Chapter 18 1

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Social psychology, p. 643 Easy, Factual/Definitional, Objective 1, ns! b 1. The text defines social psychology as the scientific study of how people ________ one another. a. understand, feel about, and behave toward b. thin about, influence, and relate to c. observe, understand, and co!!unicate with d. understand, predict, and control e. perceive, thin about, and tal about tt"ibuting behavio" to pe"sons o" to situations, p. 643 Easy, Factual/Definitional, Objective 1, ns! # #n order to analy$e how people explain others% behavior, &rit$ 'eider developed( a. cognitive dissonance theory. b. i!pression !anage!ent theory. c. social exchange theory. d. attribution theory. e. self)disclosure theory. tt"ibuting behavio" to pe"sons o" to situations, p. 643 Easy, $onceptual, Objective 1, ns! e +ictor explains that his brother%s aggressive behavior results fro! his brother,s insecurity. +ictor%s explanation of his brother%s behavior is an exa!ple of( a. the reciprocity nor!. b. deindividuation. c. the bystander effect. d. the foot)in)the)door pheno!enon. e. an attribution. tt"ibuting behavio" to pe"sons o" to situations, p. 643 Easy, Factual/Definitional, Objective 1, ns! b The tendency for observers to underesti!ate the i!pact of the situation and to overesti!ate the i!pact of personal dispositions upon another%s behavior is called( a. the bystander effect. b. the funda!ental attribution error. c. deindividuation. d. ingroup bias. e. the !ere exposure effect.

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tt"ibuting behavio" to pe"sons o" to situations, pp. 643&644 Difficult, $onceptual, Objective 1, ns! c / dispositional attribution is to ________ as a situational attribution is to ________. a. nor!ative influence0 infor!ational influence b. high ability0 low !otivation c. personality traits0 social roles d. politically liberal0 politically conservative e. introversion0 extraversion tt"ibuting behavio" to pe"sons o" to situations, pp. 643&644 Difficult, $onceptual, Objective 1, ns! c 2honda has 3ust learned that her neighbor Patricia was involved in an auto!obile accident at a nearby intersection. The tendency to !a e the funda!ental attribution error !ay lead 2honda to conclude( a. 4They need to i!prove the visibility at that corner.5 b. 4Patricia%s bra es !ust have failed.5 c. 4Patricia%s rec lessness has finally gotten her into trouble.5 d. 4Patricia%s children probably distracted her.5 e. 4The road !ust have been wet and slippery.5 tt"ibuting behavio" to pe"sons o" to situations, pp. 643&644 'e#iu(, Factual/Definitional, Objective 1, ns! a Students who were told that a young wo!an had been instructed to act in a very unfriendly way for the purposes of the experi!ent concluded that her behavior( a. reflected her personal disposition. b. was situationally deter!ined. c. de!onstrated role playing. d. illustrated nor!ative social influence. e. was the product of deindividuation. tt"ibuting behavio" to pe"sons o" to situations, p. 644 Difficult, $onceptual, Objective 1, ns! a 7ou would probably be least li ely to co!!it the funda!ental attribution error in explaining why( a. you failed a college test. b. a fellow class!ate was late for class. c. your professor gave a boring lecture. d. the college ad!inistration decided to raise next year%s tuition costs. tt"ibuting behavio" to pe"sons o" to situations, p. 644 Difficult, Factual/Definitional, Objective 1, ns! c 9ne explanation for the funda!ental attribution error involves( a. deindividuation. b. group polari$ation. c. attentional focus. d. the !ere exposure effect. e. social loafing.

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)he effects of att"ibution, pp. 644&64* Difficult, $onceptual, Objective 1, ns! b The funda!ental attribution error is !ost li ely to lead observers to conclude that une!ployed people( a. are victi!s of discri!ination. b. are irresponsible and un!otivated. c. have parents who provided poor !odels of social responsibility. d. attended schools that provided an inferior education. e. are victi!s of bad luc . )he effects of att"ibution, pp. 644&64* Difficult, Factual/Definitional, Objective 1, ns! c Poverty and une!ploy!ent are li ely to be explained in ter!s of ________ by political liberals and in ter!s of ________ by political conservatives. a. personal dispositions0 situational constraints b. nor!ative influence0 infor!ational influence c. situational constraints0 personal dispositions d. infor!ational influence0 nor!ative influence )he effects of att"ibution, p. 64* Difficult, $onceptual, Objective 1, ns! c Co!pared to the ;apanese, /!ericans are li ely to underesti!ate the extent to which another,s behavior is influenced by( a. genetic predispositions. b. level of !otivation. c. social roles. d. intellectual abilities. e. psychological traits. ttitu#es an# actions, p. 64* Easy, Factual/Definitional, Objective %, ns! c <eliefs and feelings that predispose us to respond in particular ways to ob3ects, people, and events are called( a. roles. b. nor!s. c. attitudes. d. attributions. Do ou" attitu#es gui#e ou" actions+, p. 64* Easy, Factual/Definitional, Objective %, ns! b =uring the 181:s, do$ens of research studies challenged the co!!on assu!ption that attitudes( a. can be !easured. b. guide our actions. c. are shaped through social influence. d. re!ain stable throughout our life. e. are correlated with personality traits.

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Do ou" attitu#es gui#e ou" actions+, pp. 64*&646 Easy, $onceptual, Objective %, ns! c >hich of the following individuals is least li ely to cheat on his inco!e tax returns? a. ;a e, who loves his country b. ;oe, who ad!ires personal honesty c. /l, who values paying his full inco!e tax d. /ndy, who cares little about personal wealth Do ou" attitu#es gui#e ou" actions+, p. 646 Difficult, Factual/Definitional, Objective %, ns! c 9ur attitudes are !ore li ely to guide our actions when we( a. experience a sense of deindividuation. b. feel inco!petent or insecure. c. are self)conscious. d. are !ade aware of social nor!s. Do ou" actions affect ou" attitu#es+, p. 646 Easy, Factual/Definitional, Objective 3, ns! # The tendency for initial co!pliance with a s!all re@uest to facilitate subse@uent co!pliance with a larger re@uest is nown as the( a. !ere exposure effect. b. funda!ental attribution error. c. reciprocity nor!. d. foot)in)the)door pheno!enon. e. bystander effect. Do ou" actions affect ou" attitu#es+, p. 646 'e#iu(, Factual/Definitional, Objective 3, ns! e #n order to 4brainwash5 captured /!erican soldiers during the Aorean >ar, Chinese co!!unists !ade effective use of( a. the 3ust)world pheno!enon. b. the bystander effect. c. the frustration)aggression principle. d. the funda!ental attribution error. e. the foot)in)the)door pheno!enon. Do ou" actions affect ou" attitu#es+, p. 646 'e#iu(, $onceptual, Objective 3, ns! c /fter giving in to her friends% re@uest that she drin alcohol with the!, 11)year)old ;essica found that she couldn%t resist the pressure they exerted on her to snort cocaine. 'er experience best illustrates( a. ingroup bias. b. the !ere exposure effect. c. the foot)in)the)door pheno!enon. d. the funda!ental attribution error. e. the bystander effect.

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Do ou" actions affect ou" attitu#es+, p. 64, Difficult, $onceptual, Objective 3, ns! c / life insurance salesperson who ta es advantage of the foot)in)the)door pheno!enon would be !ost li ely to( a. e!phasi$e that his co!pany is one of the largest in the insurance industry. b. pro!ise a free gift to those who agree to purchase any insurance policy. c. as custo!ers to respond to a brief survey on their life insurance needs and attitudes. d. address custo!ers by their first na!es. e. !eet potential custo!ers by paying the! an unexpected visit at their ho!es. Do ou" actions affect ou" attitu#es+, p. 64, Easy, $onceptual, Objective 3, ns! c #talo has voluntarily done a nu!ber of favors for his new neighbor. /s a result, #talo is li ely to show( a. increased feelings of deindividuation. b. decreased feelings of deindividuation. c. increased li ing for his neighbor. d. decreased li ing for his neighbor. e. a lowered sense of self)estee!. Do ou" actions affect ou" attitu#es+, p. 64, 'e#iu(, Factual/Definitional, Objective 3, ns! # Studies of role playing !ost directly highlight the effects of( a. group si$e on social loafing. b. personal anony!ity on deindividuation. c. an audience on social facilitation. d. actions on attitudes. e. bystanders on altruis!. Do ou" actions affect ou" attitu#es+, p. 64'e#iu(, Factual/Definitional, Objective 3, ns! c The participants in Philip Bi!bardo%s si!ulated prison study( a. were assigned the roles of prisoner or guard on the basis of their personality test scores. b. found it very difficult to play the role of prison guard. c. were so endangered by their role)playing experience that the study was discontinued. d. beca!e a cohesive unit when they pursued superordinate goals. .hy #o ou" actions affect ou" attitu#es+, p. 64Easy, Factual/Definitional, Objective 3, ns! b >hich theory assu!es that we adopt certain attitudes in order to 3ustify our past actions? a. social exchange theory b. cognitive dissonance theory c. scapegoat theory d. attribution theory e. e@uity theory

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.hy #o ou" actions affect ou" attitu#es+, p. 64'e#iu(, $onceptual, Objective 3, ns! b &eeling responsible for behavior that violates our conscience is !ost li ely to contribute to( a. the bystander effect. b. cognitive dissonance. c. the funda!ental attribution error. d. group polari$ation. e. social loafing. .hy #o ou" actions affect ou" attitu#es+, p. 64'e#iu(, $onceptual, Objective 3, ns! # Cognitive dissonance theory is !ost helpful for understanding( a. the !ere exposure effect. b. group polari$ation. c. the funda!ental attribution error. d. the foot)in)the)door pheno!enon. e. the bystander effect. .hy #o ou" actions affect ou" attitu#es+, p. 64Difficult, $onceptual, Objective 3, ns! # =uring a test, /be i!pulsively copied several answers fro! a nearby student%s paper. 'e felt very unco!fortable about having done this until he convinced hi!self that copying answers is not wrong if class!ates are careless enough to expose their test sheets. >hich theory best explains why /be adopted this new attitude? a. frustration)aggression theory b. attribution theory c. social exchange theory d. cognitive dissonance theory e. the two)factor theory $onfo"(ity an# obe#ience, p. 6*/ 'e#iu(, $onceptual, Objective 4, ns! e #f one student in a classroo! begins to cough, others are li ely to do the sa!e. This best illustrates( a. deindividuation. b. ingroup bias. c. the !ere exposure effect. d. the bystander effect. e. the cha!eleon effect. $onfo"(ity an# obe#ience, p. 6*/ 'e#iu(, Factual/Definitional, Objective 4, ns! a The text indicates that the clusters of teenage suicides that occasionally occur in so!e co!!unities !ay be the result of( a. suggestibility. b. the bystander effect. c. groupthin . d. deindividuation. e. social facilitation.

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0"oup p"essu"e an# confo"(ity, p. 6*1 Easy, Factual/Definitional, Objective 4, ns! e Solo!on /sch as ed people to identify which of three co!parison lines was identical to a standard line. 'is research was designed to study( a. the !ere exposure effect. b. the funda!ental attribution error. c. social facilitation. d. deindividuation. e. confor!ity. $on#itions that st"engthen confo"(ity, p. 6*% Difficult, $onceptual, Objective 4, ns! c Caseeb opposes all his class!ates in his opinion on an issue. =uring a class discussion of the issue, Caseeb is !ost li ely to confor! to his class!ates% opinion if he( a. has a high level of self)estee!. b. does not have to reveal his personal opinion at the close of the class discussion. c. has a lot of good friends in the class. d. verbally expresses his own uni@ue opinion early in the class discussion. 1easons fo" confo"(ing, p. 6*% Easy, Factual/Definitional, Objective 4, ns! c Confor!ity resulting fro! a person%s desire to gain approval or avoid disapproval is said to be a response to( a. the reciprocity nor!. b. social facilitation. c. nor!ative social influence. d. infor!ational social influence. e. deindividuation. 1easons fo" confo"(ing, p. 6*% Easy, $onceptual, Objective 4, ns! # Professor Daslova attends faculty !eetings si!ply to avoid the disapproval of the college dean. Professor Daslova%s behavior exe!plifies the i!portance of( a. ingroup bias. b. infor!ational social influence. c. social facilitation. d. nor!ative social influence. e. deindividuation. 1easons fo" confo"(ing, p. 6*% Difficult, $onceptual, Objective 4, ns! # Toby publicly agrees with his fraternity brothers that 2on, a senior, would !a e the best Student Senate President. 9n the secret ballot, however, he actually votes for 7ora!. Toby%s public confor!ity to his fraternity brothers% opinion best illustrates the power of( a. social facilitation. b. infor!ational social influence. c. deindividuation. d. nor!ative social influence. e. the !ere exposure effect.

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1easons fo" confo"(ing, p. 6*% Easy, Factual/Definitional, Objective 4, ns! c Confor!ity resulting fro! the acceptance of others% opinions about reality is said to be a response to( a. group polari$ation. b. social facilitation. c. infor!ational social influence. d. nor!ative social influence. e. deindividuation. 1easons fo" confo"(ing, p. 6*% Easy, $onceptual, Objective 4, ns! b To! recently read that prolonged stress !ay produce illness. 'is subse@uent decision to enroll in a stress)!anage!ent class illustrates the effect of( a. nor!ative social influence. b. infor!ational social influence. c. deindividuation. d. social loafing. e. social facilitation. 1easons fo" confo"(ing, p. 6*% Difficult, Factual/Definitional, Objective 4, ns! c Participants in an experi!ent were as ed to 3udge which individual in a slide of a four)person lineup had been presented alone in a slide they had 3ust seen. They were !ost li ely to confor! to the wrong answers of two confederates when the tas was( a. easy and i!portant. b. easy and uni!portant. c. difficult and i!portant. d. difficult and uni!portant. 1easons fo" confo"(ing, p. 6*3 Difficult, $onceptual, Objective 4, ns! c The value of social confor!ity is !ost li ely to be e!phasi$ed in( a. England. b. &rance. c. ;apan. d. Corth /!erica. Obe#ience, p. 6*3 'e#iu(, Factual/Definitional, Objective *, ns! # #n Dilgra!%s first study of obedience, the !a3ority of 4teachers5 who were ordered to shoc a 4learner5( a. refused to deliver even slight levels of shoc . b. initially co!plied but refused to deliver !ore than slight levels of shoc . c. co!plied until ordered to deliver intense levels of shoc . d. co!plied fully and delivered the highest level of shoc .

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Obe#ience, p. 6*4 'e#iu(, Factual/Definitional, Objective *, ns! c >hen the sub3ects in Dilgra!%s study were later surveyed concerning their participation in the research, !ost reported that they( a. did not believe they were actually delivering shoc to the 4learner.5 b. had actually en3oyed shoc ing the 4learner.5 c. did not regret their participation in the experi!ent. d. did not believe the study should be repeated. Obe#ience, pp. 6*3&6*4 'e#iu(, Factual/Definitional, Objective *, ns! # #n Dilgra!%s obedience experi!ents, sub3ects were te!porarily deceived about( a. the purpose of the research. b. the experi!ental role of the other sub3ect with who! they participated. c. the a!ount of shoc the 4learner5 actually received. d. all the above. Obe#ience, p. 6*4 Difficult, Factual/Definitional, Objective *, ns! c #n Dilgra!%s obedience experi!ents, 4teachers5 were least li ely to deliver the highest levels of shoc when( a. the experi!ent was conducted at a prestigious institution such as 7ale Fniversity. b. the experi!enter beca!e too pushy and told hesitant sub3ects, 47ou have no choice, you !ust go on.5 c. the 4teachers5 observed other sub3ects refuse to obey the experi!enter%s orders. d. the 4learner5 said he had a heart condition. 3essons f"o( the confo"(ity an# obe#ience stu#ies, p. 6** Easy, Factual/Definitional, Objective *, ns! # Confor!ity and co!pliance studies have suggested that social influences are( a. less powerful than personality traits in shaping behavior. b. powerful in shaping behavior, except when they conflict with people%s !oral standards. c. powerful in shaping 3udg!ents only when people are unsure about the correct course of action. d. powerful enough to lead ordinary people to confor! to falsehoods and act cruelly. 3essons f"o( the confo"(ity an# obe#ience stu#ies, p. 6** 'e#iu(, Factual/Definitional, Objective *, ns! e The gradually escalating levels of destructive obedience in the Dilgra! experi!ents best illustrate one of the potential dangers of( a. deindividuation. b. social facilitation. c. the bystander effect. d. the funda!ental attribution error. e. the foot)in)the)door pheno!enon.

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)hin4ing c"itically about social influence 56o78, p. 6*6 'e#iu(, Factual/Definitional, Objective *, ns! e /dvocates of 4facilitated co!!unication5 suggested that this techni@ue was a useful way to deal with the proble! of( a. group polari$ation. b. social loafing. c. deindividuation. d. aggression. e. autis!. Social facilitation, p. 6*, Easy, Factual/Definitional, Objective 6, ns! c Cor!an Triplett observed that adolescents wound a fishing reel faster in the presence of so!eone wor ing si!ultaneously on the sa!e tas . This best illustrates( a. the !ere exposure effect. b. the bystander effect. c. social facilitation. d. group polari$ation. e. deindividuation. Social facilitation, p. 6*, 'e#iu(, Factual/Definitional, Objective 6, ns! # Social facilitation is !ost li ely to occur in the perfor!ance of ________ tas s. a. challenging b. unen3oyable c. novel d. si!ple Social facilitation, p. 6*, 'e#iu(, Factual/Definitional, Objective 6, ns! e The presence of observers i!proves a person%s perfor!ance on ________ tas s and hinders a person%s perfor!ance on ________ tas s. a. unen3oyable0 en3oyable b. poorly learned0 well)learned c. physical0 !ental d. verbal0 !athe!atical e. easy0 difficult Social facilitation, p. 6*, Difficult, $onceptual, Objective 6, ns! e 9n which of the following tas s would the presence of observers be least li ely to lead to better and faster perfor!ance? a. ra ing leaves b. washing dishes c. bicycle racing d. reciting the alphabet e. solving a crossword pu$$le

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Social facilitation, p. 6*, Difficult, $onceptual, Objective 6, ns! b ;ob applicants are interviewed by either friendly or unfriendly e!ployers who sit either very close to or at a nor!al distance fro! the applicants. 2esearch suggests that applicants will li e best the friendly e!ployers who sit at a ________ distance and will li e least the unfriendly e!ployers who sit at a ________ distance. a. very close0 nor!al b. very close0 very close c. nor!al0 nor!al d. nor!al0 very close Social loafing, p. 6*, 'e#iu(, Factual/Definitional, Objective 6, ns! b Social loafing refers to the tendency for people to( a. perfor! a co!plex tas !ore poorly when others are present. b. exert less effort when they are pooling their efforts toward a co!!on goal. c. exert less effort when they are paid by the hour, not by the a!ount of wor co!pleted. d. beco!e !ore distracted fro! their tas s when wor ing with friends than when wor ing with strangers. e. stop wor ing once they have reached their goal. Social loafing, p. 6*, Easy, Factual/Definitional, Objective 6, ns! c <lindfolded sub3ects were observed to clap louder when they thought they were clapping alone than when they thought they were clapping with others. This best illustrates( a. the bystander effect. b. the !ere exposure effect. c. social loafing. d. group polari$ation. e. the foot)in)the)door pheno!enon. Social loafing, p. 6*, 'e#iu(, $onceptual, Objective 6, ns! a Class !e!bers are as ed to wor cooperatively in groups on !a3or course papers. Every !e!ber of a group is to receive exactly the sa!e grade based on the @uality of the group%s paper. This situation is !ost li ely to lead to( a. social loafing. b. social facilitation. c. deindividuation. d. the bystander effect. e. the funda!ental attribution error. Social loafing, p. 6*, Difficult, $onceptual, Objective 6, ns! c #n which of the following groups is social loafing least li ely? a. a highway crew responsible for filling potholes in streets and expressways b. girl scouts who !ust gather wood for a ca!pfire c. factory wor ers who are each paid on the basis of the nu!ber of bicycles each asse!bles individually d. a ga!e show audience instructed to applaud when the host appears on stage e. high school students wor ing on a group pro3ect for which they will all receive the sa!e grade Dein#ivi#uation, p. 6*'e#iu(, Factual/Definitional, Objective 6, ns! c Circu!stances that increase ________ are li ely to decrease ________.

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self)awareness0 cognitive dissonance anony!ity0 social loafing self)awareness0 deindividuation anony!ity0 groupthin self)awareness0 social facilitation

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Dein#ivi#uation, p. 6*'e#iu(, $onceptual, Objective 6, ns! # #ndividuals who are nor!ally law)abiding !ay vandali$e and loot when they beco!e part of a !ob. This change in behavior is best understood in ter!s of( a. social facilitation. b. the bystander effect. c. the !ere exposure effect. d. deindividuation. e. ingroup bias. Dein#ivi#uation, p. 6*'e#iu(, $onceptual, Objective 6, ns! a Das ed bandits !ight be !ore li ely than un!as ed bandits to physically in3ure their victi!s due to( a. deindividuation. b. group polari$ation. c. the !ere exposure effect. d. social facilitation. e. social loafing. 0"oup pola"i9ation, p. 6*'e#iu(, Factual/Definitional, Objective ,, ns! # Group polari$ation refers to( a. the lac of critical thin ing that results fro! a strong desire for har!ony within a group. b. a split within a group produced by stri ing differences of opinion a!ong group !e!bers. c. the tendency of individuals to exert !ore effort when wor ing as part of a group. d. the enhance!ent of a group%s prevailing attitudes through group discussion. e. the failure to give aid in an e!ergency situation observed by !any onloo ers. 0"oup pola"i9ation, p. 6*'e#iu(, $onceptual, Objective ,, ns! c Professors Da soud, Struthers, and +asic each tend to thin that obtaining a college degree is easier today than it was when they were college students. /fter discussing the !atter over coffee, they are even !ore convinced that obtaining a college degree is easier today. This episode provides an exa!ple of( a. the funda!ental attribution error. b. social facilitation. c. group polari$ation. d. deindividuation. e. the foot)in)the)door pheno!enon.

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0"oup pola"i9ation, p. 6*Difficult, $onceptual, Objective ,, ns! c /n unli able person is li ely to be perceived !ore ________ a group discussion of that person%s @ualities, and a li able person is li ely to be perceived !ore ________ a group discussion of that person%s @ualities. a. negatively before0 positively after b. positively after0 negatively after c. negatively after0 positively after d. positively after0 negatively before 0"oup pola"i9ation, p. 6*2 'e#iu(, $onceptual, Objective ,, ns! c <y providing racially pre3udiced people with electronic Hchat roo!sH for interfacing online with others who share their attitudes, the #nternet !ost li ely serves as a !ediu! for( a. social facilitation. b. the bystander effect. c. group polari$ation. d. cognitive dissonance. e. G2#T 0"oupthin4, p. 6*2 'e#iu(, Factual/Definitional, Objective ,, ns! # /n overwhel!ing desire for har!ony in a decision)!a ing group increases the probability of( a. social facilitation. b. the !ere exposure effect. c. the bystander effect. d. groupthin . e. the foot)in)the)door pheno!enon. 0"oupthin4, p. 6*2 'e#iu(, Factual/Definitional, Objective ,, ns! # The C/S/ executive who !ade the final decision to launch the space shuttle Challenger was shielded fro! infor!ation and dissenting views that !ight have led to a delay of the tragic launch. This best illustrates the dangers of( a. social facilitation. b. deindividuation. c. the !ere exposure effect. d. groupthin . e. the bystander effect. 0"oupthin4, p. 6*2 Easy, $onceptual, Objective ,, ns! a >hich of the following co!!ents is !ost li ely to be !ade by the leader of a group characteri$ed by groupthin ? a. 4>e have been united on !atters in the past and # hope that will continue.5 b. 4>e will need so!e outside experts to criti@ue our decisions.5 c. 4#t%s i!portant for each of us to thin critically about this issue.5 d. 4>e should probably divide into subgroups and arrive at independent decisions.5

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0"oupthin4, p. 6*2 Difficult, Factual/Definitional, Objective ,, ns! b Groupthin can be prevented by a leader who( a. is directive and !a es his or her own position clear fro! the start. b. invites outside experts to criti@ue a group%s developing plans. c. tries to !aintain high !orale a!ong group !e!bers. d. e!phasi$es the i!portance of the issue under discussion. Self&fulfilling p"ophecies, p. 66/ Difficult, Factual/Definitional, Objective ,, ns! b Those who ideali$e their dating partners as having !any virtues and few faults actually tend to develop !ore satisfying relationships than do those who are !ore realistic. This best illustrates the social significance of( a. the !ere exposure effect. b. self)fulfilling prophecies. c. the funda!ental attribution error. d. the foot)in)the)door pheno!enon. e. !irror)i!age perceptions. Self&fulfilling p"ophecies, p. 66/ 'e#iu(, $onceptual, Objective ,, ns! e <ecause he !ista enly expects substandard wor fro! his !inority e!ployees, Dr. ;ohnson treats the! in a patroni$ing !anner that causes the! to beco!e de!orali$ed and unproductive. This best illustrates the i!portance of( a. the cha!eleon effect. b. social facilitation. c. the funda!ental attribution error. d. !irror)i!age perceptions. e. self)fulfilling prophecies. 'ino"ity influence, p. 66/ 'e#iu(, Factual/Definitional, Objective ,, ns! # 2esearch indicates that !inorities are !ost influential when they( a. argue positions widely divergent fro! those of the !a3ority. b. !a e use of e!otional rather than logical appeals. c. ac nowledge the wisdo! of the !a3ority position. d. unswervingly hold to their own position. :"eju#ice, p. 66% Easy, Factual/Definitional, Objective -, ns! e /n un3ustifiable and usually negative attitude toward a group and its !e!bers is called( a. scapegoating. b. deindividuation. c. groupthin . d. discri!ination. e. pre3udice.

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:"eju#ice, p. 66% 'e#iu(, $onceptual, Objective 2, ns! a <ernard believes that !ost young wo!en fro! California are extre!ely good loo ing and that extre!ely good)loo ing wo!en are usually selfish and egotistical. 'is beliefs are exa!ples of( a. stereotypes. b. !irror)i!age perceptions. c. sexual discri!ination. d. ingroup bias. e. deindividuation. :"eju#ice 5Figu"e 1-.1/8, p. 66% Easy, Factual/Definitional, Objective 2, ns! c 9ver the last .. years, /!ericans have expressed( a. decreasing readiness to support laws guaranteeing a pregnant wo!an%s right to a leave of absence fro! the wor place. b. increasing approval of wo!en !arrying at earlier ages. c. increasing readiness to vote for a fe!ale presidential candidate. d. decreasing support for a wo!an%s right to abortion. :"eju#ice, p. 663 'e#iu(, Factual/Definitional, Objective -, ns! c Cross)cultural research on gender relations indicates that( a. the !a3ority of the world%s children without basic schooling are boys. b. in !ost countries !en and wo!en share e@ually in the duties of child)rearing. c. people perceive their fathers as !ore intelligent than their !others despite gender e@uality in intelligence scores. d. there is little evidence that fe!ales are !ore li ely to be aborted than !ales. Social ine;ualities, p. 664 'e#iu(, $onceptual, Objective -, ns! # Govern!ent officials who e!phasi$e that /frican)/!ericans are personally responsible for the econo!ically disadvantaged position of their ethnic group are !ost li ely to pro!ote( a. deindividuation. b. social loafing. c. the social responsibility nor!. d. pre3udice. e. conciliation. Social ine;ualities, p. 664 'e#iu(, $onceptual, Objective -, ns! c Dr. and Drs. >ang never encouraged their daughter to excel in !athe!atics because they believe that wo!en have inferior !athe!atical aptitude. Their daughter%s poor perfor!ance on her recent college entrance !athe!atics exa! best illustrates the i!pact of( a. the !ere exposure effect. b. !irror)i!age perceptions. c. a self)fulfilling prophecy. d. social facilitation. e. ingroup bias.

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<s an# the(! ing"oup an# outg"oup, p. 664 'e#iu(, $onceptual, Objective -, ns! c / sense of social identity is !ost li ely to be enhanced by( a. social facilitation. b. group polari$ation. c. ingroup bias. d. deindividuation. e. cognitive dissonance. <s an# the(! ing"oup an# outg"oup, p. 664 'e#iu(, $onceptual, Objective -, ns! c Six)year)old E$ra believes that boys are better than girls, while .)year)old /rlette believes that girls are better than boys. Their beliefs !ost clearly illustrate( a. the reciprocity nor!. b. deindividuation. c. ingroup bias. d. the !ere exposure effect. e. the funda!ental attribution error. <s an# the(! ing"oup an# outg"oup, p. 664 'e#iu(, $onceptual, Objective -, ns! e =uring a Girl Scout picnic, Iavinia was rando!ly selected to be on one baseball tea! and Carla on the opposing tea!. <efore the ga!e started, both Iavinia and Carla were convinced that their own tea! was the better one. The girls% reactions best illustrate( a. the funda!ental attribution error. b. deindividuation. c. the reciprocity nor!. d. the !ere exposure effect. e. ingroup bias. Scapegoating, pp. 664&66* 'e#iu(, Factual/Definitional, Objective -, ns! # Evidence that people exhibit heightened levels of pre3udice when they are econo!ically frustrated offers support for( a. cognitive dissonance theory. b. the 3ust)world pheno!enon. c. social exchange theory. d. the scapegoat theory. e. attribution theory. Scapegoating, pp. 664&66* 'e#iu(, $onceptual, Objective -, ns! e Ever since he lost his 3ob, 2ichard has beco!e increasingly hostile toward the 4socialist ban ers who are leading the country toward ban ruptcy.5 2ichard%s increasing pre3udice toward ban ers can best be explained in ter!s of( a. the 3ust)world pheno!enon. b. the funda!ental attribution error. c. ingroup bias. d. social facilitation. e. the scapegoat theory.

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$ognitive "oots of p"eju#ice! catego"i9ation, p. 66* 'e#iu(, Factual/Definitional, Objective -, ns! e #n one experi!ent, university students were as ed to evaluate the perfor!ance of a student bas etball player. Those who saw a photo of a blac player evaluated hi! !ore favorably than did those who saw a photo of a white player. This best illustrates the i!pact of( a. ingroup bias. b. the !ere exposure effect. c. social facilitation. d. the funda!ental attribution error. e. stereotypes. $ognitive "oots of p"eju#ice! catego"i9ation, p. 66* 'e#iu(, Factual/Definitional, Objective -, ns! b >e are !ost li ely to ________ the diversity a!ong !e!bers of an ________. a. overesti!ate0 outgroup b. underesti!ate0 outgroup c. correctly esti!ate0 outgroup d. underesti!ate0 ingroup $ognitive "oots of p"eju#ice! catego"i9ation, p. 66* Difficult, $onceptual, Objective -, ns! a ;oie, age 18, is a blac fe!ale college sopho!ore. 2esearch on how we categori$e social infor!ation suggests that ;oie is !ost li ely to believe that !ost( a. elderly people tend to loo pretty !uch ali e. b. blac people tend to dress pretty !uch ali e. c. teenagers tend to prefer the sa!e inds of !usic. d. wo!en tend to share si!ilar attitudes about sex. $ognitive "oots of p"eju#ice! vivi# cases, p. 66* 'e#iu(, Factual/Definitional, Objective -, ns! c / vivid exa!ple of an individual%s behavior has an unusually strong influence on people%s 3udg!ents of a whole social group pri!arily because people( a. are !otivated to confir! their current stereotypes of specific groups. b. typically categori$e other individuals on the basis of barely noticeable characteristics. c. esti!ate the fre@uency of group characteristics in ter!s of the !e!orability of these characteristics. d. strongly resent those who draw a lot of attention to the!selves. )he just&=o"l# pheno(enon, pp. 66*&666 'e#iu(, Factual/Definitional, Objective -, ns! b The 3ust)world pheno!enon often leads people to( a. disli e and distrust those who are wealthy. b. believe that victi!s of !isfortune deserve to suffer. c. express higher levels of pre3udice after suffering frustration. d. respond with indness to those who !istreat the!.

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)he just&=o"l# pheno(enon, p. 666 Difficult, $onceptual, Objective -, ns! e Dr. #gnaten o thin s that !ost une!ployed people are to bla!e for their own !isfortune. 'is belief best illustrates a potential conse@uence of( a. ingroup bias. b. deindividuation. c. the social responsibility nor!. d. the !ere exposure effect. e. the 3ust)world pheno!enon. gg"ession, p. 666 Easy, Factual/Definitional, Objective 2, ns! e The ris of being !urdered is the highest for residents of( a. Europe. b. Canada. c. /ustralia. d. Cew Bealand. e. the Fnited States. )he biology of agg"ession, p. 666 Easy, Factual/Definitional, Objective 2, ns! c >ho argued that hu!an aggression is instinctive? a. Stanley Dilgra! b. &rit$ 'eider c. Sig!und &reud d. /lbert <andura e. <. &. S inner )he biology of agg"ession, p. 666 Difficult, Factual/Definitional, Objective 2, ns! b /n explanation of aggression in ter!s of instinct would have the !ost difficulty accounting for( a. unexpected and unprovo ed outbursts of aggression. b. wide cultural variations in aggressiveness. c. aggression that arises out of anger and hostility. d. the use of nuclear weapons to ill !illions of unseen victi!s. )he biology of agg"ession, p. 66, Easy, Factual/Definitional, Objective 2, ns! c 2esearch on the biology of aggression has clearly de!onstrated that( a. hu!an aggression is an unlearned instinct. b. there is no physiological basis for aggression in hu!ans. c. ani!als can be bred for aggressiveness. d. neural influences contribute to aggressive behavior by !ales but not by fe!ales.

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)he biology of agg"ession, p. 66, 'e#iu(, Factual/Definitional, Objective 2, ns! a +iolent !ale cri!inals tend to have relatively ________ levels of serotonin and ________ levels of testosterone. a. low0 high b. high0 low c. low0 low d. high0 high )he psychology of agg"ession! ave"sive events, p. 66'e#iu(, $onceptual, Objective 2, ns! # /fter ;i! lost the student election for president of his high school class, he spread false ru!ors intended to spoil the newly chosen president%s reputation. ;i!%s behavior is best explained in ter!s of the( a. ingroup bias. b. foot)in)the)door pheno!enon. c. !ere exposure effect. d. frustration)aggression principle. e. funda!ental attribution error. )he psychology of agg"ession! ave"sive events, p. 662 'e#iu(, Factual/Definitional, Objective 2, ns! a 2esearch on the relationship between aversive events and aggression indicates that( a. hot te!peratures often lead people to react to provocations with greater hostility. b. aversive events often distract people fro! acting on their hostile intentions. c. frustration inevitably leads people to act aggressively. d. aversive events lead to hostility in !ales but not in fe!ales. 3ea"ning to e7p"ess an# inhibit agg"ession, p. 662 'e#iu(, $onceptual, Objective 2, ns! c 'el!er has beco!e increasingly involved in violent fights at school because this gains hi! the attention and respect of !any of his class!ates. This !ost clearly suggests that his aggression is aJnK( a. reaction to frustration. b. instinctive behavior. c. learned response. d. product of deindividuation. e. result of group polari$ation. 3ea"ning to e7p"ess an# inhibit agg"ession, p. 662 Easy, Factual/Definitional, Objective 2, ns! # 'igh rates of violence are !ost co!!on a!ong those who experience !ini!al levels of( a. cognitive dissonance. b. deindividuation. c. social facilitation. d. father care. e. group polari$ation.

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)elevision =atching an# agg"ession, pp. 6,1&6,% 'e#iu(, Factual/Definitional, Objective 2, ns! c Prolonged exposure to T+ cri!e shows leads viewers to perceive the world as ________ dangerous and to experience ________ sy!pathy for victi!s of violence. a. !ore0 !ore b. less0 less c. !ore0 less d. less0 !ore Do vi#eo ga(es teach o" "elease violence+ 56o78, p. 6,% 'e#iu(, Factual/Definitional, Objective 2, ns! # 2esearch on the effects of playing violent video ga!es !ost clearly provides disconfir!ing evidence for the( a. !ere exposure effect. b. frustration)aggression principle. c. cognitive dissonance theory. d. catharsis hypothesis. e. 3ust)world pheno!enon. )elevision =atching an# agg"ession, p. 6,% Difficult, $onceptual, Objective 1/, ns! b Ten)year)old Aaren fre@uently watches violent !ovies on television. This is !ost li ely to lead her to( a. underesti!ate the actual fre@uency of violent cri!es in the real world. b. experience less distress at the sight of other children fighting on the school playground. c. beco!e !ore hesitant about personally starting a fight with another child. d. beco!e less fearful about being cri!inally assaulted. Se7ual agg"ession an# the (e#ia, p. 6,3 'e#iu(, Factual/Definitional, Objective 1/, ns! # Surveys of the incidence of sexual harass!ent in the Fnited States indicate that( a. the !a3ority of wo!en report that they have never experienced any for! of sexual harass!ent. b. wo!en tend to define !any sexual advances as rape atte!pts when legally they are not. c. victi!s of ac@uaintance rape are !ore li ely to report the cri!e to police than are victi!s of stranger rape. d. the !a3ority of rapes are never reported to the police. e. wo!en are !ore li ely to be victi!i$ed by stranger rape than by ac@uaintance rape. Se7ual agg"ession an# the (e#ia, p. 6,3 'e#iu(, $onceptual, Objective 1/, ns! c /fter a !onth of watching violent pornographic !ovies on late)night cable T+, Dyron will probably be( a. less li ely to believe that wo!en en3oy aggressive sexual treat!ent. b. !ore li ely to believe that rape is a serious cri!e. c. !ore li ely to favor shorter prison sentences for convicted rapists. d. less li ely to believe that rape occurs @uite fre@uently in society.

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Se7ual agg"ession an# the (e#ia, p. 6,4 'e#iu(, Factual/Definitional, Objective 1/, ns! # 1::. Extensive exposure to violent pornographic fil!s contributes to aJnK ________ willingness to hurt wo!en and that is due pri!arily to the ________. a. increasing0 eroticis! b. decreasing0 eroticis! c. decreasing0 depiction of sexual violence d. increasing0 depiction of sexual violence )> violence, po"nog"aphy, an# society, p. 6,4 'e#iu(, Factual/Definitional, Objective 1/, ns! a 1:1. Several factors other than the !edia can create a predisposition to sexual violence. These include all of the following except( a. a tendency toward cri!inal behavior. b. do!inance !otives. c. disinhibition by alcohol. d. a history of child abuse. Social t"aps, p. 6,* 'e#iu(, Factual/Definitional, Objective 11, ns! a 1:". / situation in which the individual pursuit of self)interest leads to collective destruction is nown as( a. a social trap. b. the self)serving bias. c. deindividuation. d. groupthin . e. ingroup bias. Social t"aps, p. 6,* 'e#iu(, Factual/Definitional, Objective 11, ns! c 1:*. Si!ple 4non)$ero)su! ga!es5 have been used in laboratory settings in order to study( a. the 3ust)world pheno!enon. b. the !ere exposure effect. c. social traps. d. the bystander effect. e. the foot)in)the)door pheno!enon. Social t"aps, p. 6,* 'e#iu(, $onceptual, Objective 11, ns! b 1:-. /fter a year)long drought, the city of Pine <luffs has banned all lawn sprin ling. Dany residents believe, however, that continued watering of their own lawn will have little effect on total water reserves. Conse@uently, there is a disastrous drain on city water reserves caused by widespread illegal sprin ling. This incident best illustrates the dyna!ics of( a. ingroup bias. b. social traps. c. the funda!ental attribution error. d. the bystander effect. e. the 3ust)world pheno!enon.

%% Psychology

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Ene(y pe"ceptions, p. 6,6 Difficult, $onceptual, Objective 11, ns! e 1:.. Drs. Crane fre@uently thin s she has to shout at her husband in order to get his attention, but he thin s she yells because she%s angry. Dr. Crane typically feels he has to shout bac at his wife in order to defend hi!self, but she thin s his screa!ing proves that he%s hostile. This couple%s experience best illustrates( a. scapegoating. b. deindividuation. c. the reciprocity nor!. d. superordinate goals. e. !irror)i!age perceptions. Ene(y pe"ceptions, p. 6,6 'e#iu(, $onceptual, Objective 11, ns! c 1:1. The country of =anasia increased the si$e of its !ilitary force because its leaders expected their rival, the country of >allonia, to do the sa!e. The >allonians felt it was necessary to respond to the =anasian !ilitary buildup with a !ilitary expansion of their own. The >allonian response best illustrates the danger of( a. social facilitation. b. the !ere exposure effect. c. the funda!ental attribution error. d. self)fulfilling prophecies. e. the foot)in)the)door pheno!enon. )he psychology of att"action! p"o7i(ity, p. 6,, Easy, Factual/Definitional, Objective 1%, ns! e 1:6. The !ere exposure effect !ost directly contributes to the positive relationship between ________ and li ing. a. si!ilarity b. physical arousal c. physical attractiveness d. self)disclosure e. proxi!ity )he psychology of att"action! p"o7i(ity, p. 6,, 'e#iu(, $onceptual, Objective 1%, ns! e 1:8. >hen 'arold first heard the hit song 4<ac to <asics,5 he wasn%t at all sure he li ed it. The !ore often he heard it played, however, the !ore he en3oyed it. 'arold%s reaction illustrates( a. the bystander effect. b. social facilitation. c. co!panionate love. d. the foot)in)the)door pheno!enon. e. the !ere exposure effect. )he psychology of att"action! p"o7i(ity, p. 6,, Difficult, Factual/Definitional, Objective 1%, ns! a 1:8. People tend to prefer aJnK ________ photograph of the!selves and aJnK ________ photograph of a close friend. a. !irror)i!age0 actual b. actual0 !irror)i!age c. actual0 actual d. !irror)i!age0 !irror)i!age )he psychology of att"action! physical att"activeness, p. 6,Easy, Factual/Definitional, Objective 1%, ns! c

Chapter 18 %3

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11:. 9ur first i!pressions of those we !eet are !ost li ely to be deter!ined by their( a. attitudes. b. intelligence. c. physical appearance. d. superordinate goals. )he psychology of att"action! physical att"activeness, p. 6,'e#iu(, Factual/Definitional, Objective 1%, ns! c 111. The physical attractiveness of high school and college students is a good predictor of their( a. happiness. b. acade!ic co!petence. c. fre@uency of dating. d. altruis!. )he psychology of att"action! physical att"activeness, p. 6,'e#iu(, $onceptual, Objective 1%, ns! b 11". Dar , a "1)year)old college 3unior, is physically unattractive. Co!pared to good)loo ing students, Dar is !ore li ely to( a. be physically coordinated and athletic. b. have difficulty !a ing a favorable i!pression on potential e!ployers. c. beco!e a very loving and dependable parent. d. earn low grades in his college courses. e. be well li ed by other !ale college students. )he psychology of att"action! physical att"activeness, p. 6,2 Difficult, Factual/Definitional, Objective 1%, ns! c 11*. 2esearch on physical attractiveness indicates that !en are !ore li ely than wo!en to( a. express dissatisfaction with their own physical appearance. b. deny that their li ing for physically attractive dates is influenced by good loo s. c. 3udge !e!bers of the opposite sex as !ore attractive if they have a youthful appearance. d. !arry so!eone who is less physically attractive than they the!selves are. e. be attracted to dating partners whose hips are narrower than their waists. )he psychology of att"action! si(ila"ity, p. 6-/ 'e#iu(, Factual/Definitional, Objective 1%, ns! e 11-. >e are li ely to beco!e friends with others who are si!ilar to us in( a. attitudes. b. intelligence. c. age. d. econo!ic status. e. any of the above areas. )he psychology of att"action! si(ila"ity, p. 6-/ 'e#iu(, $onceptual, Objective 1%, ns! c 11.. 9live, a "1)year)old college 3unior, is outgoing, intelligent, do!ineering, and politically liberal. 2esearch suggests that she would !ost li ely beco!e a good friend of( a. /be, who is intelligent and shy. b. Thorwald, who is politically liberal and sub!issive. c. Philip, who is do!ineering and outgoing. d. Padrig, who is shy and sub!issive. :assionate love, p. 6-1 Easy, Factual/Definitional, Objective 13, ns! e 111. The two)factor theory of e!otion specifically suggests that passionate love can be facilitated by( a. the !ere exposure effect.

%4 Psychology

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b. c. d. e.

self)disclosure. e@uity. group polari$ation. physical arousal.

:assionate love, p. 6-1 'e#iu(, $onceptual, Objective 13, ns! b 116. >hile driving his girlfriend to wor , Cate narrowly avoided a collision with another vehicle. Do!ents later, he experienced an unusually war! glow of affection for his girlfriend. 'is ro!antic reaction is best explained in ter!s of( a. social exchange theory. b. the two)factor theory of e!otion. c. social facilitation. d. the !ere exposure effect. e. the bystander effect. :assionate love, p. 6-1 Difficult, Factual/Definitional, Objective 13, ns! b 118. #n investigating the i!pact of physical arousal on passionate love, =utton and /ron arranged for an attractive wo!an to briefly interact with !en who had recently( a. consu!ed an alcoholic beverage. b. crossed a swaying footbridge. c. listened to ro!antic !usic. d. intervened in an e!ergency. e. failed a !idter! test. $o(panionate love, pp. 6-1&6-% Easy, Factual/Definitional, Objective 13, ns! c 118. E@uity and self)disclosure are i!portant to the develop!ent of( a. groupthin . b. deindividuation. c. co!panionate love. d. social facilitation. e. all the above. $o(panionate love, p. 6-% 'e#iu(, $onceptual, Objective 13, ns! c 1":. ;erry thin s his girlfriend derives !ore benefits fro! their relationship than he does, even though he contributes !ore to the relationship. ;erry !ost clearly believes that their relationship lac s( a. self)disclosure. b. ro!antic love. c. e@uity. d. superordinate goals.

Chapter 18 %*

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$o(panionate love, p. 6-% Easy, Factual/Definitional, Objective 13, ns! # 1"1. / gradual escalation of inti!acy is !ost positively related to a gradual escalation of( a. cognitive dissonance. b. social facilitation. c. groupthin . d. self disclosure. e. nor!ative social influence. 6ystan#e" inte"vention, p. 6-3 Difficult, $onceptual, Objective 14, ns! # 1"". /s /rlette wal s through a shopping !all, she happens to pass by an elderly wo!an who is sitting on a bench, clutching her ar!, and !oaning in pain. The presence of !any other shoppers in the !all will !ost li ely increase the probability that /rlette will( a. experience conte!pt for the elderly wo!an. b. help the wo!an by calling an a!bulance. c. experience a sense of e!pathy for the elderly wo!an. d. fail to notice the elderly wo!an%s proble!. 6ystan#e" inte"vention, p. 6-3 'e#iu(, Factual/Definitional, Objective 14, ns! c 1"*. The presence of !any bystanders at the scene of an e!ergency increases the li elihood that any individual bystander will( a. notice the e!ergency. b. report the e!ergency to the police. c. fail to interpret the incident as an e!ergency. d. assu!e responsibility for personally intervening in the e!ergency. 6ystan#e" inte"vention, pp. 6-3&6-4 Easy, $onceptual, Objective 14, ns! # 1"-. Drs. Pinheiro fell on a busy city sidewal and bro e her leg. /lthough hundreds of pedestrians saw her lying on the ground, !ost failed to recogni$e that she was in need of !edical assistance. Their oversight best illustrates one of the dyna!ics involved in( a. the funda!ental attribution error. b. social loafing. c. the foot)in)the)door pheno!enon. d. the bystander effect. e. the !ere exposure effect. 6ystan#e" inte"vention, p. 6-4 Difficult, Factual/Definitional, Objective 14, ns! e 1".. Social psychologists have arranged for people to drop coins or pencils in elevators in order to study( a. the foot)in)the)door pheno!enon. b. the !ere exposure effect. c. social facilitation. d. social loafing. e. the bystander effect.

%6 Psychology

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6ystan#e" inte"vention, p. 6-4 Easy, Factual/Definitional, Objective 14, ns! c 1"1. The fact that people are less li ely to give aid if an e!ergency occurs in the presence of !any observers is called( a. group polari$ation. b. social loafing. c. the bystander effect. d. the !ere exposure effect. e. social facilitation. 6ystan#e" inte"vention, p. 6-4 'e#iu(, $onceptual, Objective 14, ns! # 1"6. >hen 18)year)old Drs. <la e had a flat tire on a fairly isolated highway, she received help fro! a passerby in less than 1: !inutes. 9ne year later, she had a flat tire on a busy freeway and an hour elapsed before so!eone finally stopped to offer assistance. Drs. <la e%s experience best illustrates( a. the funda!ental attribution error. b. the !ere exposure effect. c. group polari$ation. d. the bystander effect. e. social loafing. 6ystan#e" inte"vention, p. 6-4 'e#iu(, $onceptual, Objective 14, ns! a 1"8. The Plattsville blood ban is desperately in need of blood donors. >hich of the following college students would !ost li ely contribute to the blood ban , if as ed? a. /rdyce, who has 3ust fallen head)over)heels in love b. Grigory, who is busy studying for a history !idter! c. Sigrid, who unexpectedly lost her part)ti!e 3ob and has ti!e on her hands d. &red, who is depressed because he 3ust learned he got a = on a che!istry exa! )he psychology of helping, pp. 6-4&6-* Easy, Factual/Definitional, Objective 14, ns! b 1"8. >hich theory suggests that altruistic behavior is governed by calculations of rewards and costs? a. attribution theory b. social exchange theory c. cognitive dissonance theory d. the two)factor theory of e!otion )he psychology of helping, pp. 6-4&6-* Difficult, $onceptual, Objective 14, ns! c 1*:. Aatya donated !oney to a religious charity in order to boost her own feelings of self)estee!. ;ennifer failed to contribute to the sa!e charity because she was fearful of running out of !oney. =ifferences in their altruistic behavior are best explained in ter!s of( a. the two)factor theory of e!otion. b. the reciprocity nor!. c. social exchange theory. d. attribution theory. e. the social responsibility nor!.

Chapter 18 %,

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)he psychology of helping, p. 6-* 'e#iu(, Factual/Definitional, Objective 14, ns! a 1*1. Two social nor!s that influence altruistic behavior are( a. reciprocity and social responsibility. b. social responsibility and social exchange. c. reciprocity and in selection. d. in selection and social exchange. )he psychology of helping, p. 6-* 'e#iu(, $onceptual, Objective 14, ns! c 1*". /fter the Greenway fa!ily accepted their neighbor%s invitation to Than sgiving dinner, Drs. Greenway felt obligated to invite the neighbors to dinner on Christ!as. Drs. Greenway%s sense of obligation !ost li ely resulted fro!( a. the ingroup bias. b. the foot)in)the)door pheno!enon. c. the reciprocity nor!. d. the funda!ental attribution error. e. the !ere exposure effect. :eace(a4ing, p. 6-* Easy, $onceptual, Objective 1*, ns! # 1**. /fter their country was ravaged by a series of earth@ua es, two bitterly antagonistic political groups set aside their differences and wor ed cooperatively on effective disaster relief. This cooperation best illustrates the i!portance of( a. groupthin . b. !irror)i!age perceptions. c. the 3ust)world pheno!enon. d. superordinate goals. e. the !ere exposure effect. :eace(a4ing, p. 6-* 'e#iu(, $onceptual, Objective 1*, ns! b 1*-. The concept of a superordinate goal is best illustrated by( a. the intent of a college fresh!an to enter !edical school and eventually beco!e a physician. b. the efforts of !anage!ent and labor to produce a fuel)efficient auto!obile that will outsell any car on the !ar et. c. the desire of a social wor er to do volunteer wor in the inner city in order to i!prove race relations. d. a college president%s desire to give both faculty and students two extra days of spring vacation. :eace(a4ing, p. 6-6 'e#iu(, Factual/Definitional, Objective 1*, ns! # 1*.. The success of interracial cooperative learning in classroo! settings best illustrates the value of ________ for reducing racial conflict. a. the !ere exposure effect b. social facilitation c. the 3ust)world pheno!enon d. superordinate goals e. deindividuation

%Psychology

Chapter 18

Social

:eace(a4ing, p. 6-6 'e#iu(, Factual/Definitional, Objective 1*, ns! b 1*1. Two friends @uarreled over possession of a single orange without reali$ing that one of the! si!ply wanted orange 3uice and the other si!ply wanted the orange peel to !a e a ca e. This classic episode best illustrates the pitfalls of( a. the !ere exposure effect. b. a win)lose orientation. c. the funda!ental attribution error. d. the foot)in)the)door pheno!enon. e. a self)fulfilling prophecy. :eace(a4ing, p. 6-, 'e#iu(, $onceptual, Objective 1*, ns! e 1*6. /dherence to the reciprocity nor! is !ost relevant to the utility of( a. social facilitation. b. superordinate goals. c. the 3ust)world pheno!enon. d. the !ere exposure effect. e. G2#T. :eace(a4ing, p. 6-, Difficult, Factual/Definitional, Objective 1*, ns! # 1*8. #n 181*, President ;ohn &. Aennedy announced to the then Soviet Fnion that the Fnited States would discontinue all at!ospheric nuclear tests. The Soviet%s positive response to this conciliatory gesture illustrated the potential value of( a. !irror)i!age perceptions. b. superordinate goals. c. the !ere exposure effect. d. G2#T. e. the 3ust)world pheno!enon.