psychology course and ask you, “Well, if anger sometimes leads to aggression, what are we supposed to do when we feel angry?” What would you say to your roommates? Answer: You should tell your roommates that there is nothing really wrong with anger per se, but that there are things they can do to decrease the odds that they will feel the need to aggress when angry. For example, they can express their anger in a clear, simple statement like “I am really angry with you right now.” They can “open up” and talk about their experiences with the source of the anger, or with a third party, thereby gaining selfinsight. They can try to empathize with the source of the anger, putting themselves in the other person’s position to understand why the person did what they did; this might make clear that the other person’s behavior was not intentional, thus decreasing feelings of frustration and anger. They can ask for a sincere apology; sincere apologies, no matter how perfunctory, often reduce anger in “victims.” Learning Objective: 12.4 Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

203.

Explain why spanking a child for a transgression may or may not be an effective strategy for reducing future aggression. Answer: Based on the principles of social cognitive theory, spanking a child would model aggressive behavior; in essence, the child learns that an appropriate response to behaving aggressively is to behave more aggressively, and clearly that’s not the intended message. On the other hand, the effectiveness of punishment is greatest when it is prompt and certain. If a child knows that an aggressive act will be monitored by a parent, and punishment meted out right then, it can be an effective deterrent. However, in the real world, these conditions of swift, unavoidable punishment are rarely met (think of a parent who says “I’ll deal with you when we get home” rather than acting promptly, or a distracted parent who doesn’t notice the aggressive acts of the child). A further consideration is that the threat of a mild punishment is often more effective than the use of harsh punishment, so some consideration should be given to which level of admonition will be sufficient to get the child to suspend the aggressive behavior. Applying these principles to spanking: (1) It can model aggressive 47 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition behavior, which is not good; (2) it may be too harsh of a punishment, which is not good; and (3) if it is delayed or haphazard in its delivery, that’s also not good. Topic: How to Decrease Aggression Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 12.1: Is Aggression Innate, Learned, or Optional? EOM_Q12.1.1 From a social–psychological perspective, a problem with evolutionary theories of aggression is that they fail to account for __________. a) different levels of testosterone among men Consider This: There is a great variation in the levels of aggression across cultures; under some conditions, groups have had to become more aggressive, and under other conditions, they have become more peaceful. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) different rates of aggression across cultures c) genetic influences on behavior Consider This: There is a great variation in the levels of aggression across cultures; under some conditions, groups have had to become more aggressive, and under other conditions, they have become more peaceful. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. d) differences between bonobos and chimpanzees Consider This: There is a great variation in the levels of aggression across cultures; under some conditions, groups have had to become more aggressive, and under other conditions, they have become more peaceful. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Answer: b Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Analyze It EOM_Q12.1.2 Which of the following men is most likely to act aggressively toward someone who insults him? a) Ray, who grew up in Minnesota Consider This: Although the herding economy has become much less important in the South and West, the legacy of its culture of honor remains. These regions have rates of honor-related homicides (such as murder to avenge a perceived insult to one’s family) that are five times higher than in other regions of the country. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) Randy, who grew up in Massachusetts Consider This: Although the herding economy has become much less important in the South and West, the legacy of its culture of honor remains. These regions have rates of honor-related homicides (such as murder to avenge a perceived insult to one’s family) that are five times higher than in other regions of the country. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. c) Richard, who grew up in Louisiana d) Ricky, who grew up in Maine Consider This: Although the herding economy has become much less important in the South and West, the legacy of its culture of honor remains. These regions have rates of honor-related homicides (such as murder to avenge a perceived insult to one’s family) that are five times higher than in other regions of the country. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Answer: c Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q12.1.3 Which of the following statements about gender differences in aggression is true? a) In families, almost all acts of physical aggression are committed by men. 49 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: Girls and women are more likely than men to commit relational aggression—harming another person through the manipulation of relationships, usually in such covert acts as backbiting, spreading false rumors about the target person, shunning or excluding that person, or, to use an ugly contemporary term, “slut-shaming.” LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) Girls are more likely than boys to express aggressive feelings indirectly, as by shunning or slandering a target. c) Gender differences in physical aggression increase when men and women are insulted. Consider This: Girls and women are more likely than men to commit relational aggression—harming another person through the manipulation of relationships, usually in such covert acts as backbiting, spreading false rumors about the target person, shunning or excluding that person, or, to use an ugly contemporary term, “slut-shaming.” LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. d) Because violence is so rare in women, female suicide bombers are have much more extreme beliefs than men who carry out these attacks. Consider This: Girls and women are more likely than men to commit relational aggression—harming another person through the manipulation of relationships, usually in such covert acts as backbiting, spreading false rumors about the target person, shunning or excluding that person, or, to use an ugly contemporary term, “slut-shaming.” LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Answer: b Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Analyze It EOM_Q12.1.4 After watching his teenage brother beat up a classmate in a fistfight and walk away with the admiration of their friends, a little boy takes a swipe at another boy in the playground. He has acquired this behavior through a process of __________. a) cognitive learning Consider This: The children imitated the aggressive adults and treated the doll in almost exactly the same ways. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) parental support Consider This: The children imitated the aggressive adults and treated the doll in almost exactly the same ways. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. c) playing violent video games Consider This: The children imitated the aggressive adults and treated the doll in almost exactly the same ways. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. d) observational learning Answer: d Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q12.1.5 What does the “think–drink” effect refer to? a) If you think you’d like a drink, you’ll get one. Consider This: When people expect that alcohol will “release” their aggressive impulses, they often do become more aggressive—even when they are drinking something nonalcoholic. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) If you think alcohol releases your anger, it will. c) If you think alcohol is harmful, you won’t drink. Consider This: When people expect that alcohol will “release” their aggressive impulses, they often do become more aggressive—even when they are drinking something nonalcoholic. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. d) If you think alcohol is healthy, you’ll drink too much. 50 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: When people expect that alcohol will “release” their aggressive impulses, they often do become more aggressive—even when they are drinking something nonalcoholic. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Answer: b Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 12.2: Social Situations and Aggression EOM_Q12.2.1 According to frustration–aggression theory, __________. a) when people are frustrated, they almost always become aggressive. Consider This: According to frustration–aggression theory, people’s perception that they are being prevented from attaining a goal will increase the probability of an aggressive response (Dollard et al., 1939). LO 12.2: Describe situational and social causes of aggression. b) when people behave aggressively, they feel frustrated. Consider This: According to frustration–aggression theory, people’s perception that they are being prevented from attaining a goal will increase the probability of an aggressive response (Dollard et al., 1939). LO 12.2: Describe situational and social causes of aggression. c) frustration increases the likelihood of aggression. d) frustration caused by deprivation causes aggression. Consider This: According to frustration–aggression theory, people’s perception that they are being prevented from attaining a goal will increase the probability of an aggressive response (Dollard et al., 1939). LO 12.2: Describe situational and social causes of aggression. Answer: c Learning Objective: LO 12.2: Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q12.2.2 Noah was counting on his roommate George to help him on moving day, but George never showed up, and Noah is plenty annoyed. What might he say to himself to reduce his wish to retaliate or tell George off? a) “That’s just his personality; he’s always thoughtless.” Consider This: When we are convinced it was unintentional or if there are mitigating circumstances, most of us will not reciprocate. LO 12.2: Describe situational and social causes of aggression. b) “I’m a better person than he is.” Consider This: When we are convinced it was unintentional or if there are mitigating circumstances, most of us will not reciprocate. LO 12.2: Describe situational and social causes of aggression. c) “I don’t need his help anyway.” Consider This: When we are convinced it was unintentional or if there are mitigating circumstances, most of us will not reciprocate. LO 12.2: Describe situational and social causes of aggression. d) “I bet George is under a lot of stress about exams this week.” Answer: d Learning Objective: LO 12.2: Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q12.2.3 What is relative deprivation? a) When people feel deprived of having close relatives they can count on Consider This: Conditions were bad relative to the rioters’ perception of how White people were doing and relative to the positive changes many Blacks had a right to expect. LO 12.2: Describe situational and social causes of aggression. b) When people live in poverty and feel they have no hope of improvement Consider This: Conditions were bad relative to the rioters’ perception of how White people were doing and relative to the positive changes many Blacks had a right to expect. LO 12.2: Describe situational and social causes of aggression. c) When people feel there is an unfair discrepancy between what they have and what they expect to get d) When some people earn relatively less than others for doing the same work

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: Conditions were bad relative to the rioters’ perception of how White people were doing and relative to the positive changes many Blacks had a right to expect. LO 12.2: Describe situational and social causes of aggression. Answer: c Learning Objective: LO 12.2: Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q12.2.4 The “weapons effect” refers to the fact that __________. a) many people have an emotional response to seeing a weapon Consider This: The effect is physiological as well as psychological: Male college students asked to interact with a gun for 15 minutes show higher testosterone levels than do students playing a children’s game for the same amount of time. LO 12.2: Describe situational and social causes of aggression. b) the mere presence of a gun can provoke an aggressive response c) the mere presence of a gun makes people feel safer Consider This: The effect is physiological as well as psychological: Male college students asked to interact with a gun for 15 minutes show higher testosterone levels than do students playing a children’s game for the same amount of time. LO 12.2: Describe situational and social causes of aggression. d) some weapons provoke more aggression than others Consider This: The effect is physiological as well as psychological: Male college students asked to interact with a gun for 15 minutes show higher testosterone levels than do students playing a children’s game for the same amount of time. LO 12.2: Describe situational and social causes of aggression. Answer: b Learning Objective: LO 12.2: Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Understand the Concepts EOM_Q12.2.5 Compassion collapse is a phenomenon that involves _______. a) the unsustainability of compassion over time Consider This: Compassion collapse refers to the exponential reduction in compassion felt for any given person in a tragic event as the number of victims of the event increases. LO 12.2: Describe situational and social causes of aggression. b) the sequence of physiological events that underlie compassion Consider This: Compassion collapse refers to the exponential reduction in compassion felt for any given person in a tragic event as the number of victims of the event increases. LO 12.2: Describe situational and social causes of aggression. c) feeling less compassion for multiple victims of a crime than one victim d) the role of strong situations Consider This: Compassion collapse refers to the exponential reduction in compassion felt for any given person in a tragic event as the number of victims of the event increases. LO 12.2: Describe situational and social causes of aggression. Answer: c Learning Objective: LO 12.2: Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Remember the Facts EOM_Q12.2.6 Which of the following statements is not true about dehumanization? a) We dehumanize people whom we are prejudiced against. 53 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: Dehumanization is a core aspect of prejudice. LO 12.2: Describe situational and social causes of aggression. b) Dehumanization involves a failure to take the perspective of another person. Consider This: Social neuroscientists have shown that areas of the brain related to simulating the minds of others are less active when looking at people whom we dehumanize. LO 12.2: Describe situational and social causes of aggression. c) We do not empathize with people we dehumanize. Consider This: Social neuroscientists have shown that areas of the brain related to simulating the minds of others are less active when looking at people whom we dehumanize. LO 12.2: Describe situational and social causes of aggression. d) Dehumanization is unrelated to prejudice. Answer: d Learning Objective: LO 12.2: Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Easy Skill Level: Remember the Facts EOM_Q12.2.7 A utilitarian would vandalize a community center that they believed was diverting public funds away from their own community _______, a) if their intuitions told them it was the right thing to do Consider This: A utilitarian would feel it was okay to perform an action like vandalism if it would serve a positive purpose. If the utilitarian believed their own community needed more public funds and would receive them if the community center was inoperable, then they may feel morally righteous in engaging in the vandalism. The utilitarian would not rely on intuition, but rather would weigh the relative benefits and costs of each action. LO 12.2: Describe situational and social causes of aggression. b) if they believed it would impact the center’s funding eligibility c) without any reason Consider This: A utilitarian would feel it was okay to perform an action like vandalism if it would serve a positive purpose. If the utilitarian believed their own community needed more public funds and would receive them if the community center was inoperable, then they may feel morally righteous in engaging in the vandalism. The utilitarian would not rely on intuition, but rather would weigh the relative benefits and costs of each action. It would be a reasoned response. LO 12.2: Describe situational and social causes of aggression. d) because they view moral dilemmas as zero-sum games Consider This: A utilitarian would feel it was okay to perform an action like vandalism if it would serve a positive purpose. If the utilitarian believed their own community needed more public funds and would receive them if the community center was inoperable, then they may feel morally righteous in engaging in the vandalism. Utilitarian beliefs are orthogonal to viewing moral dilemmas as cooperative versus zero-sum games. LO 12.2: Describe situational and social causes of aggression. Answer: b Learning Objective: LO 12.2: Describe situational and social causes of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply what you know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 12.3: Violence and the Media EOM_Q12.3.1 Which of the following statements is true? a) Watching violent shows makes most young children likely to imitate them. Consider This: The research is not consistent, however, and some reviews of the experimental literature have found minimal or no effects. LO 12.3: Explain how observing violence increases violence. b) Watching violent shows makes some children more likely to imitate them. c) Playing violent video games has less of an impact on children than watching television or movie violence does. Consider This: The research is not consistent, however, and some reviews of the experimental literature have found minimal or no effects. LO 12.3: Explain how observing violence increases violence. d) Viewing television violence has no effect on people’s response to others in trouble. Consider This: The research is not consistent, however, and some reviews of the experimental literature have found minimal or no effects. LO 12.3: Explain how observing violence increases violence. Answer: b Learning Objective: LO 12.3: Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Difficult Skill Level: Analyze It EOM_Q12.3.2 According to social cognitive learning theory, which of these factors intervenes between a person’s observation of media violence and their likelihood of imitating it? a) The violence is portrayed as part of a religious story Consider This: As social cognitive learning theory predicts, people’s interpretation of what they are watching, their personality dispositions, and the social context can all affect how they respond. LO 12.3: Explain how observing violence increases violence. b) The violence is endorsed by the government Consider This: As social cognitive learning theory predicts, people’s interpretation of what they are watching, their personality dispositions, and the social context can all affect how they respond. LO 12.3: Explain how observing violence increases violence. c) How the observer interprets the violent story d) Whether or not the observer is in a good mood Consider This: As social cognitive learning theory predicts, people’s interpretation of what they are watching, their personality dispositions, and the social context can all affect how they respond. LO 12.3: Explain how observing violence increases violence. Answer: c Learning Objective: LO 12.3: Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q12.3.3 Watching violence in the media and behaving aggressively are positively correlated. What does this mean? a) Watching violent shows makes children more aggressive. Consider This: Most of the studies have been correlational, which suggests that causality can (and does) flow in both directions. LO 12.3: Explain how observing violence increases violence. b) Aggressive children are more likely to watch violent shows. Consider This: Most of the studies have been correlational, which suggests that causality can (and does) flow in both directions. LO 12.3: Explain how observing violence increases violence. c) Growing up in a violent environment makes children aggressive and more likely to watch violent shows. Consider This: Most of the studies have been correlational, which suggests that causality can (and does) flow in both directions. LO 12.3: Explain how observing violence increases violence. d) All of the above. Answer: d 55 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: LO 12.3: Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Difficult Skill Level: Analyze It EOM_Q12.3.4 What do experimental studies of media violence tend to find? a) Watching violent films has little effect on aggressive behavior. Consider This: Those who had watched the violent police drama later behaved far more aggressively with their playmates than did those who had watched the sporting event—the Bobo doll effect. LO 12.3: Explain how observing violence increases violence. b) Playing violent video games has a stronger effect than watching violent shows. c) Playing violent video games makes children feel better and less angry. Consider This: Those who had watched the violent police drama later behaved far more aggressively with their playmates than did those who had watched the sporting event—the Bobo doll effect. LO 12.3: Explain how observing violence increases violence. d) Children get used to media violence quickly, so it doesn’t affect them. Consider This: Those who had watched the violent police drama later behaved far more aggressively with their playmates than did those who had watched the sporting event—the Bobo doll effect. LO 12.3: Explain how observing violence increases violence. Answer: b Learning Objective: LO 12.3: Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Difficult Skill Level: Analyze It EOM_Q12.3.5 What is the main problem in interpreting longitudinal studies of the effects of media violence? a) Teasing apart whether media violence causes aggression or whether aggressive people are drawn to media violence b) Separating studies of television violence from those of violent video games Consider This: The greatest challenge involved in trying to interpret the data in most nonexperimental longitudinal studies and survey research is teasing apart cause and effect. LO 12.3: Explain how observing violence increases violence. c) Identifying which children are more vulnerable to television violence Consider This: The greatest challenge involved in trying to interpret the data in most nonexperimental longitudinal studies and survey research is teasing apart cause and effect. LO 12.3: Explain how observing violence increases violence. d) Finding out if children who play video games will also prefer violent pornography Consider This: The greatest challenge involved in trying to interpret the data in most nonexperimental longitudinal studies and survey research is teasing apart cause and effect. LO 12.3: Explain how observing violence increases violence. Answer: a Learning Objective: LO 12.3: Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Difficult Skill Level: Analyze It

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 12.4: How to Decrease Aggression EOM_Q12.4.1 Suppose you want to reduce the chances that your children will act aggressively toward other people. Which of the following strategies is most likely to work? a) Be a good role model; do not be verbally or physically abusive. b) Let your children play all the violent video games they want. Consider This: If the punishment takes the form of an aggressive act, parents who are administering the penalty are actually modeling aggressive behavior—thereby inducing their child to imitate them. LO 12.4: Identify ways aggression can be diminished. c) Order them to behave nicely with other children and punish them if they don’t. Consider This: If the punishment takes the form of an aggressive act, parents who are administering the penalty are actually modeling aggressive behavior—thereby inducing their child to imitate them. LO 12.4: Identify ways aggression can be diminished. d) Encourage them to play sports where they can vent their frustrations on the playing field. Consider This: If the punishment takes the form of an aggressive act, parents who are administering the penalty are actually modeling aggressive behavior—thereby inducing their child to imitate them. LO 12.4: Identify ways aggression can be diminished. Answer: a Learning Objective: LO 12.4: Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q12.4.2 Tiffany is angry at Whitney for forgetting her birthday. To defuse her anger, Tiffany should __________. a) think about other times Whitney annoyed her and then confront Whit with all the evidence of what a bad friend she is Consider This: Those who were instructed simply to write their “deepest thoughts and feelings” about the event or the secret felt healthier and even had fewer physical illnesses 6 months to a year later than did people who suffered in silence, who wrote about trivial topics, or who wrote about the details of the traumatic events without revealing their own underlying feelings. LO 12.4: Identify ways aggression can be diminished. b) write about her feelings privately for 20 minutes a day for a few days to get some perspective c) post her feelings about Whitney on TikTok Consider This: Those who were instructed simply to write their “deepest thoughts and feelings” about the event or the secret felt healthier and even had fewer physical illnesses 6 months to a year later than did people who suffered in silence, who wrote about trivial topics, or who wrote about the details of the traumatic events without revealing their own underlying feelings. LO 12.4: Identify ways aggression can be diminished. d) get back at Whitney by complaining about her to all their mutual friends Consider This: Those who were instructed simply to write their “deepest thoughts and feelings” about the event or the secret felt healthier and even had fewer physical illnesses 6 months to a year later than did people who suffered in silence, who wrote about trivial topics, or who wrote about the details of the traumatic events without revealing their own underlying feelings. LO 12.4: Identify ways aggression can be diminished. Answer: b Learning Objective: LO 12.4: Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q12.4.3 Tiffany finally decides she is ready to confront Whitney directly. How should she express her anger (assuming she wants to keep the friendship)? a) She should “let it all out” so that she will feel better and Whitney will know exactly how she feels. Consider This: You can do this (after counting to 10) by calmly stating that you are feeling angry and describing, nonjudgmentally, what you believe the other person did to bring about those feelings. LO 12.4: Identify ways aggression can be diminished. 57 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b) She should invite Whitney to play a game of tennis and then really try to clobber her. Consider This: You can do this (after counting to 10) by calmly stating that you are feeling angry and describing, nonjudgmentally, what you believe the other person did to bring about those feelings. LO 12.4: Identify ways aggression can be diminished. c) She should explain why she feels upset and hurt, as calmly as she can, without blame and accusation. d) She should explain why she feels upset and hurt but let Whitney know that she blames her for her thoughtless behavior. Consider This: You can do this (after counting to 10) by calmly stating that you are feeling angry and describing, nonjudgmentally, what you believe the other person did to bring about those feelings. LO 12.4: Identify ways aggression can be diminished. Answer: c Learning Objective: LO 12.4: Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q12.4.4 Which form of apology is most likely to be accepted and believed? a) “If I hurt your feelings, I’m really sorry.” Consider This: Typically, any apology sincerely given and in which the perpetrator takes full responsibility is effective. LO 12.4: Identify ways aggression can be diminished. b) “I’m sorry I hurt your feelings, but look, we were both to blame here.” Consider This: Typically, any apology sincerely given and in which the perpetrator takes full responsibility is effective. LO 12.4: Identify ways aggression can be diminished. c) “I’m really sorry, and I understand what I did wrong; it won’t happen again.” d) “I’m sorry.” Consider This: Typically, any apology sincerely given and in which the perpetrator takes full responsibility is effective. LO 12.4: Identify ways aggression can be diminished. Answer: c Learning Objective: LO 12.4: Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q12.4.5 What is the most significant risk factor for teenage suicide and violence? a) Doing poorly in school Consider This: In the immediate aftermath of the Columbine massacre, countless young people posted messages online, describing their anguish over being rejected and taunted by their popular classmates. LO 12.4: Identify ways aggression can be diminished. b) Having strict parents Consider This: In the immediate aftermath of the Columbine massacre, countless young people posted messages online, describing their anguish over being rejected and taunted by their popular classmates. LO 12.4: Identify ways aggression can be diminished. c) Having a genetic predisposition Consider This: In the immediate aftermath of the Columbine massacre, countless young people posted messages online, describing their anguish over being rejected and taunted by their popular classmates. LO 12.4: Identify ways aggression can be diminished. d) Being socially rejected Answer: d Learning Objective: LO 12.4: Identify ways aggression can be diminished. Topic: Disrupting the Rejection–Rage Cycle Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Chapter 12 Quiz: Aggression: Why Do We Hurt Other People? Can We Prevent It? EOC_Q12.1 __________ aggression stems from feelings of anger and is aimed at inflicting pain, whereas __________ aggression serves as a means to some goal other than pain. a) Hostile, instrumental b) Direct, passive Consider This: In a professional football game, a defensive lineman will usually do whatever it takes to thwart his opponent (the blocker) and tackle the ball carrier. This typically includes intentionally inflicting pain on his opponent if doing so is useful in helping him get the blocker out of the way so that he can get to the ball carrier. This is instrumental aggression. By contrast, if he believes his opponent has been playing dirty, he might become angry and go out of his way to hurt his opponent, even if doing so does not increase his chances of tackling the ball carrier. This is hostile aggression. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. c) Instrumental, hostile Consider This: In a professional football game, a defensive lineman will usually do whatever it takes to thwart his opponent (the blocker) and tackle the ball carrier. This typically includes intentionally inflicting pain on his opponent if doing so is useful in helping him get the blocker out of the way so that he can get to the ball carrier. This is instrumental aggression. By contrast, if he believes his opponent has been playing dirty, he might become angry and go out of his way to hurt his opponent, even if doing so does not increase his chances of tackling the ball carrier. This is hostile aggression. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. d) Passive, direct Consider This: In a professional football game, a defensive lineman will usually do whatever it takes to thwart his opponent (the blocker) and tackle the ball carrier. This typically includes intentionally inflicting pain on his opponent if doing so is useful in helping him get the blocker out of the way so that he can get to the ball carrier. This is instrumental aggression. By contrast, if he believes his opponent has been playing dirty, he might become angry and go out of his way to hurt his opponent, even if doing so does not increase his chances of tackling the ball carrier. This is hostile aggression. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Answer: a Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Easy Skill Level: Remember the Facts EOC_Q12.2 What does the research on cultures of honor suggest about the relationship between testosterone and aggression? a) It explains why men are more aggressive than women across cultures. Consider This: The emphasis on aggressiveness and vigilance in herding communities fosters, in turn, a culture of honor in which even small disputes put a man’s reputation for toughness on the line, requiring him to respond aggressively to restore his status (Cohen, 1998). LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) It shows that testosterone and aggression are unrelated. Consider This: The emphasis on aggressiveness and vigilance in herding communities fosters, in turn, a culture of honor in which even small disputes put a man’s reputation for toughness on the line, requiring him to respond aggressively to restore his status (Cohen, 1998). LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. c) It shows that culture affects when and why men can be provoked to become aggressive. d) It shows that culture has little effect on the basic biology of testosterone in men. Consider This: The emphasis on aggressiveness and vigilance in herding communities fosters, in turn, a culture of honor in which even small disputes put a man’s reputation for toughness on the line, requiring him to respond aggressively to restore his status (Cohen, 1998). LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Answer: c Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts 59 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition EOC_Q12.3 Relational aggression refers to __________. a) behaving violently against one’s relations Consider This: Girls and women are more likely than men to commit relational aggression—harming another person through the manipulation of relationships, usually in such covert acts as backbiting, spreading false rumors about the target person, shunning or excluding that person, or, to use an ugly contemporary term, “slut-shaming.” LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) the negative effects of aggression on one’s relationships Consider This: Girls and women are more likely than men to commit relational aggression—harming another person through the manipulation of relationships, usually in such covert acts as backbiting, spreading false rumors about the target person, shunning or excluding that person, or, to use an ugly contemporary term, “slut-shaming.” LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. c) expressing aggression indirectly by manipulating a relationship d) having sexual relations with the target of one’s aggression Consider This: Girls and women are more likely than men to commit relational aggression—harming another person through the manipulation of relationships, usually in such covert acts as backbiting, spreading false rumors about the target person, shunning or excluding that person, or, to use an ugly contemporary term, “slut-shaming.” LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Answer: c Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q12.4 In terms of physical aggression, men are more likely than women to __________. a) resist public displays of violence Consider This: One of the main predictors of whether women will commit physical aggression against their male partners, for example, is their having grown up in a household where they saw their mothers hitting their fathers. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) behave aggressively to defend their honor or status c) hit or slap a spouse or partner Consider This: One of the main predictors of whether women will commit physical aggression against their male partners, for example, is their having grown up in a household where they saw their mothers hitting their fathers. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. d) be physically aggressive due to sexual jealousy or anger Consider This: One of the main predictors of whether women will commit physical aggression against their male partners, for example, is their having grown up in a household where they saw their mothers hitting their fathers. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Answer: b Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Difficult Skill Level: Analyze It EOC_Q12.5 Social cognitive learning theory explains why, when people are provoked, __________. a) they respond aggressively if they think aggression is justified b) they respond aggressively if they are tired or hungry Consider This: This interpretation is bolstered by evidence of their physiological arousal: At the time of the insult, the heart rates of the insulted students did not increase as rapidly if they knew about the assistant’s unhappy state of mind beforehand. LO 12.2: Describe situational and social causes of aggression. c) they automatically respond aggressively

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: This interpretation is bolstered by evidence of their physiological arousal: At the time of the insult, the heart rates of the insulted students did not increase as rapidly if they knew about the assistant’s unhappy state of mind beforehand. LO 12.2: Describe situational and social causes of aggression. d) they seek their friends’ opinions of what to do Consider This: This interpretation is bolstered by evidence of their physiological arousal: At the time of the insult, the heart rates of the insulted students did not increase as rapidly if they knew about the assistant’s unhappy state of mind beforehand. LO 12.2: Describe situational and social causes of aggression. Answer: a Learning Objective: LO 12.2: Describe situational and social causes of aggression. Topic: The Theory of Cognitive Dissonance Difficulty Level: Moderate Skill Level: Apply What You Know EOC_Q12.6 John has consumed enough alcohol to make him legally drunk. Under which of the following conditions is he most likely to become aggressive? a) He is partying with his friends. Consider This: Laboratory experiments demonstrate that when individuals drink enough alcohol to make them legally drunk, they tend to respond more violently to provocations than do people who have ingested little or no alcohol. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) A stranger says hello to him. Consider This: Laboratory experiments demonstrate that when individuals drink enough alcohol to make them legally drunk, they tend to respond more violently to provocations than do people who have ingested little or no alcohol. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. c) He is walking to work on a cold winter day. Consider This: Laboratory experiments demonstrate that when individuals drink enough alcohol to make them legally drunk, they tend to respond more violently to provocations than do people who have ingested little or no alcohol. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. d) A stranger bumps into him in a crowded restaurant. Answer: d Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Is Aggression Innate, Learned, or Optional? Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q12.7 What does research suggest is the most reasonable conclusion about the effects of media violence? a) It has an effect but primarily on children already predisposed to aggression. b) It has a strong effect, making most young children more aggressive. Consider This: Likewise, a few longitudinal studies have shown that exposure to violence in media or video games has the strongest relationship in children who are already predisposed to violence. LO 12.3: Explain how observing violence increases violence. c) It has virtually no effect. Consider This: Likewise, a few longitudinal studies have shown that exposure to violence in media or video games has the strongest relationship in children who are already predisposed to violence. LO 12.3: Explain how observing violence increases violence. d) The effects depend on whether children are watching cartoons, television, or movies. Consider This: Likewise, a few longitudinal studies have shown that exposure to violence in media or video games has the strongest relationship in children who are already predisposed to violence. LO 12.3: Explain how observing violence increases violence. Answer: a Learning Objective: LO 12.3: Explain how observing violence increases violence. Topic: Violence and the Media Difficulty Level: Difficult Skill Level: Analyze It 61 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition EOC_Q12.8 Chris moves to a new apartment building where all the neighbors are friends. Shortly after he is invited to a few neighbors' apartments, his neighbor Jenny begins spreading rumors about Chris' professional and personal behavior. Jenny feels threatened by Chris' new status in the group, and she spread the rumors solely to hurt his feelings. How would Jenny's behavior be categorized by social psychologists? a) Relational aggression b) Physical aggression Consider This: Spreading rumors among a social group is certainly destructive, but it does not cause physical pain. LO 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. c) Instrumental aggression Consider This: The example states that Jenny spread the rumors solely to inflict pain. Instrumental aggression would be aggression that served a purpose other than inflicting harm. LO 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. d) Hierarchical aggression Consider This: Social psychology does not have a concept of “hierarchical aggression.” LO 12.1 Distinguish evolutionary, cultural, and learning explanations of aggression. Answer: a Learning Objective: LO 12.2: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Social Situations and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know EOC_Q12.9 What does research find about the validity of the catharsis theory? a) Supported: It is usually beneficial to ventilate anger and get it out of your system. Consider This: In fact, the reverse is true: Competitive games often make participants and observers more aggressive. LO 12.4: Identify ways aggression can be diminished. b) Supported: Playing or watching violent sports reduces aggression. Consider This: In fact, the reverse is true: Competitive games often make participants and observers more aggressive. LO 12.4: Identify ways aggression can be diminished. c) Disconfirmed: Expressing anger often makes people angrier. d) Disconfirmed: Acting out anger is healthy for physical but not psychological reasons. Consider This: In fact, the reverse is true: Competitive games often make participants and observers more aggressive. LO 12.4: Identify ways aggression can be diminished. Answer: c Learning Objective: LO 12.4: Identify ways aggression can be diminished. Topic: How to Decrease Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q12.10 Jim has been convicted of assault. Which of the following explanations of his behavior would a social psychologist be most interested in studying? a) He had just had a rich meal high in carbohydrates. Consider This: Homicide rates for men from the South and Southwest are substantially higher than those for northern White men, especially in rural areas. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. b) His older brother was everything he wasn’t—a great student and athlete. Consider This: Homicide rates for men from the South and Southwest are substantially higher than those for northern White men, especially in rural areas. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. c) He had just gotten a job he really wanted, but his self-defeating personality caused him to screw up. Consider This: Homicide rates for men from the South and Southwest are substantially higher than those for northern White men, especially in rural areas. LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. d) He grew up on a cattle ranch in the Southwest. 62 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: d Learning Objective: LO 12.1: Distinguish evolutionary, cultural, and learning explanations of aggression. Topic: Self-Justification in Everyday Life Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Chapter 13 Prejudice: Causes, Consequences, and Cures Total Assessment Guide (TAG) Topic

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

5, 7, 10, 11, 13, 14, 15, 17, 18, 20, 21, 25, 36, 37, 45, 46, 54, 55

1, 3, 4, 19, 22, 26, 27, 28, 29, 31, 33, 35, 38, 39, 43, 44, 49, 50, 51, 53

2, 6, 8, 9, 12, 16, 23, 24, 30, 32, 34, 40, 41, 42, 47, 48, 52

177

176, 178

57, 62

58, 61, 63

Analyze It

Multiple Choice Introduction

Defining Prejudice

Essay Multiple Choice Essay

Detecting Hidden Prejudices

The Effects of Prejudice on the Victim

Causes of Prejudice

Multiple Choice

56, 59, 60, 64, 65

Essay

Multiple Choice

179, 180, 181 66, 67, 69, 71, 72, 74

Essay

Multiple Choice

86, 87, 94, 96, 98, 99, 101, 102, 104, 105, 108, 117, 119, 124, 125, 126, 127, 128, 129, 132, 133, 137, 139

Essay

Reducing Prejudice

Multiple Choice

Essay

68, 75, 76, 77, 82, 84

70, 73, 78, 79, 80, 81, 83, 85

182

183

89, 91, 95, 103, 106, 109, 110, 111, 112, 114, 115, 118, 120, 122, 123, 130, 131, 135,

88, 90, 92, 93, 97, 100, 107, 113, 116, 121, 134, 136

184, 185, 186 142, 143, 149, 151, 152, 153, 154, 155, 156, 161, 167, 171

138, 140, 144, 145, 147, 150, 157, 162, 164, 165, 166, 168, 170, 172, 173, 174, 175

187 141, 146, 148, 158, 159, 160, 163, 169

188, 189, 190, 191

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

CHAPTER 13

PREJUDICE: CAUSES, CONSEQUENCES, AND CURES

________________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

Among the topics considered by social psychologists, __________ is among the most common and the most dangerous. a. persuasion b. prejudice c. attribution d. attitude formation Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Giuseppe is asked his opinion about Albanians. “I like them just fine,” he replied. He is then asked if he’d extend a warm welcome to Albanians moving in next door to him. “Not on your life!” he asserted. Which two components of Giuseppe’s attitude toward Albanians are at odds with one another? a. cognitive and behavioral b. affective and cognitive c. cognitive and affective d. affective and behavioral Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Dagney really enjoys eating Uncle Melvin’s Pork Crispies. Her attitude did not stem from any rational examination of the nutritional value of this food, and it isn’t governed by logic (she can’t be persuaded to stop eating them). Dagney’s attitude about Uncle Melvin’s Pork Crispies is most likely __________ based. a. intuitively b. behaviorally c. cognitively d. affectively Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Prejudice against members of ethnic minority groups is well-known. Which statement is true about the limits of who experiences prejudice? a. Only members of ethnic minority groups experience prejudice and discrimination. b. Only members of ethnic minority groups and women experience prejudice. 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Any group can experience prejudice. d. Prejudice is a thing of the past; no groups experience it anymore. Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

__________ refers to a hostile or negative attitude toward people in a distinguishable group based solely or partly on their membership in that group. a. Discrimination b. Stereotyping c. Racism d. Prejudice Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Lucas reads an article in the newspaper about a man recently arrested for polygamy. “Yuck! That lifestyle disgusts me!” Lucas says with disdain. Lucas is expressing his __________ about polygamy. a. stereotypes b. beliefs c. prejudice d. politically correct opinion Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Prejudice can be considered a(n) __________. a. attitude b. cognition c. belief d. estimation Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which situation BEST exemplifies the concept prejudice as used by social psychologists? a. At parties, Lynne tends to seek out people who, like her, are psychology majors. b. Kevin feels mistrustful of and uncomfortable around people from the Middle East. c. Maria seldom hangs out with people who are not Catholic. d. Barbara believes that women are smarter than men. Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 9.

Kevin only buys clothes made in America. He never buys clothes made in India or Pakistan. This demonstrates the __________ component of his attitude. a. affective b. behavioral c. cognitive d. disabling Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

If a baby is raised in a “monoracial” world, how soon will it show preference for faces of their own race? a. one week b. three weeks c. two months d. three months Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Social neuroscientists propose that our natural tendency to group people and create categories is built into the brain and is __________. a. maladaptive b. preferred c. adaptive d. non-preferred Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Aubrey is a baby who is 5 months old. Her father is Asian, and her mother is Latinx. Which summary is true regarding her preference for facial characteristics? a. Aubrey dislikes looking at Asian faces, but likes Latinx faces. b. Aubrey likes looking at both Asian and Latinx faces. c. Aubrey prefers to look at Asian faces, but not Latinx faces. d. Aubrey dislikes both Asian and Latinx faces and shows a preference for Black faces. Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

A generalization about a group of people in which identical characteristics are assigned to virtually all members of the group is known as __________. a. a stereotype b. prejudice c. discrimination 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. categorization Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

__________ is to affect as __________ is to cognition. a. Stereotype; prejudice b. Discrimination; stereotype c. Prejudice; discrimination d. Prejudice; stereotype Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

One reason why logical arguments often fail to change stereotypes is that stereotypes are emotion-based. The other reason is that ___________. a. attitudes are organized such that stereotype-consistent information is given more attention b. stereotypes are perpetuated so strongly in the news media c. people who are prejudiced tend to also have lower intelligence d. stereotypes are usually ingrained since birth Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Which example best captures the social psychological concept of a stereotype? a. Arlene refuses to enter an elevator in which men are riding. b. Mitch believes that women are seductive, duplicitous, and not to be trusted. c. Aaron becomes uncomfortable when a man sits too close to him. d. Nicole avoids people asking for money on the street. Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Researchers conducted a study in which participants were asked to evaluate a person with a drug addiction for honesty or dishonesty based on a scenario provided to them. What did the study show? a. More people remembered that the person with an addiction pocketed money he found on the street. b. More people remembered that the person with an addiction returned the money to its rightful owner. c. Many people did not recall any reference to the person with an addiction finding money. d. The same number of people who remembered the person with an addiction pocketing the money, remembered the person with an addiction returning the money to its rightful owner. Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 18.

Gordon Allport described stereotyping as “the law of __________.” a. least effort b. greatest savings c. greatest cost d. most effort Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Stereotypes are perpetuated in a culture. Thus, members of a culture may not believe the stereotypes, but most __________. a. will subscribe to them as adults b. will be aware of what the stereotypes are c. will use them to judge others d. have experiences that are in line with the stereotype Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Who originally coined the term “stereotype”? a. Walter Lippmann, a journalist b. Sigmund Freud, a psychologist c. Gordon Allport, a psychologist d. Mahzarin Banaji and Anthony Greenwald, social psychologists Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Stereotypes are the __________ component of a negative attitude toward a group of people. a. denotative b. behavioral c. cognitive d. affective Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

Although psychologists usually refer to stereotypes only in a __________ sense, it is possible for a person to have a __________ stereotype about a particular group. a. benign; destructive b. positive; negative c. negative; positive d. specific; diffuse Answer: C 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 23.

When asked to imagine someone who fits the description “construction worker,” many people picture a man in a hard hat and work clothes. Such mental images of a group of people are examples of ___________. a. prejudices b. stereotypes c. evaluations d. scripts Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

Shane believes that women are more dependent, more nurturing, more intuitive, and less rational than men. These are examples of Shane’s __________ women. a. prejudice toward b. stereotypes about c. discrimination against d. negative affect toward Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

__________ are generalizations about a group of people in which identical characteristics are ascribed to all members of the group, regardless of within-group variations. a. Schemas b. Stereotypes c. In-group biases d. Negative stereotypes Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Stereotyping is a way of __________ the complex information around us, and thus it is sometimes __________ to rely on them. a. coding; destructive b. simplifying; adaptive c. justifying; reassuring d. judging; decisive Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 27.

When Gordon Allport described stereotyping as “the law of least effort,” he was suggesting that stereotypes arise __________. a. from personal experience b. to help us conserve cognitive energy c. at the service of the ego d. to justify objectionable actions quickly and easily Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

Stereotypes are harmful to the extent they __________. a. exist b. are overgeneralized to members of a group c. are based on experience d. reduce cognitive effort Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Stereotypes are beneficial to the extent that they __________. a. are selectively applied b. simplify a complex social world c. are reserved for ambiguous situations d. minimize differences within a group of people Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

A cashier at the store assumes that because his next customer is an older person, she will take a long time to pay. The cashier is applying a stereotype about older people and not taking the time or energy to carefully consider each customer in line as an individual. This use of stereotypes best exemplifies Gordon Allport’s idea of __________. a. the contact hypothesis b. the law of least effort c. scapegoating d. natural prejudice Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

If someone from Texas and someone from Massachusetts were asked about their stereotypes of Hollywood actors, they would probably have remarkably similar stereotypes. This is because stereotypes are perpetuated in a culture on a large scale through __________. a. heredity 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. religion c. the media d. politicians Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Alan just met Lauren, who is from a small rural town in the South. Alan believes that people from the South are narrow-minded, conservatively religious, and prudish. Lauren, however, is none of these. What will Alan think? a. His stereotype about southerners is incorrect. b. Lauren is an exception to his stereotype about southerners. c. His stereotype needs revision. d. His emotions about Lauren aren’t appropriate. Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Some would argue that the stereotype that Black people are athletic is flattering. Which reason indicates why such a stereotype is abusive? a. It is a gross overgeneralization. b. It is denying White children the opportunity to play sports. c. It implies that Black people are built for hard labor. d. It is a means of scapegoating. Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Julius is a Black person and Mike is a White person; both are basketball players for high-school teams. They both score the same number of baskets and have similar records of assists, rebounds, and free throws. According to how stereotypes operate, which player would be viewed as having more athletic ability and as having played a better game overall? a. Mike b. Julius c. It depends on the ethnicity of the person you ask. d. They would be viewed equally. Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

A benevolent sexist would endorse which statement? a. “Women are just not capable of doing good science.” b. “Women should not serve in the military because they aren’t as brave as men.” c. “Women should stay home because they are too precious and sweet to waste on the working world.” d. “Women shouldn’t teach men because they aren’t very intelligent.” Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

One common stereotype about women is that they tend to be __________. a. aggressive b. better than men at throwing long distances c. more nurturing d. good at math Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

People believe that “female jobs” require __________. a. strength and smarts b. intelligence and perseverance c. height and resistance d. kindness and nurturance Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

Both benevolent sexism and hostile sexism are alike in that they __________. a. put women on a pedestal b. idealize women romantically c. have uniformly negative views of women d. view women in a stereotyped fashion Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Men who are “benevolent sexists” have positive feelings about women as a group, but __________. a. while their views may be old-fashioned, there is no harm in them b. unconsciously have a strong underlying hatred of women c. are not inclined to put women on a pedestal or idealize them romantically d. their views also serve to justify relegating women to traditional, stereotyped roles Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40.

Abrielle’s boss always calls her “Miss” but refers to his other employees by name. He also goes out of his way to hold open a door for her, and he has asked her a number of times to bring in some of her fabulous cookies for the office. Abrielle is experiencing __________ sexism from her boss. 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition a. hostile b. puerile c. benign d. benevolent Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 41.

At work, Audrey is often told, “Get out of the way, this is man’s work, little missy.” Her male coworkers will often belittle her when she makes a tiny mistake, but let it slide when another man makes a similar mistake. Audrey is experiencing __________ sexism. a. hostile b. puerile c. malignant d. benevolent Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

Tina’s dad is a benevolent sexist. He’s most likely to approve of which of Tina’s choice of major? a. Law. He’s looking forward to her becoming a defense attorney. b. Art. He wants her to continue making the world a beautiful place. c. Chemistry. He would like for her to use her talents to make an incredible amount of money. d. Criminal justice. He wants her to be the first female chief of police of their town. Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Gordon Allport wrote that “defeated intellectually, prejudice lingers emotionally.” What did he mean by that statement? a. Deep-seated negative feelings may persist, even when a person knows consciously that a prejudice is wrong. b. Emotions and thoughts contribute equally to prejudice. c. Without stereotypes, emotions wouldn’t exist. d. Negative feelings are only held by the intellectually superior people within a culture. Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

According to research conducted by Susan Fiske and her colleagues, stereotypes can be classified along two dimensions (warmth and competence) of person perception. Based on that idea, which pairing of perceptions is correct? a. Homeless people are seen as competent, but not warm. b. Older people are seen as warm, but not competent. c. The rich are seen as warm, but not competent. d. The middle class are seen as neither warm nor competent. Answer: B 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Discrimination is the __________ component of negative attitudes toward a group of people. a. cognitive b. pejorative c. affective d. behavioral Answer: D Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

The definition of __________ is “unjustified negative or harmful action toward a member of a group solely because of their membership in that group.” a. affirmative action b. prejudice c. discrimination d. racism Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Jessica isn’t invited to a Super Bowl party her coworkers are throwing because she’s a woman. Jessica is experiencing __________ from her coworkers. a. discrimination b. prejudice c. hostile sexism d. race-based exclusion Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

Which situation is an example of discrimination? a. Luke thinks all women are manipulative. b. Ryan feels mistrustful of Jews. c. Laura scoots over a few feet when a Black person sits next to her in a waiting room. d. Jenny believes that all Latinx people are fluent in Spanish and can cook terrific Tex-Mex food. Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 49.

Prejudice is to __________ as discrimination is to __________ . a. heuristic; behavior b. behavior; attitude c. attitude; behavior d. heuristic; attitude Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

When “Whitened” and “non-Whitened” résumés were sent to job ads posted on online career sites, what happened? a. Both “Whitened” and “non-Whitened” résumés were called back equally. b. “Non-Whitened” résumés were twice as likely to get a call back compared to “Whitened” résumés. c. “Whitened” résumés were twice as likely to get a call back compared to “non-Whitened” résumés. d. “Non-Whitened” résumés were called back more, but only by companies that were predominantly staffed with members of underrepresented groups. Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

A study completed in Seattle looked at statistics associated with Seattle’s war on drugs and their success in fighting that war. Although Seattle is 70 percent White, two-thirds of those people arrested for drug violations are Black. Further, most of the arrests have specifically targeted drug markets that are predominantly Black. What did the researchers conclude about the police department’s drug enforcement efforts? a. They are consciously targeting the Black people in their community. b. They are unconsciously perceiving Black people as the primary cause of the city’s drug problems. c. They are consciously seeing White people as the primary cause of the city’s drug problems, but they want to arrest Black people first, since it is a smaller community. d. They are simply arresting those people that are more accessible to them. Answer: B Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

Ken needs help with his algebra homework. He looks around the room at his new roommates and blurts out, “Hiro, you’re good at math, right? You can help me with my homework.” Because Hiro is Japanese American, Ken assumes he’s good at math. This represents a(n) __________. a. microaggression b. prejudice c. discrimination d. scapegoat Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. a form of “everyday discrimination” d. benevolent sexism Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

Researchers had participants look at photos of Black and White young men holding various objects in their hands. The participants’ job was to determine if the object in the hand was a gun or not, and to press a button labeled “shoot” if the object was a handgun. This research demonstrated a greater likelihood to __________. a. press the button and “shoot” the Black young men, regardless of what they were holding b. press the button and “shoot” the White young men, regardless of what they were holding c. not press the button at all and thereby be shot themselves d. press the button for every young man they saw Answer: A Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Researchers (conducted an obedience experiment similar to that of Stanley Milgram’s, in which participants believed they were shocking either a White or a Black “learner.” The pattern of the results for Black learners can be best described as __________. a. Whites used lower levels of shock b. Whites used higher levels of shock c. Whites used lower levels of shock initially, then higher levels after being insulted d. Whites used higher levels of shock initially, then lower levels after being insulted Answer: C Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

A popular research technique to identify the prejudices that people don’t want to admit is to send identical résumés to potential employers. A research team also created fake Facebook pages to represent some of those fake résumés. They found that __________. a. in liberal states, potential employers were less likely to give interviews to women b. in conservative states, potential employers were less interested in interviewing gay men or lesbian women c. in conservative states, Muslim applicants were less likely to get an interview d. in liberal states, men were less likely to get an interview than women Answer: C Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

The bogus pipeline is an instrument that was developed to measure attitudes that are otherwise difficult to measure because __________. a. of motivations to give a socially desirable response b. the attitudes in question are negative rather than positive 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. the attitudes in question are weak and not clearly developed d. participants feel ambivalent about the issue in question Answer: A Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

Sarka is participating in a study on campus. She is hooked up to a machine and told that it is a lie detector (although in reality it does nothing). She is then asked questions about racial prejudice. This method is called the __________. a. polygraph b. bogus pipeline c. Implicit Association Test d. Explicit Association Test Answer: B Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

The __________ is thought to measure unconscious prejudices according to the speed with which people can pair a target face with a positive or negative association. e. Implicit Association Test f. affective component g. self-fulfilling prophecy h. contact hypothesis Answer: A Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

On the Implicit Association Test, implicit attitudes are revealed by __________. a. differences in response times to faces when paired with positive words as compared to faces when paired with negative words b. examining the physical distances between individuals when they are interacting with one another c. asking participants to predict their attitude toward gay men, lesbian women, and other groups d. changes in physiology revealed by the bogus pipeline Answer: A Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Arnold is taking a test that measures his reaction time to faces paired with words. When he responds more slowly to Black faces paired with positive words, it means he has a __________ prejudice. a. negative implicit b. positive implicit c. negative explicit 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. positive explicit Answer: A Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

Some psychological scientists question the interpretations of the Implicit Association Test. Rather than revealing implicit bias, what else might the test be revealing? a. explicit bias b. overt behavior c. discrimination d. cultural stereotypes or associations Answer: D Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Lorenzo is completing an Implicit Association Test (IAT) pairing ratings of positivity with images of children and adults. If Lorenzo harbors an implicit prejudice against children, which IAT pairing will produce the quickest reaction time? a. Images of children paired with negative words b. Images of children paired with images of adults c. Images of children paired with positive words d. Images of adults paired with negative words Answer: A Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Critics of the Implicit Association Test propose that the best way to validate the test is to observe people’s __________. a. emotions b. actual behavior c. hands while typing d. faces while taking the test Answer: B Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Currently, research on the link between the IAT and actual behavior has shown __________. a. no agreement with IAT scores and actual behavior b. perfect agreement with IAT scores and actual behavior c. some correlation between IAT scores and actual behavior 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. that there is no reason to believe the IAT can predict actual behavior Answer: C Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Ricardo thinks he will fail his upcoming Social Psychology exam, and therefore he studies for it haphazardly and very little. As a result, he gets the lowest grade in the class. “See?” he says, to no one in particular. “I knew it would happen, and it did.” What can explain Ricardo’s behavior and outcomes? a. he was a member of an out-group when he should have been a member of the in-group b. the exam was too difficult; there was no way anyone could expect to do well c. a self-fulfilling prophecy; he didn’t expect to do well, didn’t study, and therefore didn’t do well d. he was not seen as having equal status in the class as other students; he needed equal status contact Answer: C Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

When we have unwittingly caused our stereotypic expectations to be confirmed by an out-group member’s behavior, we have actually created a(n) __________. a. self-fulfilling prophecy b. fundamental attribution error c. minimal group bias d. expectations relapse Answer: A Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

Researchers investigated the self-fulfilling prophecy as it relates to prejudice. They observed the differential behaviors of White interviewers who interviewed either Black or White job candidates. They then trained other interviewers to manifest these two different interview styles. When the new interviewers later interviewed White job applicants, the applicants who were treated as Black applicants in the first study __________. a. confronted the interviewers and terminated the conversation b. actually behaved in less effective and comfortable ways c. experienced a loss of self-esteem d. became more convinced that their initial negative expectations were confirmed Answer: B Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

An expectation of one’s own or another person’s behavior that comes true because of the tendency of the person holding it to act in ways that bring it about is called __________. a. implicit prejudice b. explicit prejudice c. a self-fulfilling prophecy d. discrimination Answer: C Learning Objective: 13.3 Describe some ways that prejudice affects its targets. 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: The Effects of Prejudice on the Victim Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

As the only Black person in his class, LaMonte tends to worry about committing errors because he does not want his White counterparts to think that all Black people are intellectually inferior. LaMonte is experiencing __________. a. class anxiety b. social identity threat c. group hostility d. behavioral threat Answer: B Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

__________ refers to the feelings and behaviors elicited by being evaluated through the lens of negative stereotypes about your group. a. Stereotype anxiety b. Self-fulfilling prophecy c. Social identity threat d. Discrimination Answer: C Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

Luisa knows that a stereotype exists that women have poor quantitative skills. Although Luisa actually enjoys math and is rather good at it, when her professor hands her an exam he says, “Do your best.” The awareness of the stereotype coupled with a desire to disprove the stereotype led to increased pressure on Luisa, causing her to perform worse on the exam than she customarily would. Which social psychology concept summarizes Luisa’s predicament? a. out-group homogeneity b. social identity threat c. discrimination d. in-group favoritism Answer: B Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Compared to the others, which person is MOST likely to experience social identity threat? a. a Black student who believes that he is about to take a test that measures intellectual ability b. a Black student who believes that her performance on a test will not reveal anything about her actual intellectual ability c. a White student who believes that he is about to take a test that measures intellectual ability d. a White student who believes that his performance on a test will not reveal anything about his actual intellectual ability Answer: A 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

Social identity threat used to be termed __________. a. stereotype threat b. prejudicial threat c. discrimination threat d. evaluation threat Answer: A Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

When you are feeling a social identity threat, which obstacle may interfere with your performing at your best? a. It reduces our working memory capacity. b. It slows oxygen flow to your brain. c. It causes us to relax and become sleepy. d. It doesn’t allow decision-making in our brain. Answer: A Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

In a series of experiments, Claude Steele and Joshua Aronson had both Black students and White students at Stanford University take a verbal test. In one condition, the test was described as a valid measure of intelligence, and in the other condition, the test was described as neither a reliable nor a valid measure of intelligence. In the former condition, Black students performed more poorly than did White students because __________. a. Black students were overwhelmed by a fear of success b. Black students experienced social identity threat c. White students were determined that Black students would not “outscore” them d. Black students rejected the cultural stereotype Answer: B Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

The underlying reason why social identity threat can undermine the performance of members of a group with respect to some ability is that the experience of social identity threat fosters __________. a. depression and low self-esteem b. anger and aggression c. evaluation apprehension d. the self-verification motive Answer: C Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 78.

A woman would be most likely to experience social identity threat when completing a(n) a. calculus examination. b. vocational interest questionnaire. c. gender-neutral task. d. English assignment. Answer: A Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

In which case would social identity threat be likely to occur? a. a Black woman taking an easy test of movie preferences b. a White woman taking a difficult and presumably diagnostic test of mathematical ability c. a White man taking a difficult and presumably diagnostic test of mathematical ability d. a White man taking a difficult and presumably diagnostic test of mathematical ability in competition with a group of Asian people Answer: D Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

One of the triggers of social identity threat is __________, such as occurs when a person is asked to reveal a marker of their identity prior to being evaluated. a. heterogeneity b. salience c. assertiveness d. complexity Answer: B Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Alexis is an engineer with an aeronautical company. She feels that her gender affects the way the other engineers interact with her. This is most likely due to __________. a. self-fulfilling prophecy b. normative conformity c. social identity threat d. ethnocentrism Answer: C Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Under which conditions have White men shown signs of social identity threat? a. when taking a math test in a room with women b. when taking a math test in a room with Asian men c. when taking a standardized test in a room with women and members of underrepresented ethnic groups 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. when taking a physics exam in a room with Germans Answer: B Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 83.

According to the research conducted by Joshua Aronson and his colleagues on overcoming social identity threat, which statement would help a woman taking a math exam? a. “Don’t worry. You’re pretty; you’ll do fine in life.” b. “You are a good student in a selective major.” c. “People here in Texas are good at this.” d. “Use those gifts that you have been given.” Answer: B Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

__________ is an effective way to counteract social identity threat. a. Self-affirmation b. Realistic conflict c. Ethnocentrism d. Normative conformity Answer: A Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

As Nelson is headed in to take his English Literature final exam, he reminds himself what a great basketball player he is. This practice should help him cope with __________. a. affirmation threat b. discrimination c. social identity threat d. normative conformity Answer: C Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

__________ are practices that discriminate, legally or illegally, against a minority group by virtue of its ethnicity, gender, culture, age, sexual orientation, or other targets of societal or company prejudice. a. Social norms b. Institutional discrimination c. Social conformity d. Realistic conflicts Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 87.

Prejudice may be maintained by __________ normative rules. a. the rejection of b. conformity to c. the avoidance of d. ignorance of Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

A number of colleges, universities, and corporations are encouraged to hire equally qualified women and minority group members for high status positions. In support of this practice, some argue that the paucity of women and people of color inadvertently communicates to students and workers that members of these groups are not as competent or worthy of consideration. In essence, those who support this diversification of the workforce point to __________ as a source of negative stereotypes and prejudice. a. realistic conflict b. scapegoating c. affirmative action d. institutional discrimination Answer: D Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

One of the hazards of institutional discrimination is that it is __________. a. so blatant that out-groups refuse to participate in the system b. so subtle that we don’t even notice the influence on our behavior c. widely endorsed by those in powerful positions d. more prevalent during times of economic and social uncertainty Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Fiona isn’t really sure what to believe about East Indian immigrants to England, but she knows what her parents and friends think. Because she is concerned with being accepted by these important people in her life, Fiona adopts their beliefs and feelings about this out-group. This example best illustrates __________ as a source of prejudicial attitudes. a. informational conformity b. competition for scarce resources c. scapegoating d. normative conformity Answer: D Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 91.

Anecdotal evidence shows that Black and White coal miners in the 1950s were completely segregated above ground and completely integrated below ground. This example suggests the operation of __________ in prejudice. a. stereotyping b. conformity c. competition d. self-fulfilling prophecies Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

After Kendra challenged her friends on their prejudicial thinking, she was rejected by her group and no longer received invitations to go out with them. This is a consequence of __________. a. self-fulfilling prophecy b. ethnocentrism c. failing to conform d. isolating your social identity Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Bahroze watched as Jakim confronted a group of people about their prejudice. Jakim made great arguments about conformity and thinking for themselves before passing judgment. Which change will most likely happen to Bahroze in the future? a. He will be more prejudicial against others. b. He will show less stereotyping and prejudice to people. c. He will be less likely to confront others about their prejudice. d. He will try to blend in with the group he is in as much as possible. Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

In an experiment, women were put in a group allegedly to discuss group decision-making. One male member (a confederate) repeatedly made sexist remarks. The women who had been previously identified as valuing confronting prejudice, __________. a. failed to confront the sexist, and rated him highly as a group member. b. confronted the sexist and encouraged other women to do the same. c. failed to confront the sexist, but put him down in a later evaluation that was private. d. confronted the sexist and followed up with asking him to be removed from the group. Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

When failing to confront someone’s prejudice, an individual will suffer __________ and justify their inaction. This will result in their being __________ likely to confront someone in the future. a. conformity; more b. dissonance; less 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. dissonance; more d. conformity; less Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

The part of a person’s self-concept that is based on their identification with a nation, religious or political group, occupation, or other social affiliation is called a(n) __________. a. social identity b. personal identity c. self-fulfilling prophecy d. ethnocentrism Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Amber considers herself outgoing, upbeat, and talented. She also defines herself as an American, a biologist, and a musician. The first three descriptors represent her __________, and the last three represent her __________. a. personal identity; social identity b. stereotypes; social identity c. social identity; personal identity d. personal identity; discriminator Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

Social identities give us a sense of __________ and __________. a. pride; prejudice b. place; position c. belonging; satisfaction d. self; pride Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

The belief that one’s own ethnic group, nation, or religion is superior to all others is known as _______. a. social identity b. in-group bias c. ethnocentrism d. social identity threat Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Brad believes that all Buddhists, like himself, live more fulfilling lives, are happier, and have a more superior religious philosophy than any other religion or faith. This belief represents Brad’s __________. a. social identity threat b. ethnocentrism c. implicit prejudice d. out-group homogeneity Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

From a social psychologist’s perspective, the first step toward prejudice is __________. a. the categorization of people into groups b. the preference we give to in-groups c. our tendency to disparage out-groups d. identification with similar others Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

As soon as we create a group “us,” we perceive everyone else as “not us.” This leads to __________. a. open and cooperative work with others b. friendly exchanges to discover differences c. suspiciousness of outsiders d. celebrations of differences Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

Social neuroscientists have found that the __________ is an area of the brain that is active when viewing pictures of members of a group other than our own. a. prefrontal cortex b. amygdala c. hippocampus d. hypothalamus Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

The amygdala is associated with which function of the brain? a. memory b. fear and other negative emotions c. happiness d. attention 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 105.

An in-group is a group with which individuals __________. a. cooperate b. communicate c. identify d. affiliate Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Which statement about in-groups is true? a. Almost any group can be an in-group. b. In-group members seldom identify with fellow members. c. In-group members are likely to compete with other in-group members. d. In-groups are always minimal groups. Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

The Plain-Bellied Sneeches and the Star-Bellied Sneeches have a history of intergroup conflict. The PlainBellied Sneeches claim that plain bellies are the true and perfect form of Sneechdom, whereas the Star-Bellied Sneeches claim the same thing about stars on bellies. The Plain-Bellied Sneeches treat members of their own group preferentially, considering them to be an __________. The Star-Bellied Sneeches treat members of their own group preferentially, considering them to be an __________ . a. out-group; in-group b. out-group; out-group c. in-group; in-group d. in-group; out-group Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

Social psychologists Anthony Greenwald and Tom Pettigrew argued that __________ may be an even more powerful reason for discrimination than outright prejudice and hostility. a. out-group bias b. in-group bias c. ethnocentrism d. social identity Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice 26 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

“Overestimators” versus “underestimators,” blue eyes versus brown eyes, and tall versus short all represent meaningless criteria by which to __________. a. create in-groups and out-groups b. minimize the effects of group membership c. perpetuate stereotypes d. reduce prejudice Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

Recall that British social psychologist Henri Tajfel divided strangers into groups based on such criteria as whether they over- or underestimated the number of dots on a slide. Tajfel designed such experiments to determine __________. a. the minimal conditions for establishing in-group bias b. when existing stereotypes will overshadow the effects of minimal categorization c. how to minimize competition between in-groups and out-groups d. the effects of minimal categorization on people’s implicit personality theories Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

When a member of your in-group performs particularly well in a competition, you most likely __________. a. are depressed that you did not win b. experience a decrease in self-esteem c. experience no change in self-esteem; after all, you didn’t do anything d. experience an increase in self-esteem Answer: D Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

In the United States, the statement, “I’m proud to be an American” exemplifies a(n) __________. a. in-group bias b. minimal group effect c. consequence of groupthink d. collective cognition Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 113.

An instructor divides her class into two groups: those who prefer chocolate candy, and those who prefer fruitflavored candy. By doing this, the instructor has created __________. a. dyads b. minimal groups c. preference-based circles d. prejudice Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

“Like them better.” “Give more rewards to them.” “Believe they are more pleasant.” All these describe __________. a. in-group members b. out-group members c. discriminations d. stereotypes Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

Robert Cialdini and his colleagues counted the number of college insignia T-shirts worn by university students on the Monday after their teams played football. These researchers found that students were more likely to wear such shirts after victories than after losses. These findings suggest that __________. a. in-group identification is a source pride and self-esteem b. minimal categorization can have effects on competition c. in-groups can provide support after setbacks d. the establishment of in-group bias can contribute to intergroup conflict Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

Esmerelda just watched her football team at her university win the division championship. Based on research conducted by Robert Cialdini, which outcome is most likely to happen? a. Esmerelda will wear her hoodie with her university’s name on it to school on Monday. b. Esmerelda will stand in the middle of the quad and scream out a cheer. c. Esmerelda will return to her dorm and prepare for next season. d. Esmerelda will have her self-esteem hurt because she had nothing to do with the win. Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 117.

__________ refers to our tendency to view members of __________ as more similar to one another than they really are. a. In-group bias; our in-group b. In-group heterogeneity; our in-group c. Out-group homogeneity; an out-group d. Out-group heterogeneity; an out-group Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

When prejudiced people say, “They all look alike to me,” they are illustrating the __________. a. out-group homogeneity bias b. in-group bias c. illusory correlation d. fundamental attribution error Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

Researchers showed rival Princeton and Rutgers students videotapes of decisions made by a young man. Half the time the person was allegedly from the participants’ university, and half the time, he was from the rival university. Participants then predicted which percentage of students at that university would make a decision similar to the target’s. In support of their “out-group homogeneity” hypothesis, the researchers found that participants viewed one person’s behavior as predictive of his group when the __________. a. target was a member of the rival school b. behavior in the videotape matched stereotypes c. target was a member of the participants’ in-group d. behavior in the videotape was negative Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

What does everyone who is not a member of a person’s in-group automatically become? a. A member of that person’s out-group b. A member of that person’s subgroup c. An ally of that person’s in-group d. A former member of that person’s in-group Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

Naomi is Jewish, and is going on a date with a Catholic girl, Connie. “Just don’t bring up abortion; you know all Catholics are pro-life,” cautions her sister. Naomi’s sister is exhibiting a bias known as __________. a. in-group favoritism b. out-group derogation c. discrimination d. out-group homogeneity 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: D Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 122.

__________ is to personal attribution for misfortune as __________ is to situational attribution for misfortune. a. Empathy; victim blame b. Stereotype; fundamental attribution error c. Blaming the victim; empathy d. Lax standards; stringent standards Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

A person who believes in a just world would likely believe that an assault victim should __________. a. seek counseling at a crisis center b. seek revenge on the perpetrator c. press charges against the alleged attacker d. have known better than to be in that place at that time Answer: D Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

Research has shown that when most people are confronted with evidence of an inequitable outcome that is difficult to explain, they will __________. a. revise their stereotypes b. blame the victim c. believe in a just world d. abandon their belief in a just world Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

Research has shown that when fate (e.g., a flip of a coin) determines the allocation of rewards for completing a task, participants will often __________. a. feel empathy for the “loser” and share their rewards b. convince themselves that the “loser” didn’t do a fair share of the work c. share their winnings to bolster their belief in a just world d. revise their stereotypes of the “loser” Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 126.

People who subscribe to the just-world phenomenon believe that __________. a. the world is a fair place, in which good people get rewarded and bad people get punished b. justice is a global concept; therefore, a world court should be established along with a set of uniform laws c. conflicting groups must cooperate in order to make the most of just what this world offers d. there is just this world, and no afterlife in which to reap rewards Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

People who believe in a just world will make a ____________ attribution for a person’s behavior rather than a __________ attribution. a. situational; dispositional b. fundamental; situational c. dispositional; situational d. dispositional; fundamental Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

A majority group will systematically discriminate against a minority to maintain its __________. a. assets b. identity c. power d. image Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

According to Chris Crandall and Amy Eshleman’s model, people struggle with their urge to express prejudice and their ___________. a. need to maintain a positive self-view and not be seen as a bigot b. need to be correct c. need to belong to a meaningful group, no matter the cost d. desire for affiliation Answer: A Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

130.

According to Christian Crandall and Amy Eshleman’s model, people are always looking for information to __________. a. support their favorite out-group b. support their beliefs about the in-group c. justify their disliking a particular out-group d. establish differences between the in-group and the out-group Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 131.

According to the justification-suppression model, after a person is able to find valid justification for disliking a group, they are more likely to __________. a. refrain from acting on their prejudices b. act against those group members without cognitive dissonance c. behave in accordance with their egalitarian beliefs d. experience empathy for that group Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

According to realistic conflict theory, prejudice and discrimination often follow from __________. a. negative stereotypes b. competition for scarce resources c. losing out-group status d. frustration Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

__________ posits that increased prejudice and discrimination result from limited resources and consequent intergroup conflict. a. The self-fulfilling prophecy b. Relative deprivation theory c. Attribution theory d. Realistic conflict theory Answer: D Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

134.

Consider the following examples of prejudice: anti-Chinese prejudice in the United States after the transcontinental railroad was completed; anti-Mexican prejudice in the United States when agricultural jobs are scarce; anti-Turkish prejudice in Germany after reunification; anti-Arab and anti-Jew prejudice in the Middle East; and anti-immigrant prejudice during times of high unemployment. These examples best illustrate the __________ theory of prejudice. a. scarcity b. realistic conflict c. contact d. authoritarian Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Consider how realistic conflict theory has played a role in how Chinese immigrants were seen in the United States. When they were competing with White miners during the gold rush, they were seen __________, but when they were helping construct the transcontinental railroad, they were seen __________. a. favorably; unfavorably b. neutrally; unfavorably c. unfavorably; favorably d. favorably; neutrally Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

136.

In the United States, when times are hard economically and jobs are scarce, realistic conflict theory would predict that __________. a. there will be less prejudice against members of minority groups b. there will be more cooperation among members of minority groups and the majority group c. members of minority groups will benefit more from affirmative action than is really fair d. there will be more prejudice against members of minority groups Answer: D Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

Recall that Muzafer Sherif and his colleagues created conflict between two groups of boys in a summer camp. Intergroup hostility was relatively easy to generate. To do this, the researchers first __________ and then __________. a. created out-group cohesiveness; initiated competitive games b. created in-group cohesiveness; set up a series of competitive situations c. created minimal groups; generated frustration by taking away desired objects d. set up a series of competitive situations; created in-group cohesiveness Answer: B Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

138.

Recall that Muzafer Sherif and his colleagues created conflict between two groups of boys in a summer camp. After in-group cohesiveness was established, the researchers set up a series of competitive situations, such as tug-of-war and other competitive games. Conflict between the two groups escalated. This field study provided support for the __________ theory of prejudice. a. scapegoat b. realistic conflict c. out-group disparagement d. fundamental attribution Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 33 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 139.

Weak leaders and governments often select a minority group to use as a(n)__________. a. sounding board b. test case c. scapegoat d. institutional victim Answer: C Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

140.

Informational attempts to “re-educate” prejudiced people have proved ineffective in large part because __________. a. prejudice is an inevitable part of our evolutionary heritage b. there is a powerful emotional component to prejudice c. stereotypes are a product of erroneous information d. it is difficult to influence or control economic forces Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Amelia is trying hard to explain to Lionel why women should not be restricted to certain types of jobs. Even though Lionel has no firm basis for his beliefs, Amelia’s logical arguments fail to persuade him in this case because __________. a. logical arguments rarely work to change the emotional basis of attitudes b. Lionel holds negative stereotypes about women, including Amelia c. Amelia’s arguments are too difficult to follow d. logical arguments rarely change sex-role stereotypes Answer: A Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

142.

It is primarily the __________ aspect of prejudicial attitudes that make them relatively impervious to rational or logical arguments. a. esteem-enhancing b. cognitive c. emotional d. motivational Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

Researchers found that, when presented with just one or two examples that challenge a strongly held stereotype, people __________. a. created new subtypes 34 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. dismissed the new information and strengthened their stereotypic beliefs c. abandoned their stereotypes d. revised their stereotypes, as the bookkeeping model would predict Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 144.

Researchers presented people with one or two examples that countered their strongly held stereotypes and found that some people actually strengthened their belief in the stereotype when confronted with such disconfirmations. This occurred because the people __________. a. simply ignored the evidence b. misperceived the evidence in line with their preconceptions c. were motivated by the counterexamples to find even more reasons why their belief held d. in the experiment were a clinical sample of sociopaths; this occurs only for this subgroup Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

How are stereotypes likely to change? Evidence indicates that __________. a. stereotypes, once formed, virtually never change b. stereotypes change suddenly in response to a single, dramatic, disconfirming example c. stereotypes change in response to one or two disconfirming examples d. stereotypes change only gradually, in response to many examples that are inconsistent with the stereotype Answer: D Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

146.

One of your friends holds very negative stereotypes about Albanians. Which strategy is the best way to change your friend’s stereotypes? a. give your friend a couple of examples of Albanians who are good people b. argue logically with your friend c. tell your friend, repeatedly, how wrong their viewpoints are d. place your friend in contact with some Albanians Answer: D Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

Researchers found that when White Southerners joined the armed forces in the early 1950s and were exposed to less prejudiced norms, they gradually grew less prejudiced themselves. This outcome demonstrates that as __________ change, __________. a. norms; people become less prejudiced b. economic conditions change; people become less prejudiced c. economic conditions improve; prejudice declines d. norms; conformity pressures change attitudes Answer: D Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice 35 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 148.

Designers of a new campus housing unit want to create an environment that helps reduce prejudice among the students. Which tactic would you suggest? a. assign all White students to one floor and all Latinx students to another floor b. create apartments and living suites that mix racial and ethnic groups c. put some students in single-race living suites but encourage eating with other groups d. encourage everyone to join ethnic student organizations Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

The idea that prejudice can be reduced by interacting with members of an out-group is called the __________. a. interactional theory b. mere exposure paradigm c. contact hypothesis d. interpersonal model Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

150.

People often hold prejudicial attitudes—and by extension may enact intergroup hostility—due to ignorance of the traditions, values, goals, or desires of a disliked group. Which aspect of intergroup contact would aid the most in addressing this situation? a. Enhancing knowledge about the out-group b. Reducing opportunities for intergroup contact c. Enhancing anxiety about potential intergroup contact d. Enhancing cohesion among the in-group Answer: A Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

What is the extended contact effect? a. getting emotionally connected to and invested in certain characters or celebrities from other social groups b. knowing an in-group member has out-group friends c. vicariously witnessing intergroup contact d. social interactions between members of different groups Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 152.

Research by Mort Deutsch and Mary Ellen Collins indicated that when residents of a segregated versus racially integrated housing project were surveyed after living there for several months, people who had lived in the integrated environment tended to __________. a. feel more prejudice than they had before b. feel less prejudice than they had before c. express less prejudice, but still feel it very strongly d. commit more discriminatory acts Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

Walter Stephan conducted a careful study of the effects of school desegregation and found that __________. a. desegregation—in schools, housing, and employment—had no measurable effect on levels of prejudice b. in 92 percent of studies on desegregation, prejudicial attitudes decreased c. prejudicial attitudes were unaffected, but instances of discrimination decreased by 12 percent d. in 53 percent of studies on school desegregation, prejudice increased Answer: D Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

154.

Suppose that Herman is prejudiced toward members of Group A. Increasing Herman’s contact with Group A is most likely to reduce his prejudice if __________. a. he develops a friendship with one member of Group A, but never meets any other members of this group b. his basketball team often plays other teams that have lots of Group A members c. he volunteers to help build a house for Habitat for Humanity, and several of his coworkers are members of Group A. At the end of the day, he and all the other workers often go out to dinner together d. he gets a job with a company that hires lots of Group A members. Herman has a management position, whereas all of the Group A workers have lower status jobs Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

Recall that Muzafer Sherif and his colleagues created conflict between two groups of boys in a summer camp. After in-group cohesiveness was established, they set up a series of competitive situations, such as tug-of-war and other competitive games. Conflict between the two groups escalated. Sherif and his colleagues were only successful in reducing conflict and hostility when __________. a. they brought the groups together in neutral situations b. leaders endorsed a truce between the two rival groups c. they constructed situations that fostered mutual interdependence d. groups were punished for behaving with hostility Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

156.

__________ characterize(s) a situation in which two or more groups need each other and must depend on each other to accomplish a goal important to each group. a. Collectivism 37 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Interdependence c. Zero-sum dynamics d. Mutual exclusivity Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 157.

Hostility between two groups can be reduced by __________. a. having the two groups work to achieve their own separate goals b. making sure that the two groups are of equal status c. having the groups interact in a formal setting with each group occupying half of the room d. making sure that it is clear that norms favor competition Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

158.

Carlotta’s three children are constantly squabbling, calling one another names, and generally tormenting one another. To preserve what’s left of her sanity, Carlotta has decided to try to convince the youngsters to get along. Based on the contact hypothesis, what’s the best way to do this? a. Cook a good, hearty meal and have them all gather at the table. b. Promise to take them to a funny movie only if they work together to clean the playroom in 30 minutes. c. Send them outside to play in the yard. d. Have a family meeting so that they can air their grievances. Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

159.

Carlotta’s three children are constantly squabbling, calling one another names, and generally tormenting one another. To preserve what’s left of her sanity, Carlotta has decided to try to convince the youngsters to get along. She promises them that she will take them to a funny movie if they will work together to clean their playroom in under 30 minutes. Which precondition for reducing conflict does this illustrate? a. one-on-one interactions between in-group and out-group members and an informal setting b. the reduction of frustration and a common goal c. a neutral setting and role differentiation d. interdependence and a common goal Answer: D Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

160.

In a typical classroom, informal contact between students is often called “talking to your neighbor” and is discouraged. This violates which precondition for the reduction of prejudice and hostility between students? Contact must occur in __________. a. situations in which social norms promote equality b. a tightly structured situation controlled by authority 38 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. a friendly setting where group members can interact on a one-to-one basis d. the service of attaining a common goal Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 161.

Conditions under which contact situations reduce prejudice include __________. a. biased attenuation, schematic interference, and hierarchical status b. multiple contacts, interdependence, and equal status c. stereotype suppression, enhanced independence, and positive affect d. affective suppression, dependence, and repeated contact Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

162.

Which reason summarizes why early attempts at desegregation failed? a. Children were too prejudiced. b. Teachers were modeling discrimination. c. Students were not of equal status. d. Students worked together and cheated off of each other. Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

163.

Shawna (who is Mexican American) has recently been bused into a school with predominantly White, middleclass students. Based on research investigating prejudice and discrimination, why is she likely to have difficulty? a. She is less intelligent than her classmates. b. Her classmates are prejudiced against her. c. The classroom of her new school isn’t exactly cooperative. d. Her teacher will make a negative example of her. Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

164.

In the jigsaw classroom, when a student is having trouble mastering material, other group members benefit most by __________. a. taking over and doing the student’s assignment b. asking the teacher to clarify things c. asking friendly and probing questions d. focusing their attention on students who have mastered the material Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 39 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 165.

In the jigsaw classroom technique, __________. a. children work on jigsaw puzzles to foster cooperative interdependence b. lessons are structured so students’ only access to most of the information they will be tested on is from other students c. lessons are structured so each student works at their own pace and can feel a sense of mastery d. lessons are structured so that groups compete for small prizes to create incentives for learning Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

166.

Why does the jigsaw classroom yield such positive results with regard to self-esteem, achievement, and positive informal contact between children of various racial and ethnic groups? a. Students’ responsibilities are informally structured. b. It appeals to young children’s natural empathy for others. c. It is in each child’s self-interest to cooperate with others. d. Children from minority groups are required to compete when they otherwise wouldn’t. Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

167.

Which positive outcome results from the jigsaw learning paradigm? a. It allows all students to excel in learning. b. It builds empathy. c. It creates trust where previously there was none. d. It allows students to be independent and learn on their own. Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

168.

Many researchers have evaluated the effectiveness of cooperative learning techniques. One reason why such techniques work is that small, cooperative learning groups __________. a. break down in-group and out-group categories into a perception of a single group b. are more likely to follow egalitarian norms c. provide for contact between members of different racial and ethnic groups d. are more pleasant and thus reduce academic frustration Answer: A Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

169.

Compared to the others, which person is LEAST likely to experience a reduction in prejudice? a. Jason, who does a favor for Pablo b. Margo, who has participated in a program to increase her empathy and perspective-taking ability c. Gina, who asks LaToya to do a favor for her 40 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. George, who participates in a jigsaw classroom learning experience Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 170.

One reason the jigsaw classroom is effective is that it allows the individual student to develop a category of “oneness.” This means that __________. a. everyone, without exception, is seen as part of a single group b. the student sees themself as an individual separate from the group c. in-groups are seen as superior to out-groups, bolstering self-esteem d. out-groups are seen as a single, homogeneous unit separate from the in-group Answer: A Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

171.

Recall that Diane Bridgeman conducted an experiment with 10-year-old children, half of whom had previously had two months’ experience in a jigsaw classroom. She showed the youngsters a cartoon in which a little boy waves goodbye to his father at the airport, receives a package from the mail carrier, and bursts into tears upon finding out that it contains a toy plane. Children who had two months’ experience in the jigsaw groups were more likely than the control group to say that the __________. a. boy cried because the gift reminded him of his father leaving b. boy cried because he missed his father c. mail carrier was confused about why the boy cried d. mail carrier knew the boy was sad because the gift reminded him of his father’s leaving Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

172.

Recall that Diane Bridgeman conducted an experiment with 10-year-old children, half of whom had previously had two months’ experience in a jigsaw classroom. She showed the youngsters a cartoon in which a little boy waves goodbye to his father at the airport, receives a package from the letter carrier, and bursts into tears upon finding out that it contains a toy plane. Children who had previously participated in the jigsaw classrooms were more likely to say that the letter carrier would be confused at seeing the boy cry after receiving a present. This reflects the idea that jigsaw groups promote the development of __________. a. spatial skills b. self-esteem c. perspective-taking d. intelligence Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

173.

The extent to which children can develop the ability to see the world from the perspective of __________, there will be profound implications on empathy, generosity, and learning to get along with others. a. a camera lens b. their teachers c. any other human being 41 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. their parents Answer: C Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 174.

Why does developing the ability to understand what another person is going through decrease prejudice? a. It opens your heart to that person, making it hard to bully or feel prejudice toward them. b. It helps us build a better understanding of the harmful effects of prejudice. c. It helps us with our self-awareness. d. It helps us develop a better plan for hiding our negative thoughts about others. Answer: A Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

175.

Which benefit results from cooperative learning? a. changing local and national standards for academic achievement b. building empathy among those who have experienced the cooperative learning situation c. increasing instructional time in the classroom d. lowering class sizes in elementary schools Answer: B Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 176.

Provide an example of a prejudiced attitude (the example need not reflect how you truly feel) and identify the affective, cognitive, and behavioral components of this prejudiced attitude. Answer: First, from a social-psychological perspective, the attitude should be a negative attitude. Whatever the specific prejudiced attitude provided, a complete response should refer to the affective component, which reflects a negative evaluation of a group or individual (e.g., fear, hostility, mistrust). The cognitive component should reflect a stereotype about the individual and their group; this stereotype should reflect some characteristic assigned to all members of the target’s group (e.g., laziness, low achievement motivation, dependence, violence, greed, and so on). The behavioral component reflects discrimination, or negative or harmful actions directed at members of the target’s group; discrimination can be subtle or obvious (e.g., interrupting the target more than others, refusing to talk to the target person, acts of vandalism against the target). Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

177.

Describe what is meant by the terms benevolent sexism and hostile sexism. Then, give an example of each of these forms. Answer: Benevolent sexism refers to holding stereotypically positive views of women, and hostile sexism refers to feelings that women are inferior to men. An example of benevolent sexism would be admiring women for being such good cooks and for being so nurturing. An example of hostile sexism would be viewing women as being less intelligent than men. Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

178.

Provide an example of a microaggression you have either committed yourself or seen being done to someone else. Be sure to provide the definition of “microaggression” and explain how the behavior fits the definition. Answer: The student can provide an example that demonstrates the “slights, indignities, and put-downs” that many members of underrepresented groups, women, or people with physical disabilities experience. Learning Objective: 13.1 Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

179.

What is a bogus pipeline and what is it used for? Answer: The bogus pipeline refers to a paradigm used to elicit truthful responses from a research participant; in short, to reduce the possibility of socially desirable responding. A person is attached in some way to an impressive looking bit of machinery—something with lots of knobs, dials, and blinking lights—and is told that the machine functions as a sort of lie detector; it can register when a person’s responses aren’t truthful. (The original notion was that the machine had a “direct pipeline” to the person’s “heart”; that is, it could “register” any kind of untruthful responding. In actuality the machinery does nothing, other than look impressive.) Under these conditions research participants are more likely to express their true attitudes, such as revealing racial prejudices, attitudes toward women, hostile attitudes toward some ethnic groups, and so on. Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Moderate 43 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

What is the Implicit Association Test (IAT), and how does it work to identify implicit prejudices? Answer: The IAT is thought to measure unconscious prejudices according to the speed with which people can pair a target face with positive and negative associations. The difference between how quickly people respond to the target paired with positive associations, as compared to the target paired with negative associations, determines if implicit prejudices are believed to exist. Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

181.

There is debate over whether the Implicit Association Test (IAT) actually measures implicit prejudice. What is this debate about, and what might the IAT be measuring if it isn’t measuring implicit prejudice? Answer: The IAT is criticized because it does not predict behavior very well and consistently. There is some evidence that what the IAT actually measures are cultural associations or stereotypes. For example, pairing “old” with “wrinkled” doesn’t necessarily make one prejudiced. It could just represent that one knows what that stereotype is of older people in our culture. Learning Objective: 13.2 Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

182.

In what ways do self-fulfilling prophecies contribute to prejudice and negative stereotypes? Answer: Self-fulfilling prophecies involve behaving in ways that elicit from other people the very behaviors that we initially expected. If we hold inaccurate stereotypes about members of out-groups, we might treat them in a way that is consistent with our stereotypes. Our behavior toward them might well bring forth from them the very behaviors or characteristics that we erroneously expected. These behaviors then bolster our faith in our stereotypes, and might actually bolster our prejudice and our tendency to discriminate against out-group members. Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

183.

What is social identity threat, why does it arise, and which consequences result from it? Answer: Social identity threat refers to the apprehension that minority group members experience when they believe that they might behave in a manner that reinforces or confirms existing stereotypes about their group. The consequences are often that this anxiety or apprehension impedes the performance of these apprehensive minority group members, thus inadvertently reinforcing existing cultural stereotypes. Learning Objective: 13.3 Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 184.

Describe the role of normative conformity in the societal problem of prejudice. Answer: Normative conformity is the desire to be accepted and to fit in with the group. Because stereotypes exist in a cultural context, often people will not challenge them because they do not want to stand out and go against the common beliefs of a culture. Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

185.

How does group membership, even in minimal groups, contribute to prejudice and discrimination? Answer: According to Henri Tajfel, group membership, even in minimal groups, often serves to help us enhance our self-esteem when we identify with other group members. We develop positive feelings for ingroup members and are motivated to treat them well; we develop negative feelings toward out-group members, simply because they are not members of our group. Further, a cognitive bias known as out-group homogeneity often develops as a function of group membership; we tend to view members of out-groups as more similar to one another than they really are, contributing to stereotypes. Thus, the in-group bias (positive evaluations of members of our own group, and negative evaluations of members of the other group) in combination with cognitive biases (perceptions of out-group homogeneity) set the stage for prejudice and discrimination. Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

186.

How does a belief in a just world contribute to blaming the victims of injustice? Answer: Just-world beliefs refer to our tendency to believe that the world is fair and that outcomes or resources are distributed equitably. Blaming the victim—attributing their plight to ability deficits or character defects—is motivated by our desire to see the world as a fair and just place. In order to acknowledge that victims may not deserve their plights, we would be forced to acknowledge that the world is not just, and that we ourselves could become victims of injustice. Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

187.

In which way is scapegoating different from realistic conflict as a source of prejudice, discrimination, and intergroup conflict? Answer: Realistic conflict theory posits that prejudice, discrimination, and intergroup conflict arise when there is political or economic competition for scarce resources. In some cases there really is a group with which our group is in competition (e.g., newly arrived immigrants competing with native citizens for scarce jobs). In other cases, there really is no “other group.” When it is difficult to identify the real source of our frustration, or when it is difficult to confront economic forces or government policy, in-groups often “invent” out-groups to blame for their situation. This is known as scapegoating. Learning Objective: 13.4 Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

188.

Consider the phrase, “The exception proves the rule.” How does this phrase reflect prejudicial attitudes in the face of evidence contrary to one’s attitude? Answer: The idea that the exception proves the rule implies that when one finds a few examples to the contrary 45 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition of a “rule” or stereotype, one indicates that these few examples are exceptions, rather than representative. In terms of prejudice and stereotypes, when someone encounters one or two examples of people who exemplify traits that contradict a stereotype, they tend to dismiss those examples as being an exception, rather than a rule, because they represent schema-inconsistent information. Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 189.

List the basic requirements of the contact hypothesis that must be met in order for contact to reduce prejudice between two formerly hostile groups. Answer: Both sides must be interdependent. Both sides must pursue a common goal. Both sides must have equal status. Both sides must get to know one another in an informal, friendly setting. Both sides must be exposed to multiple members of the other group. Both sides must know that the social norms of their group, the institution, and the community promote and support equality. Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

190.

Given Gordon Allport’s description of the necessary preconditions for contact to reduce prejudice and conflict, why did desegregation efforts as originally enacted fail? Answer: When groups have a history of conflict, contact alone is not enough; simply bringing different groups together in a classroom would not reduce prejudice or hostility, given a history of poor race relations in the United States. Groups need to be interdependent, and the traditional classroom fosters competition for teacher attention, rather than interdependence. The groups should have equal status; historically, students from minority groups were under-prepared, so they did not have equal academic status with children from majority groups. Contact should occur in an informal setting where in-group and out-group members can interact; in a traditional classroom, this is discouraged. Contact must occur with multiple members of the out-group. In classrooms in which there are one or a few minority children, this wouldn’t happen. Finally, norms must promote equality; classroom norms and individual grades do not promote equality, nor do teachers who themselves might be prejudiced. Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 191.

Describe how the jigsaw classroom technique fosters cooperation and interdependence in a cooperative classroom. Answer: Each student in the jigsaw classroom is assigned a part of the whole lesson to teach to other members of the group. The teacher is no longer the expert; other students are. In order to do well on individual assessments of their learning, students are motivated to help fellow students to communicate the information completely and clearly. If a fellow student is having problems, other students learn that they can succeed by becoming patient and good questioners. The better they become at asking questions and helping their fellow students, the more those students reveal what they really know, and negative stereotypes are revised or abandoned. This leads to increased liking and increased empathy. Learning Objective: 13.5 Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz 13.1: Defining Prejudice EOM_Q13.1.1 Findings from social neuroscience suggest that __________. a) it has been evolutionarily beneficial for the brain to be able to rapidly form categories b) the tendency to form categories and stereotypes is determined largely by experience Consider This: Creating categories is an adaptive mechanism, one built into the human brain; humans begin creating categories almost as soon as they are born (Cikara & Van Bavel, 2014). LO 13.1: Summarize the three components of prejudice. c) people in some cultures are more likely to form stereotypes than other people Consider This: Creating categories is an adaptive mechanism, one built into the human brain; humans begin creating categories almost as soon as they are born (Cikara & Van Bavel, 2014). LO 13.1: Summarize the three components of prejudice. d) experience plays almost no role in the ability to notice different categories Consider This: Creating categories is an adaptive mechanism, one built into the human brain; humans begin creating categories almost as soon as they are born (Cikara & Van Bavel, 2014). LO 13.1: Summarize the three components of prejudice. Answer: a Learning Objective: LO 13.1: Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q13.1.2 Suppose you’re a bartender and you have a stereotype about people with full-arm tattoos: You think they are more likely to get into fights at your bar than people without tattoos. Your perception illustrates which aspect(s) of stereotypes? a) You are noticing people who confirm your stereotype and overlooking those who don’t. b) You are paying attention to nonaggressive people with tattoos. Consider This: Whenever a member of a group behaves as we expect, the behavior confirms and even strengthens our stereotype, but we are not inclined to seek, notice, or remember the “exceptions.” Anyone who doesn’t fit the stereotype can be considered an exception, so we have no need to change the stereotype. LO 13.1: Summarize the three components of prejudice. c) You are paying attention to aggressive people without tattoos. Consider This: Whenever a member of a group behaves as we expect, the behavior confirms and even strengthens our stereotype, but we are not inclined to seek, notice, or remember the “exceptions.” Anyone who doesn’t fit the stereotype can be considered an exception, so we have no need to change the stereotype. LO 13.1: Summarize the three components of prejudice. d) Your stereotype is accurate. Consider This: Whenever a member of a group behaves as we expect, the behavior confirms and even strengthens our stereotype, but we are not inclined to seek, notice, or remember the “exceptions.” Anyone who doesn’t fit the stereotype can be considered an exception, so we have no need to change the stereotype. LO 13.1: Summarize the three components of prejudice. Answer: a Learning Objective: LO 13.1: Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition EOM_Q13.1.3 Benevolent sexism refers to people who think that women are naturally superior to men in kindness and nurturance. What does international research show is a consequence of this belief? a) Women have higher self-esteem than men. Consider This: This type of sexism is affectionate but patronizing, conveying the attitude that women are so wonderful, good, kind, and moral that they should stay at home, away from the aggressiveness and corruption (and power and income) of public life (Glick, 2006). LO 13.1: Summarize the three components of prejudice. b) Men envy women for having more positive traits than they have. Consider This: This type of sexism is affectionate but patronizing, conveying the attitude that women are so wonderful, good, kind, and moral that they should stay at home, away from the aggressiveness and corruption (and power and income) of public life (Glick, 2006). LO 13.1: Summarize the three components of prejudice. c) It can legitimize discrimination against women and justify relegating them to traditional roles. d) It can cause people to overlook anti-male sexism. Consider This: This type of sexism is affectionate but patronizing, conveying the attitude that women are so wonderful, good, kind, and moral that they should stay at home, away from the aggressiveness and corruption (and power and income) of public life (Glick, 2006). LO 13.1: Summarize the three components of prejudice. Answer: c Learning Objective: LO 13.1: Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q13.1.4 What leads us to envy a social group? a) The group is stereotyped as being incompetent and not warm. Consider This: Groups are generally perceived along the dimensions of warmth and competence. LO 13.1: Summarize the three components of prejudice. b) The group is stereotyped as being competent but not warm. c) The group is stereotyped as being incompetent but warm. Consider This: Groups are generally perceived along the dimensions of warmth and competence. LO 13.1: Summarize the three components of prejudice. d) The group is stereotyped as being competent and warm. Consider This: Groups are generally perceived along the dimensions of warmth and competence. LO 13.1: Summarize the three components of prejudice. Answer: b Learning Objective: LO 13.1: Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Analyze It EOM_Q13.1.5 Because the law has made most forms of discrimination in the United States illegal, the expression of prejudice __________. a) has declined markedly Consider This: A White woman leaving work starts to enter an elevator, sees a Black man inside, covers her necklace with her hand, and “remembers” that she left something at her desk—thereby conveying to her Black coworker that she thinks he is dangerous, a potential thief. LO 13.1: Summarize the three components of prejudice. b) is more likely to be revealed in microaggressions c) is rarely activated when a person is angry or frustrated Consider This: A White woman leaving work starts to enter an elevator, sees a Black man inside, covers her necklace with her hand, and “remembers” that she left something at her desk—thereby conveying to her Black coworker that she thinks he is dangerous, a potential thief. LO 13.1: Summarize the three components of prejudice. d) is more likely to be explicit than implicit Consider This: A White woman leaving work starts to enter an elevator, sees a Black man inside, covers her necklace with her hand, and “remembers” that she left something at her desk—thereby conveying to her Black coworker that she thinks he is dangerous, a potential thief. LO 13.1: Summarize the three components of prejudice. Answer: b 49 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: LO 13.1: Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Analyze It

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 13.2: Detecting Hidden Prejudices EOM_Q13.2.1 What is an automatic prejudice? a) A person holds a prejudice without being aware of it. Consider This: Some suppress their true feelings out of a sincere motivation to become less prejudiced; others suppress their beliefs to avoid being labeled as racist, sexist, or homophobic (Devine et al., 2002; Plant & Devine, 2009). LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. b) A person has a tendency to become prejudiced under the right circumstances. Consider This: Some suppress their true feelings out of a sincere motivation to become less prejudiced; others suppress their beliefs to avoid being labeled as racist, sexist, or homophobic (Devine et al., 2002; Plant & Devine, 2009). LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. c) A person knows they are prejudiced but chooses not to express it in public. d) A person reveals a prejudice subtly, by implying a bias rather than saying so outright. Consider This: Some suppress their true feelings out of a sincere motivation to become less prejudiced; others suppress their beliefs to avoid being labeled as racist, sexist, or homophobic (Devine et al., 2002; Plant & Devine, 2009). LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Answer: c Learning Objective: LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Easy Skill Level: Understand the Concepts EOM_Q13.2.2 What is an implicit prejudice? a) A person holds a prejudice without being aware of it. b) A person has a tendency to become prejudiced under the right circumstances. Consider This: Some people may harbor implicit prejudices that are hidden from themselves. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. c) A person knows they are prejudiced but chooses not to express it in public. Consider This: Some people may harbor implicit prejudices that are hidden from themselves. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. d) A person reveals a prejudice subtly by implying a bias rather than saying so outright. Consider This: Some people may harbor implicit prejudices that are hidden from themselves. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Answer: a Learning Objective: LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Easy Skill Level: Understand the Concepts EOM_Q13.2.3 When people are attached to a “bogus pipeline” or other technological “lie detectors,” how does this affect their willingness to admit their prejudices? a) They are more likely to admit prejudices that they would otherwise suppress. b) They are more likely to admit unconscious prejudices. Consider This: People expressed more racial prejudice when the bogus pipeline was used (Jones & Sigall, 1971; Roese & Jamieson, 1993; Sigall & Page, 1971). LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. c) They are less likely to admit any kind of prejudice. Consider This: People expressed more racial prejudice when the bogus pipeline was used (Jones & Sigall, 1971; Roese & Jamieson, 1993; Sigall & Page, 1971). LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. d) They are less likely to reveal sexism but more likely to reveal anti-Semitism.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: People expressed more racial prejudice when the bogus pipeline was used (Jones & Sigall, 1971; Roese & Jamieson, 1993; Sigall & Page, 1971). LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Answer: a Learning Objective: LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q13.2.4 What is one of the main problems with the IAT? a) People can’t respond to the pairs of associations rapidly enough. Consider This: Overall the evidence linking IAT scores with overt behavior is weak. That means that if any given individual were to take the IAT and get a high score, it wouldn’t necessarily mean that person is prejudiced. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. b) It is pretty good at identifying racism but not other kinds of prejudice. Consider This: Overall, the evidence linking IAT scores with overt behavior is weak. That means that if any given individual were to take the IAT and get a high score, it wouldn’t necessarily mean that person is prejudiced. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. c) It may reflect cultural norms more than individual prejudices. d) It is a better test of explicit prejudice than implicit prejudice. Consider This: Overall, the evidence linking IAT scores with overt behavior is weak. That means that if any given individual were to take the IAT and get a high score, it wouldn’t necessarily mean that person is prejudiced. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Answer: c Learning Objective: LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q13.2.5 The IAT might be measuring implicit prejudice, but what other explanations might account for the findings it produces? a) It is capturing cultural stereotypes rather than people’s real feelings. Consider This: Now, as quickly as possible, you must press the left key when you see a Black face or a positive word and the right key when you see a White face or a negative word. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. b) It reflects actual associations between two traits but not necessarily prejudices. Consider This: Now, as quickly as possible, you must press the left key when you see a Black face or a positive word and the right key when you see a White face or a negative word. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. c) It doesn’t measure speed of associations quickly enough. Consider This: Now, as quickly as possible, you must press the left key when you see a Black face or a positive word and the right key when you see a White face or a negative word. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. d) a and b Answer: d Learning Objective: LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Difficult Skill Level: Analyze It 52 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 13.3: The Effects of Prejudice on the Victim EOM_Q13.3.1 Noah’s teachers don’t think that Noah is very smart, so they stop paying attention to him or asking him questions. After a few years, Noah decides there is no point trying to do well in school because he’s dumb. He has become a victim of __________. a) the justification of effort Consider This: Why waste energy paying attention to Noah if he is unlikely to say anything smart or interesting? Your behavior, in turn, is bound to influence Noah’s behavior, for if the people he is talking to aren’t paying much attention, he will feel uneasy. LO 13.3: Describe some ways that prejudice affects its targets. b) a self-fulfilling prophecy c) implicit prejudice Consider This: Why waste energy paying attention to Noah if he is unlikely to say anything smart or interesting? Your behavior, in turn, is bound to influence Noah’s behavior, for if the people he is talking to aren’t paying much attention, he will feel uneasy. LO 13.3: Describe some ways that prejudice affects its targets. d) stereotype threat Consider This: Why waste energy paying attention to Noah if he is unlikely to say anything smart or interesting? Your behavior, in turn, is bound to influence Noah’s behavior, for if the people he is talking to aren’t paying much attention, he will feel uneasy. LO 13.3: Describe some ways that prejudice affects its targets. Answer: b Learning Objective: LO 13.3: Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q13.3.2 Jenny, who is Asian American, is taking a math test. Under which of these conditions is she likely to do best? a) When she’s made aware that women don’t do as well as men at math Consider This: Asian American women do worse on math tests when they are reminded of their gender (stereotype: women are poor at math) than when they are reminded of their cultural identity (stereotype: Asians are good at math) (Shih, Pittinsky, & Ambady, 1999). LO 13.3: Describe some ways that prejudice affects its targets. b) When she’s made aware that she is not at a top-notch university Consider This: Asian American women do worse on math tests when they are reminded of their gender (stereotype: women are poor at math) than when they are reminded of their cultural identity (stereotype: Asians are good at math) (Shih, Pittinsky, & Ambady, 1999). LO 13.3: Describe some ways that prejudice affects its targets. c) When she’s made aware of her Asian identity d) None of these conditions, since Jenny is very good at math Consider This: Asian American women do worse on math tests when they are reminded of their gender (stereotype: women are poor at math) than when they are reminded of their cultural identity (stereotype: Asians are good at math) (Shih, Pittinsky, & Ambady, 1999). LO 13.3: Describe some ways that prejudice affects its targets. Answer: c Learning Objective: LO 13.3: Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q13.3.3 What is an aspect of social identity threat? a) Feeling threatened by prejudices we wish we didn’t have Consider This: American students find themselves in highly evaluative educational situations; many feel apprehensive about confirming the existing negative cultural stereotype of “intellectual inferiority.” In effect, they are saying, “If I perform poorly on this test, it will reflect badly on me and on my race.” LO 13.3: Describe some ways that prejudice affects its targets. b) Feeling threatened by stereotypes we hold about other people Consider This: American students find themselves in highly evaluative educational situations; many feel apprehensive about confirming the existing negative cultural stereotype of “intellectual inferiority.” In effect, they are

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition saying, “If I perform poorly on this test, it will reflect badly on me and on my race.” LO 13.3: Describe some ways that prejudice affects its targets. c) Feeling threatened by people who confirm our stereotypes Consider This: American students find themselves in highly evaluative educational situations; many feel apprehensive about confirming the existing negative cultural stereotype of “intellectual inferiority.” In effect, they are saying, “If I perform poorly on this test, it will reflect badly on me and on my race.” LO 13.3: Describe some ways that prejudice affects its targets. d) Feeling threatened by stereotypes that others hold of our group Answer: d Learning Objective: LO 13.3: Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Easy Skill Level: Understand the Concepts EOM_Q13.3.4 How can test takers reduce the effects of social identity threat on their performance? a) By reminding themselves of their skills and good qualities b) By denying that stereotypes affect them Consider This: Self-affirmation is the practice of reminding yourself—realistically—of your good qualities or experiences that made you feel successful or proud. LO 13.3: Describe some ways that prejudice affects its targets. c) By studying harder Consider This: Self-affirmation is the practice of reminding yourself—realistically—of your good qualities or experiences that made you feel successful or proud. LO 13.3: Describe some ways that prejudice affects its targets. d) By blaming cultural prejudices in society Consider This: Self-affirmation is the practice of reminding yourself—realistically—of your good qualities or experiences that made you feel successful or proud. LO 13.3: Describe some ways that prejudice affects its targets. Answer: a Learning Objective: LO 13.3: Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q13.3.5 Which of these ways of thinking can reduce the power of social identity threat? a) Understanding that people’s abilities are pretty fixed, so it’s not worth being upset if you don’t do well on a test Consider This: In effect, they are saying, “If I perform poorly on this test, it will reflect badly on me and on my race.” This extra burden of apprehension in turn interferes with their ability to perform well. LO 13.3: Describe some ways that prejudice affects its targets. b) Being aware that anxiety about taking tests is normal, especially for members of stigmatized groups c) Accepting the cultural stereotype as one that is likely to be based on actual group differences Consider This: In effect, they are saying, “If I perform poorly on this test, it will reflect badly on me and on my race.” This extra burden of apprehension in turn interferes with their ability to perform well. LO 13.3: Describe some ways that prejudice affects its targets. d) Spending 5 minutes before the test reflecting on your stigmatized group identity and how it defines you Consider This: In effect, they are saying, “If I perform poorly on this test, it will reflect badly on me and on my race.” This extra burden of apprehension in turn interferes with their ability to perform well. LO 13.3: Describe some ways that prejudice affects its targets. Answer: b Learning Objective: LO 13.3: Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Moderate Skill Level: Understand the Concepts 54 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 13.4: Causes of Prejudice EOM_Q13.4.1 According to realistic conflict theory, prejudice and discrimination are likely to increase when __________. a) a country has a history of racism Consider This: One of the most obvious sources of conflict and prejudice is competition—for scarce resources, for political power, and for social status. LO 13.4: Describe three aspects of social life that can cause prejudice. b) people who hold stereotypes about a target group are frustrated Consider This: One of the most obvious sources of conflict and prejudice is competition—for scarce resources, for political power, and for social status. LO 13.4: Describe three aspects of social life that can cause prejudice. c) people know that their close friends are prejudiced Consider This: One of the most obvious sources of conflict and prejudice is competition—for scarce resources, for political power, and for social status. LO 13.4: Describe three aspects of social life that can cause prejudice. d) people are competing for jobs and security Answer: d Learning Objective: LO 13.4: Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q13.4.2 Rashaundra is covering her college’s football game against its archrival for the school newspaper. At the game, she interviews six students from her college but decides she needs to interview only one student from the rival school to represent their view of the game. Rashaundra is demonstrating __________. a) in-group bias Consider This: In-group members tend to perceive those in the out-group as more similar to each other (homogeneous) than they really are as well as more homogeneous than in-group members are. LO 13.4: Describe three aspects of social life that can cause prejudice. b) out-group homogeneity c) entitlement Consider This: In-group members tend to perceive those in the out-group as more similar to each other (homogeneous) than they really are as well as more homogeneous than in-group members are. LO 13.4: Describe three aspects of social life that can cause prejudice. d) blaming the victim Consider This: In-group members tend to perceive those in the out-group as more similar to each other (homogeneous) than they really are as well as more homogeneous than in-group members are. LO 13.4: Describe three aspects of social life that can cause prejudice. Answer: b Learning Objective: LO 13.4: Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q13.4.3 Following are some explanations of prejudice that social psychologists investigate. Which one doesn’t fit? a) Pressures to conform Consider This: Prejudice is created and maintained by many forces in the social world. Some operate on the level of the group or institution, which demands conformity to normative standards or rules in the society. Some operate within the individual, such as in the ways we process information and assign meaning to observed events. And some forces operate on whole groups of people, such as the effects of competition, conflict, and frustration. LO 13.4: Describe three aspects of social life that can cause prejudice. b) Realistic economic conflicts Consider This: Prejudice is created and maintained by many forces in the social world. Some operate on the level of the group or institution, which demands conformity to normative standards or rules in the society. Some operate within the individual, such as in the ways we process information and assign meaning to observed events. And some forces operate on whole groups of people, such as the effects of competition, conflict, and frustration. LO 13.4: Describe three aspects of social life that can cause prejudice. 55 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c) The need for catharsis d) Institutional discrimination Consider This: Prejudice is created and maintained by many forces in the social world. Some operate on the level of the group or institution, which demands conformity to normative standards or rules in the society. Some operate within the individual, such as in the ways we process information and assign meaning to observed events. And some forces operate on whole groups of people, such as the effects of competition, conflict, and frustration. LO 13.4: Describe three aspects of social life that can cause prejudice. Answer: c Learning Objective: LO 13.4: Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Difficult Skill Level: Analyze It EOM_Q13.4.4 John knows and likes most of his Latinx classmates but privately believes that his Anglo culture is superior to all others. His belief is evidence of his __________. a) anti-Latinx prejudice Consider This: It is universal, probably because it aids survival by increasing people’s attachment to their own group and their willingness to work on its behalf. LO 13.4: Describe three aspects of social life that can cause prejudice. b) stereotyping a minority Consider This: It is universal, probably because it aids survival by increasing people’s attachment to their own group and their willingness to work on its behalf. LO 13.4: Describe three aspects of social life that can cause prejudice. c) ethnocentrism d) out-group homogeneity Consider This: It is universal, probably because it aids survival by increasing people’s attachment to their own group and their willingness to work on its behalf. LO 13.4: Describe three aspects of social life that can cause prejudice. Answer: c Learning Objective: LO 13.4: Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q13.4.5 The Robber’s Cave study created hostility between two groups of boys by __________. a) putting them in competitive situations with prizes for the winners b) allowing them to freely express their feelings of anger Consider This: The researchers set up a series of competitive activities in which the two groups were pitted against each other—in football, baseball, and tug-of-war, where prizes were awarded to the winning team. LO 13.4: Describe three aspects of social life that can cause prejudice. c) randomly giving one group more privileges Consider This: The researchers set up a series of competitive activities in which the two groups were pitted against each other—in football, baseball, and tug-of-war, where prizes were awarded to the winning team. LO 13.4: Describe three aspects of social life that can cause prejudice. d) letting the boys set their own rules and games Consider This: The researchers set up a series of competitive activities in which the two groups were pitted against each other—in football, baseball, and tug-of-war, where prizes were awarded to the winning team. LO 13.4: Describe three aspects of social life that can cause prejudice. Answer: a Learning Objective: LO 13.4: Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz 13.5: Reducing Prejudice EOM_Q13.5.1 Increasing contact between groups will reduce prejudice if all of the following conditions are met except one. Which one? a) Common goals Consider This: If status is unequal between the groups, their interactions will be shaped by that status difference—the bosses will act like stereotypical bosses, the employees like stereotypical subordinates—and no one will learn new, disconfirming information about the other group. LO 13.5: Summarize the conditions that can reduce prejudice. b) Higher status of the minority group c) Cooperation between groups Consider This: If status is unequal between the groups, their interactions will be shaped by that status difference—the bosses will act like stereotypical bosses, the employees like stereotypical subordinates—and no one will learn new, disconfirming information about the other group. LO 13.5: Summarize the conditions that can reduce prejudice. d) Approval of authorities Consider This: If status is unequal between the groups, their interactions will be shaped by that status difference—the bosses will act like stereotypical bosses, the employees like stereotypical subordinates—and no one will learn new, disconfirming information about the other group. LO 13.5: Summarize the conditions that can reduce prejudice. Answer: b Learning Objective: LO 13.5: Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Analyze It EOM_Q13.5.2 What strategy does the Robber’s Cave study suggest for reducing hostility between groups? a) Sharing social norms Consider This: Sherif created conditions of interdependence, placing the two groups of boys in situations where they needed one another to get something that was important to both sides. LO 13.5: Summarize the conditions that can reduce prejudice. b) Being together in the same environment Consider This: Sherif created conditions of interdependence, placing the two groups of boys in situations where they needed one another to get something that was important to both sides. LO 13.5: Summarize the conditions that can reduce prejudice. c) Working together in pursuit of common goals d) Playing fun, competitive games, such as tug-of-war Consider This: Sherif created conditions of interdependence, placing the two groups of boys in situations where they needed one another to get something that was important to both sides. LO 13.5: Summarize the conditions that can reduce prejudice. Answer: c Learning Objective: LO 13.5: Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know EOM_Q13.5.3 Why did early attempts at desegregation fail to reduce prejudice between ethnic groups? a) The students were given equal status. Consider This: In effect, Carlos has been thrust into a highly competitive situation for which he is unprepared and in which payoffs are made for abilities he has not yet developed. LO 13.5: Summarize the conditions that can reduce prejudice. b) The classroom environments were highly competitive. c) The minority students didn’t try hard enough to make friends. 57 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: In effect, Carlos has been thrust into a highly competitive situation for which he is unprepared and in which payoffs are made for abilities he has not yet developed. LO 13.5: Summarize the conditions that can reduce prejudice. d) The majority students shared the same goals as the minority students. Consider This: In effect, Carlos has been thrust into a highly competitive situation for which he is unprepared and in which payoffs are made for abilities he has not yet developed. LO 13.5: Summarize the conditions that can reduce prejudice. Answer: b Learning Objective: LO 13.5: Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Difficult Skill Level: Analyze It EOM_Q13.5.4 What is the key feature of the jigsaw classroom? a) Kids of different ethnicities need each other to solve problems. b) Kids of different ethnicities have a chance to show their individual talents. Consider This: With the findings of that study in mind, they developed a technique that created an interdependent classroom atmosphere designed to place the students of various racial and ethnic groups in pursuit of common goals. LO 13.5: Summarize the conditions that can reduce prejudice. c) Minority kids get to work in their own language and at their own preferred pace. Consider This: With the findings of that study in mind, they developed a technique that created an interdependent classroom atmosphere designed to place the students of various racial and ethnic groups in pursuit of common goals. LO 13.5: Summarize the conditions that can reduce prejudice. d) Teachers stop calling on individual students. Consider This: With the findings of that study in mind, they developed a technique that created an interdependent classroom atmosphere designed to place the students of various racial and ethnic groups in pursuit of common goals. LO 13.5: Summarize the conditions that can reduce prejudice. Answer: a Learning Objective: LO 13.5: Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_Q13.5.5 What is one of the main reasons that the jigsaw method is effective? a) It requires kids to behave in polite and empathic ways. Consider This: Compared to students in traditional classrooms, students in jigsaw groups showed a decrease in prejudice and stereotyping and an increase in their liking for their groupmates both within and across ethnic boundaries. LO 13.5: Summarize the conditions that can reduce prejudice. b) It sets clear rules for good behavior. Consider This: Compared to students in traditional classrooms, students in jigsaw groups showed a decrease in prejudice and stereotyping and an increase in their liking for their groupmates both within and across ethnic boundaries. LO 13.5: Summarize the conditions that can reduce prejudice. c) It allows kids to express their real feelings toward one another. Consider This: Compared to students in traditional classrooms, students in jigsaw groups showed a decrease in prejudice and stereotyping and an increase in their liking for their groupmates both within and across ethnic boundaries. LO 13.5: Summarize the conditions that can reduce prejudice. d) It breaks down in-group versus out-group perceptions and stereotypes. Answer: d Learning Objective: LO 13.5: Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know 58 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Chapter 13 Quiz: Prejudice: Causes, Consequences, and Cures EOC_Q13.1 A prejudice is __________. a) a hostile attitude toward members of a group, based solely on their membership in that group b) a feeling held by members of a majority group toward members of a minority group Consider This: When we say that someone is prejudiced against Black people, we mean that he or she is primed to behave coolly or with hostility toward them and that he or she feels that they are all pretty much the same. LO 13.1: Summarize the three components of prejudice. c) generally unaffected by societal events Consider This: When we say that someone is prejudiced against Black people, we mean that he or she is primed to behave coolly or with hostility toward them and that he or she feels that they are all pretty much the same. LO 13.1: Summarize the three components of prejudice. d) usually acquired in childhood and lasts a lifetime Consider This: When we say that someone is prejudiced against Black people, we mean that he or she is primed to behave coolly or with hostility toward them and that he or she feels that they are all pretty much the same. LO 13.1: Summarize the three components of prejudice. Answer: a Learning Objective: LO 13.1: Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Understand the Concepts EOC_Q13.2 A stereotype is __________. a) the cognitive form of a prejudice Consider This: A stereotype is a generalization about a group of people, in which identical characteristics are assigned to virtually all members of the group, regardless of actual variation among the members. LO 13.1: Summarize the three components of prejudice. b) a negative impression of a group of people Consider This: A stereotype is a generalization about a group of people, in which identical characteristics are assigned to virtually all members of the group, regardless of actual variation among the members. LO 13.1: Summarize the three components of prejudice. c) always inaccurate Consider This: A stereotype is a generalization about a group of people, in which identical characteristics are assigned to virtually all members of the group, regardless of actual variation among the members. LO 13.1: Summarize the three components of prejudice. d) a cognitive summary that can be positive or negative Answer: d Learning Objective: LO 13.1: Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Easy Skill Level: Understand the Concepts EOC_Q13.3 “Hostile sexists” think women are inferior to men; “benevolent sexists” think women are superior to men. What do they have in common? Both __________. a) reveal a dislike of women Consider This: According to Glick and Fiske, both sets of stereotypes are demeaning to women because benevolent sexists, like hostile sexists, assume that women are the weaker sex. LO 13.1: Summarize the three components of prejudice. b) legitimize discrimination against women c) share an underlying admiration for women Consider This: According to Glick and Fiske, both sets of stereotypes are demeaning to women because benevolent sexists, like hostile sexists, assume that women are the weaker sex. LO 13.1: Summarize the three components of prejudice. d) share an underlying dislike of men 59 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: According to Glick and Fiske, both sets of stereotypes are demeaning to women because benevolent sexists, like hostile sexists, assume that women are the weaker sex. LO 13.1: Summarize the three components of prejudice. Answer: b Learning Objective: LO 13.1: Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q13.4 When Gordon Allport said, “Defeated intellectually, prejudice lingers emotionally,” what did he mean? a) You can’t argue intellectually with a prejudiced person. Consider This: He meant that the emotional component of prejudice, its deep-seated negative feelings, may persist even when a person knows consciously that the prejudice is wrong. LO 13.1: Summarize the three components of prejudice. b) A prejudiced person cannot intellectually defend their attitude. Consider This: He meant that the emotional component of prejudice, its deep-seated negative feelings, may persist even when a person knows consciously that the prejudice is wrong. LO 13.1: Summarize the three components of prejudice. c) A person’s implicit prejudices may decline while explicit prejudices remain. Consider This: He meant that the emotional component of prejudice, its deep-seated negative feelings, may persist even when a person knows consciously that the prejudice is wrong. LO 13.1: Summarize the three components of prejudice. d) A person’s explicit prejudices may decline while implicit prejudices remain. Answer: d Learning Objective: LO 13.1: Summarize the three components of prejudice. Topic: Defining Prejudice Difficulty Level: Difficult Skill Level: Analyze It EOC_Q13.5 Which of the following measures of unconscious prejudice describes the IAT? a) A person’s keeping greater distance from a member of a group they dislike Consider This: Repeatedly, people respond more quickly when White faces are paired with positive words and when Black faces are paired with negative words. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. b) A person’s slower associations between a target image and positive words than with negative words c) A person’s making subtle slights and put-downs about a target person Consider This: Repeatedly, people respond more quickly when White faces are paired with positive words and when Black faces are paired with negative words. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. d) A group’s ignoring the comments and contributions of its lone minority member Consider This: Repeatedly, people respond more quickly when White faces are paired with positive words and when Black faces are paired with negative words. LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Answer: b Learning Objective: LO 13.2: Explain how we measure prejudices that people don’t want to reveal—or that they don’t know they hold. Topic: Detecting Hidden Prejudices Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition EOC_Q13.6 According to realistic conflict theory, what might be the major reason for the changing levels of prejudice and discrimination by White Americans toward Chinese people, Japanese people, Irish people, and Mexican people in American history? a) Competition for work and political status b) Degree of White familiarity with the minorities Consider This: Realistic conflict theory holds that limited resources lead to conflict between groups and result in prejudice and discrimination (Jackson, 1993; Sherif, 1966; White, 1977). LO 13.4: Describe three aspects of social life that can cause prejudice. c) Percentage of minorities enrolled in colleges Consider This: Realistic conflict theory holds that limited resources lead to conflict between groups and result in prejudice and discrimination (Jackson, 1993; Sherif, 1966; White, 1977). LO 13.4: Describe three aspects of social life that can cause prejudice. d) Differences in job training and skills Consider This: Realistic conflict theory holds that limited resources lead to conflict between groups and result in prejudice and discrimination (Jackson, 1993; Sherif, 1966; White, 1977). LO 13.4: Describe three aspects of social life that can cause prejudice. Answer: a Learning Objective: LO 13.4: Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q13.7 What is social identity threat? a) The fear that a concealable identity will be revealed in a social group Consider This: One major contributing factor is clearly situational and stems from the anxiety produced by negative stereotypes. LO 13.3: Describe some ways that prejudice affects its targets. b) The anxiety felt by members of a stereotyped group when they are made aware of a stereotype about them c) Threats to the values and customs that comprise a person’s social identity Consider This: One major contributing factor is clearly situational and stems from the anxiety produced by negative stereotypes. LO 13.3: Describe some ways that prejudice affects its targets. d) When members of a minority group threaten to retaliate against the stereotypes they find unfair Consider This: One major contributing factor is clearly situational and stems from the anxiety produced by negative stereotypes. LO 13.3: Describe some ways that prejudice affects its targets. Answer: b Learning Objective: LO 13.3: Describe some ways that prejudice affects its targets. Topic: The Effects of Prejudice on the Victim Difficulty Level: Easy Skill Level: Understand the Concepts EOC_Q13.8 Which of the following describes a consequence of in-group bias? a) A self-fulfilling prophecy Consider This: In-group bias refers to the positive feelings and special treatment we give to people we have defined as being part of our in-group; unfortunately, it often leads to unfair treatment of others merely because we have defined them as being in the out-group. LO 13.4: Describe three aspects of social life that can cause prejudice. b) Feelings of inadequacy about our own in-group Consider This: In-group bias refers to the positive feelings and special treatment we give to people we have defined as being part of our in-group; unfortunately, it often leads to unfair treatment of others merely because we have defined them as being in the out-group. LO 13.4: Describe three aspects of social life that can cause prejudice. c) A tendency to discriminate against members of an out-group d) A greater vulnerability to stereotype threat Consider This: In-group bias refers to the positive feelings and special treatment we give to people we have defined as being part of our in-group; unfortunately, it often leads to unfair treatment of others merely because we have defined them as being in the out-group. LO 13.4: Describe three aspects of social life that can cause prejudice. Answer: c 61 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: LO 13.4: Describe three aspects of social life that can cause prejudice. Topic: Causes of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q13.9 What is implied by the extended contact hypothesis? a) Intergroup contact can be broadcast to the masses through the news and entertainment media. Consider This: There are many indirect forms of contact that also predict less prejudice. LO 13.5: Summarize the conditions that can reduce prejudice. b) Contact effects extend to the regional level. Consider This: There are many indirect forms of contact that also predict less prejudice. LO 13.5: Summarize the conditions that can reduce prejudice. c) You will reduce prejudice among all your friends if they know you have cross-group friends. d) Contact must be experienced directly to be effective. Consider This: There are many indirect forms of contact that also predict less prejudice. LO 13.5: Summarize the conditions that can reduce prejudice. Answer: c Learning Objective: LO 13.5: Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_Q13.10 What is the main social psychological mechanism that makes the jigsaw classroom effective? a) It requires cooperation in pursuit of shared goals. b) It relies on ethnocentrism. Consider This: One reason for the success of this technique is that the process of participating in a cooperative group breaks down in-group versus out-group perceptions and allows the individual to develop the cognitive category of “oneness” (Gaertner et al., 1990). LO 13.5: Summarize the conditions that can reduce prejudice. c) It emphasizes individual achievement to demonstrate minority competence. Consider This: One reason for the success of this technique is that the process of participating in a cooperative group breaks down in-group versus out-group perceptions and allows the individual to develop the cognitive category of “oneness” (Gaertner et al., 1990). LO 13.5: Summarize the conditions that can reduce prejudice. d) It measures and overcomes implicit prejudices. Consider This: One reason for the success of this technique is that the process of participating in a cooperative group breaks down in-group versus out-group perceptions and allows the individual to develop the cognitive category of “oneness” (Gaertner et al., 1990). LO 13.5: Summarize the conditions that can reduce prejudice. Answer: a Learning Objective: LO 13.5: Summarize the conditions that can reduce prejudice. Topic: Reducing Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Social Psychology in Action 1: Using Social Psychology to Achieve a Sustainable and Happy Future Total Assessment Guide (TAG) Topic Introduction Applied Research in Social Psychology

Question Type

Remember the Facts

Multiple Choice

Understand the Concepts

Apply What You Know

Analyze It

3, 4, 5,

Essay Multiple Choice

6, 10, 19, 21, 25

7, 8, 11, 14, 15, 16, 18, 23, 26

9, 11, 13, 17, 20, 22, 24

37, 39, 42, 48, 52, 54, 58, 59

28, 31, 32, 34, 35, 36, 38, 41, 43, 46, 47, 50, 53, 57, 63,

Essay

Using Social Psychology to Achieve a Sustainable Future

Multiple Choice

Happiness and a Sustainable Lifestyle

Multiple Choice

81, 82 29, 30, 33, 40, 44, 45, 49, 51, 55, 56, 60, 61, 62

Essay

83, 84, 85, 86, 87 64, 65, 66, 67, 68, 69, 70, 75,

71, 73, 74, 76, 77, 78, 80

72, 79

90, 91

88, 89

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

SOCIAL PSYCHOLOGY IN ACTION 1: USING SOCIAL PSYCHOLOGY TO ACHIEVE A SUSTAINABLE AND HAPPY FUTURE ________________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

The residents of Miami are already being affected by which environmental problem? a. global warming b. air pollution c. nuclear waste leakage d. overpopulation Answer: A Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Introduction Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Since the Industrial Revolution, humans have been adding to the overall composition of “greenhouse” gases, primarily in the form of __________. a. carbon monoxide (CO) b. lithium bromide (LiBr) c. carbon dioxide (CO2) d. hydrogen sulfide (H2S) Answer: C Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Introduction Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

What happened to the human population around the time of the Industrial Revolution? a. population growth had been rising at an alarming rate, but then leveled off for the next 100 years following the Industrial Revolution b. population growth had been relatively constant, then reproduction increased drastically c. population growth had been in steady decline, but then ticked up gradually starting during the Industrial Revolution d. a steady population count began to plummet during the Industrial Revolution and for the next 72 years Answer: B Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Introduction Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 4.

Several automakers have recently marketed cars with hybrid engines, which rely partially on gasoline and partially on electricity. Such innovations are examples of solving environmental problems by __________. a. improving technology b. adopting a sustainable lifestyle c. raising awareness of the problem d. eliminating our reliance on fossil fuels entirely Answer: A Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Introduction Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Manuel is adopting a sustainable lifestyle by __________. a. posting notes around the house reminding him and his roommate to turn off the lights and recycle b. using the recycle bin in the apartment complex hallway provided by the apartment manager c. raising sustainable lifestyle awareness to people in his apartment community d. selling his car and either riding his bike or using public transportation to travel places Answer: D Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Introduction Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Kurt Lewin is considered to be the __________. a. founder of modern personality psychology b. greatest applied methodologist of the twentieth century c. founder of empirical social psychology d. originator of counseling psychology Answer: C Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Kurt Lewin recommended __________ as the best way to study problems in social psychology because __________. a. correlational methods; the researcher can find relationships between variables b. observational methods; the researcher can describe behavior c. experiments; the researcher can find cause-and-effect relationships d. studies; the researcher can control behavior Answer: C Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Kurt Lewin is quoted as saying, “There is nothing so practical as a good theory.” This quote is best interpreted as meaning that __________. a. hypothesis testing is limited to the quality of the underlying theories, and the theories of social psychologists have been found to be seriously flawed 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b.

to solve difficult social problems, one first needs to understand the underlying dynamics of human nature and social influence c. basic research is more important than the application of research d. social psychologists should focus on solving world problems rather than trying to understand interpersonal dynamics Answer: B Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

Dr. Palcon designs a study to test which strategy is best in terms of encouraging residents to recycle on a weekly basis. Dr. Palcon is most likely conducting __________ research. a. applied b. basic c. correlational d. observational Answer: A Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

For many social psychologists, the beauty of social psychology is that it addresses both __________ and __________ questions about human behavior. a. practical; impractical b. hypothetical; factual c. basic; applied d. behavioral norms; social norms Answer: C Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Which method is best suited for understanding the best interventions and solutions to real-world problems? a. basic experimental research b. applied experimental research c. computer models d. correlational studies Answer: B Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Dr. Sardonicus investigates theories of how people form bonds with their pets. She is investigating a(n) __________ question. a. basic 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. applied c. experimental d. correlational Answer: A Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

Dr. Garcia investigates how to reduce energy consumption in elementary schools. He is investigating a(n) __________ research question. a. basic b. applied c. experimental d. correlational Answer: B Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

In order to test the effectiveness of an intervention using an experiment, it is ideal to have __________. a. interviews from people before the intervention b. interviews from people after the intervention c. a randomly assigned control group d. mandatory enforcement of the intervention Answer: C Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Right after a massive fire that killed 10 people, the firefighters were instructed to attend a psychological intervention that lasted for several hours. During this time, they discussed their experiences and responses. This intervention is known as __________. a. Critical Incident Stress Debriefing b. Posttraumatic Event Counseling c. Trauma Reduction Intervention d. Critical Trauma Debriefing Answer: A Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Critical Incident Stress Debriefing (CISD) is supposed to __________. a. prevent violence b. prevent psychiatric problems, such as posttraumatic stress disorder (PTSD) c. reduce the risk of suicide in victims d. increase a sense of community and positive emotions 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: B Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

A problem with social and psychological interventions is people use __________ to assess their effectiveness, which can be inaccurate. a. correlational methods b. common sense c. observational data d. survey information Answer: B Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

Which method would be best to determine whether Critical Incident Stress Debriefing (CISD) works? a. basic experimental research b. applied experimental research c. computer models d. correlational studies Answer: B Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Richard McNally and his colleagues have conducted controlled experiments to examine the effectiveness of Critical Incident Stress Debriefing (CISD) on preventing posttraumatic stress disorder (PTSD). The results of these studies show that CISD is __________. a. a very effective means of reducing PTSD b. only effective for police officers but not other first responders c. effective if administered within 24 hours of the trauma d. not an effective means of preventing the onset of PTSD Answer: D Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Hidalgo has just survived a horrible earthquake. After this traumatic event, he is asked if he wants to undergo Critical Incident Stress Debriefing (CISD). Based on research investigating this technique, what would you suggest Hidalgo do? a. Hidalgo should undergo CISD; it has been shown to prevent the onset of psychological disorders. b. Hidalgo should undergo CISD only if he wasn’t physically injured. c. Hidalgo should not undergo CISD. d. Hidalgo should undergo CISD only if he experienced the trauma less than 24 hours ago. 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

Based on carefully conducted research, it was found that burn victims who did NOT undergo CISD were __________ compared to those who did. a. less likely to have anxiety disorders b. more likely to have anxiety disorders c. equally likely to have anxiety disorders d. less likely to develop anxiety disorders if they were women Answer: A Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

Leo was involved in a terrible car accident and was injured quite seriously. However, he did not undergo CISD. Based on the research investigating this technique, how might you expect him to feel compared to other victims who did experience CISD? a. He will be less likely to have anxiety disorders. b. He will be more likely to have anxiety disorders. c. He will be equally likely to have anxiety disorders. d. He will be less likely to develop anxiety disorders than if he were a woman. Answer: A Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Evidence indicates that Critical Incident Stress Debriefing (CISD) is not the best way to prevent the onset of later anxiety disorders. Why is this the case? a. CISD is just a temporary solution to a long-lasting problem. b. People experiencing intense negative emotions may not want to focus on the event. c. CISD is usually not administered by a licensed psychotherapist. d. Trauma victims are often cognitively loaded. Answer: B Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

Critical Incident Stress Debriefing (CISD) had been mandatory for certain people who work with trauma. Based on the evidence investigating this technique, which recommendation would you make to police and fire departments about requiring CISD for all employees? a. It should be required of all personnel on a daily basis. b. It should be required of all personnel after encountering a trauma. c. It should be required annually. d. It should either be offered as an option or completely banned. 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: D Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 25.

Which is the biggest reason why Critical Incident Stress Debriefing (CISD) was used, even without research evidence that it was effective? a. Conducting research would have taken too much time. b. A meta-analysis on hundreds of studies would be needed to determine its effectiveness. c. Doing the research would have been too expensive. d. Using CISD made good common sense. Answer: D Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Social psychologists are poised to help find solutions to applied psychological problems. Identify two reasons why. a. a rich source of theories of human behavior and a long history of successful interventions b. a good track record of developing successful interventions and use of the experimental method c. a rich source of theories of human behavior and knowledge of the experimental method d. use of many methods to study human behavior and advanced statistical knowledge Answer: C Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

People’s perceptions of which behaviors are approved or disapproved by others is the definition of __________ norms. a. injunctive b. disjunctive c. subjective d. descriptive Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

Michelle and Emile were in a family restaurant when they noticed a couple of older women frowning at them. Apparently, the women did not approve of Michelle and Emile’s public displays of affection. Michelle and Emile violated a(n) __________ norm. a. injunctive b. disjunctive c. subjective d. descriptive Answer: A 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 29.

People’s perceptions of how others actually behave are called __________ norms. a. injunctive b. disjunctive c. subjective d. descriptive Answer: D Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

People follow two types of social norms, __________ norms, which are people’s perceptions of what behaviors are approved or disapproved of by others, and __________ norms, those that are people’s perceptions of how people actually behave. a. descriptive; injunctive b. injunctive; descriptive c. behavioral; acceptable d. acceptable; behavioral Answer: B Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Amanda and Sybil are getting ready to go out, so they are comparing what they are wearing. Amanda says that she’s wearing slacks even though the invitation says the dress requirement is “Cocktail dresses.” Sybil decides she will wear slacks too. Sybil is conforming to the __________ norm. a. injunctive b. disjunctive c. subjective d. descriptive Answer: D Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

Which anti-litter campaign relies MOST on injunctive norms? a. highway signs that read “Keep America Beautiful” b. an ad with a picture of a crying Native American person looking at a polluted landscape c. highway signs that read “Don’t Mess with Texas!” d. television ads that show streets filled with garbage Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 33.

Injunctive norms address __________, whereas descriptive norms address __________. a. people’s perceptions of how other people behave; people’s perceptions of approved behavior b. people's perceptions of acceptable physical stressors; people’s perceptions of approved behavior c. people’s perceptions of approved behavior; people’s perceptions of how other people behave d. people’s perceptions of approved behavior; people's perceptions of acceptable physical stressors Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Sun Yi is listening to the radio while she drives. At the same moment she hears a message from the “Keep America Beautiful” campaign, she notices a fast-food bag on the side of the road. The difference between what Sun Yi hears and sees reflects the difference between __________ norms and __________ norms. a. descriptive; objective b. descriptive; injunctive c. injunctive; descriptive d. objective; descriptive Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

During a drought, Lynne noticed that all of her neighbors had stopped watering their lawns, even though there were no laws against watering. Lynne was following a __________ norm when she let her lawn turn brown, too. a. descriptive b. proscriptive c. objective d. productive Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

Public safety officials want to increase the use of seat belts among drivers and have decided to show a television ad documenting the rising use of seat belts. This represents the use of __________ norms to change safety behaviors. a. descriptive b. injunctive c. conjunctive d. proscriptive Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Recent figures indicate that Americans discard __________ pieces of trash on roadsides each year. a. 34 million b. 203 million 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. 51 billion d. 162 billion Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

Based on research conducted by Robert Cialdini and his colleagues, Lola would be the LEAST likely to toss her used lunch bag on the ground in a space that __________. a. does not contain any litter b. contains one piece of litter c. contains a light density of litter (fewer than two pieces per ten square feet) d. contains a heavy density of litter (more than five pieces per ten square feet) Answer: B Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Recall that Bob Cialdini and his colleagues found that students were least likely to toss handbills to the floor when there was a piece of discarded watermelon rind on the floor, compared to experimental conditions in which the floor was completely free of litter or when handbills were already scattered on the floor. One single piece of watermelon rind significantly reduced littering because it served to remind participants of __________. a. descriptive norms b. injunctive norms c. littering as a social dilemma d. the time and money costs to remove litter Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

40.

Several investigators have found that a standard appeal to help the environment (“Reuse your towels—washing towels every day wastes environmental resources”) worked __________ than conveying a descriptive norm about what people actually do (“Join your fellow guests in helping to save the environment”). a. the same b. better c. better only with pictures of landfills d. less well Answer: D Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

You want to get your roommates’ friends to quit throwing their empty cans and cigarette butts onto the ground outside your apartment. Based on research conducted by Robert Cialdini and his colleagues, you should invoke __________ norms because they are more effective than __________ norms in reducing litter. a. descriptive; injunctive b. salient; subtle c. injunctive; descriptive d. subtle; salient 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

Descriptive norms work the best to reduce litter when __________. a. everyone cooperates b. everyone is able to pick up after themselves c. everyone has strong pro-environment attitudes d. everyone is motivated to pick up after themselves Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Under which circumstances would descriptive norms work the BEST to reduce littering? a. A sign points to the nearest trash can. b. Some people in the area are picking up their trash. c. Everyone is cooperating to clean up after a party. d. A billboard with a celebrity on it reminds people not to litter. Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

Research studies in which water meters were installed in houses in one community indicate that one way to resolve social dilemmas is to __________. a. decrease the availability of the resource b. increase the cost of the resource c. make it easier for people to monitor their own resource use d. make it easier for the city to monitor people’s resource use Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

A social dilemma is defined as a conflict in which the __________. a. easiest action helps save resources. b. most difficult actions are for the collective good c. competitive nature of humans results in lower resource use. d. easiest action for an individual will have harmful effects if chosen by most people Answer: D Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 46.

Based on research investigating resource consumption, one way to reduce drivers’ use of gasoline by monitoring may be to __________. a. display the current gas mileage on the dash of the vehicle b. tell the driver how many miles per gallon the vehicle gets c. ask drivers to keep track of how often they fuel up d. allow the government to track how many miles each vehicle on the road drives in a week Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Beth is the new director of the Municipal Water Conservation Board. Because the board has not been very successful in its appeals to encourage residents to stop wasting water, Beth has decided to change how their message is presented, by changing the public service ads sponsored by the Municipal Water Conservation Board. Compared to the others, which television appeal would be most likely to encourage the public to use less water? a. “If nobody conserves water, the city will have to impose mandatory restrictions.” b. “If you leave the water running when you brush your teeth, in one week, you will have wasted enough water to fill your bathroom.” c. “I know that water conservation devices are expensive, but it is for the good of the community that you install them.” d. “If you do not find a way to reduce your water usage, we will have to take punitive action.” Answer: B Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

It seems reasonable that feedback about resource consumption can help people conserve those resources. Which outcome was found in a meta-analysis investigating this possibility? a. onboard feedback about fuel economy led to a significant reduction in the amount of fuel drivers used b. feedback was effective in reducing consumption of heating oil, but not in other areas, such as gasoline use c. feedback did not change consumer behavior in any way, despite sounding like a reasonable idea d. onboard feedback about fuel consumption caused drivers to increase the amount they drove, reasoning that they had more resources available to them Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Researchers asked students to keep track of the number of miles they avoided driving. Those who were keeping track drove __________. a. more than those in a control group who did not keep track of the miles they saved b. less, but only if they were also told how much money they had saved on gas c. less, but only if they were told about the savings in air pollution d. less compared to students in a control group who did not keep track of the miles they saved Answer: D Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 50.

Imagine you’re a property manager and you’d like to get your tenants to cut down on the amount of trash they generate. Based on social psychological research, which method would be the best way to accomplish this? a. Tell the tenants how much money they are saving in waste disposal fees when they generate less waste. b. Tell the tenants how much better it is for the environment to generate less waste. c. Tell the tenants how much better it is for the environment and how much money it saves them when they generate less waste. d. Tell them that there will be a new fee if they don’t cut their waste by 15%. Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

Researchers introduced an intervention to reduce energy consumption in a factory in the Netherlands. Which aspect of their intervention had the greatest (positive) impact on energy use? a. placing announcements in company magazines b. providing weekly feedback on a unit’s consumption c. offering cash incentives for energy-saving measures d. providing comparative feedback on other units’ consumption Answer: D Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

Recall that when researchers provided workers in a unit of a factory in the Netherlands with feedback on energy consumption in other units, energy-saving behaviors drastically increased. These results point to __________ as a useful process in encouraging energy-saving behaviors. a. cognitive dissonance b. self-perception c. social comparison d. a commons dilemma Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Mr. Olufsen owns several factories and is concerned with his employees wasting energy. Based on research evidence regarding competition and energy consumption, what should Mr. Olufsen do? a. provide weekly feedback to his employees about how much energy their factory consumes b. train workers on how to conserve energy c. provide weekly comparative feedback about energy usage from several plants to employees d. make energy conservation mandatory, “or else” Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

In an effort to encourage students to reduce the amount of water being used at the university gym, administrators put up a sign asking students to take shorter showers. However, water consumption did not decrease sufficiently, and some students even retaliated by taking long showers. Why did the sign fail to reduce 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition water usage? a. Students did not see the sign. b. Students did not read the sign. c. Posting a sign did not involve social psychological processes that successfully change behavior. d. The sign did not create the feeling of a social dilemma. Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 55.

Elliot Aronson and his colleagues used __________ to convince university students to turn off water while soaping up in a shower room. a. a social dilemma b. hypocrisy c. obtrusive signs d. monetary incentives Answer: B Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

Recall that researchers asked some students on the way to a shower room to sign a petition advocating water conservation, others to report on their water use, and others to do both. Those who both reported their water use and signed the petition took shorter showers than those students in the other two conditions because __________. a. the intervention took too long and they had to hurry b. they were reminded that they were not practicing what they preached c. they became more aware of how much water they used d. they made a public commitment to conserve water Answer: B Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Professor Martinez always throws paper and soft drink cans into the garbage can rather than a recycling bin. Based on research related to water conservation, how might he be encouraged to recycle? a. give him information about what can and cannot be recycled b. have him lecture to his students about recycling, and then make him aware of his own behavior c. point out that it is in his own self-interest to recycle d. put signs on recycling bins to make them stand out more prominently Answer: B Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

Recycling, although good for all of us, can be an inconvenient and effortful activity for individuals. In this sense, recycling represents a kind of __________. a. injunctive norm b. social dilemma c. normative conflict 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. dissonance-arousing activity Answer: B Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 59.

One way to encourage more people to recycle would be to institute curbside recycling. This includes providing free containers for sorting glass, paper, and aluminum, and increasing the number of recycling bins throughout a community. These strategies are likely to work, given Kurt Lewin’s early assertion that __________. a. subjective perceptions are more important than objective reality b. big social changes can occur with the removal of small barriers. c. attitudes are powerful predictors of simple behaviors (like recycling). d. human beings dislike cognitive inconsistency Answer: B Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

Recall that researchers conducted a field experiment in Fairfax County, Virginia, where recycling efforts were instituted. These researchers found that positive attitudes best predicted recycling when residents __________. a. had to find their own containers for recycling b. had first agreed to recycle newspapers c. were provided with free recycling containers. d. were provided with financial incentives for recycling Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Implementation intentions are defined as people’s specific plans about how they will __________. a. fulfill a goal b. limit environmental stressors c. limit social stressors d. fulfill descriptive norms Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Researchers wanted to increase workers’ recycling of plastic cups. Which group was most likely to actually recycle? a. the workers who had visualized the recycling steps and written down a plan for how to do it b. the workers who said they would recycle the cups c. the male workers d. the younger workers Answer: A Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Easy 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

A college wants to reduce traffic and congestion on campus, while at the same time reducing carbon emissions. Based on research investigating implementation intentions, which approach would MOST likely be successful? a. Put up signs near the parking lots asking people to drive only on the days they absolutely must. b. Do nothing. The students’ behavior cannot be modified. c. Ask the students to think about and plan how to get around campus on foot or a bicycle, and to submit those plans to the student newspaper in writing. d. Put a flyer on each car that comes on campus, asking them to consider not driving anymore that day. Answer: C Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Most researchers agree that happiness is determined at least in part by __________. a. parenting style b. genetics c. astrological sign d. how physically attractive a person is Answer: B Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

External circumstances such as __________ impact a person’s level of happiness. a. pollution b. average indoor temperature c. political upheavals or racial inequality d. the number of windy days per year Answer: C Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

Four of the most important factors that can influence a person’s happiness are __________. a. having satisfying relationships, accruing financial wealth, having steady employment, and having children b. having children, having many friends, pursuing a worthwhile goal, and helping others c. having satisfying relationships, pursuing something meaningful, valuing experiences more than things, and helping others d. having many friends, having substantial monetary wealth, accumulating possessions, and being physically attractive Answer: C Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Researchers have found that happy people also tend to __________. a. make more money at their job b. be more physically attractive than less happy people 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. have good relationships with others d. be very goal-oriented people Answer: C Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

There are a number of reasons for the correlation between happiness and social relationships. Regardless of the reason(s) why, having high-quality relationships has been shown to be a __________. a. major source of happiness b. major source of stress c. source of temporary joy d. drain on one’s emotions Answer: A Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

When a person is trying to achieve a goal, they are happiest when they __________. a. have finally accomplished the goal b. are planning how to accomplish the goal c. easily achieve their goal d. are working toward their goal Answer: D Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

According to the “growth” theory of interests, __________. a. we don’t “find” our passions in life; we develop them b. we rely on others to identify which passions we should pursue in life c. accumulating passions, like accumulating money, is the key to happiness d. “finding our passions” is simply a matter of identifying the natural skills and talents we’re born with Answer: A Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

Ed Diener and his colleagues identified extremely happy college students, compared to their less-happy peers. Which characteristic of relationships was associated with the extremely happy college students versus their less happy peers? a. They spent more time in conversation and were more satisfied with their relationships. b. They spent more time with other people and had wealthier friends. c. They spent more time in conversation and had wealthier friends. d. They spent more time with other people and were more satisfied with their relationships. Answer: D Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Based on research investigating the factors that contribute to happiness, which person (compared to the others) would be predicted to be the happiest? a. Alan, who works long hours every day to accumulate as much monetary wealth as he can b. Tricia, who meditates to discover what her “true passions” might be c. Traci, who spends her money on experiences, such as travel, concerts, or special occasions d. Abner, who is content being by himself and avoiding what he calls “trivial” social interactions with others Answer: C Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Which reason explains why having experiences makes people happier than accumulating possessions? a. experiences tend to bind us to people more than do possessions b. experiences are random, unpredictable, and uncontrollable, and those three conditions make people happy c. experiences involve less anticipation and more certainty than does making a purchase d. experiences act as a substitute for doing the hard work of understanding who we really are Answer: A Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

The best predictor of whether someone is happy is the quality of their social relationships. Researchers tested the effects of having a brief positive interaction with a stranger on a person’s subsequent mood. Their results indicated that participants who experienced a brief positive interaction reported __________. a. no change in mood, but felt more connected to other people b. a significantly better mood, but no difference in their connection to other people c. no change in mood and no difference in their connection to other people d. a significantly better mood and felt more connected to other people Answer: D Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Two reasons why helping others makes people feel happier are that helping others __________. a. increases positive interactions with other people and increases the chances of monetary gain b. increases positive interactions with other people and enhances the helper’s self-image c. enhances the helper’s self-image and increases the chances of monetary gain d. increases the chances of monetary gain and increases the chances of finding a good mate Answer: B Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

What is the relationship between income and happiness? a. Positive: the more money you make, the happier you are, and this is confirmed by all research in this area. b. Negative: the more money you make, the less happy you are, based on experimental studies. 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c.

Slightly positive: making enough money to afford the necessities is related to happiness, but it’s really how you spend the money that matters. d. Zero: there is no relationship between how much money a person makes and how happy that person is. Answer: C Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 77.

For a class project, Cassidy is surveying students about their reasons for attending college. The majority of students report their goal is to get a job where they can make a lot of money. These survey results are consistent with what would be expected based on __________. a. research on happiness b. research on sustainable lifestyles c. research on descriptive norms d. research on affective forecasting Answer: D Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

Which list contains the three reasons researchers have identified to explain why experiences make people happier than do possessions? a. experiences are more affordable than possessions, experiences are solitary activities, and experiences usually involve helping other people b. experiences are solitary activities, experiences are predictable, and experiences promote a “fixed” mindset c. experiences bind us to other people, experiences are expressions of who we truly are, and experiences provide pleasure in anticipating the upcoming event d. experiences are more affordable than possessions, experiences are expressions of who we truly are, and experiences are predictable Answer: C Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Dolph is studying to be an accountant and wants to go to law school because tax lawyers make a lot of money. He thinks that having lots of money, lots of possessions, and an expensive house and car will make him happy. Based on research investigating affective forecasting, how good is Dolph at predicting what will make him happy in the future? a. only accurate about the possessions b. moderately accurate, but only about the house c. not very accurate about any of his wants and wishes d. only accurate about the money and car Answer: C Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 80.

Based on research investigating the factors that influence happiness, which outcome is something to strive for in the future that would increase your happiness? a. a higher-paying job b. a new expensive automobile c. a physically attractive romantic partner d. satisfying social relationships Answer: D Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 81.

Identify the three solutions mentioned in your text to address environmental problems, and identify which solution can be addressed through social psychological research. Give an example of an environmental problem and describe how applied social psychological research can address the problem. Answer: The three solutions are 1) we can try to curb population growth, 2) we can hope that improved technology bails us out, and 3) people can adopt a more sustainable lifestyle by using fewer of the world’s resources. The third solution can be addressed through social psychological research. The example should include any environmental problem and the answer should include a description how people can be encouraged to act in environmentally responsible ways through forming and changing attitudes, being influenced by other people’s behavior, the power of social norms, and so on, supported by applied social psychological research methodology used to help people adopt more-sustainable lifestyles. Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Recently, a new psychological intervention has been publicized in the media and hailed as a surefire way to eliminate bullying in schools. The local school board has asked you to assess and evaluate the effectiveness of the intervention. Explain how you would determine the effectiveness of the program using an experimental approach. Answer: In order to evaluate how effective the evaluation is, an experiment should be designed in which one group of schools is randomly assigned to receive the intervention, and one group of schools is randomly assigned to receive no intervention. After the intervention, comparing the schools that received the intervention with those that received no intervention would help determine if the intervention did indeed work. Learning Objective: SPA 1.1 Describe how social psychological principles can be used to improve people’s lives. Topic: Applied Research in Social Psychology Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Assume that you are part of a student group trying to persuade people to increase recycling. You plan to go door-to-door in residence halls and induce hypocrisy to change recycling behaviors. How would you do this, and why would your strategy work? Answer: You would first ask people about their attitudes toward recycling to determine what they are preaching. Assuming that respondents hold positive recycling attitudes, you would then have them track their recycling behavior in the future, which is the practice of the recycling behavior. If they are aware that they are not practicing what they believe, there should be a discrepancy, or hypocrisy, created. To reduce the hypocrisy, they will be likely to change their behaviors to comply with their attitudes. Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 84.

Littering has become an increasingly serious problem on your campus. As a member of a student government committee, what recommendations would you make to reduce littering? Make sure to mention the role of norms in your effective anti-littering campaign. Answer: You might remind students of injunctive norms (norms about socially sanctioned behaviors) against littering by placing trash cans in a number of locations, and perhaps by posting signs asking them to dispose of trash in the appropriate containers. You might create descriptive norms (norms that convey information about what people actually do) and make them more salient by cleaning up areas while leaving one piece of trash near a trash can. Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Cooperation and working together can help solve the social dilemma of environmental problems. Yet, there are ways to also use competition to improve the environment. Describe how competition can be used to promote behaviors that would improve the environment. Answer: Dutch factory workers were given feedback about how much energy they had conserved, and some workers received feedback comparing their unit to others. Social comparison led these workers to feel as though they could outperform the other unit and conserve more energy. In short, the combination of social comparison (comparing one’s own behavior to that of others) and competition (feeling a striving to do better than someone else) was effective in increasing energy conservation. Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

Your friend claims to be an animal lover but constantly wears fur and leather. How can you use the technique of hypocrisy to change your friend’s behavior? Answer: Students can describe any technique but must include the basics of inducing hypocrisy and the resulting cognitive dissonance. Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Kurt Lewin asserted that the best way to ensure large, widespread social change is to remove small barriers. How has this idea been used to encourage recycling? Answer: Even people who hold positive attitudes toward the environment in general or toward recycling in particular may find it difficult to overcome old habits when new recycling efforts are instituted. One way to encourage people to recycle would be to simplify the act of recycling. For example, in a study of a new recycling campaign in Fairfax County, Virginia, researchers found that compared to residents who had to find and use their own recycling containers, those who were provided with containers were more likely to recycle. Moreover, when recycling was more difficult, people with positive attitudes were more likely to recycle than people with negative attitudes. When containers were provided, making recycling easy, people with negative attitudes were just as likely to recycle as were people with positive attitudes. Learning Objective: SPA 1.2 Describe how social psychology can help people live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 88.

Describe the four factors that can lead to greater happiness, and explain why these lead to greater happiness. Answer: The four factors that improve happiness include having satisfying relationships with other people, becoming engaged in something meaningful, pursuing experiences more than things, and helping others. Having satisfying interpersonal relationships is related to happiness because being accepted by others makes people happy, because happy people have better relationships, and because people who are extraverted are both happier and have good relationships. Having a sense of purpose allows us to pursue and discover the things that make us happy. Experiences bring more happiness than possessions because experiences bind us to other people more than do possessions, we are more likely to view experiences as expressions of who we truly are, and people derive pleasure from anticipating an upcoming experience. Helping people allows us to be connected to others and feeds back into the ideal of having satisfying interpersonal relationships. In addition, helping allows us to view ourselves positively. Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Identify and describe those factors that people cannot control concerning their happiness. Answer: Two factors that are generally out of an individual’s personal control are (1) the fact that happiness is partly genetic and (2) all the external circumstances that can impact our happiness. In terms of genetics, some people are born with a happier temperament than others, rendering some people genetically happier than others. Outside circumstances we can’t control include things such as political upheavals or environmental disasters. Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Describe the role of money in determining how happy a person will be. Answer: Although many people think that more money leads to being a happier person, this isn’t necessarily the case. The main research finding focuses on how the money is spent, rather than the pursuit of its accumulation. Spending money on experiences generally makes people happier than spending money on possessions. Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

Define affective forecasting and provide an example of when people might be mistaken in predicting the sources and extent of their happiness. Answer: Affective forecasting refers to the extent to which people can predict the intensity and duration of their emotional reactions to future events. People tend to overestimate how much certain events will make them happy, and how long that happiness will last. As an example, many people, especially undergraduate students, think that money will make them extremely happy. The reality is that having money and a comfortable lifestyle is important, up to a point, but that other factors, such as maintaining close relationships or having meaningful experiences, usually makes people happier. Learning Objective: SPA 1.3 Describe how to apply social psychology to make people happier. Topic: Happiness and a Sustainable Lifestyle Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz SPA1.1: Applied Research in Social Psychology EOM_QSPA1.1.1 Which of the following is not one of Kurt Lewin’s three points about how social psychologists should apply what they know to solve practical problems? a) Social psychological questions are best tested with the experimental method. Consider This: Some interventions that were implemented before being tested have turned out to do more harm than good. LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. b) Experimental studies can be used to understand basic psychological processes and to develop theories about social influence. Consider This: Some interventions that were implemented before being tested have turned out to do more harm than good. LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. c) Some social problems are so pressing that we should try to solve them before we have time to conduct experiments. d) Social psychological theories and methods can be used to address pressing social problems. Consider This: Some interventions that were implemented before being tested have turned out to do more harm than good. LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. Answer: c Learning Objective: LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. Topic: Applying Research in Social Psychology Difficulty Level: Easy Skill Level: Understand the Concepts EOM_QSPA1.1.2 A team of social psychologists has designed a new intervention to get people to use less energy in their homes. Which of the following should they do? a) Conduct a study in which a large sample of homeowners gets the intervention to see if energy use declines over time in these homes. Consider This: One of the most important lessons of social psychology is the value of conducting experiments to answer questions about social influence. LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. b) Conduct an experiment in which some homeowners are randomly assigned to get the intervention and other homeowners are randomly assigned to a control group that doesn’t get the intervention, and then measure the energy consumption of both groups. c) Given the importance of conserving energy, they should deliver the intervention to all homeowners in a particular city as soon as possible. Consider This: One of the most important lessons of social psychology is the value of conducting experiments to answer questions about social influence. LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. d) Conduct a survey in which homeowners are asked whether they think the intervention would be effective. Consider This: One of the most important lessons of social psychology is the value of conducting experiments to answer questions about social influence. LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. Answer: b Learning Objective: LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. Topic: Capitalizing on the Experimental Method Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition EOM_QSPA1.1.3 Which of the following is true about Critical Incident Stress Debriefing (CISD)? a) It is a good way to help college students who have experienced a traumatic event. Consider This: Forcing people to talk about and relive traumatic experiences may make them more likely to remember those experiences later. LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. b) It is most effective when people undergo CISD as soon as possible after they have experienced a traumatic event. Consider This: Forcing people to talk about and relive traumatic experiences may make them more likely to remember those experiences later. LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. c) It is a good way to help emergency workers and first responders who have witnessed traumatic events. Consider This: Forcing people to talk about and relive traumatic experiences may make them more likely to remember those experiences later. LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. d) Not only has CISD been found to be ineffective at preventing posttraumatic stress syndrome, it may do more harm than good. Answer: d Learning Objective: LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. Topic: Capitalizing on the Experimental Method Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz SPA1.2: Using Social Psychology to Achieve a Sustainable Future EOM_QSPA1.2.1 Suppose that where you work, people often fail to recycle. In the copy room, for example, there is both a recycling box and a trash bin, and many people put used paper in the trash instead of the recycling box. Which of the following is most likely to get people to recycle more? a) Put up a sign that says, “Many of you are putting paper in the trash—please recycle it instead.” Consider This: What did the study find in which the researchers put a hollowed-out piece of watermelon on the floor? LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. b) Put up a sign that says, “Please recycle. We’re already doing better than other units in the company, but there is room to improve.” Consider This: What did the study find in which the researchers put a hollowed-out piece of watermelon on the floor? LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. c) Set an example by cleaning up the copy room and putting all the paper that was in the trash bin into the recycling box. Consider This: What did the study find in which the researchers put a hollowed-out piece of watermelon on the floor? LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. d) Put all the paper that was in the trash bin into the recycling box, except for one big, noticeable paper product (e.g., a poster) into the trash bin. Answer: d Learning Objective: LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Apply What You Know EOM_QSPA1.2.2 Suppose there is a drought in your area and you want to get college students living in a dorm to use less water. Which of the following is least likely to work? a) Put up signs in public areas of the dorm urging students to conserve water. b) Install devices that show students exactly how much water they used when they took showers. Consider This: In the study done on a college campus in California, did putting up a sign urging students to take shorter showers work? LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. c) Start a competition with a neighboring dormitory to see who can conserve the most water in the next month. Consider This: In the study done on a college campus in California, did putting up a sign urging students to take shorter showers work? LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. d) Ask students to complete a questionnaire that makes them mindful of times they wasted water, then ask them to sign a public poster endorsing the idea of taking shorter showers. Consider This: In the study done on a college campus in California, did putting up a sign urging students to take shorter showers work? LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Answer: a Learning Objective: LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Apply What You Know EOM_QSPA1.2.3 Suppose that there is a college dormitory in which it is difficult for the residents to recycle, because students have to carry their recyclable materials to a bin that is far away from the dorm. Which of the following residents of the dorm is least likely to recycle? a) Alex, who is strongly in favor of recycling Consider This: A study found that people with pro-environmental attitudes were likely to recycle regardless of barriers, but that others were more likely to recycle when it was convenient. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. b) Heather, who doesn’t care that much about recycling, but whose roommate agrees to take her recycling goods to the bin, if Heather will put them in a box in their room 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: A study found that people with pro-environmental attitudes were likely to recycle regardless of barriers, but that others were more likely to recycle when it was convenient. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. c) Savannah, who is only moderately in favor of recycling, and believes that most of the other students in the dorm don’t care much about it either d) Deshawn, who is only moderately in favor of recycling, but decides to write down exactly when, where, and how he would take his recyclable materials to the bin outside the dorm Consider This: A study found that people with pro-environmental attitudes were likely to recycle regardless of barriers, but that others were more likely to recycle when it was convenient. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Answer: c Learning Objective: LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Apply What You Know

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz SPA1.3: Happiness and a Sustainable Lifestyle EOM_QSPA1.3.1 Chantal wins $5,000 in the lottery. Which of the following ways of spending the money will make her the happiest, according to social psychological research? a) Buying a new wardrobe of clothes Consider This: Research shows that people are happier when they think about past experiences they have had than when they think about material things they have purchased. LO SPA1.3: Describe how to apply social psychology to make people happier. b) Taking her three closest friends on a vacation in the Caribbean c) Buying new furniture for her apartment Consider This: Research shows that people are happier when they think about past experiences they have had than when they think about material things they have purchased. LO SPA1.3: Describe how to apply social psychology to make people happier. d) Buying a new TV and sound system for her apartment Consider This: Research shows that people are happier when they think about past experiences they have had than when they think about material things they have purchased. LO SPA1.3: Describe how to apply social psychology to make people happier. Answer: b Learning Objective: LO SPA1.3: Describe how to apply social psychology to make people happier. Topic: Accumulate Experiences, Not Things Difficulty Level: Easy Skill Level: Apply What You Know EOM_QSPA1.3.2 Which of the following is true, based on social psychological research? a) The things that make people happy tend to be bad for the environment. Consider This: People who are materialistic—those who place a high value on money and possessions—tend to be less happy than people who are not as concerned with money and possessions. LO SPA1.3: Describe how to apply social psychology to make people happier. b) The more money people earn, the happier they tend to be. Consider This: People who are materialistic—those who place a high value on money and possessions—tend to be less happy than people who are not as concerned with money and possessions. LO SPA1.3: Describe how to apply social psychology to make people happier. c) It is possible to adopt a lifestyle that is good for the environment without sacrificing the things that make us happy. d) The cars that people enjoy owning the most tend to get the worst gas mileage. Consider This: People who are materialistic—those who place a high value on money and possessions—tend to be less happy than people who are not as concerned with money and possessions. LO SPA1.3: Describe how to apply social psychology to make people happier. Answer: c Learning Objective: LO SPA1.3: Describe how to apply social psychology to make people happier. Topic: What Makes People Happy? Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_QSPA1.3.3 According to social psychological research, which of the following people is likely to be least happy? a) Nicole, who works 60 hours a week on a tedious job and makes $300,000 a year b) Rasia, who mentors underprivileged teens Consider This: People who are materialistic—those who place a high value on money and possessions—tend to be less happy than people who are not as concerned with money and possessions. LO SPA1.3: Describe how to apply social psychology to make people happier. c) Navin, who is passionate about his hobby and spends hours working on it 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: People who are materialistic—those who place a high value on money and possessions—tend to be less happy than people who are not as concerned with money and possessions. LO SPA1.3: Describe how to apply social psychology to make people happier. d) Rebecca, who is very close to her family and has a tight-knit group of friends with whom she spends a lot of time Consider This: People who are materialistic—those who place a high value on money and possessions—tend to be less happy than people who are not as concerned with money and possessions. LO SPA1.3: Describe how to apply social psychology to make people happier. Answer: a Learning Objective: LO SPA1.3: Describe how to apply social psychology to make people happier. Topic: What Makes People Happy? Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Chapter SPA1 Quiz: Using Social Psychology to Achieve a Sustainable and Happy Future EOC_QSPA1.1 According to what you read in this chapter, which of the following is likely to be least effective at solving environmental problems? a) Finding more-efficient ways of getting rid of the trash human beings generate b) Slowing the population growth of human beings Consider This: What are the three solutions to environmental problems discussed at the beginning of the chapter? LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. c) Developing new technologies such as more-efficient grains and renewable energy sources such as wind and solar power Consider This: What are the three solutions to environmental problems discussed at the beginning of the chapter? LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. d) Getting people to adopt a more sustainable lifestyle by using fewer of the world’s resources Consider This: What are the three solutions to environmental problems discussed at the beginning of the chapter? LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. Answer: a Learning Objective: LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. Topic: Attaining a Sustainable Future Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_QSPA1.2 Which of the following statements is least true about the social psychological approach to solving applied problems? a) Applied questions are best tested with the experimental method. Consider This: What were the three key points made by Kurt Lewin, the founder of empirical social psychology? LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. b) There is nothing as practical as a good theory. Consider This: What were the three key points made by Kurt Lewin, the founder of empirical social psychology? LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. c) Social psychological theories and methods can be used to address pressing social problems. Consider This: What were the three key points made by Kurt Lewin, the founder of empirical social psychology? LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. d) Given how pressing many problems are, it is a good idea to implement solutions before we are able to test them experimentally. Answer: d Learning Objective: LO SPA1.1: Describe how social psychological principles can be used to improve people’s lives. Topic: Capitalizing on the Experimental Method Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_QSPA1.3 Meghan is a first-year college student and is trying to figure out what the norms are about dating at her school. Which of the following is the best example of an injunctive norm? a) Meghan believes that most students disapprove of people who have casual “hookups” with other people. b) Meghan believes that many students do hook up with other students. Consider This: Injunctive norms are people’s perceptions of what behaviors are approved or disapproved of by others. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. c) Meghan believes that most students do not hook up with other students. Consider This: Injunctive norms are people’s perceptions of what behaviors are approved or disapproved of by others. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. d) Meghan has no idea how many students hook up with other students. Consider This: Injunctive norms are people’s perceptions of what behaviors are approved or disapproved of by others. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Answer: a 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Topic: Conveying and Changing Social Norms Difficulty Level: Moderate Skill Level: Apply What You Know EOC_QSPA1.4 Suppose you want people in your apartment building to stop throwing their junk mail on the floor of the mailroom. Which of the following would be least likely to work? a) Set an example by picking up the litter yourself when people are watching. Consider This: People often won’t act consistently with their attitudes if there are barriers preventing them from acting that way. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. b) Post a sign informing people that there is a recycling center on the other side of town that accepts junk mail. c) Clean up all the litter in the mailroom, but leave one very noticeable piece of trash on the floor. Consider This: People often won’t act consistently with their attitudes if there are barriers preventing them from acting that way. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. d) Post a sign in the mailroom that says, “Join your fellow residents in helping to keep things clean—90% of residents recycle their junk mail.” Consider This: People often won’t act consistently with their attitudes if there are barriers preventing them from acting that way. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Answer: b Learning Objective: LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Topic: Conveying and Changing Social Norms Difficulty Level: Difficult Skill Level: Apply What You Know EOC_QSPA1.5 Suppose you live in a dorm and want to get people who live there to act in more environmentally responsible ways, such as recycling more. Which of the following would be least likely to work, according to social psychological research? a) Measure how much the dorm recycles each month, and post graphs of these figures where everyone can see them. Consider This: The study that tried to get women to take shorter showers found that posting a sign was ineffective. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. b) Set up a competition with another dorm, in which the one that recycles more each month wins free pizzas. Consider This: The study that tried to get women to take shorter showers found that posting a sign was ineffective. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. c) Make a point of taking soda cans out of the trash and putting them in a recycling bin in a public area where lots of people can see you do this. Consider This: The study that tried to get women to take shorter showers found that posting a sign was ineffective. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. d) Post a sign asking people to recycle more. Answer: d Learning Objective: LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Topic: Using Social Psychology to Achieve a Sustainable Future Difficulty Level: Moderate Skill Level: Apply What You Know EOC_QSPA1.6 Suppose you wanted to get people to use less electricity where you work by getting them to turn off lights when they leave. Which of the following is most likely to succeed, based on research in social psychology? a) Get people to sign a public pledge that they will turn off lights when they leave. Consider This: The study that tried to get women to take shorter showers found that inducing hypocrisy worked the best. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. b) Ask people to write about times when they forgot to turn off lights when they left. 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: The study that tried to get women to take shorter showers found that inducing hypocrisy worked the best. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. c) Ask people to do both—sign the public pledge and write about times they didn’t turn off the lights. d) Ask people to sign the public pledge and write about times they did turn off the lights when they left. Consider This: The study that tried to get women to take shorter showers found that inducing hypocrisy worked the best. LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Answer: c Learning Objective: LO SPA1.2: Describe how social psychology can help people to live in a sustainable manner. Topic: Inducing Hypocrisy Difficulty Level: Moderate Skill Level: Apply What You Know EOC_QSPA1.7 Which of the following is least likely to make people happy? a) Helping other people Consider This: People who place a high value on money and possessions are less happy than people who are not as concerned with money and possessions. LO SPA1.3: Describe how to apply social psychology to make people happier. b) Having satisfying relationships with other people Consider This: People who place a high value on money and possessions are less happy than people who are not as concerned with money and possessions. LO SPA1.3: Describe how to apply social psychology to make people happier. c) Earning a high salary and using it to buy a lot of luxury possessions d) Having a sense of purpose in one’s life Consider This: People who place a high value on money and possessions are less happy than people who are not as concerned with money and possessions. LO SPA1.3: Describe how to apply social psychology to make people happier. Answer: c Learning Objective: LO SPA1.3: Describe how to apply social psychology to make people happier. Topic: What Makes People Happy? Difficulty Level: Easy Skill Level: Understand the Concepts EOC_QSPA1.8 Which of the following is true about research on happiness? a) People have a very good idea of what will make them happy in the future. Consider This: In the last few decades, people have become less likely to go to church, attend public meetings, get together to play cards, or entertain friends in their homes. LO SPA1.3: Describe how to apply social psychology to make people happier. b) One of the best predictors of happiness is having satisfying social relationships, but Americans are becoming increasingly isolated from each other. c) When choosing a career, the most important thing to consider is how much money you will earn. Consider This: In the last few decades, people have become less likely to go to church, attend public meetings, get together to play cards, or entertain friends in their homes. LO SPA1.3: Describe how to apply social psychology to make people happier. d) Acting in ways that will help the environment will probably make people less happy. Consider This: In the last few decades, people have become less likely to go to church, attend public meetings, get together to play cards, or entertain friends in their homes. LO SPA1.3: Describe how to apply social psychology to make people happier. Answer: b Learning Objective: LO SPA1.3: Describe how to apply social psychology to make people happier. Topic: What Makes People Happy? Difficulty Level: Moderate Skill Level: Understand the Concepts 33 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Social Psychology in Action 2: Social Psychology and Health Total Assessment Guide (TAG) Topic Introduction

Stress and Human Health

Coping with Stress

Prevention: Promoting Healthier Behavior

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

Multiple Choice

1, 2

8, 24, 25, 27, 28, 35, 40, 44, 52, 53, 56

3, 5, 6, 10, 12, 15, 21, 22, 23, 26, 34, 36, 37, 39, 41, 45, 46, 48, 49, 50, 51, 54

Essay

82, 83, 89, 90

81, 84, 86, 87

Multiple Choice

62, 64, 73, 78

60, 61, 67, 68, 70, 71, 72, 74, 75

Analyze It

Essay

Multiple Choice

4, 7, 9, 11, 13, 14, 16, 17, 18, 19, 20, 29, 30, 31, 32, 33, 38, 42, 43, 47, 55, 57, 58, 58, 59, 63, 65, 66, 69, 76, 77

Essay

Multiple Choice

Essay

88, 91

79, 80

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

SOCIAL PSYCHOLOGY IN ACTION 2: SOCIAL PSYCHOLOGY AND HEALTH _____________________________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

Joanne Hill, who is described in the chapter introduction, attributes her strength in the face of adversity to __________. a. luck b. making different choices c. realism d. cloud busting Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Introduction Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Walter B. Cannon reported a case of an Australian man’s health deteriorating after a witch doctor cast a spell on him. He did not recover until the witch doctor removed the spell. Which explanation accounts for his health deteriorating? a. He was actually cursed by the witch doctor. b. He became sick after exposure to the witch doctor’s magical amulet. c. His belief that the spell was real produced so much stress that his health deteriorated. d. He contracted malaria. Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Dee Dee has just undergone a major upheaval in his life. He had to declare bankruptcy. Research has shown that he is more likely to __________ compared to people who did not experience such upheavals. a. die b. turn to religion c. become aggressive d. be optimistic Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

People who have endured major trauma, such as survivors of the Los Angeles earthquake in 1994 or the terrorist attacks on September 11, 2001, tend to be at an increased risk of __________. a. becoming violent when presented with images from those events b. having heart problems that may result in death c. developing cancer within a year of the event d. contracting a deadly infection within five years of the event Answer: B 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Elias has recently survived a horrific tornado that devastated the town and injured or killed dozens of friends, family, and neighbors. Based on statistical patterns associated with such an event, Elias is MOST likely to __________. a. become violent and angry whenever the wind picks up b. turn to religion as a way to cope with the tragedy c. be at an increased risk of having heart problems d. seek a stable romantic partner to start a family Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Adi has had a number of stressors during his life, but after each one he quickly “bounces back” and returns to normal, healthy functioning. Adi and people like him would be considered to be __________. a. psychologically frail b. in denial most of the time c. prone to respond very irrationally and emotionally d. resilient in the face of adversity Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Mild, transient reactions to stressful events, followed by a quick return to normal, healthy functioning, is the definition of __________. a. coping b. stress c. locus of control d. resilience Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The definition of resilience can best be rephrased as __________. a. denial b. optimism c. learned helplessness d. bouncing back Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 9.

Research evidence indicates that when someone’s spouse dies, the majority of survivors respond by __________. a. expressing joy b. becoming severely depressed c. grieving heavily d. being resilient Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Freddie’s husband just died. If Freddie is like the majority of bereaved survivors, he will respond by __________. a. expressing joy b. becoming severely depressed c. grieving heavily for an extended period d. being resilient Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Some mental health professionals have argued that people who do not grieve heavily after the death of a spouse are in a state of denial. Research on this topic points out that __________. a. many times, people cannot get out of denial and accept the loss until they grieve properly b. only by forcing oneself to cry and grieve can one truly break free of denial c. there is little evidence for this assumption d. people who grieve are psychologically healthier than those who bottle it up using denial Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Consider the research on reactions to stressful events. Compared to the others, which phrase BEST summarizes people’s options and responses to such an event? a. “It’s now or never” b. “Fish or cut bait” c. “Forgive and forget” d. “Bounce back or buckle under” Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Hans Selye originally defined stress as the __________. a. mind’s perceptions of threat b. body’s psychological responses to threat c. body’s physiological responses to threat d. mind’s responses to disruptive or threatening life events Answer: C 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

According to researchers Thomas Holmes and Richard Rahe, stress reflects the degree to which people __________. a. readjust their lives in response to external events. b. readjust their lives in response to physiological events. c. perceive their lives as being threatened. d. interpret any given stimulus as threatening. Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Based on the conceptualization of stress proposed by Thomas Holmes and Richard H. Rahe, which person is most likely to experience stress, compared to the others? a. Anna, who has a busy week ahead b. Lisette, who is getting married next week c. Arturo, who works eight hours a day d. Theron, who is working in order to save up for a new couch Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

The College Life Stress Inventory places which event as the HIGHEST stressful life event? a. drinking or using drugs b. anticipating final exam week c. difficulties with parents d. ending a steady dating relationship Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

The College Life Stress Inventory places which event as the LOWEST stressful life event? a. going on a first date b. getting straight A’s c. financial difficulties d. making new friends; getting along well with friends Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

Researchers often employ correlational designs to assess the relationship between stress and physical health. One problem with this approach is that researchers using this method __________. a. cannot make definitive causal statements Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 5

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. rely solely on respondents’ self-reports c. do not often use representative samples d. do not sample adequately from all age groups Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

One problem associated with measures of stress, such as the College Life Stress Inventory, is that they focus on stressors experienced by __________ and underrepresent stressors experienced by members of __________. a. high schoolers; the college community b. the upper class; the college community c. the middle class; the upper class d. the middle class; various minority groups Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

The more discrimination an individual experiences, the __________. a. better their health status is in the long run b. better their coping skills are c. worse their health tends to be d. worse their coping tends to be during the next 24 hours Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

The logic behind most stress inventories is that change and readjustment are stressful. That leads to the conclusion that _________ . a. it is impossible to rate or rank the stressfulness of life events b. positive events have as much potential to be stressful as negative events do c. positive events will always be seen as more stressful than negative events d. it is possible to catalog the meaning of every life event and how that event will be uniformly interpreted by people experiencing it Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

22.

Patsy has experienced a large number of changes in his life. He’s lost his job, is getting a divorce, is facing income tax evasion charges, and his soon-to-be ex-wife is expecting their fifth child. Patsy has also reported an increase in anxiety and has been sick a lot over the last six months. Some researchers would suggest that increased stress has taken a toll on Patsy’s health. Others would suggest that the presence of __________ offer(s) a better account for Patsy’s health status. a. certain personality traits b. a genetic defect c. environmental pollution d. drug use 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 23.

Which person, based on their personality traits, would be most likely to experience life difficulties and health problems? a. Ivan, who is highly neurotic b. Anna, who has a tendency to experience negative moods c. Lionel, who scores high on openness to new experiences d. Ronnie, who has a relaxed type personality Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

Poverty and discrimination can be powerful sources of stress. This suggests that one problem with life stress inventories is that they focus on __________. a. objectively negative stressors rather than subjective judgments of stress b. stressors experienced by the middle class, and not necessarily those experienced by poor people or members of minority groups c. both positive and negative life changes that are unlikely to happen to the majority of people d. self-reports of both stressors and health, which confounds the two and makes it difficult to interpret cause and effect Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Which stressors are omitted from many stress inventories, such as the Social Readjustment Rating Scale or the College Life Stress Inventory? a. stressors relevant to positive life events b. stressors relevant to young people c. stressors relevant to people older than 50 d. stressors relevant to poverty and racism Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Keiko is a 6th grader who has always lived in a large city that has high levels of pollution. Keiko is more likely to have __________ deficits compared to children who grow up in less-polluted areas. a. physiological and interpersonal b. psychological and spiritual c. environmental and genetic d. physiological and psychological Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 7

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 27.

Studies have been completed in which people’s immune responses are measured before and after undergoing mildly stressful tasks in the laboratory. The results indicate that relatively mild stressors __________. a. produce no change of the immune system b. produce increases in immunity c. produce suppression of the immune system d. cannot be studied effectively in a laboratory setting Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

Which consideration is a major conceptual concern with measuring stress by counting objectively positive and negative life events? a. Only objectively negative events contribute to stress. b. People’s perceptions of an event are more important than the event’s objective characteristics. c. Most people don’t confront enough major life events to experience stress. d. A series of minor events often cause more stress than a single major event. Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

29.

According to stress research pioneer Richard Lazarus, it is __________ and not __________ stress that causes problems for people. a. physical; emotional b. negative; positive c. subjective; objective d. social; personal Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

Research indicates that people’s feelings of control __________. a. are fairly consistent for at least a year b. vary from day to day c. are a stable personality trait d. remain consistent as long as there are no changes in a person’s life. Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

A sense of perceived control is defined as the belief that we can influence our environment __________. a. but not the outcomes we experience in that environment b. in ways that determine whether we experience positive or negative outcomes c. when it comes to positive outcomes only, but not when it comes to negative outcomes d. but only when it comes to negative outcomes rather than positive outcomes 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Several researchers have found that a person’s belief that they can influence their environment, and therefore whether they experience positive or negative outcomes, __________. a. is associated with good physical and mental health b. is associated with good mental health, but only as it is a belief in their ability, not a physical change c. is associated with good physical health, but only if stress affects us physically d. does not change the effects of stress, as both positive and negative outcomes can both be stressful Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

In the view of most social psychologists, stress is defined as the negative feelings and beliefs that arise when people __________. a. experience a large number of changes in their lives within a short period of time b. respond maladaptively to positive changes in their lives c. experience physical or psychological illness d. feel unable to cope with environmental demands Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

Františka is feeling unable to cope with the demands of work, school, and home. Františka is feeling __________. a. stressed b. depressed c. anxious d. extraverted Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Researchers exposed some participants to the virus that causes the common cold and exposed other participants to an inert saline solution. They found that the more stress participants reported, the more likely they were to contract colds from the virus. Results of this study indicate that __________. a. stress can negatively affect our immune systems b. physical illness can make us more susceptible to stress c. exposure to viruses can be a source of stress on the immune system d. interpretations of stress are more important than objective indicators of stress Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 9

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 36.

Dorie and Tessa are both exposed to a virus that causes the common cold when they are studying for finals with their friend Kathia. Tessa has been experiencing more negative stress events in her life than Dorie. Based on research findings in this area, what is the likelihood that Dorie and Tessa will contract a cold? a. Tessa is more likely to get a cold because her immune system is weakened due to stress. b. Tessa and Dorie have an equal likelihood of getting a cold because the immune system is not affected by stress. c. Dorie is more likely to get a cold because Tessa’s immune system has been strengthened in response to the higher levels of stress to which she has been exposed. d. Neither Tessa nor Dorie are likely to get the cold because both them have strengthened immune systems since they are both experiencing the stress associated with studying for final exams. Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Zorba has been exposed to the virus that causes the common cold, and he has been given six assignments to be completed in the next two days. If his results replicate previous research findings investigating this topic, what will happen to Zorba? a. He will complete the assignments on time and not get sick. b. He will get sick. c. He will quit the research. d. He will be too stressed out to sleep. Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

It is ethically impossible to conduct experimental studies of stress and immune responses in humans to determine whether severe stress and prolonged stress actually causes susceptibility to health problems. However, some researchers have measured __________ and found __________. a. immune responses; loud noises can suppress immune responses b. reports of illness; people who experience stress are ill more often c. immune responses; even minor stressors can suppress immune responses d. bacterial infections; stressors can increase infection rates Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

When is Chet most likely to catch a cold? a. when he is exposed to the cold virus and is undergoing a divorce, but he does not find the divorce to be very stressful b. when he is exposed to the cold virus and recently got a speeding ticket, which was very stressful for him c. when he is exposed to the cold virus and goes outside on a cold day with wet hair d. when he is exposed to the cold virus, regardless of what is going on in his life Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 40.

Consider the findings from research investigating stress and the immune system. On a college campus, when would students be most susceptible to catching a cold? a. just after returning from Spring Break b. at the start of the second week of the semester c. during finals week, when there are many exams and papers due d. during summer break Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

41.

Miguel believes he can control his fate. He has a(n) __________. a. positive sense of self b. external locus of control c. internal locus of control d. strong belief in self-control Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

People with a strong external locus of control are best described as believing __________. a. their fate is a matter of luck b. they can control their fate c. they can control other people very easily d. controlling others is important for success Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Jean Twenge and her colleagues reported that between 1960 and 2002, college students believed more and more that they __________ over the good and bad things in life. a. do not have much control b. have strong control c. must turn to God to watch d. should be unemotional Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

In terms of psychological and physical health, research findings indicate that it is better to have a(n) __________. a. internal locus of control b. false sense of control c. external locus of control d. grandiose sense of self Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 11

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 45.

Lucile believes that she can control many things in her life, such as her health through eating and exercise, her success in school through studying, and her happiness in friendships by being a kind person to others. Lucile is exhibiting a strong __________. a. external locus of control b. internal locus of control c. desire to affiliate with others d. need for cognition Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

Lenny believes that he has very little control over many things in his life, such as health, success in school, and happiness in relationships. Lenny is exhibiting a strong __________. a. external locus of control b. internal locus of control c. desire to affiliate with others d. need for cognition Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

According to research by Shelley Taylor and her colleagues, __________ is likely to reduce stress related to a negative life event (such as cancer) and can actually prolong life. a. perceived control b. an accurate attribution c. objective severity d. subjective severity Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

Gina believes that if she eats well, exercises regularly, and learns all she can by reading and talking to experts, she can prevent her breast cancer from returning. Gina has __________. a. an external locus of control b. a sense of perceived control c. high self-esteem d. a high degree of neuroticism Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 49.

__________ refers to a person’s belief that they can influence the environment, and can influence the odds of positive or negative outcomes. a. Self-efficacy b. Learned helplessness c. Social support d. Perceived control Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

50.

A nursing home administrator says to residents, “At each meal you have a choice of three entrées.” Based on Ellen Langer and Judith Rodin’s study of nursing home residents, the nursing home administrator is increasing the residents’ __________. a. joy for life b. perception of food quality in the nursing home c. feeling of “being home” d. perceived control Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

51.

Based on Ellen Langer and Judy Rodin’s study of perceived control among nursing home residents, which person is most likely to feel happier, be more active, and live longer? a. Bess, who makes her own bed and has a choice of a vegetarian meal b. Aaron, who has his own personal aide to attend to all his needs c. Catherine, who is often escorted outside by a nurse’s aide for walks d. Jackson, whose room is full of lush plants cared for by the staff Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

52.

A nursing home director gave a speech to some residents that included such statements as “You have the responsibility of caring for yourselves, of deciding whether or not you want to make this a home,” “You should be deciding how you want your rooms to be arranged and how you want to spend your time,” and “If you are unsatisfied with anything here, you have the influence to change it.” The contents of this speech were designed to __________. a. reduce stressors b. improve residents’ moods c. deal with a staff shortage d. boost feelings of control Answer: D Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

53.

Several months after he randomly assigned nursing home residents to control or lack of control visitation schedules, Richard Schulz was dismayed to find that those residents who had originally controlled the duration and frequency of visits from college students later experienced poorer health and higher mortality rates. These Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 13

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition findings seemed directly at odds with research by Judy Rodin and Ellen Langer, until one considers that __________. a. Schulz induced only a temporary sense of control b. Langer and Rodin studied only women and Schulz studied only men c. a lack of perceived control is worse than losing it d. people sometimes blame themselves for health problems Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 54.

Six months ago, a nursing home started a program in which some residents were allowed to choose their daily activities. All else being equal, which resident is likely to die soonest? a. Eero, who participated over the entire course of the program b. Rue, who recently joined the program c. Martha, who recently dropped out of the program d. Clyde, who never participated in the program Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

55.

Members of __________ cultures show less of a relationship between perceived control and psychological distress because of the __________. a. Western; culture of honor b. Western; importance of individual achievement c. Asian; emphasis on collectivist values d. Asian; “noble suffering” tradition Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

Western cultures value a(n) __________ more so than other cultures. a. perceived sense of control b. increase in positive environmental stressors c. limit on population growth d. reduction of stressors Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

57.

How might perceived control be detrimental when dealing with an illness? Perceived control may __________. a. lead patients to blame themselves for the disease or for failure to recover b. make a patient feel better, but actually increases the severity of the physical symptoms c. alleviate physical symptoms, but decrease immunity toward other diseases d. lead a patient to ignore the advice of medical professionals Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

According to research on perceived control, even when people experience life-threatening chronic diseases such as cancer or AIDS, they can maintain a sense of perceived control over __________, and thus maintain psychological adjustment. a. the consequences of a disease b. their social networks c the course of their treatment d. the course of the disease Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Based on research investigating an internal sense of control, which person is MOST likely to be psychologically well adjusted, compared to the others? a. Donaldo, who blames himself for getting lung cancer b. Emily, who is HIV positive and feels she can control her daily activities c. Judd, who blames his mother for his being schizophrenic d. Timon, who feels it is his own actions, as well as chance, that made him an alcoholic Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

The concept of __________ refers to the ways in which people react to threatening events. a. immune reactions b. attributional style c. coping style d. self-efficacy Answer: C Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

61.

One response to stress is either attacking or running away from the source. This is better known as the __________ response. a. fight-or-flight b. tend-and-befriend c. acceptance d. social support Answer: A Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 62.

With regard to gender differences in coping strategies, male is to female as fight-or-flight is to __________. a. talk-and-walk b. care-and-share c. tend-and-befriend d. shake-and-pop Answer: C Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

63.

Shelley Taylor and her colleagues proposed an alternative response to stressful situations, called _________ . a. bend-and-append b. tend-and-befriend c. mend-and-send d. blend-and-amend Answer: B Learning Objective: SPA2.1 Define stress, and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

The tend-and-befriend response to stress would predict that __________. a. men faced with a stressful situation are likely to make new friends as a distraction from their worries b. women faced with a stressful situation are likely to deny and devalue the impact of the stressor c. women faced with a stressful situation are likely to engage in affiliation-related behaviors d. men faced with a stressful situation are likely to enlist social support from friends and loved ones Answer: C Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

65.

In the “tend-and-befriend” response to stress, tending refers to __________. a. building a strong social network b. arguing with the source of stress c. nurturing activities d. turning the other cheek when someone insults you Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

In the “tend-and-befriend” response to stress, befriending refers to __________. a. building a strong social network b. manipulating the source of stress and pretending to be their ally c. nurturing activities d. turning the other cheek when someone insults you Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 67.

When Alina encounters a lot of stress, she often turns to friends for help. When Alina is not under stress, she will often nurture her friends who are under stress, and continue to build up her social network. Alina seems to respond to stress using the __________ response. a. learned helplessness b. fight-or-flight c. denial d. tend-and-befriend Answer: D Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

68.

When Parker is under stress, he tends to either get very confrontational and argumentative, or back away and totally withdraw from the stressful situation. Parker is exhibiting a __________ response to stress. a. learned helplessness b. fight-or-flight c. denial d. tend-and-befriend Answer: B Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

69.

__________ refers to the perception that others are responsive and receptive to our needs. a. Social facilitation b. Social support c. Positive attribution style d. Perceived control Answer: B Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Which hormone is released when people are under stress and would therefore be implicated in the tend-andbefriend response? a. Melatonin b. Oxytocin c. Oxycodone d. Vasopressin Answer: B Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

71.

Gwen is really struggling to make ends meet. Even though she has roommates, she still has bills to pay and is on a very tight food budget. Based on research investigating different forms of social support, which strategy would you suggest to Gwen’s roommates to help Gwen cope with her stressful circumstances? a. Maria should suggest that the roommates have a potluck meal once a week where each roommate brings what she can. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 17

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b.

Molly should give Gwen $20 the next time they are out at the grocery store and whisper, “I know you’re having a tough time; just take this and we’ll never mention it again.” c. Mandy should suggest that Gwen consider going to the food bank to get her groceries. d. Madeline should buy groceries for Gwen and give them to her, recognizing that Gwen is unable to take care of her own needs. Answer: A Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 72.

Carlos finds it difficult to get all of his chores done in time to study at night. Which type of social support would be most effective? a. Brian telling Carlos that he’ll cover the chores for a week b. Lucas telling Carlos that he would be happy to help with the chores; just give him a call sometime c. Marcus offering to do Carlos’s homework for a small fee d. Martin suggesting that all the housemates pitch in to help with all of the chores instead of dividing them up Answer: D Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

73.

In collectivistic cultures, which type of social support is more acceptable? a. visible support, because it shows that everyone in the group deserves help b. visible support, because it is more effective c. invisible support, because it shows that the group, not the individual, needs help d. invisible support, because it shows that the individual, not the group, needs help Answer: C Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

74.

Hiro, who is Japanese, is struggling with job demands and schedules at work. He is not very likely to ask for social support from his family and friends. Why? a. Asking for help could demonstrate his independence from his group. b. Asking for help could disrupt the harmony of his group. c. Asking for help is a symbol of weakness and lack of independence. d. Asking for help will affect his locus of control. Answer: B Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

75.

After his mother’s death, Steve began to keep a diary of his thoughts and feelings. Compared to his brother Marc, who chose not to write about the tragedy, Steve is __________. a. less likely to show an immediate increase in blood pressure b. more likely to feel better soon c. less likely to become ill over the next six months d. more likely to visit the student health center Answer: C Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 76.

Jamie Pennebaker’s research on the effects of “opening up,” or confiding in others, shows that those people who write stories __________ show the most improvements to their health. a. with the least amount of traumatic content b. with the most traumatic content c. that start out incoherent but become more organized d. that focus on relationships Answer: C Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Why can it be bad to keep negative thoughts locked inside the mind and kept to oneself? a. Suppressing a thought can lead to that thought occurring more frequently. b. Suppressing thoughts can lead to coronary disease within weeks of the trauma trying to be suppressed. c. Suppressing a thought can eventually eat away at people mentally until they are depressed and immobilized. d. People will internalize those thoughts, leading to learned helplessness. Answer: A Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

According to research by James Pennebaker and his colleagues, for writing about a trauma to be most beneficial, people should write about it __________. a. in the hours after the event occurred b. after a little time has passed and they can have a different perspective c. only with the supervision of a psychologist d. immediately and share those writings with friends Answer: B Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

79.

Many health problems stem from behaviors associated with sex, eating, drinking, and smoking because they __________. a. are necessities b. are prescribed by culture c. tend to be so pleasurable d. are inexpensive ways to entertain oneself Answer: C Learning Objective: SPA 2.3 Describe how we can apply social psychology to help people live healthier lives. Topic: Prevention: Promoting Healthier Behavior. Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 80.

According to the World Health Organization, more than half of the deaths worldwide are due to preventable chronic diseases. The same is true in the United States, where tobacco use remains the leading cause of preventable deaths. What is the second highest cause of preventable deaths? a. drug use b. obesity c. automobile accidents d. binge drinking Answer: B Learning Objective: SPA 2.3 Describe how we can apply social psychology to help people live healthier lives. Topic: Prevention: Promoting Healthier Behavior. Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 81.

Given both daily and major life stressors, explain how people respond to daily hassles and major life altering events. Answer: Although some people respond with strong grief, most people are very resilient when they encounter stress. Although stressful events can have negative effects on psychological and physical health, many people cope with daily hassles and major life-altering events extremely well. An intense grieving period after a loss is not necessary for everyone. Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Define stress as proposed by Hans Selye and describe the limits of using stress inventories to measure stress. Answer: Hans Selye defined stress as the body’s physiological response to threatening events. Selye focused on how the human body adapts to threats from the environment, regardless of the source, be it a psychological or a physiological trauma. Most studies seeking to catalog the severity of threatening events associated with stressful responses use correlational rather than experimental designs. Life changes are correlated with health problems, but that does not mean life changes cause health problems. An alternative explanation, for example, is that people with certain personality traits are more likely to experience health problems due to stressful situations. Another problem with measures that catalog threatening or stressful events, such as the College Life Stress Inventory, is that they focus on stressors experienced by people predominantly in the middle class and underrepresent stressors experienced by the poor and members of various minority groups. Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Contrast the definition of stress used by Thomas Holmes and Richard Rahe with the definition offered by Richard Lazarus. Answer: For Holmes and Rahe, stress is a function of change, regardless of whether it is a positive or negative life event. They developed a measure of stress in response to different positive and negative life events, such as a death in the family, getting married, losing a job, or celebrating a holiday. In contrast, Lazarus argued that it’s not so much the objective characteristics of a situation that produce stress, but rather people’s interpretations of a situation. In essence, for Holmes and Rahe, stress is a reaction to objective factors; for Lazarus, stress is a reaction to subjective interpretations of those factors. Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

Explain what is meant by internal and external locus of control. Then, imagine that a person is in a car accident. How would someone with an internal locus of control explain the accident? How would someone with an external locus of control explain the same event? Answer: An internal locus of control means that a person believes that they control the outcomes in their own life. An external locus of control means that a person believes that many of life’s outcomes are beyond personal control. If a person with an internal locus of control were in a car accident, they might think that it was their own fault, whereas if a person with an external locus of control were in a car accident, they might think it was fate or bad luck that caused the accident. Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 21

Social psychologists Judy Rodin and Ellen Langer, as well as psychiatrist Richard Schutz and his colleagues, conducted field experiments in which nursing home residents were provided more control over their situations; they found that those residents with greater control were happier and healthier. When assessing the long-term effects of the intervention, Schutz found that those participants who had earlier been allowed to schedule visits with college students actually had more health problems and higher mortality rates than those participants who had never had control over the visits, a finding that seemed to contradict the results obtained by Rodin and Langer. Explain these apparently contradictory findings. Answer: Perceived control is not enough to ensure adequate coping if that control is later taken away. Whereas Langer and Rodin provided a sense of control that continued after the study was completed, Schultz introduced a temporary intervention. Schultz’s studies suggest that perceived control is so powerful that researchers should be careful not to take it away when the study is over. Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

86.

Based on research investigating the perception of control, describe three things you would do as the director of a nursing home to give your residents a greater sense of control and to help your residents live longer, feel happier, and be healthier. Answer: [Students could list any three things that would increase a person’s perception of control. For example, residents can decide how they want the furniture in their rooms arranged, can choose what to wear each day, or choose what to eat from a menu.] Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

87.

Based on research about perception of control with nursing home residents, which three things could the director of housing do to give college students who reside in dormitories a greater perception of control, and so help them to be healthier and happier? Answer: [Students could list any three things that would increase a person’s perception of control. For example, the director could tell the residents that they can decide on how they want the furniture in their rooms arranged, that they could choose what quiet hours will be, and that they can choose what the visitation policy will be.] Learning Objective: SPA 2.1 Define stress and describe what effect it has on our health. Topic: Stress and Human Health Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

88.

Describe gender differences in coping with stress, discuss why such differences might exist, and note why these responses are usually, but not necessarily, linked to gender. Answer: Males tend to respond using a “fight-or-flight” response, in which they either attack their adversary or flee from it. Shelley Taylor argued that this response is not adaptive for females who are pregnant or caring for young offspring, and has suggested that females may use a “tend-and-befriend” response instead. The focus here is on caring for others and nurturing social networks. This pattern of responding increases the likelihood of both the female and her young surviving, in line with predictions of evolutionary psychology. However, the existence of a general pattern of differences does not mean that men don’t seek social support or that women don’t aggress. 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 89.

Researchers have wondered, “Does social support help people physically as well as emotionally?” Answer this question by summarizing research concerning the physical benefits of social support. Answer: Studies support the physical benefits of social support. Researchers have found that increased social support correlates with improved immune system functioning in cancer patients. Social support also was found to prolong the lives of healthy people. American women and men studied between 1967 and 1969 who experienced low levels of social support were significantly more likely to die during the subsequent 12-year period compared to people experiencing high levels of social support. Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

90.

Explain differences in social support in collectivistic cultures versus individualistic cultures. Answer: The main difference between these broad cultural groups is in how people seek and obtain social support. Members of East Asian (collectivistic) cultures are less likely to seek social support than are members of Western (individualistic) cultures. Members of collectivistic cultures are concerned that seeking support from others will disrupt the harmony of the group and open them up to criticism from others. They are less likely to ask directly for help in a way that shows they are having problems, compared to people from individualistic cultures. Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

91.

Jamie Pennebaker demonstrated the benefits of writing about a traumatic event. Describe the short-term effects versus the long-term benefits of writing for people coping with negative life events. Answer: Pennebaker showed that, in the short-term, students showed more negative moods and increases in blood pressure when writing about traumatic events. However, the long-term benefits were that these students were less likely to visit the health center in the next 6 months and reported having fewer illnesses. According to Pennebaker, opening up by writing allows individuals to reframe a stressful or traumatic event. Writing about a trauma can be upsetting in the beginning, but in the long run it helps prevent physical and psychological problems. The reframing that comes from writing about the event helps it become less upsetting and gives the event some meaning. Learning Objective: SPA 2.2 Explain how people can cope and recover after a stressful experience. Topic: Coping with Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

92.

Describe some interventions based on social psychology that can help people live healthier lives, by, for example, quitting smoking, eating better, exercising more, drinking less alcohol, engaging in safer sex practices, and so on. Answer: [Examples may vary, but the focus should be on social psychological techniques applied to specific problems. For example, students should note that addressing many (if not all) of these problems is an exercise in attitude change, and/or making people’s attitudes align with their behaviors. Someone who knows that eating better and exercising more often holds a beneficial attitude but needs to channel that into behavior. Techniques such as inducing hypocrisy or presenting injunctive norms could be applied here. Similarly, someone who Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 23

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition recognizes that condom use is beneficial (but doesn’t use them), lowered alcohol intake contributes to better health (but keeps drinking), or quitting smoking holds a host of benefits (while lightin’ one up), can also benefit from social psychological techniques that produce a greater correspondence between attitudes and behavior.] Learning Objective: SPA 2.3 Describe how we can apply social psychology to help people live healthier lives. Topic: Prevention: Promoting Healthier Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz SPA2.1: Stress and Human Health EOM_QSPA2.1.1 Michael’s roommate has come down with a cold. In which of the following circumstances is Michael most likely to catch his roommate’s cold? a) Michael’s girlfriend just broke up with him, but he knew it was coming and doesn’t view it as all that bad a thing. Consider This: Stress is defined as the negative feelings and beliefs that occur whenever people feel unable to cope with demands from their environment. LO SPA2.1: Define stress and describe what effect it has on our health. b) Michael’s goldfish just died, which he views as a very negative event. c) Michael hasn’t been exercising very much lately. Consider This: Stress is defined as the negative feelings and beliefs that occur whenever people feel unable to cope with demands from their environment. LO SPA2.1: Define stress and describe what effect it has on our health. d) It doesn’t matter what is going on in Michael’s life; all that matters is whether he is exposed to the virus that causes the cold. Consider This: Stress is defined as the negative feelings and beliefs that occur whenever people feel unable to cope with demands from their environment. LO SPA2.1: Define stress and describe what effect it has on our health. Answer: b Learning Objective: LO SPA2.1: Define stress and describe what effect it has on our health. Topic: Perceived Stress and Health Difficulty Level: Moderate Skill Level: Apply What You Know EOM_QSPA2.1.2 Which of the following is true? a) Someone who is are exposed to the cold virus is almost certainly going to come down with a cold. Consider This: Resilience is defined as mild, transient reactions to stressful events, followed by a quick return to normal, healthy functioning. LO SPA2.1: Define stress and describe what effect it has on our health. b) For people with serious diseases such as cancer, it doesn’t matter how much control they feel they have over the disease or its consequences. Consider This: Resilience is defined as mild, transient reactions to stressful events, followed by a quick return to normal, healthy functioning. LO SPA2.1: Define stress and describe what effect it has on our health. c) If a college student experiences one or more of the stressful life events at the top of the College Life Stress Inventory, they will almost certainly get sick. Consider This: Resilience is defined as mild, transient reactions to stressful events, followed by a quick return to normal, healthy functioning. LO SPA2.1: Define stress and describe what effect it has on our health. d) Many people who experience the death of a loved one do not experience severe distress and recover quickly. Answer: d Learning Objective: LO SPA2.1: Define stress and describe what effect it has on our health. Topic: Resilience Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_QSPA2.1.3 Which of the following is true? In the last half-century, college students have __________. a) scored more on the external end of the locus-of-control scale b) scored more on the internal end of the locus-of-control scale Consider This: internal–external locus of control is the tendency to believe that things happen because we control them versus believing that good and bad outcomes are out of our control. LO SPA2.1: Define stress and describe what effect it has on our health. c) scored higher on a measure of resiliency Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 25

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: internal–external locus of control is the tendency to believe that things happen because we control them versus believing that good and bad outcomes are out of our control. LO SPA2.1: Define stress and describe what effect it has on our health. d) scored lower on a measure of resiliency Consider This: internal–external locus of control is the tendency to believe that things happen because we control them versus believing that good and bad outcomes are out of our control. LO SPA2.1: Define stress and describe what effect it has on our health. Answer: a Learning Objective: LO SPA2.1: Define stress and describe what effect it has on our health. Topic: Perceived Stress and Health Difficulty Level: Easy Skill Level: Remember the Facts EOM_QSPA2.1.4 Which of the following is most associated with good health? a) Low perceived control Consider This: Stress is defined as the negative feelings and beliefs that occur whenever people feel unable to cope with demands from their environment. LO SPA2.1: Define stress and describe what effect it has on our health. b) Low perceived stress c) A small number of negative life events Consider This: Stress is defined as the negative feelings and beliefs that occur whenever people feel unable to cope with demands from their environment. LO SPA2.1: Define stress and describe what effect it has on our health. d) Low resiliency Consider This: Stress is defined as the negative feelings and beliefs that occur whenever people feel unable to cope with demands from their environment. LO SPA2.1: Define stress and describe what effect it has on our health. Answer: b Learning Objective: LO SPA2.1: Define stress and describe what effect it has on our health. Topic: Perceived Stress and Health Difficulty Level: Easy Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz SPA 2.2: Coping With Stress EOM_QSPA2.2.1 Which of the following is true? a) Only women exhibit the tend-and-befriend response because they have higher levels of oxytocin. Consider This: Whereas both men and women have oxytocin, its effects are enhanced by the presence of estrogen, a female hormone. LO SPA2.2: Explain how people can cope and recover after a stressful experience. b) Most mammals exhibit a fight-or-flight response to stress, though human beings are much more likely to “fight” than “flight.” Consider This: Whereas both men and women have oxytocin, its effects are enhanced by the presence of estrogen, a female hormone. LO SPA2.2: Explain how people can cope and recover after a stressful experience. c) All people exhibit the tend-and-befriend response, but it is especially prevalent in women. d) Women benefit more from social support than men do. Consider This: Whereas both men and women have oxytocin, its effects are enhanced by the presence of estrogen, a female hormone. LO SPA2.2: Explain how people can cope and recover after a stressful experience. Answer: c Learning Objective: LO SPA2.2: Explain how people can cope and recover after a stressful experience. Topic: Gender Differences: Coping With Stress Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_QSPA2.2.2 Which of the following is true? a) Receiving social support helps people emotionally but has no effect on their physical health. Consider This: Social support helps people physically as well as emotionally. LO SPA2.2: Explain how people can cope and recover after a stressful experience. b) Women who receive social support tend to live longer, but receiving social support is unrelated to how long men live. Consider This: Social support helps people physically as well as emotionally. LO SPA2.2: Explain how people can cope and recover after a stressful experience. c) When under stress, members of East Asian cultures are more likely to seek social support than are members of Western cultures. Consider This: Social support helps people physically as well as emotionally. LO SPA2.2: Explain how people can cope and recover after a stressful experience. d) Interventions designed to increase social support and decrease stress in cancer patients improved the functioning of their immune systems. Answer: d Learning Objective: LO SPA2.2: Explain how people can cope and recover after a stressful experience. Topic: Social Support: Getting Help From Others Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_QSPA2.2.3 Under which of the following conditions will people be most likely to recover from a traumatic event that happened to them? a) If they write about the event right after it occurs Consider This: Right after a traumatic event occurs is not a good time to try to relive it or reframe it. LO SPA2.2: Explain how people can cope and recover after a stressful experience. b) If they let some time pass and then take a step back and write about the traumatic event like an observer would, rather than immersing themselves in the event and trying to relive it c) If they immerse themselves in the traumatic event and try to relive it Consider This: Right after a traumatic event occurs is not a good time to try to relive it or reframe it. LO SPA2.2: Explain how people can cope and recover after a stressful experience. d) If they do their best to suppress any thoughts about the traumatic event Consider This: Right after a traumatic event occurs is not a good time to try to relive it or reframe it. LO SPA2.2: Explain how people can cope and recover after a stressful experience. Answer: b Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 27

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: LO SPA2.2: Explain how people can cope and recover after a stressful experience. Topic: Reframing: Finding Meaning in Traumatic Events Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz SPA2.3: Prevention: Promoting Healthier Behavior EOM_QSPA2.3.1 Which of the following is false? a) The number one cause of preventable deaths in the United States is tobacco use. Consider This: According to the World Health Organization, more than half of the deaths worldwide are due to preventable chronic diseases. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. b) Binge drinkers are at a heightened risk for high blood pressure, heart disease, liver disease, meningitis, and sexually transmitted diseases. Consider This: According to the World Health Organization, more than half of the deaths worldwide are due to preventable chronic diseases. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. c) The use of condoms is increasing in the United States. Consider This: According to the World Health Organization, more than half of the deaths worldwide are due to preventable chronic diseases. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. d) There is little people can do to prolong their lives because most diseases are genetically caused. Answer: d Learning Objective: LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. Topic: Prevention: Promoting Healthier Behavior Difficulty Level: Easy Skill Level: Remember the Facts EOM_QSPA2.3.2 Which of the following is false? a) AIDS is no longer a major health crisis because there are drugs to treat it. b) Social psychologists have had considerable success in designing programs to get people to act in healthier ways. Consider This: More than 35 million people worldwide are currently infected with the HIV virus, and in 2012, 1.6 million people died of AIDS. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. c) One study used social norms techniques to convince women to protect themselves from the sun more. Consider This: More than 35 million people worldwide are currently infected with the HIV virus, and in 2012, 1.6 million people died of AIDS. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. d) Binge drinkers are more likely to be in car crashes, die by drowning, have unwanted pregnancies, experience domestic violence, and have difficulty performing sexually. Consider This: More than 35 million people worldwide are currently infected with the HIV virus, and in 2012, 1.6 million people died of AIDS. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. Answer: a Learning Objective: LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. Topic: Prevention: Promoting Healthier Behavior Difficulty Level: Easy Skill Level: Remember the Facts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Chapter SPA2 Quiz: Social Psychology and Health EOC_QSPA2.1 After her husband died, Rachel did not experience significant distress. Within a few weeks she had returned to her usual activities and regained a cheerful outlook on life. Which is most true, according to research discussed in this chapter? a) Rachel’s lack of distress indicates the likelihood of poor psychological adjustment. Consider This: Studies of bereaved spouses typically find that fewer than half show signs of significant, longterm distress. LO SPA2.1: Define stress and describe what effect it has on our health. b) Because Rachel did not experience extreme grief, she was probably in a troubled marriage and did not love her husband very much. Consider This: Studies of bereaved spouses typically find that fewer than half show signs of significant, longterm distress. LO SPA2.1: Define stress and describe what effect it has on our health. c) Although life’s traumas can be quite painful, many people have the resources to recover from them quickly. d) Rachel is showing “delayed grief syndrome” and will probably experience grief later. Consider This: Studies of bereaved spouses typically find that fewer than half show signs of significant, longterm distress. LO SPA2.1: Define stress and describe what effect it has on our health. Answer: c Learning Objective: LO SPA2.1: Define stress and describe what effect it has on our health. Topic: Resilience Difficulty Level: Moderate Skill Level: Apply What You Know EOC_QSPA2.2 Rohan’s grandmother died recently, and he just found out that his girlfriend cheated on him. He is also in the middle of final exams. According to research on stress and health, which is most true? a) Because Rohan is experiencing so many negative life events, he will almost certainly get sick. Consider This: Stress is defined as the negative feelings and beliefs that occur whenever people feel unable to cope with demands from their environment. LO SPA2.1: Define stress and describe what effect it has on our health. b) These life events will be stressful for Rohan only if he interprets them as stressful—in other words, if he feels unable to cope with the events. c) When under stress, a person’s immune system is stimulated. Therefore, Rohan is less likely to get sick now than he normally would. Consider This: Stress is defined as the negative feelings and beliefs that occur whenever people feel unable to cope with demands from their environment. LO SPA2.1: Define stress and describe what effect it has on our health. d) If Rohan feels more in control of these events than he really is, he is especially likely to get sick. Consider This: Stress is defined as the negative feelings and beliefs that occur whenever people feel unable to cope with demands from their environment. LO SPA2.1: Define stress and describe what effect it has on our health. Answer: b Learning Objective: LO SPA2.1: Define stress and describe what effect it has on our health. Topic: Perceived Stress and Health Difficulty Level: Moderate Skill Level: Apply What You Know EOC_QSPA2.3 Malaya does an internship at a nursing home. According to research discussed in this chapter, which of the following would be most likely to benefit the residents? a) Malaya encourages the residents to talk to her about any stressful issues in their lives. Consider This: What happened in the Schulz (1976) nursing home study after the visitation program ended? LO SPA2.1: Define stress and describe what effect it has on our health. b) Malaya allows the residents to choose what time she will come to visit them, and when her internship ends, she decides to keep visiting the residents when they ask her to. c) Malaya allows the residents to choose what time she will come to visit them, but when her internship ends, she doesn’t visit the nursing home anymore. 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: What happened in the Schulz (1976) nursing home study after the visitation program ended? LO SPA2.1: Define stress and describe what effect it has on our health. d) Malaya gives the residents a plant and makes sure to water it for them. Consider This: What happened in the Schulz (1976) nursing home study after the visitation program ended? LO SPA2.1: Define stress and describe what effect it has on our health. Answer: b Learning Objective: LO SPA2.1: Define stress and describe what effect it has on our health. Topic: Feeling in Charge: The Importance of Perceived Control Difficulty Level: Moderate Skill Level: Apply What You Know EOC_QSPA2.4 Which of the following is true about research on social support? a) Social support of all kinds has been found to be beneficial to people in all cultures. Consider This: Invisible social support provides people with assistance without sending the message that they are incapable of doing it themselves. LO SPA2.2: Explain how people can cope and recover after a stressful experience. b) If you are thinking of helping someone, it is better to give them invisible rather than visible social support. c) If you are thinking of helping someone, it is better to given them visible rather than invisible social support. Consider This: Invisible social support provides people with assistance without sending the message that they are incapable of doing it themselves. LO SPA2.2: Explain how people can cope and recover after a stressful experience. d) Members of East Asian cultures are more likely to seek help from others than are members of Western cultures. Consider This: Invisible social support provides people with assistance without sending the message that they are incapable of doing it themselves. LO SPA2.2: Explain how people can cope and recover after a stressful experience. Answer: b Learning Objective: LO SPA2.2: Explain how people can cope and recover after a stressful experience. Topic: Social Support: Getting Help From Others Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_QSPA2.5 Which of the following is true of research on coping styles? a) Women are more likely than men to show the fight-or-flight response. Consider This: Most research on the fight-or-flight response has been done with men. LO SPA2.2: Explain how people can cope and recover after a stressful experience. b) Men are more likely than women to show the tend-and-befriend response. Consider This: Most research on the fight-or-flight response has been done with men. LO SPA2.2: Explain how people can cope and recover after a stressful experience. c) Women are more likely than men to show the tend-and-befriend response. d) Gender does not predict how people tend to cope with stress. Consider This: Most research on the fight-or-flight response has been done with men. LO SPA2.2: Explain how people can cope and recover after a stressful experience. Answer: c Learning Objective: LO SPA2.2: Explain how people can cope and recover after a stressful experience. Topic: Gender Differences in Coping With Stress Difficulty Level: Easy Skill Level: Remember the Facts EOC_QSPA2.6 Navneet has had a hard time getting over her parents’ divorce. According to social psychological research, which of the following would probably help Navneet the most? a) She should spend 15 minutes a night on 4 consecutive nights writing about her feelings about the divorce. b) She should try to convince herself that she has no control over the bad things in her life. Consider This: People who write about negative events construct a more meaningful narrative or story that reframes the event. LO SPA2.2: Explain how people can cope and recover after a stressful experience. c) She should avoid talking about the divorce with her closest friends because it would probably just depress them. Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved. 31

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: People who write about negative events construct a more meaningful narrative or story that reframes the event. LO SPA2.2: Explain how people can cope and recover after a stressful experience. d) She should focus on the fact that she has low self-efficacy to improve her relationship with her parents. Consider This: People who write about negative events construct a more meaningful narrative or story that reframes the event. LO SPA2.2: Explain how people can cope and recover after a stressful experience. Answer: a Learning Objective: LO SPA2.2: Explain how people can cope and recover after a stressful experience. Topic: Reframing: Finding Meaning in Traumatic Events Difficulty Level: Moderate Skill Level: Apply What You Know EOC_QSPA2.7 Which of the following is true? a) Although obesity is increasing in the United States, it is not a major health problem. Consider This: According to the World Health Organization, more than half of the deaths worldwide are due to preventable chronic diseases. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. b) Many serious health problems are preventable, and social psychological interventions have been developed to get people to act in healthier ways. c) There is not much that social psychologists can do to get people to act in healthier ways. Consider This: According to the World Health Organization, more than half of the deaths worldwide are due to preventable chronic diseases. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. d) Smoking tobacco is no longer a major cause of preventable deaths. Consider This: According to the World Health Organization, more than half of the deaths worldwide are due to preventable chronic diseases. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. Answer: b Learning Objective: LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. Topic: Prevention: Promoting Healthier Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_QSPA2.8 According to social psychological research, which of the following would be most likely to succeed in reducing binge drinking on college campuses? a) Point out that college can be a stressful time in people’s lives. Consider This: One study found that correcting people’s misperceptions about how much other people found tanned skin to be attractive caused them to protect themselves more from the sun. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. b) Point out that many students can’t control how much they drink. Consider This: One study found that correcting people’s misperceptions about how much other people found tanned skin to be attractive caused them to protect themselves more from the sun. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. c) Point out that many college students are resilient. Consider This: One study found that correcting people’s misperceptions about how much other people found tanned skin to be attractive caused them to protect themselves more from the sun. LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. d) Point out that many college students overestimate how much their peers approve of binge drinking. Answer: d Learning Objective: LO SPA2.3: Describe how we can apply social psychology to help people live healthier lives. Topic: Prevention: Promoting Healthier Behavior Difficulty Level: Moderate Skill Level: Apply What You Know 32 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Social Psychology in Action 3: Social Psychology and the Law Total Assessment Guide (TAG) Topic Introduction

Eyewitness Testimony

Juries: Group Processes in Action

Question Type

Remember the Facts

Understand the Concepts

Apply What You Know

Multiple Choice

1, 2, 3, 4

Multiple Choice

7, 8, 9, 10, 11, 12, 13, 14, 16, 19, 21, 23, 24, 27, 30, 32, 36, 37, 41, 46, 51, 52, 54, 55, 58, 62

6, 15, 20, 25, 26, 28, 31, 34, 38, 40, 42, 43, 45, 49, 53, 56, 57, 61

5, 17, 18, 22, 29, 33, 35, 39, 44, 47, 48, 50, 59, 60

Essay

82, 83, 84, 85, 88

Multiple Choice

63, 64, 65, 72, 74, 75, 76, 78

66, 67, 71, 77

68, 69, 70 73, 79, 80

89, 90

Analyze It

Essay

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

SOCIAL PSYCHOLOGY IN ACTION 3: SOCIAL PSYCHOLOGY AND THE LAW _____________________________________________________________________________________________

Multiple Choice Choose the one alternative that best completes the statement or answers the question. 1.

Randall Adams was falsely convicted of murdering a police officer and languished on death row for 12 years until he finally won his freedom. This real-life case illustrates __________. a. the unreliability of eyewitness testimony b. that the criminal justice system is far from colorblind c. that the legal system works correctly the majority of the time d. the power of circumstantial evidence Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Introduction Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

The main reasons social psychologists have studied the legal system are ___________. a. many social psychologists are legal consultants, and social psychologists have an advantage in the court room due to their study of the law b. because of its importance in daily life, and many social psychologists are legal consultants c. because it is an applied setting in which to study basic psychological processes, and because of its importance in daily life d. because it is an applied setting in which to study basic psychological processes, and social psychologists have an advantage in the court room due to their study of the law Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Introduction Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The Innocence Project lists more than 350 cases in which someone has been exonerated with DNA evidence after being convicted of a crime—often after already having spent many years in prison. In approximately __________ of these cases, the conviction was based, at least in part, on faulty eyewitness testimony. a. 25 percent b. 50 percent c. 75 percent d. 100 percent Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Introduction Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology

One of the most common causes of an innocent person being convicted of a crime is __________. a. the absence of an eyewitness b. an erroneous eyewitness c. too few eyewitnesses 2 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition d. too many eyewitnesses Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Introduction Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 5.

Four men have been indicted for robbing $20,000 from a bank. After the trial, the jury will be most likely to convict __________. a. Art, who has a criminal record for petty theft b. Brian, who recently purchased a new car for $10,000 cash c. Cliff, who was the only one identified by an eyewitness d. Davey, whose fingerprints were found at the scene Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

If you were a prosecutor, which strategy would you be most likely to use to convince the jury that a defendant is guilty? a. mention the defendant’s criminal record b. explain the defendant’s motives for committing the crime c. describe the circumstantial evidence that places the defendant near the crime scene d. have an eyewitness testify that they saw the defendant commit the crime Answer: D Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The Innocence Project lists more than __________ cases in which people have been exonerated by DNA evidence after spending years in prison. a. 125 b. 250 c. 375 d. 500 Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Accurate eyewitness identification results from a series of three stages of memory processing, which are __________. a. attention, retention, and credibility b. encoding, attention, and retrieval c. encoding, storage, and retrieval d. accuracy, confidence, and credibility Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 9.

__________ refers to the process by which people notice and pay attention to information in their environment, transforming sensory data into a mental representation. a. Encoding b. Storage c. Selective encoding d. Retrieval Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Encoding refers to the process by which __________. a. people store some, but not all information from the environment in memory b. people notice and pay attention to information in their environment, transforming sensory data into a mental representation c. people recall information stored in memory d. people go through three stages of memory processing Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

__________ refers to the process by which people store in memory information they have encoded from the environment. a. Encoding b. Storage c. Selective encoding d. Retrieval Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Storage refers to the process by which people __________. a. store in memory information they have encoded from the environment b. notice and pay attention to information in their environment, transforming sensory data into a mental representation c. recall information stored in memory d. go through three stages of memory processing Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

__________ refers to the process by which people recall information stored in their memories. a. Recovery b. Encoding c. Retrieval d. Recognition 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Retrieval refers to the process by which people __________. a. store in memory information they have encoded from the environment b. notice and pay attention to information in their environment, transforming sensory data into a mental representation c. recall information stored in their memories d. go through three stages of memory processing Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

When a crime happens quickly and under poor viewing conditions, which stage of memory processing is most likely to be hindered? a. encoding b. storage c. retrieval d. reconstruction Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Which factor can hinder an eyewitness’s memory during the encoding stage? a. poor lighting conditions b. the event happens in full daylight c. they were waiting and watching for a crime to happen d. the event takes a while to unfold Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Xiao Ling was frightened and confused when a robber appeared at the convenience store where she works. It seemed that the only thing she could see was the gun he had pointed right in her face. Later, when Xiao Ling serves as an eyewitness, she may not be reliable because of problems she had during the __________ stage of memory processing. a. encoding b. storage c. retrieval d. attentional Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 18.

Suzette was working the night shift at a convenience store. A man came in, pulled out a gun, and demanded that Suzette give him all of the money in the cash register. When the police interview Suzette about the crime, which information would she be most likely to tell them? a. the color of the man’s eyes b. the height of the man c. that the man wielded a gun d. the type of clothes the man wore Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Reconstructive memory is defined as the process __________. a. whereby memories of an event become distorted by information encountered after the event occurred b. whereby people try to identify the source of their memories c. by which recollections of a past event, such as sexual abuse, has been forgotten or repressed d. by which people recall information stored in their memories Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

You come home from work and find pieces of broken glass on the floor. You realize that your favorite vase was broken. Immediately you blame your new puppy, without even noticing that your toddler’s teddy bear is lying on the floor near the broken glass. The fact that you missed seeing the teddy bear is probably due to __________. a. your poor vision b. your belief that puppies are destructive c. unconscious transference d. source-monitoring errors Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

The authors of your text describe an incident in which a friend of theirs, Alan, found the body of a frail older neighbor. Despite obvious signs that she was murdered, Alan insisted that she died of old age because __________. a. he has poor social perception b. his expectations that she died of old age led him to ignore abundant evidence that she was murdered c. only an experienced police officer would have the skills to determine a murder took place d. he was the real murderer, but wanted to cover up his crime Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

22.

Morty, a White man, and Sung-Yee, a Korean man, are walking to their cars when an Asian man pulls out a knife and demands their wallets. In a lineup, Morty cannot tell which man is the one who attacked him, but Sung-Yee has no problem identifying the culprit. This is an example of __________. a. source-monitoring b. bystander apathy c. selective attention d. own-race bias Answer: D Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

People are better at recognizing faces that are of the same race as they are, a phenomenon known as __________. a. source-monitoring errors b. own-race bias c. unconscious transference d. selective memory Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24. .

Researchers have found effects similar to own-race bias for __________. a. gender and height b. age and marital status c. age and hair color d. gender and age Answer: D Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Which factor is the most likely source of the own-race bias? a. Familiar stimuli are easier to recognize than unfamiliar stimuli. b. Prejudice biases attention and memory. c. Arousal impedes attention and subsequent memory accuracy. d. Much of memory is reconstructive. Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

Own-race bias may occur because when people look at same-race faces, they focus on __________, whereas when they look at different-race faces, they focus on __________. a. the whole face all together; features one at a time b. distinctive individual facial features; the whole face all together c. distinctive individual features; features that distinguish different races d. noses and mouths; eyes Answer: C 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 27.

Research on own-race bias has shown that in general, people are better at recognizing faces of people who __________. a. are tall b. are a similar race to theirs c. are the same gender as them d. look distinctive or unusual in some way Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

One key factor that determines how strongly someone is falling subject to own-race bias is __________. a. prejudicial attitude b. stereotype threat c. the mere exposure effect d. the amount of contact with other races Answer: D Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Julia’s natural parents are Ethiopian, but White parents in California raised her. Chances are, she most easily recognizes __________. a. White faces b. African faces c. multiracial faces d. White and African faces equally well Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

The process whereby information obtained after an event alters memories of the event is known as __________. a. reconstructive memory b. unconscious transference c. selective memory d. node integration Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Which statement is the most accurate regarding the storage process of memory? a. After an event is experienced, it is placed in storage, much like a photo album. b. Memories in storage can be edited dramatically. 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. Memories in storage cannot be altered. d. Memories in storage can only be altered slightly over time. Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Recall that Elizabeth Loftus and her colleagues showed participants a series of slides that depicted an automobile accident. Some participants saw a yield sign in the photos and other participants saw a stop sign. Later, participants were asked questions that contained information that either did or did not match what they had actually seen (i.e., a stop sign versus a yield sign). Results demonstrated that participants had more difficulty remembering what they had actually seen when __________. a. they had a short time to view the slide series b. the questions asked of them contradicted what they had actually seen c. the questions asked of them reflected what they had actually seen d. they reported what they had seen after being questioned, rather than before Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

One day your roommate asks you if you like the new sculpture outside of the Fine Arts building. You tell him that you like the sculpture there, but you later realize that the sculpture actually is in front of the Administration building. It seems your roommate’s __________ question yielded a __________. a. misleading; false memory b. misleading; reconstructed memory c. directive; false memory d. rhetorical; reconstructed memory Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

You remember learning in elementary school that Topeka is the capital of Kansas. However, you don’t remember whether you learned that fact from your third-grade teacher, Ms. Cronin, or your sixth-grade teacher, Ms. Cardani. It seems you may be having problems with __________. a. differential thinking b. acquisition c. schematic thinking. d. source monitoring Answer: D Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

It is possible that before eyewitnesses came forward to identify Randall Adams as the man who murdered a police officer, they had seen his face on television or in the newspaper. Because they saw Adams in the media, they might have come to believe that he was the person they saw on the road where the murder occurred. This is an example of __________. a. own-race bias b. source monitoring errors 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. the power of schemas to bias attention d. racial misidentification Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

Source monitoring is defined as __________. a. the process whereby memories of an event become distorted by information encountered after the event occurred b. the process whereby people try to identify the source of their memories c. the process by which recollections of a traumatic past event have been forgotten or repressed d. the process by which people recall information stored in their memories Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

The process whereby people try to identify the source of their memories is the best definition of __________. a. retrieval b. source monitoring c. reconstructive memory d. storage Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

Which error in eyewitness testimony occurs during the storage phase of memory? a. the own-race bias b. the best-guess phenomenon c. source monitoring errors d. focus on weapons Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

A mechanic at a truck rental office described a muscular man with a baseball cap and black T-shirt as the person who rented the truck that was eventually used in the bombing of the federal building in Oklahoma City. However, Timothy McVeigh, who was convicted of the bombing, did not resemble that description. The mechanic realized he had been confused and instead had described an innocent man who was at the truck rental office the day before McVeigh appeared there. This is a real-world example of faulty __________. a. questioning of eyewitnesses b. acquisition of relevant information c. source monitoring d. retrieval of relevant information Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

In lineups, witnesses often choose the person who most resembles the image they have stored in memory. This can yield inaccurate identifications, and suggests that the __________ stage of memory is affected by the typical lineup procedure. a. acquisition b. storage c. retrieval d. reconstructive Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Which procedure would lead to more accurate identification in a lineup? a. insist that the suspect and foils remain silent during the lineup b. ensure that the suspect and foils differ greatly in appearance c. present the suspect and foils sequentially rather than simultaneously d. assure the witness that the suspect is in the lineup Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

Which recommendation would you give police officers to prevent false identifications during lineups? a. show all the potential perpetrators at once b. decrease witnesses’ stress levels by only showing them mug shots taken in profile c. tell witnesses that the lineup may not include the suspect d. use foils with a wide range of physical characteristics Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

All things being equal, which suspect is MOST likely to be falsely convicted based on lineup identifications? a. Tim, who is in line with foils who do not resemble witnesses’ descriptions b. Alana, who is allowed to speak during the lineup procedure c. Wesley, who has just seen the witness refuse to pick a suspect in a previous lineup d. Eunice, who heard the police say, “Now, the suspect may not be in this lineup” Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

Arturo is a social psychologist working for the police department. As he advises department detectives about procedures for a police lineup, which suggestion is he LEAST likely to offer? a. “Do not always include the suspect in the initial lineup.” b. “Ask your witnesses for confidence ratings about their identifications before you say anything to them about their performance.” 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition c. “Make sure that the lineup contains a wide variety of people who look quite different from each other.” d. “Tell the witness that the suspect may or may not be in the lineup.” Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 45.

Why should the police officer who conducts the lineup not know which person in the lineup is the suspect? a. They will not unintentionally “hint” at who the suspect is. b. They will not exhibit own-race bias. c. They will not badger the witness. d. They will be more efficient than an officer working in-depth on the case. Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

Social psychological research has revealed a __________ relation between eyewitness confidence and accuracy. a. negative b. nonexistent c. strong d. weak Answer: D Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Assunta is confident that she has correctly identified the suspect in a robbery. Which conclusion should jurors reach about the accuracy of her identification of the suspect? a. That she is probably very accurate. b. That her confidence has very little to do with how accurate she is. c. That she is probably dead wrong. d. That it is completely irrelevant information. Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

You are an assistant district attorney trying to decide which suspect to try for a burglary case. Each of four eyewitnesses picked a different suspect from a photo lineup. Based on research investigating this topic, which eyewitness would you find most credible? a. Bettina, who carefully compared each of the faces against the others b. Dulce, who reported that the suspect’s face just “popped out” at her c. Jorge, who has just provided a written description of the suspect d. Friedrich, who took longer than the other witnesses to pick his suspect Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 49.

Given your knowledge of social psychology, if you were assigned to the jury trying an assault case, unlike most other jurors, you would be most likely to trust the testimony of a witness who __________. a. is confident about their identification b. “just knew” that a suspect was the culprit when she saw him in a lineup c. carefully examined each person in a lineup before making the identification d. took a long time making the identification Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

Lila explains to a police officer that she identified a suspect out of a lineup by comparing their faces, and then using the process of elimination. Lila’s identification __________. a. has an 80 percent chance of being accurate b. has a 50 percent chance of being accurate c. has a 30 percent chance of being accurate d. is probably mistaken Answer: D Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

When police officers perform lineups with witnesses, they should consider witnesses who are __________ and __________ to be more likely to be accurate. a. quick; use process of elimination b. slow; use process of elimination c. quick; confident d. slow; methodical Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

Recovered memories are defined as the process __________. a. whereby memories of an event become distorted by information encountered after the event occurred b. whereby people try to identify the source of their memories c. by which people recall a past event, such as sexual abuse, that has been forgotten or repressed d. by which people recall information stored in their memories Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Bearing in mind research on factors influencing eyewitness testimony, assume that you are a juror in a robbery trial. All things being equal, about which eyewitness should you be most confident? a. Mr. Latz, who quickly responds that the robber’s face just “popped out” at him in the photo lineup. b. Mrs. Blechman, who thinks long and hard about what she saw before engaging in the photo lineup. c. Ms. Mabry, a bank teller whose view of the robber was partially blocked, but she is very confident in her 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition identification of him. d. Mr. Collins, a guard who took the time to compare one face to another in the photo lineup. Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

One way to make the justice system fairer might be to require __________, as is the case in other countries. a. eyewitnesses to be cross-examined b. the testimony of more than one eyewitness c. eyewitnesses to provide drawings of what they saw d. jurors to take into consideration eyewitnesses’ confidence Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

__________ is a recollection of a traumatic past event that had previously been forgotten or repressed. a. An autobiographical memory b. The false memory syndrome c. A recovered memory d. An autobiographical fiction Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

Most people who have suffered a traumatic event __________. a. bring it up later in life in order to seek attention b. have repressed all memory of that event c. can’t stop thinking about the event d. encourage others to fabricate similar events, so that their own experience is validated Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

What would you say to a psychotherapist who suspects that a client has repressed memories of prior sexual abuse? a. “By suggesting past abuse, you may actually be creating false memories.” b. “Don’t take seriously any clients’ claims that they have recovered a memory of past abuse.” c. “Without objective corroborating evidence, it is unethical to suggest that abuse occurred.” d. “The notion of ‘repression’ is as outdated as Sigmund Freud’s other ideas.” Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 58.

__________ refer(s) to remembering a past traumatic experience that is objectively false but is nevertheless accepted by the recollector as true. a. Autobiographical memories b. Recovered memories c. False memory syndrome d. Confabulatory memories Answer: C Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

While on the witness stand at a child neglect trial, Hester was asked several leading questions by a crafty attorney. This attorney managed to get Hester to report that she had remembered seeing her mother drunk on several occasions. After the trial, Hester remained convinced that her mother was an alcoholic even though this was never true. This is an example of __________. a. false memory syndrome b. a recovered memory c. a distorted self-schema. d. auto-suggestive memory Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

Lola has been seeing a therapist for several months. At one session, her therapist suggests that Lola’s emotional difficulties may be due to sexual abuse she experienced as a child. Initially, Lola is unable to recall any such abuse. However, at a later session, she recalls an incident of abuse that she had suppressed for many years. Based on social-psychological research findings, Lola’s claims should be __________. a. viewed seriously but cautiously due to false memory syndrome concerns b. believed wholeheartedly, without reservations c. viewed seriously but cautiously due to social desirability concerns and transference processes d. totally discounted Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Based on the research conducted by Elke Geraerts and her colleagues, which person is most likely to have corroborating evidence about their experience of childhood sexual abuse? a. William, who has never forgotten his abuse b. Ginger, who remembered her abuse last year during marriage counseling c. Roy, who remembered his abuse during college d. Sandi, who had repressed her abuse until undergoing psychoanalysis Answer: A Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

A study found that judges who presided over jury trials disagreed with the jury’s verdict about __________ of the time. a. 10 percent 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. 25 percent c. 50 percent d. 75 percent Answer: B Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 63.

Lawyers who present their case in witness order present witnesses __________. a. to take advantage of the primacy effect b. in the sequence they believe will have the greatest impact c. to take advantage of the recency effect d. who will describe the events in the order in which the events unfolded Answer: B Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

__________ is when lawyers present witnesses in the sequence they think will have the greatest impact, even if this means that events are described out of order. a. Sequential evidence approach b. Impactful evidence approach c. Witness order d. Storybook order Answer: C Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Lawyers who present their case in story order present witnesses __________. a. to take advantage of the recency effect b. in the order that they believe will have the greatest impact c. who have been shown to be reliable eyewitnesses d. who will describe the events in the order in which the events unfolded Answer: D Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

A social psychologist would say that the story order of presenting evidence is most effective because it __________. a. establishes a schema for the event in question b. raises the self-esteem level of the jurors c. overrides the prejudices of the jurors d. unlocks repressed memories Answer: A Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Moderate Skill Level: Understand the Concepts 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 67.

Which technique would a lawyer employ if using the story order method? a. First, call witnesses who saw the suspect enter the building, then call witnesses who talked with the suspect after the crime occurred. b. Save the most dramatic testimony for last. c. Begin with the least credible witnesses and end with the most credible witnesses. d. Interview all prospective witnesses to ensure that they tell roughly the same story. Answer: A Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

You have been arrested on the charge of felonious assault and have your choice of four lawyers, each of whom has a different style of presenting a case. Based on research findings, which lawyer would you choose to represent you? a. Amanda, who opens her trials dramatically by calling her best witnesses first b. Ricky, who starts off slowly and reaches a dramatic reenacted climax with his best witnesses c. Shelly, who calls witnesses in the order that best presents the story that she wants to tell d. Mitch, who calls witnesses in order based on their astrological sign Answer: C Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

Based on experiments in which researchers asked mock jurors to listen to a simulated murder trial, and varied the order in which the prosecuting and defense attorneys presented their cases, in which way should lawyers present their case to a jury? a. story order for the prosecution and defense lawyer b. story order, but only for the prosecution lawyer c. witness order for the prosecution and defense lawyer d. witness order, but only for the defense lawyer Answer: A Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Osvaldo is a defense attorney. He always arranges his witnesses so that he can explain his clients’ actions to create sympathetic schemas in the jurors’ minds. Osvaldo’s success rate reflects the benefits of presenting evidence in __________. a. logical order b. story order c. witness order d. order of credibility Answer: B Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 71.

You are being held for questioning in a crime that you did not commit. The interrogation is going on for quite some time. Which conditions would lead to any confession you make being seen as coerced? a. making sure that only you are being videotaped b. making sure that the interrogator is being videotaped c. making sure the interrogator is not visible in the videotape d. making sure that your interrogator is visible, but only if the interrogator is older than you Answer: B Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

After being interrogated, why would someone confess to a crime of which they are innocent? a. Many suspects view prison as an easy way to get food and shelter. b. They recovered a repressed memory that they had committed the crime in question. c. They become psychologically fatigued and confused. d. They are physically coerced. Answer: C Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Jack has just been interrogated as a suspect in a robbery for over 10 hours and is psychologically fatigued and confused about what to believe. Which behavior is Jack most likely to do? a. adamantly plead his innocence b. refuse to speak without a lawyer present c. become delirious and require hospitalization d. confess to the crime and end the agony Answer: D Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

When jurors view a video of an interrogation, they are most likely to believe the suspect was coerced if they see __________. a. just the suspect’s face b. just the interrogator’s face c. both the interrogator’s and suspect’s faces d. nothing, but hear the complete audio recording Answer: B Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

If a single juror disagrees with the rest, what is likely to happen during deliberations? a. The majority will come to see that the dissenter is right. b. The single juror will change their mind and vote with the majority. c. Neither the single juror nor the majority will change their minds and the jury will be hung. d. The majority will be persuaded by compelling logical arguments presented by the lone dissenter. Answer: B Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

The presence of a dissenting juror is desirable because they encourage other jurors to __________. a. consider the evidence more carefully b. discuss their original biases c. convict on the more serious offense d. reach a speedy and accurate verdict Answer: A Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

In jury deliberations, the majority opinion usually wins out; this finding is reminiscent of social psychological research investigating __________. a. the fundamental attribution error b. the door-in-the-face technique c. conformity d. role-playing Answer: C Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

Despite the fact that dissenting jurors often adopt the majority point of view, unanimous verdicts are desirable because this requirement encourages jurors to consider the evidence more carefully and __________. a. the jury majority may change their minds about the defendant’s guilt b. the jury minority prolongs productive deliberation c. try to debunk false testimonies d. the majority will then be more confident in their verdict Answer: A Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

You are sitting on a jury in which you are the only person who believes that the defendant is not guilty of the charges. Which result is the most likely outcome of your dissent? a. You hang the jury. b. You cave in and go along with the charges as presented. c. You eventually agree to vote guilty, but persuade the other jurors to think more critically about the evidence. d. You eventually agree to vote guilty, but persuade the other jurors that more severe charges are necessary. Answer: C Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

You are a defense attorney and you are choosing jurors. In order to help your client avoid a severe charge, what sort of jury would you select? a. Twelve people who all feel exactly the same way, with very little diversity 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b. Equal numbers of women and men c. It doesn’t matter; the system guarantees a fair trial. d. At least a couple of jurors who may hold a minority opinion on the case Answer: D Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition

Essay 81.

Identify and define the three stages of memory processing. Answer: The three stages of memory processing are encoding, storage, and retrieval. Encoding refers to the process by which people attend to information in their environment and transform this sensory data into a mental representation. Storage refers to the process by which people maintain in memory information they have encoded from the environment. Finally, retrieval refers to the process by which people recall information stored in their memories. Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

The first stage of memory processing is encoding. Identify the sources of error associated with this stage of processing and give an example of how each potential error relates to eyewitness accuracy. Answer: The sources of error associated with encoding are poor viewing conditions; people seeing what they expect to see; people focusing on weapons; own-race bias, and change blindness. Each example should describe how these situations affect the amount of environmental stimuli that we actually notice. Research has revealed that neither crime victims nor bystanders are accurate in what they notice and attend to, although bystanders tend to be a little more accurate. This is probably because they are less frightened than victims. Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

The second stage of memory processing is storage. Identify the sources of error associated with this stage of processing and give an example of how each potential error relates to eyewitness accuracy. Answer: The sources of error associated with storage are misleading questions and source monitoring errors. Each example should describe the process by which acquired information is stored in memory. Inaccurate memories can result when different pieces of stored information become confused with others (e.g., via poor source monitoring), yielding a reconstructed memory. Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

84.

The third stage of memory processing is retrieval. Identify the sources of error associated with this stage of processing and give an example of how each potential error relates to eyewitness accuracy. Answer: The sources of error associated with retrieval are “best guess” problems in lineup identification and negative effects of verbalization. Each example should describe how the process by which stored information is recalled or brought forth from memory can be potentially problematic. Faulty retrieval can result from leading questions, or from people substituting a “best guess” for a true memory. Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition 85.

Identify the research-based recommendations for how to conduct lineups and explain why each is important to minimize eyewitness error. Answer: The recommendations and reasons these are important are from Table SPA-3.1. There are five recommendations: (1) Make sure everyone in the lineup resembles the witness’s description of the suspect. This is important because doing so minimizes the possibility that the witness will simply choose the person who looks most like the suspect relative to the other photos available. (2) Tell the witnesses that the person suspected of the crime may or may not be in the lineup. This is important because if witnesses assume that the suspect is present, they are much more likely to choose the person who looks most like what they remember, rather than saying that they aren’t sure if the person is there. As a result, false identifications are less likely to occur when people are instructed that the culprit may or may not be in the lineup. (3) Make sure that the police officer administering the lineup does not know which person in the lineup is the suspect. This is important because this avoids the possibility that the person will (intentionally or unintentionally) communicate to the witness who the suspect is. (4) If using photographs of people, present the pictures sequentially instead of simultaneously. This is important because doing so makes it more difficult for witnesses to compare all the pictures and choose the one that most resembles the suspect even when the suspect is not actually in the lineup, though recent research suggests that such a procedure may also make eyewitnesses less likely to identify anyone in the lineup, even the actual suspect. (5) Don’t count on witnesses knowing whether their selections were biased. This is important because to determine whether a witness’s selection was biased, attorneys or judges sometimes ask them, for example, “Do you think your choice of suspect was influenced by how the pictures were presented or what the police told you?” Unfortunately, people don’t have sufficient access to their thought processes to detect whether they were biased. Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

You are a social psychologist contacted by a defense attorney who is convinced that her client is innocent of assault. The prosecution’s case rests heavily on eyewitness testimony. You have agreed to serve as an expert witness whose task is to educate the jury about the shortcomings of eyewitness testimony. Which suggestions would you tell the court? Answer: First, you would be well advised to summarize research evidence that eyewitness testimony is often inaccurate and suggest that jurors should carefully consider both the conditions under which the eyewitnesses saw the alleged offender (Did it all happen fast? What were the viewing conditions like? Was the assault unexpected?) and the conditions under which the defendant was picked from a lineup (Were the foils similar to witnesses’ initial descriptions? Were witnesses told that the perpetrator might not be in the lineup? Was the lineup sequential or simultaneous? Did the defendant just “pop out” at witnesses, or did witnesses deliberate before identifying him?). Finally, you would point out that confident eyewitnesses are not necessarily more accurate than are unconfident witnesses. Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Why isn’t confidence always a sign of accuracy, especially with regard to eyewitness testimony? Answer: One reason why confidence and accuracy show a haphazard relationship is that the things that influence people’s confidence are not necessarily the same things that influence their accuracy. For example, after a person identifies a suspect, their confidence increases if they find out that other witnesses identified the same suspect, and their confidence decreases if they find out that other witnesses identified a different suspect. However, this change in confidence doesn’t influence the accuracy of the actual identification made earlier (i.e., before any new information was obtained). Therefore, just because a witness is confident does not mean that they are accurate. Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Topic: Eyewitness Testimony Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 88.

You read a story in the news about a man who claims that during therapy he recovered previously repressed memories about molestation by his teacher when he was a young boy. The teacher vehemently denies the allegations. Based on information from the recovered memory debate, what should you conclude? Answer: It is most likely that the man did not recover any memories. It is more likely that his therapist suggested that he was abused sexually as a boy, and that this helped him to unwittingly create a false memory. Allegations of this sort should be treated seriously but cautiously. Learning Objective: SPA 3.1 Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Testimony Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

How do jurors make sense of the large amount of information presented during a trial? What are the implications for how jurors process information for legal strategy? Answer: Research has revealed that jurors typically make sense of all the evidence by constructing their own stories about how events unfolded. Rather than store information in the order it was presented, jurors typically use that information (correctly or incorrectly) to construct a kind of “plot” of the crime. Given these findings, lawyers would be well advised to abandon strategies based on witness order (e.g., saving the strongest witnesses for last) in favor of introducing witnesses and evidence in a story order that reflects the narrative the lawyer wants the jury to believe. Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Describe why false confessions occur. If you knew that someone who was innocent was going to be questioned, what advice would you provide? Answer: Generally, false confessions happen after a suspect has been interrogated by police for hours. At this point the suspect is often psychologically fatigued and may be very confused. The person may not know what to believe anymore. Knowing something about the possibility of this happening should be helpful. Being persuaded that one had done something worth confessing to could be less likely to happen. In addition, it would benefit the suspect to have a videotape of the entire interrogation that included both the interrogator and the suspect. This will allow the voluntary or involuntary nature of any comments or confessions to be determined. Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

Because jury minority opinions seldom hold in deliberations and verdicts, it might be argued that juries are “stacked” and that unanimous verdicts are meaningless. Perhaps we should simply have jurors take a vote when the trial is over. Which reply would a social psychologist give to this proposal? Answer: A social psychologist would acknowledge that lone hold-outs seldom do change the verdicts of other jurors, despite the vivid contrary examples often portrayed in courtroom dramas on television and in the movies. This is not to say that the unanimous verdict precedent should be abandoned, because one lone juror who holds out can influence deliberations in a positive way; they can encourage the other jurors to consider the evidence more carefully, and perhaps to convict defendants of a lesser offense. Learning Objective: SPA 3.2 Describe how social psychology helps explain how juries make decisions. Topic: Juries: Group Processes in Action 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Revel Quizzes The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology, Eleventh Edition. Quiz SPA3.1: Eyewitness Testimony EOM_QSPA3.1.1 Which of the following is not one of the stages of memory processing? a) Storage Consider This: Schemas can shape memories, but are not a separate stage of the memory creation process itself. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) Retrieval Consider This: Schemas can shape memories, but are not a separate stage of the memory creation process itself. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. c) Schema d) Encoding Consider This: Schemas can shape memories, but are not a separate stage of the memory creation process itself. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Answer: c Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Stages of Memory Difficulty Level: Easy Skill Level: Remember the Facts EOM_QSPA3.1.2 Andy, a White American, committed a crime in front of several eyewitnesses in downtown New York City. Research suggests that which of the following witnesses will be most likely to make an accurate identification of Andy in a lineup? a) Mariano, who was born and raised in Panama, but has worked in the United States for his entire adult life Consider This: The own-race bias indicates that people tend to do a better job remembering in-group rather than out-group faces. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) Matt, a White male who lived in Denver for several years but recently moved to New York City c) C.C., a Black male who has lived in New York City for a decade Consider This: The own-race bias indicates that people tend to do a better job remembering in-group rather than out-group faces. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. d) Masahiro, who is Japanese and recently moved to the United States Consider This: The own-race bias indicates that people tend to do a better job remembering in-group rather than out-group faces. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Answer: b Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Own-Race Bias Difficulty Level: Difficult Skill Level: Apply What You Know EOM_QSPA3.1.3 The recommendation that the police investigator who administers a lineup should not know which person is the suspect is __________. a) not supported by psychological research findings Consider This: If a lineup administrator is “blind,” they cannot say anything to bias the eyewitness. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) intended to prevent post-identification feedback c) likely to make the own-race bias worse Consider This: If a lineup administrator is “blind,” they cannot say anything to bias the eyewitness. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. d) the best solution to the problems caused by witness verbalization 25 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: If a lineup administrator is “blind,” they cannot say anything to bias the eyewitness. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Answer: b Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Accuracy Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_QSPA3.1.4 Which of the following statements about eyewitness memory is true? a) Jurors often have a difficult time determining whether or not an eyewitness is accurate. b) A confident eyewitness is an accurate eyewitness. Consider This: Confident eyewitnesses can still be wrong, which complicates the job of police and jurors as they try to determine what really happened at the scene. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. c) Eyewitnesses who take their time and look at all the photographs presented to them before making an identification tend to be more accurate than those who make a judgment quickly. Consider This: Confident eyewitnesses can still be wrong, which complicates the job of police and jurors as they try to determine what really happened at the scene. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. d) When presenting photographs to an eyewitness, the recommendation is that police show all of the photos at once instead of presenting them one at a time. Consider This: Confident eyewitnesses can still be wrong, which complicates the job of police and jurors as they try to determine what really happened at the scene. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Answer: a Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Accuracy Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_QSPA3.1.5 Researchers who have studied recovered memories of abuse have found that __________. a) all supposedly recovered memories are false Consider This: While there is no way to rule out that there may be instances in which people suddenly remember events that really did occur, memories recovered in some settings have been found to be less reliable than those recovered in others. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) false memory syndrome does not exist Consider This: While there is no way to rule out that there may be instances in which people suddenly remember events that really did occur, memories recovered in some settings have been found to be less reliable than those recovered in others. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. c) memories recovered outside of psychotherapy are more likely to have corroborating evidence than memories recovered in a psychotherapy setting d) hypnosis is an effective way to prevent people from coming to believe in what turn out to be false memories Consider This: While there is no way to rule out that there may be instances in which people suddenly remember events that really did occur, memories recovered in some settings have been found to be less reliable than those recovered in others. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Answer: c Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Recovered Memories Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Quiz SPA3.2: Juries: Group Processes in Action EOM_QSPA3.2.1 Research indicates that __________ tends to be the most persuasive way of presenting evidence to a jury. a) witness order Consider This: As with other forms of social perception, jurors are swayed by what narrative best helps explain the events in question. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. b) schema order Consider This: As with other forms of social perception, jurors are swayed by what narrative best helps explain the events in question. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. c) blind order Consider This: As with other forms of social perception, jurors are swayed by what narrative best helps explain the events in question. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. d) story order Answer: d Learning Objective: LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Topic: Story Model Difficulty Level: Easy Skill Level: Remember the Facts EOM_QSPA3.2.2 Videotaping interrogations of suspects __________. a) is illegal in the Unites States Consider This: Social perception research indicates that viewing angle makes a big difference in determining who is in control during a conversation. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. b) can help identify and prevent false confessions, but it makes a big difference whom the camera is focused on c) can help identify and prevent false confessions, but it makes a big difference whether or not the police officers know they are being recorded Consider This: Social perception research indicates that viewing angle makes a big difference in determining who is in control during a conversation. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. d) is what helped authorities in the Central Park jogger case figure out that the wrong people had been convicted of the crime Consider This: Social perception research indicates that viewing angle makes a big difference in determining who is in control during a conversation. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Answer: b Learning Objective: LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Topic: False Confessions Difficulty Level: Moderate Skill Level: Understand the Concepts EOM_QSPA3.2.3 When it comes to jury decision making, minority influence __________. a) never occurs Consider This: Minority influence on a jury is not impossible but does have its limitations. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. b) is more effective in 12-person juries than in 6-person juries Consider This: Minority influence on a jury is not impossible but does have its limitations. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. c) can be more effective in changing which charge the jury convicts on as opposed to actually changing the jury’s verdict from, say, guilty to not guilty d) works best when done in witness order 27 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Consider This: Minority influence on a jury is not impossible but does have its limitations. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Answer: c Learning Objective: LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Topic: Minority Influence Difficulty Level: Moderate Skill Level: Understand the Concepts

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Chapter SPA3 Quiz: Social Psychology and the Law EOC_QSPA3.1 Which of the following is least true about eyewitness testimony? a) Jurors and law enforcement professionals rely heavily on eyewitness testimony when they are deciding whether someone is guilty. Consider This: Both jurors and eyewitnesses tend to place more confidence in the accuracy of memory than is really called for. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) Jurors tend to overestimate the accuracy of eyewitnesses. Consider This: Both jurors and eyewitnesses tend to place more confidence in the accuracy of memory than is really called for. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. c) People are better at recognizing faces of people of their own race than faces of people of different races. Consider This: Both jurors and eyewitnesses tend to place more confidence in the accuracy of memory than is really called for. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. d) The more stressful a scenario is, the more accurate the details an eyewitness is usually able to remember about it. Answer: d Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Verbalization Effects Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_QSPA3.2 Gloria was working the night shift at a convenience store. A man came in, pulled out a gun, and demanded that Gloria give him all the money in the cash register. When the police interview Gloria about the crime, which of the following will she most likely be able to tell them? a) The size of the gun the man had b) The type of clothes the man wore Consider This: An eyewitness’s attention is often drawn to surprising and threatening aspects of the crime scene. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. c) The height of the man Consider This: An eyewitness’s attention is often drawn to surprising and threatening aspects of the crime scene. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. d) The color of the man’s eyes Consider This: An eyewitness’s attention is often drawn to surprising and threatening aspects of the crime scene. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Answer: a Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Memory Difficulty Level: Difficult Skill Level: Apply What You Know EOC_QSPA3.3 You are an assistant district attorney trying to decide which suspect to try for a burglary case. Each of five eyewitnesses picked a different suspect from a photo lineup. Based on social psychological research, which eyewitness would you find most credible? a) Phil, who carefully compared each of the faces against the others Consider This: Using a process of elimination to identify a suspect from a lineup can be a risk factor for mistaken identification. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) Luke, who has discussed the case and his memories of the events with multiple people since it happened Consider This: Using a process of elimination to identify a suspect from a lineup can be a risk factor for mistaken identification. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. c) Hayley, who reported that the suspect’s face just “popped out” at her d) Alex, who said that she was “extremely confident” that she was correct Consider This: Using a process of elimination to identify a suspect from a lineup can be a risk factor for mistaken identification. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. 29 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: c Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Memory Difficulty Level: Difficult Skill Level: Apply What You Know EOC_QSPA3.4 Which of the following is not a recommendation that social psychologists have made about how the police should conduct lineups? a) Take care to ensure that everyone in the lineup resembles the witness’s description of the suspect. Consider This: A lineup administrator can take many of the same steps as a careful research psychologist in the effort to minimize the likelihood of mistaken identification. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) Tell the witness that the person suspected of the crime may or may not be in the lineup. Consider This: A lineup administrator can take many of the same steps as a careful research psychologist in the effort to minimize the likelihood of mistaken identification. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. c) Make sure that the police officer administering the lineup knows which person in the lineup is the suspect. d) Don’t assume that witnesses know whether their selections were biased. Consider This: A lineup administrator can take many of the same steps as a careful research psychologist in the effort to minimize the likelihood of mistaken identification. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Answer: c Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Eyewitness Memory Difficulty Level: Easy Skill Level: Remember the Facts EOC_QSPA3.5 Research has supported which of the following statements about recovered memories? a) False memory syndrome does not exist. Consider This: Research casts doubts on many recovered memories but does not rule out the possibility that a person can suddenly remember abuse that really did occur. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) People who recover memories of sexual abuse in psychotherapy are almost always correct that the abuse really occurred. Consider This: Research casts doubts on many recovered memories but does not rule out the possibility that a person can suddenly remember abuse that really did occur. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. c) There may be instances in which people do suddenly remember traumatic events that really did occur. d) Judges are more likely to believe them than are juries. Consider This: Research casts doubts on many recovered memories but does not rule out the possibility that a person can suddenly remember abuse that really did occur. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Answer: c Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Passionate Love Difficulty Level: Easy Skill Level: Remember the Facts EOC_QSPA3.6 Which of the following recommendations have social psychologists made to the legal profession? a) The police should try as hard as they can to get suspects to confess to a crime, because if the suspects confess, they are surely guilty. Consider This: The tactics that police use to extract a confession can also increase the risk of a false confession. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. 30 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition b) Lawyers should present witnesses in the sequence they think will have the greatest impact, even if this means that events of the case are described out of order. Consider This: The tactics that police use to extract a confession can also increase the risk of a false confession. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. c) The police should videotape all interrogations and make sure that the camera angle shows both the interrogator and the suspect. d) Hypnosis is a useful way for producing accurate eyewitness memories. Consider This: The tactics that police use to extract a confession can also increase the risk of a false confession. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Answer: c Learning Objective: LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Topic: Confessions Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_QSPA3.7 Which of the following statistics about juries is accurate? a) 97 percent of mistaken convictions of the innocent result from eyewitness errors. Consider This: It is almost always impossible to determine if a jury has “gotten it right” with their verdict, but their judgment can be compared to how others would have decided the same case. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. b) Judges and juries agree on the appropriate verdict in a case 75 percent of the time. c) In 55 percent of cases, the jury’s final decision was the same as the one favored by a majority of the jurors on the initial vote during deliberations. Consider This: It is almost always impossible to determine if a jury has “gotten it right” with their verdict, but their judgment can be compared to how others would have decided the same case. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. d) 25 percent of juries get the verdict wrong in criminal cases. Consider This: It is almost always impossible to determine if a jury has “gotten it right” with their verdict, but their judgment can be compared to how others would have decided the same case. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Answer: b Learning Objective: LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Topic: Juries Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_QSPA3.8 Which of the following is most true about research on social psychology and the law? a) In police interrogations, people sometimes confess to a crime they did not commit and even come to believe that they did commit the crime. b) When jury deliberations begin, if a couple of jurors disagree with everyone else, they are easily able to persuade the majority to change from a guilty to a not-guilty verdict. Consider This: Minority influence can occur on juries, but usually the best predictor of a final verdict is what the majority of jurors think in their first vote. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. c) People have pretty good memories for events they witness, and it is hard to convince them that they saw something they did not. Consider This: Minority influence can occur on juries, but usually the best predictor of a final verdict is what the majority of jurors think in their first vote. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. d) Research indicates that whereas racial biases influence perception and behavior in other domains, there is little evidence of such bias in the life-and-death decisions people make in the legal system. Consider This: Minority influence can occur on juries, but usually the best predictor of a final verdict is what the majority of jurors think in their first vote. LO SPA3.2: Describe how social psychology helps explain how juries make decisions. 31 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All rights reserved.

Aronson, Wilson, Sommers, Page-Gould, Lewis, Jr.: Social Psychology, 11th edition Answer: a Learning Objective: LO SPA3.2: Describe how social psychology helps explain how juries make decisions. Topic: Confessions Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_QSPA3.9 One explanation for why eyewitnesses might be confident in an inaccurate identification is __________. a) the story model Consider This: This particular problem can be prevented by having a lineup administrator who does not know which person in the lineup is the actual suspect. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) post-identification feedback c) own-race bias Consider This: This particular problem can be prevented by having a lineup administrator who does not know which person in the lineup is the actual suspect. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. d) recovered memory Consider This: This particular problem can be prevented by having a lineup administrator who does not know which person in the lineup is the actual suspect. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Answer: b Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Post-Identification Feedback Difficulty Level: Moderate Skill Level: Understand the Concepts EOC_QSPA3.10 Raj is having trouble remembering whether he actually saw a white van speeding away from the scene of the bank robbery or whether he just heard other people talking about a white van. Raj is having difficulty with __________. a) composite memory Consider This: In this instance, uncertainty seems to exist regarding the source of the memory in question. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. b) verbalization effects Consider This: In this instance, uncertainty seems to exist regarding the source of the memory in question. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. c) storage Consider This: In this instance, uncertainty seems to exist regarding the source of the memory in question. LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. d) source monitoring Answer: d Learning Objective: LO SPA3.1: Explain what psychology indicates about the accuracy of eyewitness testimony. Topic: Source Monitoring Difficulty Level: Difficult Skill Level: Apply What You Know