PSYCHOLOGY 1010 : TESTBANK SOCPSY finals by Myers (11/e Test Bank)/ With clearly explained rationales.

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Myers 11/e Test Bank Chapter 12 1) The motive to increase another’s welfare without conscious regard for one’s self-interests defines A. the social responsibility norm. B. egoism. C. the s... ocial-exchange theory. D. altruism. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 440 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 2) You were walking down the street with your friend Sabrina when she stopped to ask a child why he was crying. The boy said that he was lost, so Sabrina took time out of her busy day to help the child find his way home. Sabrina’s behavior can be characterized by A. the reciprocity norm. B. egoism. C. the social-exchange theory. D. altruism. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 440 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 3) The notion that humans interact in such a way as to minimize costs and maximize rewards to the self is referred to as A. the social-exchange theory. B. egoism. C. the reciprocity norm. D. self-theory. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 441 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 4) Before agreeing to help out at the local homeless shelter, Sharon weighs the costs (e.g., getting up at dawn) and benefits (e.g., feeling good about herself) of doing so. This strategy can be predicted by the A. empathy-altruism hypothesis. B. social-exchange theory. C. social responsibility norm. D. social comparison theory. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 441 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 5) You are asked to participate in a blood drive. In thinking about doing so, you weigh the costs (e.g., being pricked by a needle) and benefits (e.g., feeling good about yourself) of doing so. This strategy can be predicted by the A. empathy-altruism hypothesis. B. social-exchange theory. C. social responsibility norm. D. social comparison theory. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 441 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 6) According to the social-exchange theory, the rewards that motivate helping are A. internal or external. B. internal. C. external. D. consciously recognized before the act of helping. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 441 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 7) The opposite of altruism is A. apathy. B. antipathy. C. egoism. D. selfishness. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 443 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 8) Altruism is to as egoism is to . A. Gouldner; Batson B. reciprocity; social justice C. the evolutionary theory; the social norms theory D. another’s welfare; one’s own welfare Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 443 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 9) The notion of egoism maintains that A. self-esteem is a more important motive than social approval. B. self-interest motivates all behavior. C. our self-concept is determined by others’ evaluation of us. D. the healthy personality has a strong ego. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 443 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 10) A major weakness of the reward theory is that it A. is impossible to test experimentally. B. fails to account for the reciprocal exchange of favors. C. easily degenerates into explaining-by-naming. D. ignores the role of internal self-rewards in motivating altruism. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 443 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 11) In McMillen and Austin’s research (1971), participants who had lied were more likely to A. lie again. B. volunteer a large amount of time. C. volunteer a small amount of time. D. avoid the researchers. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 444 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 12) Our eagerness to do well after doing something bad reflects our need to A. reduce private guilt. B. reclaim a positive public image. C. both reduce private guilt and reclaim a positive public image. D. neither reduce private guilt nor reclaim a positive public image. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 444 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 13) A person who is intensely self-focused in profound grief would A. be less likely to help others. B. be more likely to help others. C. take pleasure in helping others. D. not take pleasure in helping others. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 444-445 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 14) Few findings have been more consistent than those that show that people are helpful people. A. happy B. well-rested C. well-educated D. easy-going Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 445 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 15) Studies of the effects of mood on helping suggest that adults who feel are more likely than those in a neutral control condition to help. A. guilty B. intense grief C. unhappy D. superior Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 445 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 16) Who of the following is most likely to respond favorably to an unexpected request for a charitable donation to a local hospital? A. Melvin’s older sister, who is hurrying to get to her scheduled appointment with the family doctor B. Melvin’s mother, who just received a very favorable job evaluation from her employer C. Melvin’s younger brother, who is depressed over receiving a D on a physics exam D. Melvin’s father, who is annoyed over the newspaper boy’s trampling of his flower bed Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 446 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 17) Helping a bad mood and a good mood. A. eliminates; increases B. softens; sustains C. does not change; amplifies D. increases; increases Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 446 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 18) According to research cited in the text, which of the following is the correct order? A. positive mood; positive behavior; positive thoughts; positive self-esteem B. positive behavior; positive thoughts; positive self-esteem; positive mood C. positive behavior; positive mood; positive thoughts; positive self-esteem D. positive mood; positive thoughts; positive self-esteem; positive behavior Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 446 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 19) Sociologist Gouldner (1960) contended that the norm of reciprocity A. is the ultimate basis for feelings of empathy. B. is stronger in females than in males. C. is as universal as the incest taboo. D. has little application in close relationships such as marriage. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 447 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 20) The free address labels that come with mailings that solicit donations to philanthropic causes likely follow the A. reciprocity norm. B. social exchange theory. C. social responsibility theory. D. social capital theory. Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 447 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 21) After Mr. Walters’ neighbor helped him paint his house, Mr. Walters felt obligated to offer to help the neighbor remodel his kitchen. Mr. Walters’ sense of obligation most likely resulted from the A. door-in-the-face phenomenon. B. social responsibility norm. C. reciprocity norm. D. equal status norm. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 447 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 22) Mr. Lemming’s neighbors mowed his lawn, but he was too sick and weak to reciprocate. We can predict that Mr. Lemming may feel A. demeaned because he cannot reciprocate. B. angry at his neighbors. C. grateful and happy. D. ungrateful. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 447 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 23) The social responsibility norm refers to the expectation that A. people will help when necessary in order to receive help themselves later. B. leaders will help more than regular group members. C. people will help those dependent upon them. D. to receive help, people must ask for it. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 447-448 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 24) University students were more willing to make a charity pledge when A. they were promised a pledge in return. B. the pledge was unsolicited. C. it was for someone who had bought them candy. D. it was anonymous. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 447 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 25) Ian is from England, Dan is from America, and Tam is from India. Which one of these people is most likely to support and act on the norm of social responsibility? A. Ian B. Dan C. Tam D. Ian and Dan are both more likely than Tam. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 447 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 26) In which of the following countries is the norm of social responsibility supported most strongly? A. India B. England C. United States D. Canada Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 447 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 27) According to the text, an attribution of an uncontrollable predicament (such as a family crisis or natural disaster) is likely to encourage to help. A. political conservatives B. political liberals C. political independents D. males rather than females Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 448 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 28) According to the text, the social responsibility norm gets selectively applied according to which one of the following principles? A. Give but require repayment with interest. B. Give people what they deserve. C. Give away only what you will never use. D. Do unto others as they have done unto you. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 448 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 29) If victims seem to have created their own problems by laziness or lack of foresight, people are less willing to offer help. Helping responses are thus closely tied to A. the overjustification effect. B. attributions. C. self-concepts. D. empathy. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 448 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 30) When people need our help, we are most likely to provide assistance if we attribute their need to A. a lack of motivation. B. circumstances beyond their control. C. poor planning or foresight. D. their mood or disposition. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 449 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 31) A classmate of Bianca’s wants to borrow Bianca’s notes to study for an upcoming exam. Research suggests that Bianca will most likely agree if the classmate says she needs the notes because she A. takes inadequate notes. B. does not like this class as well as her other courses. C. has been absent due to illness. D. has not been able to concentrate in class. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 449 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 32) Research on gender and helping norms revealed that offered more help when the persons in need were females, and offered help equally to males and females. A. men; women B. women; men C. older men; younger women D. younger men; older women Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 450 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 33) Research on gender and helping norms revealed that A. females offer more help to males B. males offer to help males and females equally. C. females seek more help. D. both males and females help others equally. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 450 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 34) are twice as likely as to seek medical and psychiatric help. A. European-Americans; Asian-Americans B. Asian-Americans; European-Americans C. Men; women D. Women; men Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 450 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 35) Evolutionary psychology contends that the essence of life is A. gene survival. B. self-actualization. C. holistic health. D. the discovery of meaning. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 450 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 36) According to the evolutionary theory, genetic selfishness predisposes us to helping based on A. reciprocity. B. social responsibility. C. social justice. D. egoism. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 450 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 37) The idea that altruism toward one’s close relatives enhances the survival of mutually shared genes is referred to as A. evolutionary kinship. B. altruistic selection. C. kin selection. D. self-serving helpfulness. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 450 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 38) Which of the following specifically predicts that we will be more altruistic toward our relatives than toward close friends? A. evolutionary psychology B. the social norms theory C. the social-exchange theory D. the self-presentation theory Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 451 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 39) Social-exchange is a theory, while social norms is a theory. A. sociological; psychological B. psychological; sociological C. biological; psychological D. sociological; biological Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 452 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 40) From an evolutionary perspective, it would be most difficult to explain why A. John paid his son’s hospital bill. B. Phyllis helped her mother clean the house. C. William helped his next-door neighbor paint his house. D. Ruth risked her life to save a stranger from being murdered. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 452 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 41) Evolutionary psychologists would have greatest difficulty explaining why A. Jill agreed to donate bone marrow to save the life of a stranger. B. Molly agreed to drive her neighbor to the doctor. C. Simon donated a kidney to save the life of his son. D. Rick helped his best friend paint his house. Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 452 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 42) People who live in are least likely to relay a phone message, mail “lost” letters, cooperate with survey interviewers, do small favors, or help a lost child. A. big cities B. small towns C. rural environments D. apartments Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 451 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 43) Since we are born selfish, evolutionary psychologists such as Richard Dawkins propose that we attempt to A. develop a drug that will encourage altruism. B. develop an “altruistic gene.” C. teach altruism. D. live only in small, isolated communities. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 452 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 44) According to the text, the of altruism propose(s) two types of prosocial behavior: a tit-for-tat reciprocal exchange and a more unconditional, intrinsic helpfulness. A. social norms theory B. social-exchange theory C. evolutionary theory D. social norms, social-exchange, and evolutionary theories Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 452 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 45) According to the evolutionary theory, it can be predicted that it is more likely that A. children will be more devoted to their parents than vice versa. B. parents will be more devoted to their children than vice versa. C. women will be more devoted to their parents than men. D. men will be more devoted to their children than women. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 450 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 46) is an emotion evoked by sympathy for another. A. Egoism B. Empathy C. Altruism D. Voyeurism Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 454 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 47) Hoffman (1981) reported that infants cry more when they hear another infant crying. This is an example of A. egoism. B. empathy. C. altruism. D. voyeurism. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 455 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 48) Batson and his colleagues (1981) had university women watch another woman suffer a series of painful shocks. Some participants were led to feel empathy for her and were then asked if they would trade places, taking her remaining shocks. The results indicated that A. most participants agreed to help but only if they would be rewarded. B. most participants agreed to help even if they knew that their part in the experiment was complete. C. most participants downplayed the victim’s suffering or convinced themselves that she deserved to be shocked. D. most participants refused to trade places but expressed sympathy and sought compensation for the victim from the experimenters. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 455-456 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 49) Batson believes that true altruism does exist in feelings of sympathy and compassion for others. Which is NOT an example of genuine altruism? A. In general, women report more empathy than men and are less likely to support war. B. It is easier to feel empathy for a needy individual than “mother earth.” C. Empathy-induced altruism can pose a threat to the common good when we narrow our focus of concern to close friends vs. others we don’t know. D. Helping others by giving to a charity that supports an issue we think is really important. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 456 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 50) Who among the following psychologists believes that genuine empathy-induced altruism is part of human nature? A. Darley B. Schaller C. Cialdini D. Batson Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 457 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 51) Latané and Darley attempted to explain people’s failure to intervene in cases like that of Kitty Genovese, a woman who was violently attacked, in terms of A. situational influences. B. personality traits. C. mood factors. D. selfish genes. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 460 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 52) In observing people’s responses to staged emergencies, Darley and Latané (1970) found that greatly decreased intervention. A. social alienation B. a lack of empathy C. the presence of other bystanders D. self-concern Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 459 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 53) You trip over a fallen branch and sprain your ankle. According to research on the bystander effect, a stranger who sees your plight will be most likely to offer aid if there are others present. A. no B. two C. four D. ten Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 459 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 54) Which of the following is NOT one of the steps in Darley and Latané’s decision tree? A. noticing the incident B. interpreting the incident as an emergency C. weighing the costs and benefits of helping D. assuming responsibility for intervening Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 459 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 55) Darley and Latané described a sequence of decisions a bystander must make before he or she will intervene in an emergency. Which of the following is NOT one of the specific steps? A. noticing the incident B. interpreting the incident as an emergency C. assessing the victim’s desire for help D. assuming personal responsibility for intervening Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 459 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 56) A stranger has collapsed on a city sidewalk due to a heart attack. According to Darley and Latané, what is the first thing that must happen before you will help in this emergency? A. You must recognize the event as life-threatening. B. You must assume responsibility for helping. C. You must notice the stranger. D. You must make sure the victim is alone and truly in need of help. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 459 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 57) Latané and Darley (1968) had university students complete questionnaires in a small room, and then had smoke pour into the room from a wall vent. Students who were working tended to notice the smoke in . A. in groups; less than five seconds B. alone; less than five seconds. C. on a challenging task; about 20 seconds D. on a rote task; less than five seconds Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 460 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 58) The tendency to overestimate others’ ability to “read” our internal states is called the illusion of A. deceit. B. visibility. C. awareness. D. transparency. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 460 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 59) The fact that a person is less likely to help in an emergency when other people are present is called A. the bystander effect. B. pluralistic ignorance. C. the self-interest effect. D. the suppression of responsibility effect. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 461 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 60) In a study by Latané and Rodin (1969), a female experimenter apparently fell and hurt her ankle. What percentage of participants who were alone offered help? A. 100 percent B. 70 percent C. 40 percent D. 10 percent Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 461 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 61) In a study by Latané and Rodin (1969), a female experimenter apparently fell and hurt her ankle. When pairs of strangers confronted the emergency, what percentage offered help? A. 100 percent B. 70 percent C. 40 percent D. 10 percent Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 461 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 62) Altruism researcher Daniel Batson reported that empathy-induced altruism A. is always helpful. B. does not inhibit aggression. C. lowers cooperation. D. can feed favoritism, injustice, and indifference. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 456 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 63) Myers suggests that there are a number of reasons why individuals who live in big cities tend to be less helpful. Which of the following is NOT one of those reasons? A. They are seldom alone in public places. B. They become cold and uncaring after living in a city. C. They experience “compassion fatigue.” D. They experience “sensory overload.” Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 462 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 64) According to the bystander effect, A. we are more likely to help others when others are present. B. we are less likely to help others when others are present. C. we are unaffected by bystanders when help is needed. D. a bystander is the person most likely to help. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 461 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 65) In the experimental studies of bystander non-intervention, researchers have A. always first obtained the participant’s informed consent. B. been careful to debrief their laboratory participants. C. subsequently found that most research participants believe the laboratory experiments have little, if any, value or application to everyday life. D. been unable to replicate real-life situations. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 463 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 66) Research evidence indicates that prosocial models of helping A. presented on television have virtually no effect on children. B. promote altruism in children but not in adults. C. promote altruism in the observers. D. decrease helping because observers seem to believe that aid is less necessary. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 463 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 67) Which of the following factors is likely to increase helping behavior? A. the presence of others who offer help B. the presence of others who do nothing C. time pressure D. being non-religious Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 465 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 68) In an enactment of the Good Samaritan situation, Darley and Batson (1973) studied the helpfulness of Princeton seminarians in order to assess whether helping behavior was influenced by A. religious education. B. age differences. C. social responsibility. D. time pressures. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 464 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 69) Which is NOT one of the reasons that affect us as to when we will help others? A. the number of bystanders B. avoiding eye contact C. interpreting the situation D. assuming responsibility Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 459 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 70) Darley and Batson (1973) gave Princeton seminary students time to think about a talk that they were about to have recorded, and then sent them to the recording studio. Participants who had been were most likely to stop and offer aid to a “victim” they encountered en route to the recording studio. A. asked to talk about career opportunities B. asked to talk about the Good Samaritan parable C. given extra time to reach the studio D. told they were already late in departing for the studio Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 464 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 71) According to the text, people in a hurry may be less willing to help because they A. have weighed the costs of helping and have decided they are too high. B. never fully grasp the situation as one requiring their assistance. C. tend to be selfish and primarily concerned with meeting their own needs. D. tend to be in a negative mood state and therefore are less likely to help. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 464 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 72) Who of the following is LEAST likely to help an injured pedestrian? A. Tatiana, who has just found $10 in a grocery store. B. Ivan, who is five minutes late for a committee meeting. C. Anastasia, who has just lost a dollar bill in a poker game. D. Boris, who is five minutes early for work. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 464 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 73) Miller and his colleagues (2001) reported that we are more empathic and helpful toward those who are us. A. close in proximity to B. similar to C. different from D. older than Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 464 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 74) DeBruine (2002) found that when students played an interactive game with a supposed other player, participants were when the other person’s pictured face had some features of their own face morphed into it. A. more trusting but less generous B. more trusting and more generous C. less trusting but more generous D. less trusting and less generous Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 464 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 75) Confederates who were dressed either conservatively or in counterculture garb approached either “straight” or “hip” college students and asked for change to make a phone call. Results of this experiment confirmed a bias in helping. A. familiarity B. similarity C. credibility D. complementary Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 464 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 76) Which of the following statements is NOT true? As the number of bystanders at an emergency increases, any given bystander is A. less likely to notice the situation. B. less likely to interpret it as an emergency. C. less likely to assume responsibility. D. less likely to walk away. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 459 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 77) We tend to help more often when A. we have just observed someone else helping. B. we are rushed. C. the person is perceived to be different from us. D. we are in a group of people. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 467 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 78) The network of traits that predisposes a person to be helpful are all of the following EXCEPT A. high in positive emotionality. B. high in awareness. C. high in empathy. D. high in self-efficacy. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 468 Learning Goals: Identify some traits and values that predict helping. 79) Research on the relationship between personality traits and helping behavior revealed that A. personality traits have little to no influence on helping. B. the person and the situation interact to predict helping. C. assertiveness strongly predicts helping across a variety of situations. D. gender is the only characteristic that predicts helping better than situational factors. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 467-468 Learning Goals: Identify some traits and values that predict helping. 80) When looking at ingroup similarity and helping, researchers noted all of the following EXCEPT A. people tend to help those that are perceived similar in a narrowly defined group. B. people tend to help those that are perceived similar in an inclusive larger defined group. C. one way to increase people’s willingness to help others is to promote social identities that are more inclusive than exclusive. D. one way to increase people’s willingness to help others is to promote social identities that are more exclusive than inclusive. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 465 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 81) When faced with potentially dangerous situations where strangers need help, A. women help most. B. men help most. C. men and women help equally. D. older people help most. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 468 Learning Goals: Identify some traits and values that predict helping. 82) In helping situations, A. women offer more than men. B. men offer more than women. C. there are gender differences depending on the situation. D. men respond to a friend’s problem more than women. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 468 Learning Goals: Identify some traits and values that predict helping. 83) were most closely associated with other forms of civic involvement, like voting, jury service, community projects, and giving to charity. A. Women B. Men C. Southerners D. Members in religious groups Answer: D Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 470 Learning Goals: Identify some traits and values that predict helping. 84) According to the text, individuals who identify as in terms of spiritual commitment are most likely to report working volunteer and give to charities. A. highly uncommitted B. moderately uncommitted C. moderately committed D. highly committed Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 470 Learning Goals: Identify some traits and values that predict helping. 85) Solomon and Solomon (1978) found that bystanders who were more likely to offer aid to a person. A. remained anonymous B. identified themselves to one another by name and age C. physically resembled the person D. were the same sex as the person Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 472 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 86) People are more likely to help another person if A. they are anonymous. B. they don’t expect to see them again. C. they expect to see them again. D. They like the looks of the other person. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 472 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 87) Pedestrians who are more likely to help another pedestrian pick up a dropped envelope are those who A. are closest to the person who dropped the envelope. B. physically resemble the person who dropped the envelope. C. just had their photograph taken. D. remain anonymous. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 472 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 88) The relationship between our degree of self-awareness and our willingness to help is A. positive. B. negative. C. neutral. D. curvilinear. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 472 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 89) Keisha is stopped on the street by a panhandler. She is most likely to give money if A. the panhandler is male. B. the panhandler is female. C. she just had her picture taken. D. she can remain anonymous. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 472 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 90) Katzev (1978) found that when people were reprimanded at a zoo for feeding unauthorized food to bears, they were to help another person afterwards than if they had not been reprimanded. A. more likely B. somewhat likely C. less likely D. just as likely Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 473 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 91) Researchers have found that with door-to-door solicitation, there is more success with requests for contributions when they are A. random. B. systematic. C. large. D. small. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 474 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 92) Which one of the following is NOT one of the ways that Myers suggests to increase social altruism? A. teach moral inclusion B. learn about egoism C. model altruism D. attribute helping behavior to altruism Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 474 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 93) Regarding people who are within one’s circle of moral concern is called A. moral exclusion. B. moral inclusion. C. exclusive altruism. D. ingroup moralism. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 474 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 94) Which of the following is an effective way to increase helping behavior? A. increase the ambiguity of the situation B. model prosocial behavior C. increase rewards for helping behavior D. model the bystander effect Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 476 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 95) Omitting certain people from one’s circle of moral concern is called A. moral exclusion. B. moral inclusion. C. exclusive altruism. D. ingroup moralism. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 474 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 96) Both European Christians who risked their lives to rescue Jews during the Nazi era and civil rights activists of the 1950s reported that A. they came from families who themselves had been victims of some form of social injustice. B. they had warm, close relationships with at least one parent who was a “strong moralist” and committed to humanitarian causes. C. their efforts were in part a reaction to having been raised in a troubled family environment in which parents and children were in frequent conflict. D. they were firstborn or only children whose parents had taught them courage and independence. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 475 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 97) Which of the following techniques should elementary schoolteachers use if they hope to promote enduring altruistic tendencies in students? A. Show them films of heroes who risked their own welfare to help others. B. Offer a new bicycle to the boy or girl who is most helpful to other students in a two-week period. C. Reprimand and punish any overt aggression. D. Instill a sense of patriotism. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 474 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 98) What principle or concept suggests that rewarding people for their helpfulness may, in the long run, undermine their self-motivated altruism? A. the door-in-the-face principle B. moral exclusion C. the overjustification effect D. the insufficient justification effect Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 477 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 99) There are many ways to increase helping behaviors in people. Which is NOT one of the ways identified in the chapter? A. Door-in-the-face request after someone turns down making a large donation to a charity. B. Introduce yourself by name and other characteristics. C. Set up your request so they know you will see them again. D. Guilt-laden people don’t tend to help others. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 478 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 100) Which statement is TRUE? A. If a person’s helping behavior is motivated by possible rewards, the helping behavior is termed altruistic. B. Social exchange theory says we react to an emergency by considering what we can get out of it and balance that against risks. C. Children, but not adults, are more likely to help others when their mood is negative. D. Individuals who feel guilty are less likely to help others in need. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 441 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 101) Jeanne and her friends from church have adopted several shut-ins (church members who are no longer able to attend services). Their actions may be based on the norm. A. reciprocity B. social responsibility C. equity D. equality Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 441 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 102) According to evolutionary psychology A. individuals are rarely helpful to others, since such self-sacrifice would destroy one’s chances of contributing to the gene pool. B. altruism occurs when a personal sacrifice is necessary to insure the group’s survival. C. most altruism in human society reflects either a kin selection process or reciprocity. D. behavior is determined by genetics, so the social environment does not influence behavior. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: pages 450-451 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 103) The bystander effect predicts that A. helping behavior increases as physical proximity decreases. B. people are less likely to help in groups than when they are alone. C. people are more likely to help in groups than when they are alone. D. people often refuse help to maintain equity in the social relationship. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 461 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 104) When Darley and Batson (1973) staged an ambiguous emergency (a man slumped in a doorway) in front of seminary students they found that A. seminary students were more helpful than the average bystander was. B. the bystander effect does not apply to religious people. C. students were less helpful if they were late for an appointment. D. students who were on their way to give a lecture on the parable of the good Samaritan were more helpful. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 464 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 105) Belle is deliriously happy because she has recently fallen in love with Sean. Which of the following behaviors should we most likely expect from Belle? A. Belle will display more egoistic behaviors. B. Belle will display more helpful behaviors. C. How helpful Belle is will not change as the result of her new happiness. D. Belle will be more helpful only to Sean, but her behaviors to her co-workers will remain the same. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 445 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 106) Jack helps Jill go up a hill to fetch a pail of water. According to the reciprocity norm, what behaviors should we expect from Jill? A. Jill will later help Jack fix his car. B. Jill will help Jack only if she is feeling depressed. C. Jill will help Jack only if she is feeling guilty about snubbing Miss Mary Mack. D. Jill will help Jack only if he is biologically related to her. Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 447 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 107) Which of the following statements is FALSE? A. Some people are reliably more helpful than others. B. Religiously committed people are more likely to help than are those who are not religiously committed. C. Situation alone determines whether people help or not. D. High self-monitors are more likely to help than low self-monitors are if they think helpfulness will be socially rewarded. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 467-470 Learning Goals: Identify some traits and values that predict helping. 108) Susan asks Robert to drive her from Los Angeles, California, to Albany, New York. When Robert says “no,” Susan asks if he can drive her to the local airport instead. Susan is using A. moral exclusion. B. the foot-in-the-door technique. C. the low-balling technique. D. the door-in-the-face technique. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 473 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 109) The perception of certain others as outside one’s boundary within which one applies moral values and rules of fairness is called A. moral exclusion. B. the door-in-the-face technique. C. the outgroup bias. D. outgroup homogeneity. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 474 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 110) Ben is highly disturbed by the screaming he hears from the street below his apartment. To help reduce his distress he goes to see if someone needs help. Ben’s behavior seems to be motivated by A. altruism. B. the gaining of external rewards. C. the gaining of an internal reward. D. guilt. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 443 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 111) You ate the last of your roommate’s cereal. When she asks “did you finish the cereal or did I?” you lie and say you didn’t eat it. When she then asks you to stop by the store to pick up some more you agree. Your behavior is best explained by A. the feel bad-do good effect. B. the feel good-do good effect. C. social exchange theory. D. the reciprocity norm. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 445 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 112) Which of the following is FALSE? A. women seek more help than men B. men offer help more to women than men C. women offer help more to men than women D. women welcome help more readily than men Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 450 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 113) Fifty year-old Patty is in a car accident with her sister, nephew, and son. She has time to save herself and one other person. According to evolutionary psychology, who will Patty likely help? A. her nephew B. her son C. her sister D. the other driver Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 450 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 114) When Will sees other people crying he cries too and when he sees someone who is embarrassed, he feels embarrassed. Will would likely score receive a high score on a measure of A. altruism. B. sympathy. C. guilt. D. empathy. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 454 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain 115) You are most likely to receive help when there are witnesses to your plight. A. 2 B. 6 C. 10 D. 14 Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 459 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 116) According to Latané and Darley (1968) what must happen first for you to offer assistance in an emergency? A. you need to notice the incident B. you need to take responsibility for the incident C. you need to interpret the situation as an emergency D. you need to weigh the costs and benefits of helping Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 459 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 117) While walking down the street Tim sees a man slumped over grabbing his chest. Tim looks around at the other pedestrians who don’t seem concerned. He assumes that, if they aren’t worried, then everything is OK and keeps walking. This is an example of A. diffusion of responsibility. B. egoism. C. pluralistic ignorance. D. the social responsibility norm. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 460 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 118) People are most likely to offer assistance when A. they live in a large city. B. there are many witnesses to an event. C. they have just seen another person offering helping someone else. D. they are running late. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 463 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 119) Why does personal treatment increase helping in bystanders? A. it makes them more self-aware B. it makes them less egoistic C. it triggers the social responsibility norm D. it triggers the reciprocity norm Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 472 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 120) People often feel more altruistic when they have helped without receiving payment or implied social pressure than when offered a reward for doing so. This is best explained by A. moral exclusion. B. the overjustification effect. C. the bystander effect. D. diffusion of responsibility. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 477 Learning Goals: Suggest how helping might be increased by reversing the factors that inhibit helping, by teaching norms of helping, and by socializing people to see themselves as helpful. 121) Which of the following is false? A. Volunteering benefits one’s health. B. Bereaved spouses recover from their depression faster if they help others. C. People who donate money are happier than those whose spending is self-focused. D. Most people help to make themselves feel good. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 442 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 122) Before Paul went out of town he asked his neighbor to stop by to water his lawn. His neighbor was happy to agree. This type of helping is an example of A. social capital. B. social exchange. C. altruism. D. the bystander effect. Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 447 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 123) We feel empathic concern in all of the following situations except A. when we value another’s welfare. B. when we take another’s perspective. C. when we perceive someone as being in need. D. when we are related to the person in need. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 454 Learning Goals: Explain psychology’s theories of what motivates helping—and the type of helping each theory seeks to explain. 124) Same-race bias appears A. in all situations. B. in few situations. C. when people can attribute failure to help to nonrace factors. D. when people can attribute helping to prosocial factors. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 466 Learning Goals: Identify circumstances that prompt people to help, or not to help. Explain how and why helping is influenced by the number and behavior of other bystanders, by mood states, and by traits and values. 125) The average religious person volunteers hours per week compared to those disengaged with their faith who volunteer an average hours per week. A. 5; 0 B. 2; 0 C. 5; 1 D. 2; 1 Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 470 Learning Goals: Identify some traits and values that predict helping. 126) Around the world, compared to non-religious people, all of the following are true of highly religious people except A. highly religious people have higher incomes. B. highly religious people give more to charities. C. highly religious people volunteer more often. D. highly religious people are more likely to help strangers. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 469-470 Learning Goals: Identify some traits and values that predict helping. Critical Thinking Questions 127) Define altruism and provide an example of it. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 440) Learning Goals: 128) Compare and contrast the three theories of helping: social exchange, social norms, and the evolutionary theory. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (pages 441, 447, 450) Learning Goals: 129) What are the positive and negative effects of empathy-based altruism? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 456) Learning Goals: 130) Identify the steps in Darley and Latané’s “decision tree” of helping. Based on this model, how could you increase your chances of getting someone to help you in an emergency? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 459) Learning Goals: 131) Review the research on the role of the number of bystanders in helping. Be sure to include a discussion of noticing, interpreting, and assuming responsibility. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 458) Learning Goals: 132) Summarize Darley and Batson’s classic 1973 study on the parable of the Good Samaritan. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 464) Learning Goals: 133) What does the research on the role of religious faith in helping conclude? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 469) Learning Goals: 134) In addition to reducing the ambiguity of the situation and increasing personal responsibility, explain at least two other ways to increase helping behavior. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 474) Learning Goals: 135) Explain how the evolutionary theory would justify NOT helping. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 450) Learning Goals: 136) What is “genuine altruism”? Give an example. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 453) Learning Goals: 137) Compare and contrast Batson and Cialdini’s research on genuine altruism. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (pages 456, 457) Learning Goals: Myers 11/e Test Bank Chapter 7 1) is the process by which a message induces change in beliefs, attitudes, or behaviors. A. Compliance B. Persuasion C. Inoculation D. Sleeper effect Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 226 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves—and its effects. 2) Americans’ support for the Iraq war increased after the war began mainly because of the A. national support for our troops. B. opposition from European countries. C. discovery of weapons of mass destruction. D. persuasive messages in the U.S. media. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 225 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves—and its effects. 3) Attitudes regarding the war with Iraq differ significantly depending on A. the personality factors. B. the gender. C. the differing information received. D. the type of persuasion used. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Medium Feedback: page 225 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves—and its effects. 4) As an example of how persuasion can be used to promote healthier living, the CDC has reported that smoking in the U.S. has over the last 40 years. A. stabilized B. decreased to 21 percent C. become more popular with teens D. increased to 21 percent Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 227 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 5) By the definitions in the book, education is more . A. coercive; factual B. important; useful C. factual; coercive D. useful; important , whereas propaganda is more Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 227 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 6) According to the text, the factor that determines if we call attempts at persuasion “education” or “propaganda” is whether or not A. we believe them. B. we know the communicator. C. the message is emotional in tone. D. the message is one-sided. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 227 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 7) Which of the following must take place before a message is likely to persuade? A. attention to the message B. peripheral processing C. central processing D. education rather than propaganda Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 228 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 8) You are more likely to be persuaded when a message is A. clear and easy to comprehend and the arguments are unconvincing. B. difficult to comprehend and the arguments are unconvincing. C. clear and easy to comprehend and the arguments are convincing. D. difficult to comprehend and the arguments are convincing. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 228 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 9) The route to persuasion occurs when interested people focus on arguments. A. peripheral B. central C. logical D. image Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 228 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 10) Sally is interested in purchasing a DVD player, and is overwhelmed by the many different models available at her local electronics store. She decides to consult a magazine devoted to reviewing the quality of home electronics. After reading a number of articles stating the pros and cons of each model, she decides on a DVD player. Sally has been persuaded to purchase this particular DVD player because of the route to persuasion. A. peripheral B. central C. logical D. image Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 228 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 11) The route to persuasion occurs when people are influenced by incidental cues, such as a speaker’s attractiveness. A. peripheral B. central C. logical D. image Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 228 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 12) Suzy is interested in purchasing a DVD player, and is overwhelmed by the many different models available at her local electronics store. She decides to purchase a shiny, metallic-looking model, as it is the best-looking one in the store. Suzy has been persuaded to purchase this particular DVD player because of the route to persuasion. A. peripheral B. central C. logical D. image Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 228 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 13) We are more likely to be persuaded by the route to persuasion when we are distracted or busy. A. peripheral B. central C. logical D. image Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 228 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 14) According to Myers, advertisers for beverages and clothing tend to adopt marketing strategies that use the route to persuasion. A. peripheral B. central C. logical D. image Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 229 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 15) According to Myers, advertisers for computers tend to adopt marketing strategies that use the route to persuasion. A. peripheral B. central C. logical D. image Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 229 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 16) Lately you have noticed that your favorite athlete is on your cereal box, highway billboards for sports beverages, and television commercials for running shoes. What type of marketing strategy is being used to persuade you to purchase these products? A. intelligent B. savvy C. central route D. peripheral route Answer: D Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 229 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 17) Central route processing often explicit attitudes. A. has no effect on B. swiftly changes C. slowly changes D. never changes Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 229 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 18) Which route to persuasion is most likely to create long-lasting attitudes and behavioral changes? A. peripheral B. central C. logical D. image Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 229 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 19) Individuals who are typically regarded as thinking people may be inclined to use the peripheral route to persuasion if A. the speaker is young and vibrant. B. the speaker seems to have ulterior motives. C. the speaker has apparently good motives. D. they are paid to do so. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 230 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 20) Which one of the following is NOT one of the conditions under which a thinking person would adopt the peripheral route to persuasion? A. when there is a lack of time and interest B. when the speaker is articulate C. when the speaker has several arguments D. when the arguments are strong and compelling Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 229-230 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 21) Which of the following is NOT one of the primary elements of persuasion that social psychologists have studied? A. the communicator B. the context C. the message D. how the message is communicated Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 231 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 22) A communicator is said to be when he or she is perceived as both an expert and trustworthy. A. honest B. guileless C. honorable D. credible Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 231 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 23) If people remember the message better than the reason for discounting it, the impact of a noncredible person may over time. A. change B. stay the same C. increase D. decrease Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 231-232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 24) When an initially discounted message becomes effective, a delayed impact of the message occurs. This is called the effect. A. delayed reaction B. short-term memory C. sleeper D. longevity Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 25) The effect occurs when we remember the message but forget the reason for discounting it. A. delayed reaction B. short-term memory C. sleeper D. longevity Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 26) Speaking to a labor union, a pro-union professor’s expertise seems to A. increase. B. decrease. C. stay the same. D. lose credibility. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 27) Speaking to a huge anti-union retail store, an anti-union political candidate’s expertise seems to A. increase. B. decrease. C. stay the same. D. lose credibility. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 28) Perceived expertise in a speaker includes all of the following EXCEPT A. someone speaking confidently B. being introduced as knowledgeable C. they begin with things that the audience agrees with D. someone speaking hesitantly Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 29) Researchers have found that trustworthiness is if the audience believes the communicator is NOT trying to persuade them. A. lower B. higher C. average D. absent Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 30) Eagly, Wood, and Chaiken (1978) found that when an anti-business speech was said to be given by a pro-environmentalist, it was perceived as and . A. biased; persuasive B. unbiased; persuasive C. biased; unpersuasive D. unbiased; unpersuasive Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 232-233 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 31) An audience is more likely to perceive a speaker as sincere when A. they avert their eyes. B. they talk slowly. C. the speaker argues an expected position. D. the speaker argues against their own self-interest. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 32) You are attending a lecture by a banker and you expect her to advocate bank savings accounts. However, she advocates stock investments instead. Since her message goes against her own self-interest, you perceive her as and the message as . A. sincere; persuasive B. insincere; not persuasive C. sincere; not persuasive D. insincere; persuasive Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 33) Miller and his colleagues (1976) reported a relationship between trustworthiness and the rate at which people speak. A. positive B. negative C. neutral D. curvilinear Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 233 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 34) Research has found that speakers are rated as more objective, intelligent, and knowledgeable. A. dull B. exciting C. fast D. slow Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 233 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 35) Which one of the following is NOT one of the characteristics that listeners typically attribute to fast speakers? A. objective B. humorous C. intelligent D. knowledgeable Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 233 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 36) When people deferred to credible experts, Cialdini (2008) called this the principle of persuasion. A. liking B. authority C. social proof D. reciprocity Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 234 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 37) When people allowed the example of others to validate how to think, feel, and act, Cialdini (2008) called this the principle of persuasion. A. liking B. authority C. social proof D. scarcity Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 234 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 38) When people tended to honor their public commitments, Cialdini (2008) called this the principle of persuasion. A. liking B. authority C. social proof D. consistency Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 234 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 39) Perceived trustworthiness includes all of the following behaviors EXCEPT A. The communicator uses direct eye contact. B. The audience believes the communicator is trying to persuade them. C. The communicator argues against his or her own self-interest. D. The communicator talks fast. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 232-233 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 40) We tend to like people who are like us. This exemplifies which characteristic of attractiveness? A. liking B. similarity C. consistency D. physical appeal Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 233 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 41) Arguments, especially emotional ones, are often more influential when they come from beautiful people. This exemplifies which characteristic of attractiveness? A. liking B. similarity C. consistency D. physical appeal Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 233 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 42) Brock (1965) found that paint store customers were more influenced by the testimony of an A. ordinary person who recently bought the same amount of paint as them. B. expert who recently bought 20 times as much as them. C. ordinary person who recently bought 20 times as much as them. D. expert who recently bought the same amount of paint as them. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 234 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 43) Bailenson and Yee’s research with virtual social reality found a “person” whose expressions and movements echoed the participant was A. not liked but was persuasive. B. liked and was persuasive. C. not liked and was not persuasive. D. liked and was not persuasive. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 235 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 44) When a choice concerns matters of personal value or ways of life, communicators have more influence. A. dissimilar B. expert C. similar D. disinterested Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 235 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 45) Who is the most responsive to rational appeals? A. well-educated and analytical people B. well-educated and non-analytical people C. less educated and analytical people D. less educated and non-analytical people Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 236 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 46) Abelson and his colleagues (1982) found that voting preferences in the United States could be reasonably predicted from voters’ A. political party of choice. B. geographical residence. C. beliefs about the candidates’ traits and likely behaviors. D. emotional reactions to the candidates. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 236 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 47) Alicia has a fairly weak case to present to her supervisor. In order to be more persuasive, she should A. arouse a small amount of fear. B. put him in a good mood. C. convince him that her arguments are strong. D. argue her own self-interests. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 237 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 48) What is the effect of a fear-arousing communication? A. Fear renders a communication ineffective. B. Generally the more frightened people are, the more they respond. C. Evoking a low level of fear is effective, but producing a high level of fear is not. D. Fear appeals are effective with women but boomerang with men. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 238 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 49) Fear-arousing messages work best when they A. do not suggest a solution. B. try to prevent a bad outcome, such as cancer. C. try to promote a good outcome, such as fitness. D. are framed in a positive manner. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 238 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 50) In your marketing class, your assignment is to create an advertisement that will encourage people to buy condom X over condom Y. Given your knowledge of persuasion, which strategy would be most effective? A. an ad that reads “AIDS kills,” along with a suggestion that condom X prevents it B. an ad that reads “AIDS kills,” along with a suggestion that condom Y does not prevent it C. an ad that suggests condom X prevents AIDS D. an ad that suggests condom Y does not prevent AIDS Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 239 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 51) Fear-arousing messages are most effective when they A. cause only mild fear. B. involve pleasurable activities. C. offer a protective strategy. D. are overwhelming. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 239 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 52) According to Aronson, Turner, and Carlsmith (1963), the effect of a large versus a small discrepancy between the communicator and the receiver of a message depends on whether or not the A. receiver of the message is emotionally invested in the topic. B. receiver of the message is interested in the topic. C. communicator of the message is credible. D. communicator of the message is articulate. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 240 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 53) Since Carmen is not a particularly prestigious or authoritative source on exercise, she should encourage her father to exercise by suggesting he A. completely overhaul his lifestyle. B. complete a fitness program. C. begin doing some limited exercises. D. consult with a local gym. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 240 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 54) Werner and her colleagues (2002) conducted a study on aluminum can recycling at the University of Utah and found that the most effective message was a A. one-sided one. B. two-sided one. C. discrepant one. D. clear and unambiguous one. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 240 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 55) When Werner and her colleagues (2002) placed signs on a campus with a two-sided message that not only stated the importance of recycling but also acknowledged the inconvenience of it, recycling A. increased to 80 percent. B. increased to 25 percent. C. decreased by 40 percent. D. decreased by 90 percent. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 241 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 56) Studies have shown that if people are aware of opposing arguments, a presentation is more persuasive and enduring. A. one-sided B. two-sided C. discrepant D. clear and unambiguous Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 241 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 57) The effect refers to how information that is presented first usually has the most influence. A. recency B. primacy C. channel D. initial Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 242 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 58) The effect refers to how information that is presented last can have the most influence. A. recency B. primacy C. channel D. final Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 242 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 59) When Asch (1946) presented students with a description of someone as “intelligent, industrious, impulsive, critical, stubborn, and envious,” they rated the person than if the opposite order of adjectives was presented. A. less positively B. more positively C. less attractive D. more attractive Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 242 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 60) When Asch (1946) presented students with a description of someone as “intelligent, industrious, impulsive, critical, stubborn, and envious,” they rated the person more positively than if the opposite order of adjectives was presented. This demonstrates the effect. A. recency B. primacy C. channel D. sleeper Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 242 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 61) When two messages are back to back, followed by a time gap, the effect usually occurs. A. recency B. primacy C. channel D. sleeper Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 242 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 62) Forgetting creates the recency effect when A. time has separated the two messages. B. there is little time between the two messages. C. the two messages are back to back. D. there are two opposing messages. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 242 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 63) The way a message is delivered is what social psychologists refer to as the of communication. A. mode B. route C. channel D. method Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 244 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 64) As a general rule of thumb, persuasion as the significance and familiarity of the issue . A. increases; decreases B. decreases; increases C. increases; increases D. decreases; decreases Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 245 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 65) The Eldersveld and Dodge (1954) study identified which group casting the most votes in an election? A. The one that was exposed to mass media and mailings. B. The one that was exposed to mass media. C. The one that was exposed to mass media and visited personally. D. There were no differences in the voting groups. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 245 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 66) Studies comparing different sources of media found that the more the media, the more persuasive the message. A. positive B. negative C. lifelike D. intense Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 247 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 67) Researchers found that difficult messages are most persuasive when , and easy messages are most persuasive when . A. audiotaped; videotaped B. spoken; written C. written; videotaped D. given slowly; given quickly Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 247 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 68) The process by which media influence often occurs through opinion leaders, who in turn influence others, is referred to as A. the sleeper effect. B. an indirect channel of communication. C. the opinion leader effect. D. a two-step flow of communication. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 246 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 69) Which of the following illustrates media influence through a two-step flow of communication? A. A teenager buys a video game she saw advertised both on television and in her favorite magazine. B. A domestic car manufacturer sponsors a television program about the defectiveness of many foreign imports. C. A candidate for political office answers questions from members of a studio audience on live television. D. A man buys a new laundry detergent after having it recommended by a friend, who had read that it was both effective and environmentally safe in a consumer magazine article. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 246 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 70) Chaiken and Eagly (1976) found that when a message was difficult to comprehend, persuasion was greatest when the message was A. written. B. spoken. C. written and spoken. D. videotaped. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 247 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 71) Which statement is NOT true about the best way to deal with media information? A. The more lifelike the medium, the more persuasive the message. B. Messages are best comprehended and recalled when written. C. When the message is difficult to comprehend it is best written. D. Messages are best comprehended and recalled when spoken. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 247 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 72) People tend to have different social and political attitudes depending on their age because attitudes change as people grow older. This refers to the explanation for how age plays a role in persuasion. A. generational B. life cycle C. age D. time Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 248 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 73) People tend to have different social and political attitudes depending on their age because the attitudes older people adopted when they were young persist through life largely unchanged. This refers to the explanation for how age plays a role in persuasion. A. generational B. life cycle C. age D. time Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 248 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 74) In surveys conducted on groups of younger and older people over several years, the results supported the explanation for how age plays a role in persuasion. A. generational B. life cycle C. age D. time Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 248 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 75) The Bennington College study revealed that A. views embraced at an impressionable time fade over a lifetime of experience. B. college makes “good little liberals” out of us all. C. college produces liberals out of 75 percent of its students. D. views embraced at an impressionable time often survive a lifetime of experience. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 249 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 76) Darla wants to persuade her parents to help pay for a study trip abroad. She will have a more difficult time succeeding if A. her parents are forewarned of her intent to convince them. B. she has the trip coordinator call to reassure them. C. her parents are not particularly analytical. D. her parents have a moderate level of self-esteem. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 249 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 77) Nora, a single mom, needs to ask her parents for money. To minimize their objections to her request, she should A. warn them ahead of time of her need. B. have her busy, distracting little toddler along when she makes her request. C. write out her request for them to consider. D. ask them on the telephone. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 250 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 78) The motivation to think and analyze is referred to as the need for A. contemplation. B. thinking. C. cognition. D. central routes. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 250 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 79) People who are quick to respond to peripheral cues, such as a communicator’s attractiveness, are in the need for cognition. A. low B. average C. high D. slightly above average Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 250 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 80) Macy prefers classes with professors who are visually appealing and entertaining, rather than classes with professors who are knowledgeable and effective communicators. Macy is probably _ in the need for cognition. A. low B. average C. high D. slightly above average Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 250 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 81) Research has concluded that stimulating thinking makes stronger messages _ persuasive and (because of counterarguing) weak messages persuasive. A. less; more B. more; less C. extremely; not at all D. not at all; extremely Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 250 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 82) According to Myers, the most effective instructors A. present information as simply as possible. B. use fear-provoking tests to encourage study. C. get their students to think actively. D. are attractive and engaging. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 250 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 83) Which is NOT an element of persuasion? A. the communicator B. the channel C. the audience D. the medium Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 251 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 84) Credible communicators have the best success in persuading. These are people that do all of the following EXCEPT A. speak unhesitatingly. B. look listeners in the eye. C. use appropriate taste and personal values. D. argue with their own self-interest. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 251 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 85) Whether a one-sided or two-sided message is more persuasive depends on all of the following EXCEPT A. whether the audience already agrees with the message. B. whether the audience is unaware of opposing arguments. C. whether the audience thinks information is being shared in an appropriate way. D. whether the audience is unlikely later to consider the opposition. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 251 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 86) Another term for a cult is a(n) A. spinoff from a major religion. B. sect. C. new religious movement. D. evil culture. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 252 Learning Goals: State some persuasion and group influence principles that have been harnessed by new religious movements (“cults”). 87) A cult has all of the following characteristics EXCEPT A. a distinctive ritual and beliefs that are related to its devotion to a god or a person. B. the use of mind-altering drugs. C. isolation from the surrounding culture. D. a charismatic leader. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 252 Learning Goals: State some persuasion and group influence principles that have been harnessed by new religious movements (“cults”). 88) Cults like Jim Jones’s People’s Temple typically recruit and retain members by using A. the sleeper effect. B. the foot-in-the-door phenomenon. C. the recency effect. D. the attitude inoculation. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 254 Learning Goals: State some persuasion and group influence principles that have been harnessed by new religious movements (“cults”). 89) People most vulnerable to cults are usually A. under the age of 15. B. over the age of 30. C. lower-class. D. under the age of 25 and facing a personal crisis. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 255 Learning Goals: State some persuasion and group influence principles that have been harnessed by new religious movements (“cults”). 90) Frank (1982) noted that psychotherapy is similar to cults and zealous self-help groups because they provide all of the following EXCEPT A. isolation from the outside world. B. supportive, confiding social relationships. C. an offer of expertise and hope. D. a set of rituals and learning experiences that promises a new sense of happiness. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 256 Learning Goals: State some persuasion and group influence principles that have been harnessed by new religious movements (“cults”). 91) Kiesler (1971) recommended that one way to stimulate people’s thinking so that they become more committed to their positions is to A. mildly attack their position. B. strongly attack their position. C. mildly support their position. D. strongly support their position. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 258 Learning Goals: Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion? 92) Exposing people to weak attacks on their attitudes, which then stimulates thinking in support of the initial attitude, is known as A. central route persuasion. B. attitude inoculation. C. psychological reactance. D. the boomerang effect. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 258 Learning Goals: Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion? 93) Inoculation research suggests that children A. are not persuaded by television advertising. B. fail to grasp the persuasive intent of commercials. C. use the central route to persuasion. D. are skeptical of television advertising. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 260 Learning Goals: Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion? 94) Research on attitude inoculation suggests that religious educators are wise to avoid A. the two-step flow of communication. B. forewarnings to their followers that outsiders will question their beliefs. C. using charismatic leaders to attract new converts. D. creating a “germ-free ideological environment.” Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 262 Learning Goals: Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion? 95) Darley and Cooper (1972) found that when students were invited to write essays advocating a strict dress code, which was against the students’ own positions, the students were A. willing to write the essays. B. willing to write the essays if they were paid. C. not willing to write the essays. D. not willing to write the essays even if they were paid. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 262 Learning Goals: Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion? 96) Darley and Cooper (1972) found that when students were invited to write essays advocating a strict dress code, which was against the students’ own positions, the students were not willing to write the essays even if they were paid. After turning down the money, the students became A. agitated. B. less confident in their decision. C. more confident in their decision. D. annoyed at those students who were willing to write the essay. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 262 Learning Goals: Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion? 97) Persuasion can be resisted by A. keeping one’s own opinions private. B. making a public commitment to one’s own position. C. attacking the opposite position. D. being closed to all arguments. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 262 Learning Goals: Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion? 98) Company A describes its cars’ reliability, mileage, and durability. Company B’s ads show people having a good time driving around in their cars. A’s ads focus on - route processing; B’s ads use -route processing. A. cognitive; emotional B. internal; external C. stable; unstable D. central; peripheral Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: pages 228-229 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 99) Which factor decreases the persuasiveness of the source of a message? A. appearing to be credible B. speaking confidently C. speaking slowly and carefully D. arguing against one’s own self-interest Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 233 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 100) Apparently, fear arousal facilitates persuasion when A. fear is extremely high. B. fear is moderately high. C. the target has low self-esteem. D. a way to avoid the almost certain danger is available. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 239 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 101) When your audience , a one-sided argument is most effective for changing attitudes. A. has experienced reactance B. already knows that there are two sides to the argument C. already agrees with you D. is highly educated Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 240 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 102) Leaders of cults who get individuals to engage in unusual types of behavior A. possess a powerful, mysterious control over followers. B. prey upon weak-willed individuals who are easy victims. C. use common, but multiple, methods of persuasion. D. rely heavily on fear appeals. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 253-254 Learning Goals: State some persuasion and group influence principles that have been harnessed by new religious movements (“cults”). 103) Billboards and television commercials tend to use A. the central route to persuasion. B. the peripheral route to persuasion. C. the sleeper effect D. the direct route to persuasion. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 229 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 104) The -route process is more likely to lead to long-term attitude and behavior changes than is the -route process. A. cognitive; emotional B. internal; external C. central; peripheral D. peripheral; central Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 230 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 105) The credibility of a noncredible person may increase over time if people remember the message more than the reason for discounting it in the first place. This is known as A. the sleeper effect. B. the authority effect. C. the primacy effect. D. the recency effect. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 231-232 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 106) Stephanie is campaigning for the conservation of fossil fuels to a group of NASA engineers. To be the most successful, Stephanie should incorporate which type of arguments into her speech? A. emotional B. peripheral C. neutral D. rational Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 236 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 107) If two messages are presented back to back, which message will likely hold the most influence? A. the last message B. the first message C. it depends on the communicator D. it depends on the channel of communication Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 242 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 108) Generally speaking, the most persuasive channel of communication seems to be A. written. B. audiotaped. C. videotaped. D. live. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 247 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 109) Messages are best understood and remembered when they are A. audiotaped. B. live. C. written. D. videotaped. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 247 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 110) People who have a high need for cognition are likely to A. prefer peripheral routes to persuasion. B. prefer central routes to persuasion. C. support the life cycle explanation for differences in attitudes across age. D. support the generational explanation for differences in attitudes across age. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 250 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 111) Sharon wants to talk to her teenage daughter about the dangers of smoking. Which of the following suggestions is LEAST likely to persuade Sharon’s daughter to resist the pressure to smoke? A. Ask her to think about the negative effects of smoking (e.g., cancer). B. Ask her to make a public commitment to not smoke. C. Increase her fear of smoking by showing her pictures of lung cancer. D. Tell her she is forbidden from smoking and threaten to take away her car if she ever tries it. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 259 Learning Goals: Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion? 112) If a message’s purpose and content elicits bad judgments we call it A. propaganda. B. education. C. channeled. D. prejudiced. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 227 Learning Goals: Identify two paths leading to influence. Describe the type of cognitive processing each involves— and its effects. 113) A person’s perceived expertise and trustworthiness comprise their overall A. convince ability. B. intelligence. C. credibility. D. persuasiveness. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 231 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 114) In terms of persuasion, attractive people are A. beautiful. B. likable. C. expert. D. credible. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 233 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 115) Kevin wants his parents to extend his curfew for one hour this weekend. Kevin is most likely to persuade his parents if he A. tells them about the A he got on his physics test first. B. promises to do his homework before he goes out. C. threatens to run away if they don’t agree. D. tells them after he shows them the dent he put in their car the night before. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 237 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 116) Ted is most likely to elicit opinion change from an audience whose opinion is greatly discrepant from his own if Ted A. is credible. B. uses a fear arousing message. C. first puts them in a good mood. D. uses a one-sided argument. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 231 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 117) Stephanie believes that people become more conservative as they get older. Stephanie would most likely agree with the explanation of attitude change. A. generational B. life cycle C. lifespan D. cohort Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 248 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 118) exposes people to weak attacks on their attitudes so that when stronger attacks come, they have refutations available. A. Attitude reactance B. Central route persuasion C. Attitude inoculation D. Peripheral route persuasion Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 258 Learning Goals: Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion? 119) Which of the following is an example of a gain-framed message? a. an anti-smoking ad that states “smoking will lead to lung cancer” b. a safe-sex ad that states “unprotected sex increases your risk of contacting AIDS” c. a dental-floss ad that states “if you don’t floss you’ll have stained teeth” d. a sunscreen ad that states “if you wear sunscreen you’ll have youthful skin” Answer: D Bloom’s Taxonomy: Applied Difficulty Level: Moderate Feedback: page 239 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 120) When are vivid stories most useful? a. when they convey the central message b. when they distract from the central message c. when they are opposite the central message d. when they convey the peripheral message Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 239 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 121) Persuasive speakers must deliver messages that do all of the following except a. are understandable. b. are memorable. c. are compelling. d. are fear inducing. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 244 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. 122) Mere repetition of a message can a. increase its fluency and make the message more believable. b. decrease its fluency and believability. c. decrease its impact but increase its believability. d. Increase its impact but decrease its fluency. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 245 Learning Goals: Describe how the factors that comprise persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion. Critical Thinking Questions 123) Define both central and peripheral routes to processing. Provide an example of each, and suggest when each is most appropriate. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (pages 228-229) Learning Goals: 124) Describe a familiar television commercial and analyze the elements of persuasion that it uses. Does it promote and/or assume central or peripheral route processing? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 229) Learning Goals: 125) Describe the ways in which a television salesperson will seek to enhance his or her perceived credibility in your eyes. Keep in mind the two components of credibility when developing your answer. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (pages 231-232) Learning Goals: 126) When would it be best to present a persuasive appeal to an audience that was in a good mood versus a bad mood? Why? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 237) Learning Goals: 127) You have been hired to develop an informational campaign to prevent junior high school students from taking up smoking. Your boss wants you to use a scare-tactic approach. What must you do to construct a fear-appeal that is maximally effective? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 238) Learning Goals: 128) Describe how the two-step flow of communication would operate if you were about to purchase an automobile. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (pages 246-247) Learning Goals: 129) Describe how age plays a role in persuasion. Be sure to compare and contrast the life cycle explanation and the generational explanation. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 248) Learning Goals: 130) Explain the principles and techniques you would use to become a cult leader. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 254) Learning Goals: 131) Explain attitude inoculation and how it affects persuasive appeals. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 258) Learning Goals: Myers 11/e Test Bank Chapter 8 1) Two or more people who interact with and influence one another for longer than a few moments is what social psychologists call a A. clan. B. crowd. C. group. D. mob. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 266 Learning Goals: What is a group? 2) According to social psychologists, a group exists when two or more people interact with and influence each other, and A. are also in the same place. B. also work together. C. also perceive themselves as “us.” D. also facilitate each other. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 266 Learning Goals: What is a group? 3) Under the definition that is in the text, which of the following is NOT a group? A. a doctor with her patient B. three people who share the same taxi and decide who gets dropped off first C. four people working together on a class project D. five people riding the city bus Answer: D Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 266 Learning Goals: What is a group? 4) According to Johnson (2006), different groups help us meet different needs EXCEPT to A. affiliate. B. achieve. C. gain social identity. D. set group norms. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 266 Learning Goals: What is a group? 5) Shaw (1981) argued that the one thing that all groups have in common is that the members A. reside in the same location. B. agree on most topics. C. interact. D. facilitate each other. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 266 Learning Goals: What is a group? 6) On exam day, a student you do not know sits near you. This person is best described as a(n) A. confederate. B. co-actor. C. ingroup member. D. comrade. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: pages 276 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 7) An example of someone who is involved with co-actors is A. a runner in a race. B. a runner surrounded by others jogging. C. a group of people working on a class project. D. someone involved with planning a party. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 8) Triplett conducted one of social psychology’s first laboratory experiments by asking children to wind string on a fishing reel. The results of the study indicated that there was a relationship between the speed at which the children wound the reel and the presence of other children. A. positive B. negative C. neutral D. curvilinear Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 9) Triplett (1898) conducted one of social psychology’s first laboratory experiments by asking children to wind string on a fishing reel. The results of the study indicated that there was a positive relationship between the speed at which the children wound the reel and the presence of other children. Later studies found the same pattern and dubbed it A. the groupthink effect. B. the social facilitation effect. C. social loafing. D. deindividuation. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 10) The tendency of people to perform simple or well-learned tasks better when others are present is the original meaning of A. the groupthink effect. B. the social facilitation effect. C. social loafing. D. deindividuation. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 11) refers to the strengthening of dominant responses in the presence of others. A. The groupthink effect B. The social facilitation effect C. Social loafing D. Deindividuation Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 12) Consistent with the social facilitation effect, Michaels and his colleagues (1982) found that when good pool players were observed, they did than when they did not know they were being observed. A. much worse B. better C. the same D. slightly worse Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 268 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 13) Increased arousal enhances performance A. only on easy tasks. B. only on complex tasks. C. on dominant responses. D. on all responses. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 268 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 14) According to the social facilitation effect, social psychologists can accurately predict that athletes will perform with a large audience. A. much worse B. best C. slightly worse D. better at unlearned tasks Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 268 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 15) The larger the crowd, the a person tends to be . A. more; calm B. less; calm C. more; aroused D. less; aroused Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 269 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 16) Because of the relationship between crowding and arousal, you are likely to _ on a difficult exam in a densely packed classroom. A. do well B. do poorly C. do average D. skip questions Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 269 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 17) The concern for how others are evaluating us is called A. distraction. B. arousal. C. mere presence. D. evaluation apprehension. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 270 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 18) You have noticed that when you are at the gym, your exercise routine is not affected by how many other people are there. However, it is affected when other people are watching you exercise. This pattern in your behavior is what social psychologists call A. social facilitation. B. mere presence. C. evaluation apprehension. D. social loafing. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 270 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 19) Sanders, Baron, and Moore (1978) explained social facilitation by noting that a conflict occurs between paying attention to others and paying attention to the task at hand. They named this explanation A. evaluation apprehension. B. social distortion. C. driven by distraction. D. deindividuation. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 270 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 20) When giving a speech in class, you spend most of the first five minutes wondering what your audience is thinking of you. This is a good example of instead of thinking about what you are saying. A. evaluation apprehension B. social distortion C. driven by distraction D. deindividuation Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 272 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 21) Evaluation apprehension helps explain why people perform best when A. their co-actor is slightly superior. B. their co-actor is dissimilar. C. their co-actor is slightly inferior. D. there is no co-actor present. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 270 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 22) The increased number of office buildings with large open spaces rather than private offices is an example of how social facilitation research has A. helped confirm the theory. B. guided new exploration of research topics. C. suggested practical applications. D. been misused by industries. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 271 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 23) Which is NOT a factor in why other people create arousal in us? A. apprehension B. distraction C. mere presence D. vanity Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 270 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 24) Ingham (1974) found that when blindfolded participants thought they were pulling a tug of war with other participants, they than when they thought they were pulling alone. A. pulled more B. pulled less C. pulled the same amount D. varied more in their pulling amount Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 272 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 25) refers to the tendency for people to exert less effort when they pool their efforts toward a common goal than when they are individually accountable. A. Social facilitation B. Social loafing C. Deindividuation D. Mere presence Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 272 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 26) Sam has a tendency to contribute little effort to group assignments, as he thinks others will be sure to pick up the slack in an effort to get a good grade. This is an example of A. social facilitation. B. social loafing. C. deindividuation. D. mere presence. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 272 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 27) In a study by Latané and his colleagues (1979), participants were asked to shout and clap as loud as possible. Participants produced the most noise when they A. thought they were shouting alone. B. thought there was one other person shouting with them. C. thought there were five other people shouting with them. D. were not feeling any evaluation apprehension. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 272 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 28) Sam has a tendency to contribute little effort to group assignments, as he thinks others will be sure to pick up the slack in an effort to get a good grade. Social psychologists would call Sam a A. social facilitator. B. free loafer. C. free rider. D. free loader. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 273 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 29) At your factory job, output was measured at the end of every day by how much the team of workers you belonged to produced. Because of this evaluation procedure, your behavior was characterized by ; now that a new manager has taken over and each individual worker’s output is measured by a computer, your behavior is now characterized by . A. deindividuation; groupthink B. groupthink; deindividuation C. social loafing; social facilitation D. social facilitation; social loafing Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: pages 274 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 30) The best way to improve individual performance by a group is to A. evaluate the group output. B. evaluate each person individually. C. average the production of the group members. D. There is no way to do this. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 273 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 31) When individual efforts are pooled and not evaluated, evaluation apprehension is and the probability of social loafing is . A. high; low B. low; high C. high; high D. low; low Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 274 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 32) Your psychology professor has assigned group projects to your class. She has chosen to individually grade each student’s contribution to the assignment as an attempt to reduce A. social facilitation. B. social loafing. C. minority influence. D. group polarization. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 273 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 33) When the output of collective farms and private plots were compared, A. the collective farms were more productive. B. the private plots were more productive. C. there was little difference between the two. D. the output depended on the relationships within the group. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 274 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 34) When being observed increases evaluation concerns, occurs; when being lost in a crowd decreases evaluation concerns, occurs. A. deindividuation; groupthink B. groupthink; deindividuation C. social loafing; social facilitation D. social facilitation; social loafing Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 273 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 35) People in groups will loaf less when the A. task is challenging, appealing, or involving. B. task is difficult. C. group members do not know each other. D. task is not rewarded. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 275 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 36) According to your text, people in cultures exhibit less social loafing than people in cultures. A. independent; dependent B. dependent; independent C. collectivistic; individualistic D. individualistic; collectivistic Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 275 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 37) People are more likely to exhibit social loafing if A. their efforts are not rewarded. B. rewards are divided according to individual effort. C. rewards are divided equally regardless of individual effort. D. they are individually monitored. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 275 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 38) Social psychologists have accurately predicted that will exhibit less social loafing. A. women B. men C. children D. the elderly Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 275 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 39) Groups tend to loaf less when A. the members of the group are friends. B. they will never see each other again. C. the members are dissimilar. D. the members are strangers. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 275 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 40) Which of the following circumstances contributes to people becoming deindividuated? A. They are immersed in a large group. B. They are physically anonymous. C. They are involved in arousing, distracting activities. D. All of the above Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 278-280 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 41) When people experience a loss of self-awareness as well as evaluation apprehension, they are in a state of A. social facilitation. B. social loafing. C. deindividuation. D. groupthink. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 277 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 42) The relationship between group size and the probability of deindividuation occurring is A. positive. B. negative. C. neutral. D. curvilinear. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 277 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 43) Watson (1973) found that cultures with depersonalized warriors were A. more likely to be victorious. B. less likely to be victorious. C. less likely to brutalize their victims. D. more likely to brutalize their victims. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 279 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 44) Zimbardo reported that women who were masked and hooded in KKK-style hoods and robes tended to than women who were visible and wore name tags. A. administer longer shocks to a victim B. engage in greater social loafing C. make riskier decisions D. make more contact and reveal more personal information Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 278-279 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 45) Douglas and McGarty (2001) reported that the anonymity of Internet chat rooms, newsgroups, and listservs seems to foster more hostile behavior than is observed in face-to-face conversations. This is an example of how contribute(s) to deindividuation. A. group size B. physical anonymity C. arousing activities D. culture Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 278 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 46) Whenever your friend Ted surfs online, he writes terribly harsh letters to strangers using a bogus email address. Ted’s behavior can likely be attributed to the role of in deindividuation. A. group size B. physical anonymity C. arousing activities D. culture Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 278 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 47) Based on research cited in the text, who is most likely to honk aggressively at someone stopped at a green light? A. The driver of a moped B. The driver of a convertible with the top down C. The drive of a convertible with the top up D. The driver of a motorcycle Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 278 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 48) On Halloween night, Diener and her colleagues (1976) conducted a study of trick-or- treat theft at homes scattered throughout the Seattle area. Given a chance to steal candy, the children who were were most likely to commit transgressions. A. anonymous and alone B. anonymous and in a group C. frustrated and alone D. frustrated and in a group Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 278 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 49) All of these issues contribute to deindividuation EXCEPT A. group size. B. physical anonymity. C. arousing activities. D. individual values. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 278-280 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 50) According to the text, physical anonymity results in antisocial behavior. A. always B. sometimes C. never D. almost never Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 279 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 51) A review of studies on deindividuation showed that physical anonymity makes one to cues presented in a situation, whether negative or positive. A. more responsive B. less responsive C. suddenly responsive D. ambivalent Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 279 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 52) The relationship between self-consciousness and deindividuation is A. positive. B. negative. C. neutral. D. curvilinear. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 279 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 53) A loss of self-awareness and evaluation apprehension, which can occur in group situations, is called A. groupthink. B. social loafing. C. group polarization. D. deindividuation. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 277 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 54) One effect of deindividuation is A. diminished self-restraint. B. increased self-awareness. C. social facilitation. D. a risky shift. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 280 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 55) A looting mob is a good example of A. social loafing. B. groupthink. C. deindividuation. D. a risky shift. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 277 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 56) People who are made self-aware by acting in front of a mirror or TV camera have been found to A. exhibit increased self-confidence. B. behave more consistently with their attitudes. C. be less thoughtful in analyzing complex social issues. D. be more vulnerable to persuasive appeals that run counter to social norms. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 280 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 57) Deindividuation is likely when self-awareness is . A. more; high B. less; high C. not; low D. never; low Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 280 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 58) Research on group polarization began with the erroneous conclusion that group discussion leads to A. more caution than individuals would take. B. more risk than the average individual would take. C. enhanced group members’ initial leaning. D. group moderation. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 281 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 59) Initial research on risk taking found that group discussion leads to A. more caution than individuals would take. B. more risk than the average individual would take. C. enhanced group members’ initial leaning. D. group moderation. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 281 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 60) Later research on risk taking found that group discussion leads to A. more caution than individuals would take. B. more risk than the average individual would take. C. enhanced group members’ initial leaning. D. group moderation. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 282 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 61) Group polarization occurs when group discussion group members’ initial inclinations. A. challenges B. reverses C. neutralizes D. strengthens Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 281 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 62) The fact that people associate mostly with others whose attitudes are similar to their own suggests the prevalence of naturally occurring A. social facilitation. B. groupthink. C. minority influence. D. group polarization. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 283 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 63) Students who join extracurricular groups on campus tend to find their attitudes regarding the groups’ purpose increase if they stay in the group. This is an example of A. social facilitation. B. groupthink. C. minority influence. D. group polarization. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 281 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 64) Teresa has joined the campus Amnesty International Group, and after attending a few of the meetings now feels even more passionate about human rights. Social psychologists would explain the change in Teresa’s opinions using A. social facilitation. B. groupthink. C. minority influence. D. group polarization. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 283 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 65) Myers and Bishop (1970) organized groups of prejudiced and unprejudiced high school students and asked them to respond to issues involving racial attitudes, both before and after group discussion. Results showed that after within-group discussion, became . A. all students; more prejudiced B. all students; less prejudiced C. between-group differences; smaller D. between-group differences; greater Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 283 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 66) Consistent with what is known about group polarization, Schkade and Sunstein (2003) found that on federal appellate court cases, a Republican judge sitting with two other Republican judges voted than when sitting with one Democratic judge. A. more liberally B. more conservatively C. more predictably D. less predictably Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 283 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 67) Which of the following is an example of group polarization in one’s community? A. gang delinquency B. cheering wildly at a football game C. an isolated, troubled teenager being aggressive towards his classmates D. a looting mob Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 284 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 68) The text suggests that the extremism of terrorist organizations, such as those involved in the September 11th attacks on the United States, is very likely the result of the naturally occurring process of A. group polarization. B. pluralistic ignorance. C. social loafing. D. social facilitation. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 285 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 69) Wright (2003) suggested that the Internet is an effective means to rally like-minded people and mobilize lethal consequences, such as recruiting individuals for terror organizations. Which concept in social psychology best explains this trend? A. group polarization B. pluralistic ignorance C. social loafing D. social facilitation Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 285 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 70) Individuals who believe that physician-assisted suicides should be legalized meet to discuss the issue. Research on group interaction suggests that after the discussion the individuals will be A. more likely to question the wisdom of legalizing physician-assisted suicides. B. even more convinced that physician-assisted suicides should be legalized. C. sharply divided over whether physician-assisted suicides should be legalized. D. opposed to the legalization of physician-assisted suicides. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 283 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 71) What underlying processes help to explain the occurrence of group polarization? A. informational influences and normative influences B. minority influences and social facilitation C. psychological reactance and deindividuation D. social comparison and self-censorship Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 286 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 72) Which one of the following is NOT an explanation for group polarization? A. informational influence B. normative influence C. social facilitation D. desire to be accepted Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 286 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 73) The fact that active participation in discussion produces more polarization is best explained by A. informational influence processes. B. normative influence processes. C. the cognitive miser theory. D. a decrease in pluralistic ignorance. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 286 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 74) Maggie favors the death penalty. In discussing this issue with some like-minded classmates, she hears arguments for this position that she has never considered before. After the discussion, her opinion is more extreme. This outcome is best explained by A. informational influence processes. B. normative influence processes. C. the reactance theory. D. the social comparison theory. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 286 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 75) in discussion produces more attitude change than does . A. Arguing; agreeing B. Agreeing; arguing C. Active participation; passive listening D. Passive listening; active participation Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 286 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 76) Evaluating one’s opinions and abilities by comparing oneself to others is called A. informational influence processing. B. normative influence processing. C. the reactance theory. D. the social comparison theory. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 287 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 77) According to Festinger (1954), it is human nature to want to evaluate our opinions by A. comparing ourselves with others. B. designing everyday tests of validity. C. engaging in frequent introspection. D. actively studying the results of scientific research. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 287 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 78) Social comparison is more likely to sway responses on A. issues that have a factual element. B. moderate, rather than severe, issues. C. value-laden judgments. D. complex, rather than simple issues. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 288 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 79) A false impression of what most other people are thinking or feeling, or how they are responding is what social psychologists call A. an imaginary audience. B. social comparison. C. pluralistic ignorance. D. groupthink. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 287 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 80) You are hesitant to ask questions in class because you assume everyone else understands and you would therefore seem foolish. Your thinking best exemplifies A. groupthink. B. pluralistic ignorance. C. social loafing. D. self-handicapping. Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 287 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 81) When people learn about others’ positions, without making a prior commitment and without discussing their own position, they will A. often take a reverse position. B. not adjust their own position. C. adjust their responses to be more in line with the others’ position. D. pretend they “knew it all along.” Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 287-288 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 82) Groupthink can be defined as A. a tendency to suppress dissent in the interests of group harmony. B. a tendency to sacrifice group cohesiveness in favor of task orientation and problem focus. C. enhancement of problem-solving capacity as a result of several persons joining together to work on the same problem. D. reduced self-awareness as a result of group immersion and social anonymity. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 290 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 83) Julio is a directive leader of a highly cohesive student group on campus. When discussing important policy decisions, the group will be at greatest risk for groupthink if it is also A. isolated from dissenting viewpoints. B. composed of majority and minority students. C. well-informed regarding both sides of the issue. D. aware of the dangers of making wrong decisions. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 290 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 84) All of the below are needed for “groupthink” to occur EXCEPT A. group cohesiveness. B. isolation of the group from dissenting views. C. members being well-informed regarding the issues. D. a directive leader who signals what they favor. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 290 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 85) According to the text, groupthink symptoms can be viewed as a form of dissonance reduction as group members A. try to maintain their positive group feelings. B. try to persuade other group members of their opinions. C. underestimate their group’s might. D. discuss their group’s vulnerability. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 290 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 86) Which of the following comments is most likely to be made in a group characterized by groupthink? A. “We have been in agreement on matters in the past and I hope that will continue.” B. “Joe, why don’t you play devil’s advocate and challenge the course of action most of us seem to prefer?” C. “I think we need some outsiders to come in and critique our decision before we proceed.” D. “We have made some stupid mistakes in the past. Let’s work carefully to not make the same errors again.” Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 290 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 87) Which of the following is a comment you are LEAST likely to hear being made within a group characterized by groupthink? A. “Our critics are not very smart.” B. “Our past decisions have always been right.” C. “Let’s weigh all the alternatives carefully before we proceed.” D. “It seems to me we are all in agreement on this, so let’s proceed.” Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 290 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 88) Which two symptoms of groupthink lead group members to overestimate their group’s right and might? A. rationalization and conformity pressure B. rationalization and a stereotyped view of the opponent C. an illusion of invulnerability and self-censorship D. an illusion of invulnerability and an unquestioned belief in the group’s morality Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 290 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 89) Closed-mindedness is most clearly fostered by which of the following symptoms of groupthink? A. rationalization B. unquestioned belief in the group’s morality C. an illusion of unanimity D. conformity pressure Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 291 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 90) The illusion of unanimity in a group is one aspect of A. social facilitation. B. deindividuation. C. groupthink. D. rationalization. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 291 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 91) “Mindguards” protect group leaders from A. unfair criticism. B. disagreeable facts. C. susceptibility to illusions. D. stereotyped views of the opponents. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 292 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 92) Which of the following is NOT a prescriptive strategy to prevent groupthink from developing? A. One or more members should be assigned the position of devil’s advocate. B. Group members should be kept together as one unit and not divided into separate discussion subgroups. C. Outsiders should attend the meetings and challenge the group’s views. D. After reaching a preliminary decision, the group should call a second-chance meeting and ask each member to express remaining doubts. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 294 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 93) Research on brainstorming reveals that people working will generate good ideas. A. alone; fewer B. alone; more C. in large groups; more D. in small group; more Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 295 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 94) Which is NOT one of the three ways identified by Brown and Paulus (2002) to enhance group brainstorming? A. Have the individuals then the group brainstorm. B. Have the group and then individuals brainstorm. C. Have group members interact by writing. D. Incorporate electronic brainstorming. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 296 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 95) Which of the following does NOT strengthen the group minority influence? A. defections from the majority B. self-confidence C. consistency D. open-mindedness Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 298-299 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 96) Research indicates that minorities are most influential when they A. make use of two-sided rather than one-sided appeals. B. unswervingly stick to their position. C. argue positions that are greatly discrepant from the majority position. D. show respect for the majority position. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 298 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 97) The process by which certain group members motivate and guide the group is called A. central route persuasion. B. peripheral route persuasion. C. leadership. D. the foot-in-the-door principle. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 299 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 98) Martha is excellent at organizing her employees, setting goals, and focusing on achieving those goals for the company. Martha excels in A. social leadership. B. laissez faire leadership. C. task leadership. D. masculine leadership. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 300 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 99) Gina is a highly effective leader who excels in delegating authority, motivating those under her authority, and providing support. Gina excels in A. social leadership. B. laissez faire leadership. C. task leadership. D. feminine leadership. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 300 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 100) Research on leadership indicates that A. all great leaders share certain traits. B. effective supervisors tend to score high on both task and social leadership. C. the most effective leaders typically deviate significantly from a group’s standards or norms. D. great leaders share little in common. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 300 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 101) Which statement is true? A. On simple, individualistic tasks people work better when alone rather than in the presence of others. B. Because competition motivates, people working on complicated tasks are more efficient when they work in the same room rather than in isolation. C. For both simple and complex tasks, environmental distractions invariably undermine the quality of performance. D. The presence of others speeds up the performance of simple, well-learned tasks. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 102) I don’t do very well on the task because I’m very worried about appearing incompetent. My reaction is consistent with theory. A. Zajonc’s arousal B. Cottrell’s evaluation apprehension C. distraction/conflict theory D. Triplett’s social process Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 270 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 103) Social loafing can be minimized if A. rewards for work are divided equally. B. the task requires dominant responses. C. individuals are identifiable. D. people work with co-workers rather than friends. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 273 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 104) I become more cautious in the group because, when I discuss a personal decision with the group members, they all suggest many interesting, influential arguments favoring a cautious approach. My shift is consistent with the theory of group polarization. A. social loafing B. informational influence C. social comparison D. diffusion of responsibility Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 286 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 105) Which statement represents a symptom of groupthink? A. Group members feel that they are on the brink of making a bad decision. B. Members question the morality of their proposed solution. C. Everyone in the group seems to agree with everyone else. D. Deviants surface in the group and disrupt discussion. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 291 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 106) Professional athletes often perform better in front of a large crowd during a game than alone during practice. This finding supports the theory of A. social facilitation. B. social loafing. C. social comparison. D. deindividuation. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 107) People who benefit from the group but give little in return are called A. social facilitators. B. deindividuators. C. group polarizers D. free riders Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 273 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 108) Which of the following statements is true? A. Women exhibit more social loafing than men do. B. People in Asia exhibit less social loafing than do people in the United States. C. There is no significant difference in the social loafing behaviors of people in the United States and people in Asia. D. People in Asia exhibit more social loafing than do people in the United States. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 275 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 109) Dave is a clinical psychologist with a specialization in clinical depression and suicidal ideation. One day he is walking home from work when he notices a group of 20 people standing and staring up at the sky. Curious, he joins the group and sees a person on the roof of a 30-story building—seemingly preparing to jump. Suddenly, someone in the crowd starts chanting “jump.” Soon the other 20 people start chanting as well—Dave included. Dave’s behavior is likely the result of A. social facilitation. B. groupthink. C. group polarization. D. deindividuation. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 277 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 110) When group discussion strengthens members’ initial inclinations we say that has occurred. A. groupthink B. a risk shift C. group polarization D. social leadership Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 281 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 111) Sally has a crush on Billy but is afraid to ask him out because she does not think he is interested in her. Billy has a crush on Sally but hasn’t asked for her phone number because he thinks she’ll say “no.” This is a case of A. social comparison. B. pluralistic ignorance. C. groupthink. D. group polarization. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 287 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 112) A person who is able to motivate others to identify with and commit themselves to the group’s mission would be best described as a(n) A. task leader. B. transformational leader. C. social leader. D. impact leader. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 302 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 113) All the following factors help to make a leader effective EXCEPT A. defection. B. consistency. C. gender. D. self-confidence. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 298-299 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 114) According to Shaw (1981) what is the one thing all groups have in common? A. they interact B. they have at least 5 people C. they have co-actors D. all members operate in close proximity of one another Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 266 Learning Goals: What is a group? 115) You are taking your social psychology test in a room of 75 other students. These other students are best described as A. your group. B. co-actors. C. conglomerates. D. free-riders. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 116) What activity did Norman Triplett ask children to perform in his first laboratory study of social facilitation? A. ride a bicycle B. clap C. wind string on a fishing reel D. play tug-of-war Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 117) The presence of other improves an individual’s performance on all of the following tasks EXCEPT A. riding a bicycle. B. crossing out designated letters. C. eating. D. completing mazes. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 267 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 118) Which class are you MOST likely to enjoy? A. a class of 40 people in a room that holds 45 people B. a class of 30 people in a room that holds 100 people C. a class of 100 people in a room that holds 250 people D. a class of 10 people in a room that holds 50 people Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 269 Learning Goals: Describe how we are affected by the mere presence of another person—by people who are not competing, do not reward or punish, and in fact do nothing except be present as a passive audience or as co-actors. 119) During which activity did Ringelmann first observe social loafing? A. watching people job B. playing tug-of-war C. watching people ride their bicycles D. listening to people clap Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 272 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 120) Which of the following best explains why students typically dislike group projects in their classes? A. deindividuation B. social facilitation C. social loafing D. groupthink Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 272 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 121) When being observed increases evaluation concerns, occurs. When being lost in a crowd decreases evaluation concerns occurs. A. social facilitation; social loafing B. social loafing; social facilitation C. groupthink; group polarization D. group polarization; groupthink Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 273 Learning Goals: Assess the level of individual effort we can expect from members of work groups. In a team tug-of-war, will eight people on a side exert as much force as the sum of their best efforts in individual tugs-of-war? If not, why not? 122) According to research on deindividuation and self-awareness, what should people who want to lose weight put on their refrigerator? A. a lock B. pictures of models whose bodies they admire C. pictures of people who are overweight D. a mirror Answer: D Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 280 Learning Goals: Define “deindividuation” and identify circumstances that trigger it. 123) While sitting in a meeting, John is becoming more and more uncomfortable with the group consensus. Not wanting to make waves, though, he withholds his opinion in favor of the group’s comfort. This is an example of A. having a mindguard. B. being a free-rider. C. self-censorship. D. rationalization. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 291 Learning Goals: Describe and explain how interaction with like-minded people tends to amplify preexisting attitudes. 124) Which of the following is NOT one of Janis’s (1982) recommendations on how to prevent groupthink? A. assign someone the role of mindguard B. be impartial C. encourage critical evaluation D. bring in outside experts to offer critiques Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 294 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 125) Which of the following is NOT a determinant of minority influence? A. consistency B. self-confidence C. illusions of morality D. detection from the majority Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 298 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 126) Which of the following is true? A. Directive leadership is associated with better decisions. B. Groups prefer supporting over challenging information. C. Groups with diverse perspective underperform groups of like-minded experts. D. In discussion, group members tend to benefit from all that their group members know Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 293 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. 127) Julia strongly disbelieves with her group members. As the others discuss the issue, Julia hesitates to state her opinion which so differs from theirs. This is an example of A. the minority slowness effect. B. social comparison. C. pluralistic ignorance. D. groupthink. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 298 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 128) and convey self-confidence. A. Consistency; mindguards B. Persistence, consistency C. Minority slowness; consistency D. Genuiness; persistence Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 299 Learning Goals: Explain when—and how—individuals influence their groups. Identify what makes some individuals effective. 129) Research by Lee et al. (2011) indicated that A. women are more egalitarian than men. B. men are more opposed to social hierarchies than women. C. men are more egalitarian than women. D. women are more likely to be task leaders than men. Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 300 Learning Goals: Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions, and how we can lead groups to make optimal decisions. Critical Thinking Questions 130) Explain the role of evaluation apprehension in both social facilitation and social loafing. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 270) Learning Goals: 131) “Self-awareness is the opposite of deindividuation.” Explain this statement. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 280) Learning Goals: 132) Describe how normative and informational influence processes can help us understand group polarization. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 286-288) Learning Goals: 133) List and describe each of the symptoms of groupthink. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 290-293) Learning Goals: 134) Summarize Newell and Lagnado’s (2003) view of how groupthink symptoms contributed to the Iraq war. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 293) Learning Goals: 135) You are in a group with the task of brainstorming a solution to a problem. How could you enhance your group’s task? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 296) Learning Goals: 136) Describe the ways to prevent groupthink. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 294) Learning Goals: 137) List and provide examples of each of the three determinants of minority influence. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 298-299) Learning Goals: 138) Compare and contrast task leadership and social leadership, and give an example of each. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 300) Learning Goals: Myers 11/e Test Bank Chapter 9 1) People who are overweight A. face less discrimination than minority racial groups. B. face more discrimination than minority racial groups in employment settings. C. are perceived as happy and content. D. do not face discrimination. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 307, 308 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 2) Since the Iraq war, Americans have developed negative views of A. Muslims. B. Iraqis. C. Democrats. D. Jews. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 307 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 3) A preconceived negative judgment of a group and its individual members is called A. racism. B. discrimination. C. sexism. D. prejudice. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 4) Prejudice is a(n) A. behavior. B. cognition. C. attitude. D. affect. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 5) Attitudes contain all of the following EXCEPT A. affects. B. behavioral tendencies. C. cognitions. D. stereotypes. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 6) A belief about the personal attributes of a group of people is called a(n) A. affect. B. behavioral tendency. C. cognition. D. stereotype. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 7) Jay believes that all Muslims are violent extremists. This is A. discrimination. B. a stereotype. C. a behavioral tendency. D. an example of groupthink. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 8) is a negative attitude; is a negative behavior. A. A stereotype; racism B. Racism; stereotyping C. Discrimination; prejudice D. Prejudice; discrimination Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 9) An institutional practice that subordinates people of a given race is called A. racism. B. prejudice. C. discrimination. D. a stereotype. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 310 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 10) An institutional practice that subordinates people of a given sex is called A. sexism. B. prejudice. C. discrimination. D. a stereotype. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 310 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 11) Mr. Watson’s belief that Blacks are lazy is an example of . His refusal to rent an apartment to a Black family is an example of . A. a stereotype; racism B. discrimination; prejudice C. a stereotype; discrimination D. racism; prejudice Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 12) Recent research confirms that prejudiced and stereotyped evaluations A. are more widespread than formerly believed. B. are higher among females than males. C. are higher among males than females. D. can occur outside of one’s conscious awareness. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 311 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 13) A state police force has set a height requirement of 5 feet 10 inches for all officers. This requirement is irrelevant to job effectiveness but generally excludes Hispanics, Asians, and women from the force. Such a requirement most clearly reflects A. racism and sexism. B. scapegoating and discrimination. C. stereotyping and prejudice. D. the realistic conflict theory. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 310 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 14) According to survey research conducted in the U.S., racial prejudice toward African Americans A. is worse than ever today. B. has decreased since the early 1940s. C. has actually increased since the early 1980s. D. decreased from 1940 to 1960, then increased until 1980, and has since stabilized. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 311 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 15) In the 1940s, researchers Clark and Clark (1947) gave African American children a choice between Black dolls and White dolls. Results showed that most children A. chose the Black dolls. B. chose the White dolls. C. refused to choose between them. D. used the dolls in aggressive symbolic play. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 311 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 16) Research concerning automatic prejudices reveals that A. automatic processing is associated with the frontal cortex. B. pictures of outgroups that elicit the most disgust elicit more frontal lobe activity. C. automatic processing is a conscious activity. D. automatic processing involves primitive areas of the brain associated with fear. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 316 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 17) Although Marcia says she is not prejudiced against Blacks, she votes against interviewing a job applicant with an African name for a flimsy reason. She is exhibiting what some social science researchers call A. overt discrimination. B. automatic processing. C. modern racism. D. hidden racism. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 313 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 18) Greenwald and his colleagues (2003) asked both Black and White participants to press a “shoot” button when the target appeared to be holding a gun (rather than a harmless object such as a flashlight). Their results showed that all participants mistakenly shot at more targets who were A. White. B. Black. C. male. D. female. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 316 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 19) Greenwald and his colleagues (2003) asked both Black and White participants to press a “shoot” button when the target appeared to be holding a gun (rather than a harmless object such as a flashlight). Their results showed that all participants mistakenly shot at more targets who were Black. The results showed that A. to show prejudice people must be aware of their attitudes. B. automatic, implicit prejudice exists. C. people are not prejudiced. D. some people will always be afraid. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 314 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 20) Ideas about how men and women ought to behave are called , whereas people’s ideas about how women and men do behave are called . A. gender-role norms; gender stereotypes B. gender stereotypes; gender-role norms C. gender preferences; gender roles D. sexist attitudes; sexists stereotypes Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 316 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 21) Jackman and Senter (1981) found that both men and women think that women are more “emotional” than men. This shows that A. gender stereotypes are stronger than racial stereotypes. B. members of a stereotype group accept the stereotypes. C. stereotypes persist across time and culture. D. strong gender stereotypes exist. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 316-317 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 22) Norms are . Stereotypes are . A. descriptive; prescriptive B. prescriptive; descriptive C. worldwide; personal D. personal; worldwide Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 316 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 23) Which statement is FALSE? A. Strong gender stereotypes exist. B. Members of a stereotyped group accept the stereotypes. C. Worldwide, women are perceived as more agreeable. D. Racial stereotypes are stronger than gender stereotypes. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 316 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 24) Data from 27 countries shows that people everywhere perceive women as more and men as more . A. agreeable; outgoing B. outgoing; agreeable C. democratic; emotional D. emotional; collectivistic Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 317 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 25) A review of research on gender attitudes suggests A. that most people have gut-level negative emotions about women even though they describe them favorably. B. a “women-are-wonderful” effect. C. that most people express more admiration than affection for women. D. that men and women are viewed as equally understanding and helpful. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 317-318 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 26) Most Americans agree that A. the activities of married women are best confined to the home and family. B. they would probably move if Black people came to live in great numbers in their neighborhood. C. the two sexes are equally emotional. D. they would vote for a qualified woman whom their party nominated for president. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 317 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 27) Eagly’s (1994) “women-are-wonderful” effect is an example of A. a form of prejudice. B. a favorable stereotype. C. hostile sexism. D. discrimination. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 318 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 28) Which of the following is an example of benevolent sexism? A. “Women have a superior moral sensibility.” B. “Once a man commits, she puts him on a tight leash.” C. “Women are less skilled in mathematics than men.” D. “Women are more emotional than men.” Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 318 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 29) Around the world, people tend to prefer A. baby boys, except in the U.S. where girls are preferred. B. baby boys. C. baby girls except in China where boys are preferred. D. baby girls. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 318 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 30) In an extensive review of studies on gender bias in the evaluation of men’s and women’s work, the most common result was A. higher ratings of women’s work by women. B. higher ratings of women’s work by men. C. high ratings of men’s work by women. D. no differences in the ratings of men’s or women’s work by either sex. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 317 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 31) Myers indicates that, until recently, prejudice was greatest in regions where slavery was practiced. This fact is consistent with the principle that breeds prejudice. A. frustration B. unequal status C. conformity D. authoritarianism Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 319 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 32) We tend to the competence of those in high-status positions and those who agreeably accept a lower-status position. A. like; respect B. devalue; admire C. respect; like D. admire; ignore Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 320 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 33) A motivation to have one’s group be dominant over other social groups is what social psychologists call A. prejudice. B. discrimination. C. unequal status. D. social dominance orientation. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 320 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 34) People high in social dominance orientation tend to support policies that hierarchies and oppose policies that hierarchies. A. establish; eliminate B. eliminate; establish C. maintain; undermine D. undermine; maintain Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 320 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 35) Who is most likely to support a policy, such as tax cuts for the wealthy, that maintains hierarchies? A. a male B. a female C. a person high in social dominance D. a person low in social dominance Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 320 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 36) Bob is high in social dominance. Which of the following majors is he UNLIKELY to choose in college? A. business B. politics C. social work D. law Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 320 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 37) A belief in the superiority of one’s own ethnic and cultural group is called A. prejudice. B. discrimination. C. ethnocentrism. D. arrogance. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 321 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 38) Kayla’s grandparents emigrated from Europe. Kayla holds such a strong belief that her ethnic group is superior to all others that she could accurately be described as being A. prejudiced. B. discriminatory. C. ethnocentric. D. arrogant. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 321 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 39) Altemeyer (2004) reported that are among the most prejudiced persons in our society. A. people high in social dominance B. right wing authoritarians C. people high in social dominance and authoritarianism D. highly religious people Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 321 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 40) A consistent finding concerning Christianity in North America is that, in comparison to nonmembers, church members show than nonmembers. A. more racial prejudice B. less racial prejudice C. more sexism but less racism D. more conformity but less authoritarianism Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 322 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 41) Which of the following is TRUE? A. Faithful church attendees are more prejudiced than occasional attendees. B. Those who scored highest on Gallup’s “spiritual commitment” index were less accepting of a person of another race moving in next door. C. Those for whom religion is an end in itself express less prejudice than those for whom religion is more a means to an end. D. All of the above Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 322 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 42) A consistent finding is that no matter how religious commitment is assessed, A. the less devout are less prejudiced. B. commitment bears no relation to prejudice. C. the very devout are less prejudiced. D. the very devout are the most prejudiced. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 322 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 43) Gordon Allport has concluded that “The role of is paradoxical. It makes prejudice and it unmakes prejudice.” A. power B. religion C. self-esteem D. education Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 322 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 44) Studies of Whites by Pettigrew in South Africa in the 1950s, when apartheid ruled, revealed that those who were also most prejudiced. A. had the most education B. conformed most to other social norms C. were the most disadvantaged D. had the greatest amount of social power Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 323 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 45) Children of have less stereotyped views of men and women. A. authoritarian parents B. employed women C. devoutly religious parents D. stay-at-home mothers Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 323 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 46) Cultural attitudes, including prejudice, are embodied and reinforced in A. schools. B. government. C. the media. D. All of the above Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 323 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 47) In examining photographs of people in magazines and newspapers, Archer and his colleagues (1983) found that, relative to the average female photo, the average male photo is more likely to A. emphasize the face. B. emphasize the body. C. include the situational context. D. display a standing posture. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 324 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 48) Schwarz and Kurz’s (1989) research in Germany has confirmed that people whose faces are prominent in photos seem A. more physically attractive. B. less powerful. C. younger. D. more intelligent and ambitious. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 324 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 49) All of the following statements are social sources of prejudice EXCEPT A. A group that enjoys social and economic superiority often uses prejudicial beliefs to justify its privileged position. B. Children are brought up in ways that foster or reduce prejudice. C. Religious communities can sustain or reduce prejudice. D. Social institutions and policies don’t support prejudice. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 319-324 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 50) When the cause of our frustration is intimidating or unknown, we often redirect our hostility. This phenomenon is known as A. discrimination. B. displaced aggression. C. realistic group conflict. D. institutional supports. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 325 Learning Goals: Identify and examine the motivational sources of prejudice. 51) More lynching of Blacks took place in the old South during years when cotton prices were low, suggesting that prejudice is partly explained by A. ingroup bias. B. the just-world hypothesis. C. displaced aggression. D. institutional supports. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 325 Learning Goals: Identify and examine the motivational sources of prejudice. 52) John has just failed a chemistry test. He goes back to his apartment and criticizes his roommate’s choice of music. What term best describes John’s behavior? A. institutionalized aggression B. just-world action C. displaced aggression D. authoritarian regression Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 325 Learning Goals: Identify and examine the motivational sources of prejudice. 53) Elena’s boss told her that she is being let go due to company downsizing. Later that day when she gets home, she is critical of her girlfriend’s choice of restaurant for dinner. What term best describes Elena’s behavior? A. institutionalized aggression B. just-world action C. displaced aggression D. authoritarian regression Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 325 Learning Goals: Identify and examine the motivational sources of prejudice. 54) The realistic group conflict theory suggests that prejudice arises A. whenever people try to live together. B. when a new group moves into an area. C. between groups who fail to communicate clearly with each other. D. when groups compete for scarce resources. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 326 Learning Goals: Identify and examine the motivational sources of prejudice. 55) Palmer (1996) found that since 1975, there is between opposition to immigration and the unemployment rate. A. a positive relationship B. a negative relationship C. a neutral relationship D. no relationship Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 326 Learning Goals: Identify and examine the motivational sources of prejudice. 56) The “we” aspect of our self-concept is what social psychologists call A. our group identity. B. our social identity. C. an ingroup. D. an outgroup. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 326 Learning Goals: Identify and examine the motivational sources of prejudice. 57) “Them”—a group that people perceive as being distinctively different or apart from their ingroup—is what social psychologists call a(n) A. ingroup. B. outgroup. C. scapegoat. D. bias group. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 327 Learning Goals: Identify and examine the motivational sources of prejudice. 58) A group of people who share a sense of belonging or a feeling of common identity is called a(n) A. ingroup. B. outgroup. C. community. D. clan. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 327 Learning Goals: Identify and examine the motivational sources of prejudice. 59) Between classes, you notice how smokers congregate outside the doors of the building. When interacting with one another, they seem to behave as if they identify as quite different from the non-smokers who happen to be outside the door. What term would best describe the group of smokers? A. an ingroup B. an outgroup C. a clan D. an ethnocentric group Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 327 Learning Goals: Identify and examine the motivational sources of prejudice. 60) According to Myers, many disadvantaged youths find pride and identity in gang affiliations, which is their way of A. justifying their racial discrimination. B. justifying their religious discrimination. C. establishing social dominance. D. seeking self-esteem. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 327 Learning Goals: Identify and examine the motivational sources of prejudice. 61) A tendency to favor one’s group is called A. ethnocentrism. B. an ingroup bias. C. an outgroup bias. D. social dominance. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 327 Learning Goals: Identify and examine the motivational sources of prejudice. 62) Sack and Elder (2000) found that more than 80 percent of both Whites and Blacks say race relations are generally good in their neighborhoods, but fewer than 60 percent see relations as generally good in the country as a whole. This is referred to as A. ethnocentrism. B. an ingroup bias. C. social dominance. D. an outgroup bias. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 328 Learning Goals: Identify and examine the motivational sources of prejudice. 63) We are more prone to ingroup biases when our group is and relative to the outgroup. A. large; higher in status B. large; lower in status C. small; higher in status D. small; lower in status Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 329 Learning Goals: Identify and examine the motivational sources of prejudice. 64) Betty and Tina, both third-graders in the same classroom, are assigned by their teacher to different groups that will compete in a spelling bee. Betty and Tina each believe that their own group is composed of the better spellers. The girls’ beliefs best illustrate A. the just-world phenomenon. B. an ingroup bias. C. the fundamental attribution error. D. an outgroup bias. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 329 Learning Goals: Identify and examine the motivational sources of prejudice. 65) In Gerontology class, your professor gives an assignment that requires you to write two obituaries for yourself, one for if you were to die tomorrow, the other for if you were to die at age 80. Social psychologists accurately predicted that the anxiety associated with this assignment would lead students to be likely to derogate members. A. more; outgroup B. more; ingroup C. less; outgroup D. less; ingroup Answer: A Bloom’s Taxonomy: Application Difficulty Level: Difficult Feedback: page 330 Learning Goals: Identify and examine the motivational sources of prejudice. 66) What connection has been found in experiments exploring self-image and prejudice? A. People with high self-image tend to be more prejudiced. B. People with low self-image tend to be more prejudiced. C. There is no connection found between a person’s self-image and their level of prejudice. D. The connection between a person’s self-image and their level of prejudice is a weak one. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 330 Learning Goals: Identify and examine the motivational sources of prejudice. 67) Which of the following statements is TRUE? A. Categorization can provide useful information about people with minimum effort. B. It is easy to resist categorizing people into groups. C. Categorization provides no cognitive foundation for prejudice. D. Categorization always leads to discrimination. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 332 Learning Goals: Describe the different cognitive sources of prejudice. 68) Which of the following statements is NOT true? A. Motivations not only lead people to be prejudiced but also lead people to avoid prejudice. B. Automatic prejudices subside when people’s motivation to avoid prejudice is internal rather than external. C. Automatic prejudices subside when people’s motivation to avoid prejudice is external rather than internal. D. Categorization is necessary for prejudice. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 331 Learning Goals: Describe the different cognitive sources of prejudice. 69) The phrase “they are all alike, but we are diverse” reflects A. an outgroup bias. B. the outgroup homogeneity effect. C. ethnocentrism. D. a categorization bias. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 334 Learning Goals: Describe the different cognitive sources of prejudice. 70) The tendency for people to more accurately recognize faces of their own race is called the A. ingroup heterogeneity effect. B. outgroup homogeneity effect. C. own-race bias. D. faceism effect. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 334 Learning Goals: Describe the different cognitive sources of prejudice. 71) You are Black, and you have difficulty recognizing the White customers who were in your store during a robbery. This is an example of A. a group-serving bias. B. an outgroup effect. C. own-race bias. D. distinctive case. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 334 Learning Goals: Describe the different cognitive sources of prejudice. 72) Which of the following statements is FALSE? A. The greater our familiarity with a social group, the more we see its diversity. B. The less our familiarity with a social group, the more we stereotype. C. We are likely to exaggerate the similarities within a group we are not a part of. D. The larger and more powerful the group, the less we attend to them and the more we stereotype. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 334 Learning Goals: Describe the different cognitive sources of prejudice. 73) Taylor and Fiske (1978) found that a Black in an otherwise White group, a man in an otherwise female group, or a woman in an otherwise male group seem A. less prominent than the others in the group. B. less influential. C. to be uninvolved in the group. D. more prominent and influential. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 335 Learning Goals: Describe the different cognitive sources of prejudice. 74) Your co-worker tells you that she has both a pet snake and a pet dog at home. You are most likely to describe her to new office employees as a A. snake owner. B. dog owner. C. both a snake owner and a dog owner. D. co-worker. Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 336 Learning Goals: Describe the different cognitive sources of prejudice. 75) Your new roommate introduces himself as having an Irish and Tahitian background. You are most likely to introduce your roommate to your friends as A. Irish. B. Tahitian. C. both Irish and Tahitian. D. your roommate. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 335 Learning Goals: Describe the different cognitive sources of prejudice. 76) Kleck and Strenta (1980) had women who falsely believed that they appeared disfigured by theatrical makeup interact with a female partner. Results indicated that women who thought they were disfigured A. interacted for a longer period of time with their partners. B. interacted for a shorter period of time with their partners. C. rated their partners as more tense, distant, and patronizing. D. rated their partners as warmer, more open, and friendlier. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 336 Learning Goals: Describe the different cognitive sources of prejudice. 77) People vary in how likely they are to expect that others will stereotype them. This is called A. discrimination expectation. B. prejudice anticipation. C. stigma consciousness. D. stereotype threat. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 337 Learning Goals: Describe the different cognitive sources of prejudice. 78) The benefit of being high in stigma consciousness is that it can buffer individual A. autonomy. B. freedom. C. self-esteem. D. confidence. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 337 Learning Goals: Describe the different cognitive sources of prejudice. 79) Because we are sensitive to distinctive events, the simultaneous occurrence of two such events is especially noticeable. Our attentiveness to unusual occurrences can create A. the group-serving bias. B. authoritarianism. C. the outgroup homogeneity effect. D. illusory correlations. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 338 Learning Goals: Describe the different cognitive sources of prejudice. 80) Although most suspects in cases of incest, child molestation, and sexual abuse are heterosexual males, the local newspaper omits the word “heterosexual” in any related headlines. In contrast, whenever a self-described gay male is arrested for a crime, the headline proclaims “homosexual arrested.” The resulting prejudice that gay males are more likely to commit violent crimes can in part be blamed on A. an illusory correlation. B. ingroup bias. C. outgroup homogeneity effects. D. group-serving biases. Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 339 Learning Goals: Describe the different cognitive sources of prejudice. 81) Hamilton and Rose’s (1980) research in which students read sentences describing accountants, doctors, and salespeople revealed that A. pre-existing stereotypes lead us to “see” correlations that do not exist. B. vivid information is irrelevant to occupational stereotypes. C. positive information is better remembered if it describes doctors. D. distinctive information is ignored when forming impressions. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 339 Learning Goals: Describe the different cognitive sources of prejudice. 82) Dismissing outgroup members’ positive behaviors and attributing negative behaviors to their dispositions is known as A. the scapegoat theory of prejudice. B. the just-world bias. C. outgroup discrimination. D. group-serving bias. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 340 Learning Goals: Describe the different cognitive sources of prejudice. 83) Which of the following would be an example of the group-serving bias? A. Cheryl believes that women are unemployed because of discrimination, while men are unemployed because of low motivation. B. Sue believes that members of her own family are prejudiced, while her husband’s family is tolerant. C. Chuck believes that mistakes made by both men and women are due to low intelligence. D. Bill believes that groups outperform individuals when solving problems. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 340 Learning Goals: Describe the different cognitive sources of prejudice. 84) Describing positive behaviors by an ingroup member in terms of their general disposition, but describing the same behavior by an outgroup member as a specific isolated act, has been called the A. overgeneralization bias. B. ingroup homogeneity effect. C. outgroup specificity phenomenon. D. linguistic intergroup bias. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 341 Learning Goals: Describe the different cognitive sources of prejudice. 85) When the British made a group of German civilians walk through a concentration camp at the end of World War II, one German individual stated, “What terrible criminals these people must have been to receive such treatment.” This comment is an example of A. overgeneralization bias. B. ingroup homogeneity effect. C. outgroup specificity phenomenon. D. linguistic intergroup bias. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 341 Learning Goals: Describe the different cognitive sources of prejudice. 86) The just-world phenomenon may lead us to believe that an unemployed person is A. the victim of discrimination. B. lazy. C. in need of sympathy. D. in need of a retraining program. Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 342 Learning Goals: Describe the different cognitive sources of prejudice. 87) Jeremy’s belief that earthquake victims are being punished by God for their own sins best illustrates A. Gause’s law. B. the just-world phenomenon. C. an ingroup bias. D. stereotype vulnerability. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 342 Learning Goals: Describe the different cognitive sources of prejudice. 88) The just-world phenomenon can lead people to think that A. the winners of a lottery actually deserved their good fortune. B. sick people are not responsible for their illness. C. poor people deserve better. D. rape victims acted in a provocative manner. Answer: D Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 342 Learning Goals: Describe the different cognitive sources of prejudice. 89) The tendency for people to believe that individuals get what they deserve and deserve what they get is called the phenomenon. A. retribution B. just-world C. ingroup bias D. stereotype invulnerability Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 342 Learning Goals: Describe the different cognitive sources of prejudice. 90) Mary tells you that she thinks the reason people live in poverty is because they are lazy. Mary’s thinking is an example of the phenomenon. A. retribution B. just-world C. ingroup bias D. stereotype invulnerability Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 342 Learning Goals: Describe the different cognitive sources of prejudice. 91) Assuming that sick people are responsible for their illnesses is an example of the phenomenon. A. retribution B. just-world C. ingroup bias D. stereotype invulnerability Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 342 Learning Goals: Describe the different cognitive sources of prejudice. 92) Linking with virtue and with moral failure enables fortunate people to feel pride and enables unfortunate people to avoid responsibility. A. good fortune; misfortune B. misfortune; good fortune C. wealth; poverty D. poverty; wealth Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 342 Learning Goals: Describe the different cognitive sources of prejudice. 93) Linking good fortune with virtue and misfortune with moral failure enables fortunate people to feel pride and enables unfortunate people to avoid responsibility. This is an example of the phenomenon. A. retribution B. just-world C. ingroup bias D. stereotype invulnerability Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 342 Learning Goals: Describe the different cognitive sources of prejudice. 94) occurs when groups of individuals who do not fit their stereotype are thought of as “exceptions to the rule.” A. Subtyping B. Subgrouping C. Prejudice D. Discrimination Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 345 Learning Goals: Identify and understand the consequences of prejudice. 95) occurs when a new stereotype is formed about groups of individuals who do not fit their stereotype. A. Subtyping B. Subgrouping C. Prejudice D. Discrimination Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 345 Learning Goals: Identify and understand the consequences of prejudice. 96) are exceptions to the group; are acknowledged as part of the overall group. A. Subgroups; subtypes B. Subtypes; subgroups C. Ingroups; outgroups D. Outgroups; ingroups Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 345 Learning Goals: Identify and understand the consequences of prejudice. 97) Madison’s parents comment that the nice new family on the block, who are Black, represent “professional, middle-class Blacks.” Madison’s parents are engaging in A. subgrouping. B. subtyping. C. discrimination. D. prejudice. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 345 Learning Goals: Identify and understand the consequences of prejudice. 98) When others expect us to perform poorly and our anxiety causes us to confirm their belief, we have reacted to A. a stereotype threat. B. subtyping. C. an outgroup bias. D. ethnocentrism. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 346 Learning Goals: Identify and understand the consequences of prejudice. 99) Mr. Wong, a high school teacher, tells his class that he thinks boys tend to be less anxious and thus make better speeches than girls do. The girls in his class become apprehensive when preparing and giving speeches in his class. The girls are experiencing A. a stereotype threat. B. the just-world phenomenon. C. the scapegoating effect. D. personal/group discrimination discrepancy. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 346 Learning Goals: Identify and understand the consequences of prejudice. 100) Which statement illustrates discrimination? A. “White people make me so angry I could scream.” B. “I wouldn’t hire a woman, even if she was qualified.” C. “The government should do more to help the Native Americans.” D. “Whites can’t dance as well as African Americans can.” Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: Page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 101) Which statement is true? A. Surveys indicate that Americans are becoming more prejudiced. B. Prejudice is more overt now than in the past. C. Measures of automatic attitudes suggest that surveys may underestimate the amount of prejudice in America. D. Prejudices, since they are attitudes, have three components: beliefs, opinions, and sentiments. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: Page 310 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 102) People who move to a region of the country where racism is unknown, students who attend a college that prizes multicultural values, and children raised by open- minded parents all become less prejudiced. These findings support a(n) explanation of prejudice. A. scapegoat B. socialization C. authoritarianism D. realistic group conflict Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: Page 320 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 103) Stereotype threat explains why A. individuals hide their prejudicial biases in most social situations. B. individuals sometimes perform poorly when apprehensive about being stereotyped. C. people evaluate individuals more positively than groups. D. stereotypes can be unwarranted generalizations across situations. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 346 Learning Goals: Identify and understand the consequences of prejudice. 104) A preconceived negative judgment of a group and its individual members is a(n) A. prejudice. B. stereotype. C. discrimination. D. emotion. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 105) Kevin has just met Fred, a White American teenage boy. Kevin assumes that Fred would not be a good basketball player because “white men can’t jump.” This is an example of A. prejudice. B. stereotyping. C. discrimination. D. sexism. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: Page 309 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 106) Persons high in tend to view people in terms of status hierarchies—with themselves being at the top. A. sexism B. racism C. social dominance orientation D. bigotry Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 320 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 107) Bill is often described as judgmental, ethnocentric, and punitive. He believes in strict obedience to authority and is intolerant of weakness in others. Which of the following statements would likely be true of Bill? A. He suffers from antisocial personality disorder. B. He scores highly on modern racism scales. C. He has a social identity disorder. D. He has an authoritarian personality. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: Page 321 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 108) On the reality television show “Survivor,” two tribes compete for luxuries such as food and shelter. During such challenges, one group’s success becomes another group’s failure. According to , such dynamics may breed prejudice. A. socialization theory B. realistic group conflict theory C. authoritarianism D. scapegoat theory Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: Page 326 Learning Goals: Identify and examine the motivational sources of prejudice. 109) In which of the following situations are people LEAST likely to experience ingroup bias? A. when the ingroup is small B. when the ingroup is lower in status than the outgroup C. when our ingroup is successful D. when the ingroup is in the majority Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 329 Learning Goals: Identify and examine the motivational sources of prejudice. 110) In which situation are people LEAST likely to rely on stereotypes? A. when they are very calm B. when they are short on time C. when they are tired D. when they are preoccupied Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 333 Learning Goals: Describe the different cognitive sources of prejudice. 111) The tendency of people to get what they deserve and deserve what they get is called the A. group-serving bias. B. stigma consciousness. C. just-world phenomenon. D. outgroup homogeneity effect. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 342 Learning Goals: Describe the different cognitive sources of prejudice. 112) Which of the following is NOT an example of subtle prejudice? A. exaggerating ethnic differences B. feeling less admiration and affection for immigrant minorities C. believing one race to be better at certain tasks than others D. rejecting minorities for supposedly nonracial reasons Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: Page 311 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 113) Which of the following is an example of benevolent sexism? A. Women have a superior moral sensibility B. Once a man commits, the woman controls his life C. Men are immoral D. Men are from Mars and women are from Venus Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: Page 318 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 114) Which of the following is NOT a social source of prejudice? A. unequal status B. socialization C. institutional support D. social identity theory Answer: D Bloom’s Taxonomy: Basic Difficulty Level: Knowledge Feedback: Pages 319-323 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 115) A person is labeled as if they believe in the superiority of his/her own ethnic and cultural group and shows disdain for all other groups. A. discriminatory B. high in social dominance orientation C. xenophobic D. ethnocentric Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 321 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 116) Targets for displaced aggression are commonly referred to as A. stereotypes. B. scapegoats. C. outgroups. D. bigits. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 325 Learning Goals: Identify and examine the motivational sources of prejudice. 117) Vince and Wanda are both members of the high school band. Vince plays tuba and Wanda plays the flute. Vince believes that the brass section is the strongest section of the band while Wanda believes the woodwinds are the most important section. Vince and Wanda’s beliefs are best explained in terms of A. their ingroup biases. B. the outgroup homogeneity effect. C. realistic group conflict theory. D. scapegoat theory. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: Page 339 Learning Goals: Describe the different cognitive sources of prejudice. 118) Albert sees a great deal of difference between all of his fraternity brothers but thinks that all sorority girls are the same. Albert’s beliefs are best explained by A. the outgroup homogeneity effect. B. the ingroup bias. C. his social dominance orientation. D. the own-race bias. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: Page 334 Learning Goals: Describe the different cognitive sources of prejudice. 119) Elvis is a gay man. He believes that every time he speaks people interpret his opinions in terms of his homosexuality and expects to be the victim of prejudice of discrimination. Which of the following best describes Elvis? A. He would score high in social dominance orientation. B. He would score high in a measure of authoritarianism. C. He is very stigma conscious. D. He has a self-perpetuating stereotype. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: Page 337 Learning Goals: Describe the different cognitive sources of prejudice. 120) Beth believes that all sorority members are unintelligent and self-centered. After meeting Kim who as a 4.0 GPA and spends 20 hours each week volunteering to help the disabled children Beth says “well, she’s the exception to the rule.” This is an example of A. terror management theory. B. a stereotype threat. C. subtyping. D. the just-world phenomenon. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: Page 345 Learning Goals: Identify and understand the consequences of prejudice. 121) In Harber’s (1998) study, poorly written essays received higher evaluations if participants were led to believe they were written by A. White students. B. Male students. C. Female students. D. Black students. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: Page 314 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 122) In Harber’s (1998) study, poorly written essays received higher evaluations if participants were led to believe they were written by Black students than White students. This finding is an example of A. subtle prejudice. B. modern prejudice. C. racism. D. explicit prejudice. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: Page 314 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 123) Which of the following is true about men compared to women? A. they are more likely to be murdered B. they are more likely to be diagnosed with autism C. they are more likely to commit suicide D. they are more likely to suffer from anxiety disorders Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 316 Learning Goals: Understand the nature of prejudice and the differences between prejudice, stereotypes, and discrimination. 124) All of the following are true of societies with large income disparity except A. they exhibit less communal health. B. they have more instances of drug use. C. they have a more obese population. D. they have fewer prisons. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: Page 319 Learning Goals: Understand and examine the influences that give rise to and maintain prejudice. 125) Joe is an American. He views people trying to immigrate into America as nothing more than pests. This is an example of A. infrahumanization. B. ethnocentrism. C. xenophobia. D. terror management. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 329 Learning Goals: Identify and examine the motivational sources of prejudice. 126) Amanda, thirty-five year-old Black woman, has witnessed a crime. When shown a lineup of suspects, Amanda is most likely to recognize the culprit if the culprit A. is White. B. is a senior citizen. C. is in his 30’s. D. is Asian. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: Page 332 Learning Goals: Describe the different cognitive sources of prejudice. 127) Paul is a very tolerant White male. When he meets Bill, an African-American, Paul assumes that Bill will view him as an arrogant spoiled White man. Paul’s belief is an example of a(n) A. meta-stereotype. B. prejudice. C. own-race bias. D. outgroup homogeneity. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: Page 337 Learning Goals: Describe the different cognitive sources of prejudice. 128) Karen’s idea about what all football players are like is based on her knowledge of Tim Tebow. Which of the following is the problem with Karen’s perception? A. Tim Tebow, a vivid case, is not the best basis for judging the entire group B. Karen’s perception is based on her meta-stereotype C. Karen is clearly stigma conscious D. Karen’s perception is based on an illusory correlation Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: Page 335 Learning Goals: Describe the different cognitive sources of prejudice. 129) Sally believes that all psychology majors are nosey. When she meets Jonathan she is surprised because, although he is a psychology major, he respects her privacy and doesn’t push her to share things if she doesn’t want to. What will likely happen to Sally’s stereotype of psychology majors? A. She will revise her current stereotype. B. She will say that Jonathan is the exception to the rule. C. She will dislike Jonathan. D. She will assume he is being nice for some other self-serving reason. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: Page 335 Learning Goals: Describe the different cognitive sources of prejudice. Critical Thinking Questions 130) Define and provide examples of prejudice, stereotypes, and discrimination. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 309) Learning Goals: 131) Summarize the research on racial attitudes in the U.S. from the 1940s to current times. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 310) Learning Goals: 132) Provide an example of hostile sexism and an example of benevolent sexism. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 318) Learning Goals: 133) Gordon Allport (1958) stated: “The role of religion is paradoxical. It makes prejudice and it unmakes prejudice.” Explain the research that indicates that this is true. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 322) Learning Goals: 134) Discuss how the group definition of who you are (i.e., your race, religion, gender, academic major, etc.) may promote an ingroup bias. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 326) Learning Goals: 135) Review the research on how distinctiveness can breed stereotypes. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 335) Learning Goals: 136) Explain how a belief in the just-world phenomenon might affect social services for people in poverty. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 340) Learning Goals: 137) Based on Myers’ discussion of the social sources of prejudice, explain at least two ways to reduce prejudice in America. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 319) Learning Goals: 138) Explain how motivations can affect prejudice. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 325) Learning Goals: 139) How are discriminations and the self-fulfilling prophecy concept related? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 345) Learning Goals: Myers 11/e Test Bank Chapter 10 1) Physical or verbal behavior intended to cause harm is known as A. aggression. B. hostile aggression. C. instrumental aggression. D. both hostile and instrumental aggression. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 354 Learning Goals: Define aggression and describe its different forms. 2) Which of the following is an example of aggression as it is defined in the text? A. Sam accidentally slams the car door too quickly, and it hits Tim’s knee. B. Luisa urges her classmates not to vote for Marcy for dormitory senator, citing some rumors about Marcy’s social life. C. Carla, a dentist, delivers a shot of Novocain before pulling her patient’s tooth. D. Joe’s eagerness and enthusiasm resulted in his being promoted to sales manager in a very short time. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 354 Learning Goals: Define aggression and describe its different forms. 3) Juanita is upset with Rose, so during a social gathering she verbally cuts Rose down in front of others. Juanita’s behavior is A. assertive. B. manipulative. C. aggressive. D. an example of displacement. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 354 Learning Goals: Define aggression and describe its different forms. 4) aggression springs from anger, and its only goal is to injure. A. Manipulative B. Duplicitous C. Hostile D. Instrumental Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 355 Learning Goals: Define aggression and describe its different forms. 5) aggression aims to hurt only as a means to some other end. A. Manipulative B. Duplicitous C. Hostile D. Instrumental Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 355 Learning Goals: Define aggression and describe its different forms. 6) Most terrorism is considered aggression. A. manipulative B. duplicitous C. hostile D. instrumental Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 355 Learning Goals: Define aggression and describe its different forms. 7) According to Myers, in 2003 American and British leaders justified attacking Iraq not as a hostile effort to kill Iraqis, but as an instrumental act of liberation and of self- defense against presumed weapons of mass destruction. Social psychologists would consider this an example of aggression. A. manipulative B. duplicitous C. hostile D. instrumental Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 355 Learning Goals: Define aggression and describe its different forms. 8) Most murders are considered aggression. A. manipulative B. duplicitous C. hostile D. instrumental Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 355 Learning Goals: Define aggression and describe its different forms. 9) Of the following, which is the best example of instrumental aggression? A. An angry football player tackles a quarterback after he attempts a long pass. B. A jealous wife finds her husband with another woman and shoots them both. C. A group of mercenaries, hired to kill the dictator of a small country, arrange to poison him. D. A man smashes his TV set after he cannot get it to work. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 355 Learning Goals: Define aggression and describe its different forms. 10) The death penalty does not effectively deter homicide. One reason for this is that most murders are the result of A. hormonal influences. B. hostile aggression. C. instrumental aggression. D. a malfunctioning amygdala. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 355 Learning Goals: Define aggression and describe its different forms. 11) Instinctive behavior is behavior that is A. survival-oriented and common to most members of a species. B. innate, unlearned, and shown by all members of a species. C. reflexive and automatic but easily overcome by learning. D. taught to members of a species. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 356 Learning Goals: Understand and evaluate the important theories of aggression. 12) Sigmund Freud argued that aggression ultimately springs from A. an innate sexual drive. B. a primitive death urge. C. observation of aggressive adult models. D. blocking of goal-directed behavior. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 356 Learning Goals: Understand and evaluate the important theories of aggression. 13) In contrast to Freud’s view of aggression, Lorenz argued that aggression is A. innate. B. adaptive rather than self-destructive. C. biologically influenced but not instinctive. D. socially learned. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 356 Learning Goals: Understand and evaluate the important theories of aggression. 14) Which theory is most susceptible to the criticism that it tries to explain aggression by naming it? A. instrumental aggression theory B. instinct theory C. frustration-aggression theory D. social-learning theory Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 356 Learning Goals: Understand and evaluate the important theories of aggression. 15) Instinct theories of aggression would have the most difficulty accounting for A. silent and social aggression in animals. B. wide variations of aggressiveness from culture to culture. C. biochemical influences on aggression. D. unprovoked outbursts of aggression. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 356 Learning Goals: Understand and evaluate the important theories of aggression. 16) Which one of the following is NOT one of the reasons that lead Buss and Shackelford (1997) to conclude that aggression was adaptive for our distant ancestors? A. It was a strategy for gaining resources. B. It helped people defend against attacks. C. It intimidated or eliminated male rivals for females. D. It encouraged the rise of nations. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 356 Learning Goals: Understand and evaluate the important theories of aggression. 17) A study of brain activity in the prefrontal cortex of murderers found A. no differences between these men and normal controls. B. less activity than normal. C. spikes in activity level. D. more activity than normal. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 357 Learning Goals: Understand and evaluate the important theories of aggression. 18) The study of neural influences on aggression has indicated that A. one specific region of the brain controls aggression. B. activating the amygdala can facilitate aggressive outbursts in humans. C. activating the occipital lobe can cause a tyrant monkey to be more docile. D. activating the frontal lobe can trigger aggressive behavior. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 357 Learning Goals: Understand and evaluate the important theories of aggression. 19) How intense and reactive we are in infancy reflects our A. serotonin levels. B. aggressive instinct. C. temperament. D. social learning. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 357 Learning Goals: Understand and evaluate the important theories of aggression. 20) Which statement regarding aggression is TRUE? A. Twin studies indicate that aggression is never genetic. B. New Zealand studies indicate that aggression is caused by abuse. C. Alcohol enhances aggressiveness. D. Aggression is caused by brain damage. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 358 Learning Goals: Understand and evaluate the important theories of aggression. 21) Long-term studies of New Zealand children revealed that A. “bad genes” cause aggressive behavior. B. “bad environments” cause aggressive behavior. C. neither genes nor environment is responsible for aggressive behavior. D. the interaction of genes and the environment can cause aggressive behavior. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 357-358 Learning Goals: Understand and evaluate the important theories of aggression. 22) MacDonald and her colleagues (2000) found that intoxicated people administered stronger shocks and felt angrier when thinking about A. their physical shortcomings. B. their grades in college. C. relationship conflicts. D. their families. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 358 Learning Goals: Understand and evaluate the important theories of aggression. 23) Studies of hormonal influences on aggression indicate that A. hormonal influences are as strong in humans as they are in lower animals. B. after age 25, testosterone and rates of violent crime decrease together. C. variations in testosterone seem to have no effect on behavior within the normal range of teen boys and adult men. D. higher rates of testosterone are associated with less aggressiveness in males. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 358 Learning Goals: Understand and evaluate the important theories of aggression. 24) It was raining out and Jessie’s car had a flat tire. After she managed to fix it, she arrived home late only to find someone had parked in her assigned parking spot. When she entered her apartment, she kicked her pet cat, who was waiting at the door. Jessie’s behavior is perhaps most easily explained in terms of A. the frustration-aggression theory. B. the adaptation-level phenomenon. C. the Murphy’s law. D. the social learning theory. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 360 Learning Goals: Understand and evaluate the important theories of aggression. 25) The blocking of goal-directed behavior is called A. instrumental aggression. B. hostile aggression. C. frustration. D. displacement. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 360 Learning Goals: Understand and evaluate the important theories of aggression. 26) Frustration grows when A. our motivation to achieve a goal is weakened. B. we did not expect gratification. C. we are completely blocked in attaining our goal. D. we are surprised by a consequence. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 360 Learning Goals: Understand and evaluate the important theories of aggression. 27) The redirection of aggression to a target other than the source of the frustration is referred to as A. displacement. B. substitution. C. instrumental aggression. D. projection. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 360 Learning Goals: Understand and evaluate the important theories of aggression. 28) After arguing with her boyfriend over the telephone, Roberta smashes down the receiver and then throws the phone across the room. This behavior most clearly demonstrates A. the weapons effect. B. displacement. C. instrumental aggression. D. Parkinson’s second law. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 360 Learning Goals: Understand and evaluate the important theories of aggression. 29) A person kicking the wall after losing a game of poker is an example of A. regression. B. displacement. C. relative deprivation. D. the weapons effect. Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 360 Learning Goals: Understand and evaluate the important theories of aggression. 30) Displaced aggression is most likely to occur when the target to the instigator. A. shares no similarity B. shares some similarity C. is somehow related D. is unrelated Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 361 Learning Goals: Understand and evaluate the important theories of aggression. 31) According to Berkowitz (1989), the frustration-aggression relationship is mediated by the role of A. gender. B. age. C. anger. D. neurotransmitters. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 361 Learning Goals: Understand and evaluate the important theories of aggression. 32) The frustration-aggression theory is designed to explain A. hostile aggression. B. instrumental aggression. C. both hostile and instrumental aggression. D. neither hostile nor instrumental aggression. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 361 Learning Goals: Understand and evaluate the important theories of aggression. 33) In a revision of the frustration-aggression theory, Berkowitz emphasized the importance of A. anger, an emotional readiness to aggress. B. the role of biochemical influences, such as alcohol. C. relative deprivation and the adaptation level phenomenon. D. catharsis as a reducer of frustration. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 361 Learning Goals: Understand and evaluate the important theories of aggression. 34) Frustration is noted to arise from A. a mismatch between achievements and rewards. B. the gap between expectations and attainments. C. the deprivation of elements essential to survival. D. learned helplessness and hopelessness. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 362 Learning Goals: Understand and evaluate the important theories of aggression. 35) The perception that one is less well off than others is referred to as A. adaptation level phenomenon. B. relative deprivation. C. Parkinson’s second law. D. unjust-world principle. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 362 Learning Goals: Understand and evaluate the important theories of aggression. 36) Arthur did not work very hard on his last class essay assignment, so he was relieved at first to find that he had gotten a C. But when he learned that most of his classmates had gotten Bs and As, he felt unhappy and angry about his grade. Arthur’s experience is best explained in terms of A. the adaptation-level phenomenon. B. the relative deprivation principle. C. displacement. D. Parkinson’s second law. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 362 Learning Goals: Understand and evaluate the important theories of aggression. 37) Your boss told you that she is giving you a 5 percent raise starting with your next paycheck. You are very pleased to hear this good news until you learn that some of your coworkers earned a 10 percent raise. Now you are unhappy and angry about your raise. Your experience is best explained in terms of A. the adaptation-level phenomenon. B. the relative deprivation principle. C. displacement. D. Parkinson’s second law. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 362 Learning Goals: Understand and evaluate the important theories of aggression. 38) Hennigan and her colleagues (1982) found that the larceny theft rate in U.S. cities jumped after television was first introduced. This result can be explained in terms of the A. amount of crime depicted on television. B. thieves’ sense of feeling deprived relative to wealthy television characters and those portrayed in advertisements. C. thieves’ lack of positive socialization experiences at home and school. D. amount of time spent watching TV. Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 362 Learning Goals: Understand and evaluate the important theories of aggression. 39) Jason instigates more and more fights with younger children on the school playground because it gains him the attention and respect of his friends. This most clearly suggests that his aggression is A. the result of frustration. B. instinctive. C. a learned response. D. the result of displacement. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 362 Learning Goals: Understand and evaluate the important theories of aggression. 40) According to Albert Bandura, an important influence on one’s tendency to be aggressive is A. hormonal factors. B. how much anger or frustration has built up inside. C. one’s hereditary predisposition to be aggressive. D. observations of others’ behavior. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 363 Learning Goals: Understand and evaluate the important theories of aggression. 41) In a famous experiment by Albert Bandura and his colleagues, children watched an adult attack a Bobo doll with a mallet. They were then shown some toys that they were forbidden to play with. When they were taken to another room, they A. began to cry. B. attacked a Bobo doll. C. verbally attacked the adult experimenter. D. chose to watch a violent rather than a nonviolent film. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 363 Learning Goals: Understand and evaluate the important theories of aggression. 42) Research on the role of family influences on aggression indicates that A. abused children later abuse their own children at four times the national rate. B. higher rates of violence occur when fathers care for the children. C. an only child tends to be aggressive in social situations outside the family. D. physical punishment suppresses aggression in children. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 364 Learning Goals: Understand and evaluate the important theories of aggression. 43) Compared to the national rate, abused children are times likely to abuse their own children. A. 4; less B. 4; more C. 10; less D. 10; more Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 364 Learning Goals: Understand and evaluate the important theories of aggression. 44) According to the social learning theory, whether we act aggressively depends on A. the aversive event. B. the anticipated consequences. C. the role of the parent. D. bodily symptoms. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 365 Learning Goals: Understand and evaluate the important theories of aggression. 45) The pain-attack response has been observed in A. rats. B. monkeys. C. snakes. D. many varied species. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 366 Learning Goals: Identify the influences on aggression and describe how they work. 46) In view of research on the pain-attack response, Berkowitz (1998) now believes that is the basic trigger of hostile aggression. A. aversive stimulation B. neural impulses C. frustration D. rage Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 366 Learning Goals: Identify the influences on aggression and describe how they work. 47) Which of the following has NOT been linked with aggressive behavior according to your text? A. dashed expectations B. a personal insult C. physical pain D. an unexpected request Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 366 Learning Goals: Identify the influences on aggression and describe how they work. 48) In relation to aggression, the most studied environmental irritant is A. pain. B. cigarette smoke. C. air pollution. D. heat. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 366 Learning Goals: Identify the influences on aggression and describe how they work. 49) In an experiment conducted by Griffitt (1970), students who answered questionnaires while they were reported feeling more tired and aggressive, and expressed more hostility toward a stranger than did participants in a control group. A. distracted by loud noises B. in an uncomfortably hot room C. being closely observed D. eating popcorn and peanuts Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 366-367 Learning Goals: Identify the influences on aggression and describe how they work. 50) What can we conclude about the relationship between heat and aggression? A. Heat directly fuels aggressiveness. B. There is no relationship between heat and aggression. C. Heat suppresses violence. D. The correlations between heat and aggression do not prove a causal relationship. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 367 Learning Goals: Identify the influences on aggression and describe how they work. 51) Violent crimes are more likely committed A. in the winter rather than the summer. B. when the weather is hot. C. on nights with a full moon. D. during rainy periods. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 367 Learning Goals: Identify the influences on aggression and describe how they work. 52) Given the review of research on heat and aggression in the text, you can conclude that the relationship between these two variables is A. positive. B. negative. C. neutral. D. curvilinear. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 367 Learning Goals: Identify the influences on aggression and describe how they work. 53) The results of the Schachter and Singer (1962) experiment in which participants were injected with adrenaline prior to spending time with either a hostile or a euphoric person support the idea that A. bodily arousal feeds one emotion or another depending on how we interpret the arousal. B. distinct physiological differences exist among emotions. C. frustration is largely a function of our prior experience and whom we compare ourselves with. D. every emotion triggers an opposing emotion. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 368 Learning Goals: Identify the influences on aggression and describe how they work. 54) Which statement is NOT true? A. Sensation seekers are more likely to be aggressive. B. Arousal feeds emotions. C. Sexual arousal can amplify anger. D. Arousal has no effect on emotions. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 368 Learning Goals: Identify the influences on aggression and describe how they work. 55) Berkowitz and LePage (1967) found that frustrated men delivered more shocks when A. guns happened to be in the room. B. badminton racquets happened to be in the room. C. they had just received a shot that lowered their serotonin levels. D. they were initially depressed. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 369 Learning Goals: Identify the influences on aggression and describe how they work. 56) Research suggests that the sight of a weapon can A. elicit frustration. B. sensitize one to the dangers of violence. C. prime aggressive thoughts. D. produce catharsis. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 369 Learning Goals: Identify the influences on aggression and describe how they work. 57) Which of the following has been found to be an effect of sexual violence in movies and television? A. Women are more likely to believe rape is a serious crime. B. Men have become more accepting of violence against women. C. Women have become more aggressive toward other women. D. Viewers are less accepting of violence against women. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 371 Learning Goals: Identify the influences on aggression and describe how they work. 58) Repeated exposure to fictional scenes of a man overpowering and arousing a woman A. created a catharsis experience for men. B. distorted people’s perceptions of how women actually respond to sexual coercion. C. decreased men’s aggression against women. D. created a climate of fear in women. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 370 Learning Goals: Identify the influences on aggression and describe how they work. 59) Viewing sexually violent movies men to brutality and results in for domestic violence victims. A. sensitizes; less sympathy B. sensitizes; more sympathy C. desensitizes; less sympathy D. desensitizes; more sympathy Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 371 Learning Goals: Identify the influences on aggression and describe how they work. 60) Repeated exposure to erotic films that feature quick, uncommitted sex does NOT have which effect? A. tends to decrease attraction for one’s partner B. tends to increase attraction for one’s partner C. tends to increase acceptance of extramarital sex D. tends to increase acceptance of women’s sexual submission to men Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 372 Learning Goals: Identify the influences on aggression and describe how they work. 61) “Watching violence on television gives people a harmless opportunity to vent their aggression.” This statement is most clearly consistent with the hypothesis. A. sensitization B. catharsis C. frustration-aggression D. social learning Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 374 Learning Goals: Identify the influences on aggression and describe how they work. 62) As part of therapy, a clinical psychologist encourages her patients to install a punching bag in their homes to release hostility. The therapist apparently believes in A. the social learning theory. B. Parkinson’s second law. C. the catharsis hypothesis. D. the adaptation-level phenomenon. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 387 Learning Goals: Examine how we might counteract the factors that provoke aggression. 63) The view of aggression is that aggressive drive is reduced when one “releases” aggressive energy. A. social learning B. pornographic C. cathartic D. pain response Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 381 Learning Goals: Identify the influences on aggression and describe how they work. 64) In studies on violence, Eron and Huesmann (1980; 1985) found that 8-year-olds who watched the most violence were A. unlikely to finish high school. B. more likely to get a divorce. C. more likely to be convicted of a crime. D. more likely to commit child abuse. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 375 Learning Goals: Identify the influences on aggression and describe how they work. 65) According to the text, one reason that TV viewing affects behavior is that it A. evokes imitation. B. lowers arousal. C. has a catharsis effect. D. distracts from other activities. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 377 Learning Goals: Identify the influences on aggression and describe how they work. 66) Which fact is TRUE? A. The presence of guns in the home does not affect levels of violence. B. In the Bobo doll experiments by Bandura, watching the adult pound the doll on TV had the same effect as watching it live. C. Violent video games do not have the same effect as violence on TV. D. There is no relationship between the introduction of TV into a community and murder rates. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 377 Learning Goals: Identify the influences on aggression and describe how they work. 67) When exploring why viewing violence on TV affects behavior, researchers consider all of the following EXCEPT A. arousal. B. disinhibition. C. desensitization. D. imitation. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 377 Learning Goals: Identify the influences on aggression and describe how they work. 68) Positive, constructive, helpful social behavior is what psychologists refer to as A. prosocial behavior. B. excitation transfer. C. instrumental behavior. D. social facilitation. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 377 Learning Goals: Identify the influences on aggression and describe how they work. 69) Gallup youth surveys show that the percent of 13- to 17-year-olds feeling that there is too much movie violence has A. increased. B. decreased. C. stayed the same. D. changed depending on geographic area. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 377 Learning Goals: Identify the influences on aggression and describe how they work. 70) Surveys of adults and adolescents indicate that heavy viewers of TV violence A. become more sensitized to violence. B. underestimate the frequency of violence in the world. C. are more fearful of being personally assaulted. D. feel safer and better able to protect themselves. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 378 Learning Goals: Identify the influences on aggression and describe how they work. 71) Fourteen-year-old Kevin frequently watches violent television programs. This will most likely lead him to A. experience more distress at the sight of teens fighting on the streets. B. underestimate the actual frequency of violent crimes in the world. C. become more interested in resolving the conflict between two of his personal friends. D. become more fearful of being personally assaulted. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 378 Learning Goals: Identify the influences on aggression and describe how they work. 72) Kubey and Csikszentmihaly (2002) reported that compared to active recreation, television watching A. induces hostile moods. B. is associated with consuming non-nutritious food. C. sucks people’s energy and dampens their moods. D. creates a feeling of relaxation. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 378 Learning Goals: Identify the influences on aggression and describe how they work. 73) According to Gentile and Anderson (2003), “The scientific debate over whether media violence has an effect .” A. has just begun B. is an up-and-coming topic of inquiry C. is basically over D. is debatable Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 379 Learning Goals: Identify the influences on aggression and describe how they work. 74) According to Anderson (2003), playing violent games might have a more toxic effect than watching violent television because A. the players are passive. B. television appears more “real.” C. players play the role of a violent character. D. television violence is not rewarded. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 379 Learning Goals: Identify the influences on aggression and describe how they work. 75) Which of the following is NOT one of the five consistent effects that Anderson (2003) found to be associated with video games? A. increased interest in drugs and alcohol. B. increased aggressive thinking. C. increased arousal. D. decreased prosocial behaviors. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 380-381 Learning Goals: Identify the influences on aggression and describe how they work. 76) Anderson’s (2010) research on the effects of video games has reported that there is a relationship between playing violent games and the frequency of arguments with teachers. A. positive B. slightly negative C. neutral D. significantly negative Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 380 Learning Goals: Identify the influences on aggression and describe how they work. 77) Adam frequently plays violent video games. Social psychologists would predict that Adam would therefore be likely to frequently A. watch many hours of television. B. access pornography. C. get into fights. D. listen to rap music. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 380 Learning Goals: Identify the influences on aggression and describe how they work. 78) Groups can amplify aggressive reactions partly by A. inhibiting impulses. B. implementing the cathartic effect. C. diffusing responsibility. D. providing role models. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 383 Learning Goals: Identify the influences on aggression and describe how they work. 79) Research confirms that groups A. have little effect on violence. B. can amplify aggressive tendencies. C. can diffuse aggressive tendencies. D. promote catharsis. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 384 Learning Goals: Identify the influences on aggression and describe how they work. 80) Mullen (1986) reported that the more people are in a lynch mob, the the murder and mutilation. A. more frequent B. less frequent C. more vicious D. less vicious Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 383 Learning Goals: Identify the influences on aggression and describe how they work. 81) Which one of the following does NOT predict increased aggression? A. anonymity B. Type A personalities C. alcohol use D. the presence of the researcher Answer: D Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 386 Learning Goals: Identify the influences on aggression and describe how they work. 82) Which one of the following does NOT predict increased aggression? A. male actors B. anger-prone personalities C. non-alcohol use D. violence viewing Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 386 Learning Goals: Identify the influences on aggression and describe how they work. 83) Meier and Hinsz (2004), when deciding how much hot sauce to administer during research experiments, found all of the following EXCEPT A. groups retaliated by dishing out 24 percent more than individuals. B. interaction with a group amplified individual aggressive tendencies. C. group members retaliated by giving almost twice as much to those that had given them 48 grams. D. groups did perceive less hostility from other groups than from individuals. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 385 Learning Goals: Identify the influences on aggression and describe how they work. 84) When in groups, aggression can increase because of all of the following EXCEPT A. self-identity diminishes. B. conformity pressures increase. C. deindividuation increases. D. self-identity increases. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 384 Learning Goals: Identify the influences on aggression and describe how they work. 85) Which of the following statements about aggression is FALSE? A. Aversive experiences, including frustrations, discomfort, and pain can influence aggression. B. Arousal from any source, including physical exercise or sexual stimulation, can be transformed into anger. C. Aggression cues, such as a gun, increase the likelihood of aggressive behavior. D. Repeatedly playing violent video games does not increase aggressive thinking. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 386 Learning Goals: Identify the influences on aggression and describe how they work. 86) Which of the following statements is FALSE? A. Aversive experiences, including frustrations, discomfort, and pain can influence aggression. B. Arousal from any source, including physical exercise or sexual stimulation, can be transformed into anger. C. Heavy exposure to televised violence does not correlate with aggressive behavior. D. Repeatedly playing violent video games may increase aggressive thinking. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 386 Learning Goals: Identify the influences on aggression and describe how they work. 87) The near consensus among social psychologists is that A. viewing or participating in violence fails to produce catharsis. B. hitting a punching bag reduces aggression. C. sexual materials provide an outlet for bottled-up impulses. D. wars seem to purge aggressive feelings. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 387 Learning Goals: Identify the influences on aggression and describe how they work. 88) Bushman (2002) invited angered participants to hit a punching bag while either ruminating about the person who angered them or thinking about becoming physically fit. A third group of participants did not hit the punching bag. When given a chance to administer loud blasts of noise to the person who angered them, people in condition felt angrier and were more aggressive. A. the non-punching bag B. the punching bag plus fitness thoughts C. the punching bag plus rumination D. none of the Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 387 Learning Goals: Examine how we might counteract the factors that provoke aggression. 89) What is true about retaliation? A. It reduces tension in the long run. B. It does not provide pleasure. C. In the long run, it fuels more negative feelings. D. When people who have been provoked hit a punching bag, it is cathartic. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 387 Learning Goals: Examine how we might counteract the factors that provoke aggression. 90) Some of the ways we can reduce aggression were listed in the text summary. Which of the following is NOT one of the ways? A. Expressing aggression by catharsis tends to decrease aggression. B. Social learning theory suggests controlling aggression by reducing aversive stimulation. C. Social learning theory suggests controlling aggression by rewarding and modeling nonaggressive behavior. D. Social learning theory suggests controlling aggression by eliciting reactions incompatible with aggression. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 390 Learning Goals: Examine how we might counteract the factors that provoke aggression. 91) Myers suggests that one way we could reduce aggression is by A. reacting to crime after it happens. B. forbidding children to watch TV. C. training parents how to discipline without violence. D. outlawing video games. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 389 Learning Goals: Examine how we might counteract the factors that provoke aggression. 92) Americans’ ideas for protecting themselves include all of the following EXCEPT A. buy a gun for self-protection. B. build more prisons. C. impose a “three strikes and you’re out” requirement of lifetime incarceration for violent crimes. D. don’t kill people who kill. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 390 Learning Goals: Examine how we might counteract the factors that provoke aggression. 93) Which action represents aggression? A. a fired employee seething with rage B. a dentist drilling a tooth C. a stranger shouting profanities at you D. a clumsy person bumping into you Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 354 Learning Goals: Define aggression and describe its different forms. 94) Which hormone is most closely linked to aggression? A. estrogen B. testosterone C. adrenaline D. gonadotrophin Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 358 Learning Goals: Understand and evaluate the important theories of aggression. 95) Current motivational approaches to aggression suggest that frustration A. doesn’t lead to aggression after all. B. reduces aggression more than it stimulates it. C. triggers anger, which can generate aggression in some situations. D. works by triggering the fight-or-flight regions of the brain. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 361 Learning Goals: Understand and evaluate the important theories of aggression. 96) Research studies of the influence of television on aggression suggest that A. instinct theories of aggression are more predictive than social learning theories. B. aggression is learned primarily from parents, rather than the media. C. children learn aggressive behaviors from what they see on television and then use these behaviors when they are adults. D. no latent trait called aggressiveness exists. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 375 Learning Goals: Understand and evaluate the important theories of aggression. 97) Which of the following actions is an example of instrumental aggression? A. murdering a spouse for infidelity B. suicidal terrorist bombings C. gossiping about someone when you are angry with him or her D. having a fist fight with someone for scratching your car Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 355 Learning Goals: Define aggression and describe its different forms. 98) Peter, a cashier at a local grocery store, was berated at work by his manager. He comes home from work and promptly yells at his wife and kicks the cat. This is an example of A. displacement. B. the frustration-aggression theory. C. relative deprivation. D. social learning theory. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 360 Learning Goals: Understand and evaluate the important theories of aggression. 99) may explain why happiness levels are lower and crime rates are higher in areas with large income inequalities. A. Displacement B. Frustration-aggression theory C. Relative deprivation. D. Social learning theory Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 362 Learning Goals: Understand and evaluate the important theories of aggression. 100) All the following factors are likely to increase aggression EXCEPT A. offensive odors. B. heat. C. pain. D. sleep deprivation. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 366 Learning Goals: Identify the influences on aggression and describe how they work. 101) are culturally provided mental instructions for how to act in various situations. A. Social scripts B. Prosocial behaviors C. Media desensitization practices D. Catharsis Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 377 Learning Goals: Identify the influences on aggression and describe how they work. 102) Allan is a salesman at a local electronics store and works on commission. When customers come in he does not leave their side until they walk out the door. He talks to them, shows them different equipment, and makes suggestions for accessories they might not have considered. Allan’s behavior is best described as A. aggressive. B. assertive. C. hostile. D. instrumental. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 354 Learning Goals: Define aggression and describe its different forms. 103) Phil believes that aggression is unlearned and universal. In other words, Phil believes aggression is A. reflexive. B. hormonal. C. neurological. D. instinctual. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 356 Learning Goals: Understand and evaluate the important theories of aggression. 104) Evolutionary theories for aggression explain all of the following EXCEPT why A. people fight over resources. B. people defend against attacks. C. men try to eliminate other male rivals for females. D. some people are more aggressive than others. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 356 Learning Goals: Understand and evaluate the important theories of aggression. 105) The prefrontal cortex in antisocial men is less active than that of the everyday “normal” person. A. 5% B. 10% C. 14% D. 20% Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 357 Learning Goals: Understand and evaluate the important theories of aggression. 106) Kevin is very thirsty as he walks to class so he is thrilled to pass a vending machine. When the machine malfunctions and keeps his money without delivering his drink Kevin will likely feel A. aggressive. B. assertive. C. frustrated. D. rage. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 360 Learning Goals: Understand and evaluate the important theories of aggression. 107) Bandura’s famous study on social learning theory explored children’s aggressive behaviors A. after watching an adult beat up an inflatable doll. B. when they played on a hot playground. C. after playing violent video games. D. when they were with their family versus peers. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 363 Learning Goals: Understand and evaluate the important theories of aggression. 108) What percentage of abused children go on to abuse their own children later in life? A. 10% B. 20% C. 30% D. 40% Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 364 Learning Goals: Understand and evaluate the important theories of aggression. 109) Hunting rifles are LEAST likely to prime aggressive thoughts in A. hunters. B. adults. C. women. D. children. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 369 Learning Goals: Identify the influences on aggression and describe how they work. 110) Donnerstein (1980) had men watch a neutral, erotic, or aggressive-erotic film. These men were then asked to teach a confederate a list of nonsense syllables by choosing how much shock to administer for incorrect answers. Who delivered the most shock? A. those who saw the neutral film B. those who saw the erotic film C. those who saw the aggressive-erotic film D. Donnerstein found no significant difference between the groups Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 372 Learning Goals: Identify the influences on aggression and describe how they work. 111) Which of the following is an example of desensitization? A. Allison, who watches a lot of boxing, “doesn’t mind” seeing people in a fist fight B. Brian, who watches a lot of pornography, thinks women really want to be “taken” C. Steve, who watches a lot of Sesame Street, thinks sharing is important D. Kim, who believes that if someone pushes you, you need to fight back Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 377 Learning Goals: Identify the influences on aggression and describe how they work. 112) Playing violent, over non-violent, video games has been linked to all of the following EXCEPT A. increased arousal. B. increased aggressive behaviors. C. decreased prosocial behavior. D. increased feelings of empathy. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 380-381 Learning Goals: Identify the influences on aggression and describe how they work. 113) Increased aggressive behaviors are predicted by all of the following EXCEPT A. the presence of weapons. B. anonymity. C. silent sulking. D. group interaction. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 386 Learning Goals: Identify the influences on aggression and describe how they work. 114) Bushman (2002) let angry research retaliate against the person who angered them. Participants who before being allowed to retaliate were LEAST aggressive. A. did not hit a punching bag B. hit a punching bag while thinking about the person who angered C. hit a punching bag while thinking about physical fitness D. watched violent TV Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 387 Learning Goals: Examine how we might counteract the factors that provoke aggression. 115) From a social learning perspective, how should Maggie and Nelson teach their daughter to stop throwing things when she is angry? A. ignore her angry outbursts and praise nonaggressive behaviors B. threaten harsh punishments like taking her toys away C. spank her D. yell at her until she stops Answer: A Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 388 Learning Goals: Examine how we might counteract the factors that provoke aggression. 116) Joe had problems controlling himself as a young child. Which of the following is true of Joe as an adult? A. He will likely be a non-aggressive adult. B. He will be vulnerable to depression. C. He will be vulnerable to drug abuse. D. He will likely be an assertive adult. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 356 Learning Goals: Understand and evaluate the important theories of aggression. 117) Which of the following is false? A. In the majority of homicides either the victim or assailant had been drinking. B. Thin men are more aggressive after drinking alcohol. C. Women are more aggressive after drinking alcohol. D. Men’s testosterone levels rise after handling a gun. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 358 Learning Goals: Understand and evaluate the important theories of aggression. 118) Research by Gesch et al. (2002) showed that prisoners who received nutritional supplements were involved in violent incidents than those in the placebo group. A. 35% more B. 35% less C. 15% more D. 15% less Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 359-360 Learning Goals: Understand and evaluate the important theories of aggression. 119) According to Sivarajasingam et al. (2005), why might fans of winning teams more likely to commit postgame assaults than fans of losing teams? A. The interaction between increased testosterone and celebration-related drinking. B. The interaction between temperament and testosterone. C. A decrease in frustration. D. Displacement of excitement and celebration-related drinking. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 360 Learning Goals: Understand and evaluate the important theories of aggression. 120) are especially vulnerable to displaced aggression. A. Older adults B. Teenagers C. Outgroup targets D. Family members Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 361 Learning Goals: Understand and evaluate the important theories of aggression. 121) According to culture of honor, research helps explain why A. individualistic cultures are more aggressive than collectivist cultures. B. collectivist cultures are more aggressive than individualistic cultures. C. U.S. cities populated by southerners have higher than average White homicide rates than those populated by northerners. D. U.S. cities populated by northerners have higher than average White homicide rates than those populated by southerners. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 364-365 Learning Goals: Understand and evaluate the important theories of aggression. 122) Viewing pornography A. contributes to men’s actual aggression toward women. B. leads men to fantasize about raping women. C. does not impact men’s aggressive acts or thoughts toward women. D. leads men to fantasize about being raped. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 371 Learning Goals: Identify the influences on aggression and describe how they work. 123) Which of the following is false? A. Serial killers report using pornography at unusually high rates. B. Children who view pornography are less likely to be sexually aggressive toward others. C. Most men arrested for Internet-based pornography have molested a child at least once. D. University men who consume a large amount of pornography are more likely to be sexually aggressive. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 371-372 Learning Goals: Identify the influences on aggression and describe how they work. 124) Which of the following is not one of the needs playing video games satisfy according to Przyblski et al. (2010)? A. control B. social connection C. competence D. dominance Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 382 Learning Goals: Identify the influences on aggression and describe how they work. 125) Which of the following is true? A. Across centuries, humans have become more violent. B. The United States is the only western democracy that has not abolished the death penalty. C. Some western democracies still enforce the death penalty for counterfeiting. D. Many western democracies continue to see increases in anti-gay attitudes. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 388 Learning Goals: Examine how we might counteract the factors that provoke aggression. Critical Thinking Questions 126) What is aggression? Based on your own experiences, give an example of hostile aggression and an example of instrumental aggression. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (pages 354-355) Learning Goals: 127) Define both hostile and instrumental aggression, and give an example of each. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 355) Learning Goals: 128) Explain Berkowitz’s revised frustration-aggression theory. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 361) Learning Goals: 129) What is relative deprivation and how is it related to crime? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 362) Learning Goals: 130) Review the research on aggression cues and violence. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 361) Learning Goals: 131) How does pornography encourage distorted perceptions of sexual reality? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 371) Learning Goals: 132) Explain each of the five consistent effects that Anderson (2003) found to be associated with video games. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 380) Learning Goals: 133) Given that television and other forms of media have been shown to cause increased aggression, what do you think could or should be done to control this cause of violence? Be sure to mention evidence for or against the catharsis hypothesis. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (pages 386-387) Learning Goals: 134) What arguments would you present in favor of stricter gun control laws? Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 388) Learning Goals: 135) Explain the social learning approach to controlling aggression. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 388) Learning Goals: Myers 11/e Test Bank Chapter 11 1) A motivation to bond with others in relationships that provide ongoing, positive interactions is the definition of A. association anxiety. B. the need for attachment. C. the need to belong. D. affiliative predisposition. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 394 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 2) After learning about a former co-worker who recently passed away due to cancer, you call a loved one. This is an example of how reminders of death A. make us depressed. B. encourage solitude. C. heighten our need to belong. D. cause social tension. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 394 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 3) Williams and Nida (2001) found that when ostracized during an online Frisbee-like game, players were to conform to others’ wrong judgments on a subsequent perceptual task. A. less likely B. more likely C. somewhat likely D. not likely Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: pages 395-396 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 4) You are a regular contributor to an Internet chat room. One day the other participants seem to ignore every comment you make. Research suggests you will likely A. send rude and nasty comments to the chat room. B. become more independent and less conforming to others. C. lash out at your younger sibling once you finish your chat session. D. experience stress and a depressed mood. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 395 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 5) Which statement is NOT true? A. We are social animals who need to belong. B. With close, intimate relationships we tend to be healthier. C. Humans in only some cultures use ostracism to regulate behavior. D. Human needs are to feel autonomy, competence, and belonging. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 395 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 6) Social ostracism evokes a brain response similar to that triggered by A. pressure. B. physical pain. C. sadness. D. anxiety. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 396 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 7) Functional distance refers to A. the natural geographic route between two locations. B. the distance between residences “as the crow flies.” C. how often people’s paths cross. D. the direction and route of travel one undertakes when deliberately seeking out a given person. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 397 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 8) One factor that will increase the likelihood that a friendship between two people will develop is A. the degree to which their interests complement each other. B. how often their paths cross. C. avoiding repetitious exposure. D. gender. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 397 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 9) Research on proximity and social attraction generally supports the view that A. proximity breeds contempt. B. proximity leads to liking. C. proximity leads to affection and animosity with equal frequency. D. distance makes the heart grow fonder. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 397 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 10) Research suggests that randomly assigned college roommates A. will most likely become friends. B. will likely be unhappy about the assignment and come to dislike each other. C. are as likely to become enemies as they are to become friends. D. will show initial attraction that fades over time. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 398 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 11) If you are new in the office and want to make new friends, your best bet is to get a desk A. that is smaller than that of anyone else. B. in the quietest corner of the office. C. near where people hang out. D. next to the air conditioner. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 398 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 12) Paula has just arrived as a new student on campus and does not know anyone. All else being equal, is she most likely to become friends with Joni who lives next door, with Kristy who lives two doors down, with Beth who lives three doors down, or with Heidi who lives in the room directly above hers? A. Joni B. Kristy C. Beth D. Heidi Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 398 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 13) Darley and Berscheid (1967) gave university women ambiguous information about two other women. Asked how much they liked these people, the participants reported feeling more attracted to the person whom they A. expected they would probably not meet. B. expected they would eventually meet. C. had read about first. D. had read about second. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 399 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 14) Anticipatory liking—expecting that someone will be pleasant and compatible— increases the chance of A. becoming involved in an inequitable relationship. B. a dysfunctional, co-dependent relationship. C. being exploited in the early stages of a relationship. D. forming a rewarding relationship. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 399 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 15) The tendency for novel stimuli to be liked more after repeated exposure to them is referred to as A. the mere exposure effect. B. the novelty phenomenon. C. display liking. D. proactive stimulation. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 399 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 16) The fact that people prefer letters appearing in their own name illustrates the A. belongingness effect. B. proximity effect. C. mere exposure effect. D. matching effect. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 399 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 17) In an experiment by Zajonc and his colleagues, participants were exposed to brief novel passages of music while they focused their attention on other tasks. Results indicated that mere exposure led to liking A. only when the exposed stimulus was task-related. B. only when people were consciously attending to the exposed stimulus. C. even when people were unaware of what they had been exposed to. D. unless background stimuli created a distraction and interfered with the processing of the task. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 400 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 18) On the basis of his research on the mere exposure effect, Robert Zajonc argued that our emotions are often more than our thinking. A. sophisticated B. instantaneous C. slowly aroused D. complex Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 401 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 19) Even when people have no strong feelings about a product or a candidate, can increase sales or votes. A. proximity B. familiarity C. repetition D. appearance Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 402 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 20) You feel obligated to vote in the next election, especially because you are usually the first one to complain about the incumbent president. However, you have not had the time to research the positions taken by the candidates. Social psychologists would confidently predict that you are likely to choose the candidate A. whom you find physically attractive. B. whose name you have heard most often. C. who resembles someone you know. D. who resembles someone you like. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 402 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 21) A stranger rides the same bus you do to school every day. According to the mere exposure effect, as the days pass you will come to view the stranger A. merely as another student. B. more unfavorably. C. more critically. D. more favorably. Answer: D Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 402 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 22) An example of implicit egotism is our tendency to A. like things associated with ourselves. B. make friends with people older than us. C. prefer attractive people. D. like what we associate with ourselves. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 401 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 23) All of the following are examples of implicit egotism EXCEPT A. we are more likely to marry someone whose first or last name resembles our own. B. women named Virginia disproportionately live in Virginia. C. we want to name our children using family names. D. America’s dentists are almost twice more likely to be named as Dennis than the two other most popular names. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 401 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 24) When we have no strong feelings about a product or person increases sales and votes. A. visibility B. shock advertising C. liking D. repetition Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 402 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 25) Which of your friends is most likely to report a preference for a mate who is homely and warm over one who is attractive and cold? A. your teenaged brother B. your middle-aged co-worker Ben C. your best friend Carol D. your classmate Tom Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 403 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 26) rank attractiveness as important in a mate, while assign importance to honesty, humor, and dependability. A. Men; women B. Women; men C. Both men and women; they both D. Neither men or women; neither Answer: A Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 403 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 27) Hatfield and her colleagues (1966) matched University of Minnesota freshmen for a Welcome Week dance. When the students were asked to evaluate their dates, what determined whether they liked each other? A. similarity of values B. similarity of academic competence C. physical attractiveness D. common family background Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 404 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 28) Rosalinda, who is attractive, very intelligent, and high in social status, marries Jorge, who is also attractive, very intelligent, and high in social status. Their relationship is best understood as an example of A. the ingratiation effect. B. complementarity. C. the mere-exposure effect. D. the matching phenomenon. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 405 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 29) Who is likely to receive the most responses to his personal ad? A. Mark, who emphasizes his physical attractiveness B. Bill, who emphasizes his income C. David, who emphasizes his kind and sensitive nature D. Tony, who emphasizes his athletic accomplishments Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 405 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 30) When people describe themselves in personal ads, women often offer and seek . A. companionship; attractiveness B. attractiveness; status C. status; companionship D. commitment; excitement Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 405 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 31) Research has shown that we guess _ people are happier, sexually warmer, more outgoing, and successful. A. friendly B. beautiful C. intelligent D. funny Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 406 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 32) Which of the following best expresses the meaning of the physical attractiveness stereotype? A. What is beautiful is good. B. What is beautiful is unpredictable. C. What is beautiful is superficial. D. What is beautiful is untouchable. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 406 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 33) Kalick (1977) had Harvard students indicate their impressions of eight women, judging from photos taken before or after cosmetic surgery, and found that A. pre-surgery women were judged to be more genuine, honest, and appealing. B. post-surgery women were judged to be kinder and more likable. C. pre-surgery women were judged to be more intelligent and competent. D. post-surgery women were judged to be more independent and insensitive. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 406 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 34) Roszell and her colleagues (1990) found that in a national sample of Canadians, those that others rated as more attractive earned, on average A. around $100 less annually. B. around $100 more annually. C. around $2,000 less annually. D. around $2,000 more annually. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 407 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 35) Ruth is quite attractive (a 4 on a 5-point scale), but Naomi is strikingly attractive (a 5 on a 5-point scale). Research suggests that if Ruth makes $35,000 a year on her job, Naomi will probably make doing the same job. A. slightly less money B. the same amount C. more money D. significantly less money Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 407 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 36) Physically attractive people tend to be all of the following EXCEPT A. more popular. B. more humorous. C. more outgoing. D. more gender-typed. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 408 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 37) What you find is attractive depends on A. your age. B. what you are comparing it to. C. novelty. D. its uniqueness. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 410 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 38) Studies on computer composites of faces show that A. perfectly average is quite attractive. B. perfectly average is quite unattractive. C. modest caricatures of attractive features are quite unattractive. D. symmetry is unimportant. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 409 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 39) The evolutionary view of physical attractiveness is supported by research showing that men in many cultures worldwide prefer female characteristics that signify A. high energy. B. sociability. C. reproductive capacity. D. maturity and dominance. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 409 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 40) Gangestad and his colleagues (2004) found that during ovulation, women show a heightened preference for men with A. feminine features. B. masculine features. C. a nice smile. D. long hair. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 410 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 41) Kenrick and his colleagues (1989) found that to men who have recently been viewing a television show featuring three beautiful women, average women seem attractive, confirming the . A. more; contrast effect B. more; mere exposure effect C. less; contrast effect D. less; mere exposure effect Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 410-411 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 42) According to research on the contrast effect, who is most likely to feel less attractive after viewing a dominant and successful person of the same sex? A. men B. women C. racial/ethnic majorities D. racial/ethnic minorities Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 411 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 43) According to the text, the relationship between the extent to which we are in love with someone and how physically attractive we find that person to be is A. positive. B. positive if the length of the relationship is greater than two years. C. negative. D. neutral. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 411 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 44) Jen is more in love with Stan today than the day she married him. According to research on the relationship between love and perceived attractiveness, A. Jen probably finds Stan to be more attractive today than the day she married him. B. Jen probably finds Stan to be less attractive today than the day she married him. C. Stan probably finds Jen less attractive today than the day he married her. D. Stan and Jen probably see each other as equally attractive. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 412 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 45) When comparing ourselves and others to models and “beautiful” people in the media, we A. tend to think we are OK. B. devalue our potential mates and ourselves. C. know those images are unobtainable. D. don’t care. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 411 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 46) In a classic study, Newcomb (1961) found that among students who lived together in a boardinghouse for many weeks, the ones who were most likely to have formed close friendships were those who A. were most similar in their level of physical attractiveness. B. had the highest initial agreement on attitudes. C. had opposite but complementary personality characteristics. D. came from the same region or state. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 412 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 47) At a party, Ellie meets Rob and Blake. The three get involved in a philosophical discussion that lasts through the evening. By the end of the evening, Ellie has discovered that she and Blake see things eye-to-eye, whereas she and Rob see things differently. All else being equal, Ellie will probably like A. Rob better. B. Blake better. C. Rob and Blake equally. D. neither Rob nor Blake. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 412 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 48) Spouses are more likely than random paired people to share common attitudes, beliefs, and values. The the similarity the they are. A. greater; happier B. greater; longer married C. greater; more chance for divorce D. lesser; happier Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 412 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 49) In a study of whether or not mimicry increases rapport, van Baaren and his colleagues (2003) found that restaurant servers earned higher tips if they A. agreed with the customers. B. possessed similar degrees of physical attractiveness. C. had common interests. D. repeated the order back to the customer. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 412 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 50) The relationship between mimicry and rapport is A. positive. B. negative. C. neutral. D. curvilinear. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 412 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 51) According to research conclusions reached by Singh and his colleagues (2000), which of the following is TRUE? A. Dissimilar attitudes depress liking more than similar attitudes enhance liking. B. Similar attitudes depress liking more than dissimilar attitudes enhance liking. C. Dissimilar and similar attitudes are equally powerful. D. Attitudes have little effect on liking. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 413 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 52) Brent is a White man who has been given a choice to work with Darwin or Ken. Darwin is a Black man who shares many of Brent’s values and attitudes, and Ken is a White man who shares little in common with Brent. Who will Brent like and want to work with most? A. Darwin B. Ken C. All else being equal, his liking will be equally high for both Darwin and Ken. D. Brent will probably choose to work alone. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 413 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 53) According to the hypothesis, people are attracted to those whose needs are different in ways that complete each other. A. accentuation B. matching C. complementarity D. reciprocity Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 415 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 54) Which of the following proverbs is clearly NOT supported by the research findings? A. “Opposites attract.” B. “Familiarity breeds fondness.” C. “Out of sight, out of mind.” D. “Even virtue is fairer in a fair body.” Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 414 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 55) The tendency for opposites to mate or marry A. has only been documented among teenage couples. B. has increased in the United States since 1960. C. is just as powerful as the similarity-attraction connection. D. has never been reliably demonstrated. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 414 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 56) Mary, a talkative, extraverted young woman, is strongly attracted to Shane, a quiet, introverted, middle-aged man. Mary’s attraction to Shane would be predicted by the A. exchange theory. B. matching phenomenon. C. equity principle. D. complementarity hypothesis. Answer: D Bloom’s Taxonomy: Application Difficulty Level: Moderate Feedback: page 415 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 57) includes strategies, such as flattery, by which people seek to gain another’s favor. A. Social elicitation B. Self-disclosure C. Social penetration D. Ingratiation Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 416 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 58) Which statement is NOT true? A. Liking is usually mutual. B. Proximity influences initial attraction. C. Similarity influences long-term attraction. D. Attractiveness doesn’t influence initial attraction. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 415 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 59) “Negative information carries more weight because being less usual, it grabs more attention.” This statement is an example of the A. good is stronger than bad principle. B. cognitive miser principle. C. bad is stronger than good principle. D. equity principle. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 415 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 60) Baumeister and others (2001) sum up research by noting in everyday life, events have stronger and more lasting consequences than events. A. good; bad B. bad; good C. fun; sad D. sad; fun Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 416 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 61) Hatfield gave university women evaluations, affirming the self-esteem of some and wounding others with negative evaluations. Each participant was then asked to evaluate a man who had earlier asked her for a date. Women whose evaluations had been expressed the man. A. positive; more liking of B. negative; more liking of C. positive; more hostility towards D. negative; more hostility towards Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 417 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 62) Research by Aronson and Linder (1965) suggested that more often than not, we like people more if they A. consistently evaluate us positively. B. reverse an earlier criticism and come to evaluate us positively. C. consistently give us ingratiating feedback. D. consistently give us constructive criticism. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: pages 417-418 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 63) According to Elliot Aronson, “as a relationship ripens toward greater intimacy, what becomes increasingly important is .” A. the absence of conflict B. consistent praise C. autonomy D. authenticity Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 417 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 64) We like people with whom we associate good feelings. This fact is consistent with the theory of attraction. A. cognitive dissonance B. reward C. two-factor D. James-Lange Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 418 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 65) In research conducted at the University of Warsaw, Lewicki (1985) asked students to choose which person in two photographs looked friendlier. Lewicki found that their choices were almost always influenced by whether or not the photographs A. were of men or women. B. looked like their own friends. C. were in color or black-and-white. D. reminded them of friendly or unfriendly experimenters. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 418 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 66) The advice to continue having romantic dinners, trips to the theatre, and vacations once married would most probably be offered by the A. mere exposure theory. B. triangle theory. C. equity theory. D. reward theory of attraction. Answer: D Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 418 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 67) Which theory provides the best explanation for the effects of proximity, similarity, and attractiveness on liking? A. triangle theory B. reward theory C. disclosure theory D. attachment theory Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 419 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 68) According to the text, the first step in scientifically studying romantic love is to A. define and measure it. B. manipulate it. C. control all other factors that might influence it. D. study the factors that might influence it. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 421 Learning Goals: Describe the varieties and components of love. 69) Psychologist Robert Sternberg views love as a triangle whose three sides include all BUT which of the following? A. attachment B. passion C. commitment D. intimacy Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 420 Learning Goals: Describe the varieties and components of love. 70) In Rubin’s research, “strong-love” couples differed from “weak-love” couples in that they A. talked more to each other. B. gazed more into each other’s eyes. C. smiled less at each other. D. displayed more jealousy. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 420-421 Learning Goals: Describe the varieties and components of love. 71) Hatfield defines as a state of intense longing for union with another. A. attraction anxiety B. commitment C. passionate love D. intimate attraction Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 421 Learning Goals: Describe the varieties and components of love. 72) The two-factor theory of emotion suggests that passionate love can be increased by A. mere exposure. B. the matching phenomenon. C. secure attachment. D. physical arousal. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 421 Learning Goals: Describe the varieties and components of love. 73) According to the two-factor theory of emotion, being aroused by should intensify passionate feelings. A. pornography on video or in magazines B. sight and smell C. any source D. exercise Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Moderate Feedback: page 421 Learning Goals: Describe the varieties and components of love. 74) Which theory suggests that love is a function of physiological arousal along with the label that we give to our arousal? A. triangle theory B. two-factor theory C. correspondent inference theory D. reward theory Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 421 Learning Goals: Describe the varieties and components of love. 75) Research on the two-factor theory of love supports which of the following conclusions? A. “Absence makes the heart grow fonder.” B. “Arousal requires emotion.” C. “Birds of a feather flock together.” D. “Adrenaline makes the heart grow fonder.” Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 422 Learning Goals: Describe the varieties and components of love. 76) In comparison to women, men fall in love more and out of love more . A. readily; readily B. slowly; slowly C. readily; slowly D. slowly; readily Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 423 Learning Goals: Describe the varieties and components of love. 77) The affection we feel for those with whom our lives are deeply intertwined is called A. companionate love. B. romantic love. C. secure attachment. D. committed friendship. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 423 Learning Goals: Describe the varieties and components of love. 78) Seven in ten infants exhibit attachment. A. avoidant B. anxious-ambivalent C. secure D. insecure Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 426 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 79) Twelve-month-old Joshua enters an unfamiliar laboratory playroom with his mother. When she leaves, he gets distressed. When she returns, he runs to her and hugs her close. After this intense reunion, he returns to playing. Joshua demonstrates the characteristics of attachment. A. secure B. insecure C. avoidant D. anxious-ambivalent Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 426 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 80) Which adult attachment style is marked by individuals being less invested in relationships and more likely to engage in one-night stands? A. secure B. insecure C. preoccupied D. avoidant Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 426 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 81) In terms of adult attachment styles, individuals seem to be possessive and jealous, while individuals are less invested in relationships and more likely to leave them. A. secure; insecure B. insecure; avoidant C. avoidant; preoccupied D. insecure; apathetic Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 426 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 82) When benefits are proportional to contributions in a relationship, A. equality exists. B. mutuality exists. C. equity exists. D. companionate love exists. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 427 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 83) Melanie believes that her boyfriend enjoys far more benefits from their relationship than she does, even though she invests more time, effort, and resources. Clearly, Melanie believes that her relationship with her boyfriend lacks A. equity. B. attachment. C. disclosure reciprocity. D. loyalty. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 427 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 84) Those involved in relationships marked by long-term equity A. depend on tit-for-tat exchanges. B. are unconcerned with short-term equity. C. make sure they reciprocate favors as soon as possible. D. give more than they get. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 427 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 85) In studies at the University of Maryland, Clark and Mills found that tit-for-tat exchanges people’s liking for each other when . A. diminished; their relationship was relatively formal B. diminished; they sought true friendship C. boosted; they sought true friendship D. had no effect on; they sought true friendship Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 428 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 86) Schafer and Keith (1980) conducted surveys of several hundred married couples and found that spouses who perceived inequity in their marriage felt more A. distressed and depressed. B. hostility. C. altruistic satisfaction. D. motivated to work on the marriage. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 428 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 87) Self-disclosure involves A. protecting oneself by closing off part of oneself from others. B. stopping oneself from getting involved in an intimate relationship. C. revealing intimate aspects of oneself to others. D. closing down emotionally. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 429 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 88) The tendency for one person’s intimacy of self-disclosure to match that of a conversational partner is referred to as A. the matching phenomenon. B. disclosure reciprocity. C. reciprocal exchange. D. mutual self-revelation. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 429 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 89) Bill and Susie’s relationship becomes progressively more intimate as each engages in self-revelation in response to the other’s self-disclosure. Their relationship is marked by the effect. A. disclosure reciprocity B. mutual disinhibition C. reciprocal disinhibition D. reciprocal intimacy Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 429 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 90) Research indicates that friendships and romantic relationships that form on the Internet are more likely than in-person relationships to A. end abruptly. B. last at least two years. C. go nowhere. D. be false. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 431 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 91) Individualistic cultures have divorce rates than communal cultures. A. higher B. slightly lower C. the same amount of D. significantly lower Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 433 Learning Goals: Summarize the factors that predict marital dissolution and describe the detachment process. 92) According to the text, which characteristic is NOT true of people who usually stay married? A. They married after age 20. B. They are well and similarly educated. C. They cohabited or became pregnant before marriage. D. They live in a small town. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 434 Learning Goals: Summarize the factors that predict marital dissolution and describe the detachment process. 93) When volunteers in a research experiment spent time with strangers in self-disclosing conversations, they felt A. discomfort with their partners. B. self-conscious with their partners. C. relaxed with their partners. D. remarkably close to their partners. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 429 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 94) One national survey found that 86 percent of those who were unhappily married but who stayed with the marriage, were, when re-interviewed five years later, A. mostly “very” or “quite” happy. B. mostly “very” unhappy. C. resigned to the situation. D. preparing to divorce. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 434 Learning Goals: Summarize the factors that predict marital dissolution and describe the detachment process. 95) Each year Canada and the United States record divorce/s for every marriage/s. A. 1; 2 B. 2; 1 C. 3; 1 D. 2; 2 Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 433 Learning Goals: Summarize the factors that predict marital dissolution and describe the detachment process. 96) John Gottman (1994,1998) noted that healthy marriages were NOT marked by A. more affection than criticism. B. a lack of conflict. C. an ability to reconcile differences. D. more compliments than criticisms. Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 435 Learning Goals: Summarize the factors that predict marital dissolution and describe the detachment process. 97) When unacquainted male-female pairs gazed intently for two minutes into each other’s eyes for a research project, what was the result? A. They felt embarrassed. B. They felt unattracted to each other. C. They felt attraction and affection. D. They felt nothing. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 436 Learning Goals: Summarize the factors that predict marital dissolution and describe the detachment process. 98) Which is NOT one of the three ways people cope with a failing relationship, according to Rusbult and her colleagues? A. loyalty, awaiting improvement B. neglect, ignoring the partner C. voice, seeking to improve the relationship D. denial, denying the problem exists Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Difficult Feedback: page 435 Learning Goals: Summarize the factors that predict marital dissolution and describe the detachment process. 99) Which group is most likely to report their lives as being “very happy”? A. those never married B. those who are married C. those who are divorced D. those who are separated Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 436 Learning Goals: Summarize the factors that predict marital dissolution and describe the detachment process. 100) In many cases when persons are ostracized (rejected or excluded by others) these individuals A. try to restore the relationship. B. experience depressed mood and anxiety. C. engage in self-defeating behavior. D. All of these are true. Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 395 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 101) Studies of the relationship between exposure and attraction indicate that A. absence makes the heart grow fonder. B. birds of a feather flock together. C. familiarity breeds content. D. dissimilarity breeds dislike. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 399 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 102) Which statement is true? A. Most people are attracted to people who express liking for them. B. In general, people like those who are dissimilar to them. C. Attraction is not influenced by irrelevant factors, such as physical attractiveness. D. Attraction depends, primarily, on finding someone who possesses values that balance your values. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 415 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 103) Which item is NOT one of the aspects of love in Sternberg’s theory of love? A. intimacy B. passion C. attachment D. commitment Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 420 Learning Goals: Describe the varieties and components of love. 104) Which item is NOT an attachment style? A. secure B. resilient C. avoidant D. insecure Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 426 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 105) Which of the following statements is true? A. Physical attractiveness is more important to men than it is to women when seeking an opposite-sex dating partner. B. Physical attractiveness is more important to women than it is to men when seeking an opposite-sex dating partner. C. Physical attractiveness is equally important to men and women. D. Men would rather be with a woman who is extroverted than a woman who is attractive. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 403 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 106) Any truth that may be associated with the what-is-beautiful-is-good stereotype is likely the result of A. the mere exposure effect. B. the matching phenomenon. C. self-fulfilling prophecies. D. implicit egotism. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 406 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 107) Generally speaking, to be really attractive is to be A. very thin. B. very muscular. C. perfectly average. D. very blonde. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 409 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 108) According to evolutionary psychologists, men prefer women whose waists are 30% narrower than their hips because A. it accentuates the genetics associated with any possibly offspring. B. it accentuates the type of home in which they were raised and thereby the type of mother they will become. C. it indicates peak sexual fertility. D. it brings out her eyes. Answer: C Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 410 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 109) According to Schachter and Singer’s (1962) two-factor theory of emotion, where should you take a person you really like on a first date? A. a romantic-comedy movie B. on a roller coaster C. dinner at a candle-lit restaurant D. to your favorite fast food restaurant Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 422 Learning Goals: Describe the varieties and components of love. 110) Attachments marked by possessiveness and jealousy are called A. secure. B. dismissive. C. fearful. D. insecure. Answer: D Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 426-427 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 111) Which of the following statements is FALSE? A. People in equitable relationships report greater satisfaction than do people who are in inequitable relationships. B. People who perceive themselves as giving too much in their relationships may feel irritated. C. People who perceive themselves as receiving too much are content with their relationships. D. The person who is “overbenefited” in a relationship is generally less sensitive to the inequality than the person who is “under-benefited.” Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Moderate Feedback: page 428 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 112) Which of these is NOT one of Rusbult and colleagues’ (1986, 1987, 1998) three ways of coping with a failing relationship? A. loyalty B. neglect C. voice D. pragma Answer: D Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 435 Learning Goals: Summarize the factors that predict marital dissolution and describe the detachment process. 113) The motivation to bond with others in relationships that provide ongoing, positive interactions is called A. the need to belong. B. pragma. C. mere exposure. D. reward theory of attraction. Answer: A Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 394 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 114) Amber just moved to a new town and is eager to make friends. When given the choice, she should select an apartment A. at the back of the complex. B. that is an end unit. C. near the mailboxes. D. away from the main office. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 398 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 115) Wendy just got a new job. Although she has not met the man she will report to, she expects that relationship to be pleasant and their personalities to be compatible. This is an example of A. anticipatory liking. B. functional distance. C. the contrast effect. D. the matching phenomenon. Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 399 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 116) When looking for dating partners, we generally choose people who are A. better looking than we are. B. less attractive than we are. C. about as attractive as we are. D. opposite of our actual types. Answer: C Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 405 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 117) April’s father reads her stories where the heroine is beautiful and the villain is hideous. April’s father may unwittingly helping April develop the A. contrast effect. B. physical-attractiveness stereotype. C. mere exposure prejudice. D. matching phenomenon. Answer: B Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 406 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 118) After finishing looking through her favorite fashion magazine, Velma feels fat and unattractive. This is best explained by A. the matching phenomenon. B. her self-fulfilling prophecy. C. the contrast effect. D. the physical-attractiveness stereotype. Answer: C Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 410-411 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 119) Melissa needs to ask her roommate, Kelly, for a ride to the airport. Before asking, though, Melissa tells Kelly how pretty she looks, how great the apartment looks since cleaned it, and how funny she is. Melissa is using to get her ride. A. ingratiation B. self-disclosure C. complimentarity D. authenticity Answer: A Bloom’s Taxonomy: Application Difficulty Level: Basic Feedback: page 416 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 120) Which of the following theories explain why romantic vacations, good dinners, and fun outings are always important in relationships? A. ingratiation B. the reward theory of attraction C. the matching phenomenon D. evolutionary theory Answer: B Bloom’s Taxonomy: Comprehension Difficulty Level: Basic Feedback: page 418 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 121) According to Carl Rogers, which of the following is NOT a characteristic of “growth- promoting” listeners? A. they are genuine in revealing their own feelings B. they ingratiate themselves to others C. they are accepting of others’ feelings D. they are empathic Answer: B Bloom’s Taxonomy: Knowledge Difficulty Level: Basic Feedback: page 429 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. 122) Mita et al. (1977) asked women to select which of a series of pictures taken of them they preferred. Which photographs were women most likely to select? A. pictures of themselves in profile B. pictures of themselves with other attractive women C. pictures of their mirror image D. pictures of themselves with other attractive men Answer: C Bloom’s Taxonomy: Knowledge Difficult Level: Moderate Feedback: page 402 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 123) When asked to judge, based on looks alone, the winners of U.S. Senate and House of Representatives elections. More often than note, participants correctly guessed the winners. Participants believed that voters preferred candidates. A. attractive B. competent-looking C. homely D. baby-faced Answer: B Bloom’s Taxonomy: Knowledge Difficult Level: Moderate Feedback: page 404 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 124) Research on physical attractiveness has demonstrated all of the following except A. three-month old infants prefer attractive faces. B. teachers perceive unattractive children as less intelligent. C. teachers show less warmth and tact when disciplining unattractive children. D. people perceive physically attractive people to be more honest than less-attractive people. Answer: D Bloom’s Taxonomy: Knowledge Difficult Level: Moderate Feedback: page 406 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 125) All things being equal, when compared to others, people typically assume beautiful people are A. more intelligent. B. happier. C. kinder. D. more successful. Answer: C Bloom’s Taxonomy: Knowledge Difficult Level: Basic Feedback: page 406 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving. 126) Phyllis is a brunette with long hair. According to research by Mackinnon et al. (2011), when Phyllis enter a room of strangers, she is most likely to sit closer to A. Jan, who has short brown hair. B. Julia, who has short blonde hair. C. Sabrina, who has long blonde hair. D. Sally, who has long brown hair. Answer: D Bloom’s Taxonomy: Comprehension Difficult Level: Basic Feedback: page 412 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving 127) Passionate love and loving attachment have all of the following elements in common except A. mutual understanding. B. giving support. C. physical affection. D. valuing the loved one. Answer: C Bloom’s Taxonomy: Knowledge Difficult Level: Basic Feedback: page 420 Learning Goals: Explain how proximity, physical attractiveness, similarity, and feeling liked nurture liking and loving 128) Which of the following is false? A. In India, people who marry for love report diminished feelings for love after 5 years than those in arranged marriages. B. Compared to North Americans, Asians focus less on personal feelings and more on practical aspects of social attachments. C. Evolutionary psychology does not readily explain declines in passionate love in long term relationships. D. After 20 years of marriage, some report an increase in feelings of passionate love. Answer: C Bloom’s Taxonomy: Knowledge Difficult Level: Moderate Feedback: page 424 Learning Goals: Describe the varieties and components of love. 129) Which of the following is false? A. People feel better on days when they have disclosed something significant about themselves. B. Intimate self-disclosure is a benefit of passionate love. C. People who pray with their spouses report happier marriages than those who do not. D. Women are typically better at getting people to “open up” than men. Answer: B Bloom’s Taxonomy: Knowledge Difficult Level: Moderate Feedback: page 430 Learning Goals: Explain how attachment styles, equity, and self-disclosure influence the ups and downs of our close relationships. Critical Thinking Questions 130) List and briefly explain the four factors that lead to initial attraction. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 397-418) Learning Goals: 131) Summarize the research on physical attractiveness and attraction. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 403-411) Learning Goals: 132) Explain the research regarding the Internet and relationships. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 431) Learning Goals: 133) Explain how the two-factor theory accounts for passionate love. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 421-422) Learning Goals: 134) Summarize Dutton and Aron’s (1974) study on arousal and attraction. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 422) Learning Goals: 135) Compare and contrast secure, insecure, and avoidant attachment. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 426-427) Learning Goals: 136) Provide two examples of the disclosure reciprocity effect. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 429) Learning Goals: 137) Describe the characteristics of marriage that are most likely to last, and contrast those with predictors of marital dissolution. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 433-436) Learning Goals: 138) Explain Sternberg’s concept of love and its variations. Answer: Answers will vary Bloom’s Taxonomy: Comprehension-Application Difficulty Level: Moderate-Difficult Feedback: (page 420-421) Learning Goals: [Show More]

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