cicc4e 12-final crs

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Chapter 12Definitional and Application

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1Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed"



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" 2

$he difference bet%een the Asch and Sherif stdies ofconfor&ity reflects the difference bet%een'

1" $he central and peripheral rotes to persasion"

2" $he pri&acy and &ere(e)posre effects"

*" Social facilitation and social loafing"+" !nfor&ational and nor&ati#e social inflence"

- 12"1



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" *

$he difference bet%een the Asch and Sherif stdies ofconfor&ity reflects the difference bet%een'

1" $he central and peripheral rotes to persasion"

2" $he pri&acy and &ere(e)posre effects"

*" Social facilitation and social loafing"4. Informational and normative social influence..p" +5+/

- 12"1



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" +

hich of the follo%ing state&ents is tre abot Aschs

.151/ findings on confor&ity3

1" -nly 14* of participants confor&ed to the %rongans%ers of the grop"

2" A &aority of participants .667/ confor&ed to the

%rong ans%ers of the grop"*" Participant confor&ity le#els did not change %hen

a confederate %ho %ent against the %rongans%ers of the grop %as present

+" o&en %ere &ore liely to confor& to the %rongans%ers of the grop than &en

5" Confor&ity %as greater in nations that %ereindi#idalistic rather than collecti#istic"

- 12"1




hich of the follo%ing state&ents is tre abot Aschs

.151/ findings on confor&ity3

1. Only 1/3 of participants conformed to thewrong answers of the group. .p" +5+/

2" A &aority of participants .667/ confor&ed to the

%rong ans%ers of the grop"*" Participant confor&ity le#els did not change %hen

a confederate %ho %ent against the %rongans%ers of the grop %as present"

+" o&en %ere &ore liely to confor& to the %rongans%ers of the grop than &en"

5" Confor&ity %as greater in nations that %ereindi#idalistic rather than collecti#istic"

- 12"1




All of the follo%ing are sy&pto&s or cases of gropthin

E9CEP$'

1" !llsion of in#lnerability"

2" Protection of grop fro& contrary #ie%points"*" Pressre to confor& to grop opinion"

+" !&partial and critical decision &aing"

5" :ad grop decisions"

- 12"1



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" ;

All of the follo%ing are sy&pto&s or cases of gropthin

E9CEP$'

1" !llsion of in#lnerability"

2" Protection of grop fro& contrary #ie%points"*" Pressre to confor& to grop opinion"

4. Impartial and critical decision making. .p" +56/

5" :ad grop decisions"

- 12"1




<or friend ass yo for a ride to school and, only after yo

agree, tells yo that his class &eets at ; A=, althogh yor

first class does not start ntil noon" $his illstrates %hich

co&pliance techni>e3

1" o%(ball

2" ?oot(in(the(door

*" Door(in(the(face

+" $hats not all5" @or& of reciprocity

- 12"2



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed"

<or friend ass yo for a ride to school and, only after yo

agree, tells yo that his class &eets at ; A=, althogh yor

first class does not start ntil noon" $his illstrates %hich

co&pliance techni>e3

1" o%(ball

2. Footinthedoor .p" +5/

*" Door(in(the(face

+" $hats not all5" @or& of reciprocity

- 12"2




?ollo%ing his initial e)peri&ent, Stanley =ilgra&

&aniplated se#eral factors in his stdy of obedience"-bedience le#els dropped %hen'

1"$he e)peri&enter %as replaced %ith an ordinary person"

2"e &o#ed the stdy to the prestigios ca&ps of <aleBni#ersity"

*"$he e)peri&enter issed his co&&ands in person"

+"esearch participants %ere in a separate roo& a%ay

fro& the learner"

- 12"*




?ollo%ing his initial e)peri&ent, Stanley =ilgra&

&aniplated se#eral factors in his stdy of obedience"-bedience le#els dropped %hen

1.!he e"perimenter was replaced with an ordinary

person. .p" +61/2"e &o#ed the stdy to the prestigios ca&ps of <aleBni#ersity"

*"$he e)peri&enter issed his co&&ands in person"

+"esearch participants %ere in a separate roo& a%ayfro& the learner"

- 12"*




hich of the follo%ing does the theory of social i&pair&ent

predict3

1" People %ill do %orse on both easy and difficlt tass inthe presence of others than if no one %ere present"

2" $he presence of others %ill only decrease perfor&anceon difficlt tass"

*" $he presence of others %ill only decrease perfor&anceon easy tass"

+" People %ill pt in less effort %hen they are alone than%hen they are in a grop"

5" People %ill pt in &ore effort %hen they are alone than%hen they are in a grop"

- 12"*



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" 1*

hich of the follo%ing does the theory of social i&pair&ent

predict3

1" People %ill do %orse on both easy and difficlt tass inthe presence of others than if no one %ere present"

2. !he presence of others will only decreaseperformance on difficult tasks. .p" +58/

*" $he presence of others %ill only decrease perfor&anceon easy tass"

+" People %ill pt in less effort %hen they are alone than%hen they are in a grop"

5" People %ill pt in &ore effort %hen they are alone than%hen they are in a grop"

- 12"*



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" 1+

$he process of changing attitdes is called'

1" Social facilitation"

2" Confor&ity"

*" Diffsion"

+" Persasion"

- 12"+




$he process of changing attitdes is called'

1" Social facilitation"

2" Confor&ity"

*" Diffsion"

4. #ersuasion. .p" +6;/

- 12"+




hich of the follo%ing &ost closely de&onstrates a

cogniti#e co&ponent of an attitde3

1" A father belie#es that s&oing &ariana is nethical"

2" A yong girl is scared of the effects of alcohol on her physical and&ental health"

*" A yong %o&an steals clothes fro& a store"+" A yong &an beats p so&eone he does not lie"

5" A religios &an dislies people %ho ha#e pre&arital se)al relations"

- 12"+



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" 1;

hich of the follo%ing &ost closely de&onstrates a

cogniti#e co&ponent of an attitde3

1. $ father %elieves that smoking mari&uana is unethical. .p" +66/

2" A yong girl is scared of the effects of alcohol on her physical and&ental health"

*" A yong %o&an steals clothes fro& a store"+" A yong &an beats p so&eone he does not lie"

5" A religios &an dislies people %ho ha#e pre&arital se)al relations"

- 12"+




According to the elaboration lielihood &odel of

persasion, each of the follo%ing characteristics &ay be

considered by a person follo%ing the peripheral rote to

persasion E9CEP$'

1" Content of &essage"

2" E)pertise of sorce"

*" ength of &essage"

+" E&otional tone con#eyed in the &essage"5" Attracti#eness of person deli#ering &essage"

- 12"+




According to the elaboration lielihood &odel of

persasion, each of the follo%ing characteristics &ay be

considered by a person follo%ing the peripheral rote to

persasion E9CEP$'

1. 'ontent of message. .p" +68/

2" E)pertise of sorce"

*" ength of &essage"

+" E&otional tone con#eyed in the &essage"5" Attracti#eness of person deli#ering &essage"

- 12"+




-ften the easiest %ay for a person to cope %ith the

npleasant state associated %ith cogniti#e dissonance is to'

1" Change his or her attitdes"

2" ie abot his or her beha#iors"

*" Engage in gropthin"+" Contine the discrepant beha#ior"

- 12"5




-ften the easiest %ay for a person to cope %ith the

npleasant state associated %ith cogniti#e dissonance is to

1. 'hange his or her attitudes. .p" +68/

2" ie abot his or her beha#iors"

*" Engage in gropthin"+" Contine the discrepant beha#ior"

- 12"5




!n the classic stdy on cogniti#e dissonance by ?estinger

and Carls&ith .15/, sbects %ere &ost liely tode&onstrate attitde change if'

1" $hey %ere paid 1 to tell so&eone a boring tas %as

interesting"2" $hey %ere paid 20 to tell so&eone a boring tas %as

interesting"

*" $hey %ere paid before lying to another person"

+" $hey fond the tas interesting prior to lying"

5" $he e)peri&enter insisted that they lie to the otherperson"

- 12"5



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" 2*

!n the classic stdy on cogniti#e dissonance by ?estinger

and Carls&ith .15/, sbects %ere &ost liely tode&onstrate attitde change if'

1. !hey were paid (1 to tell someone a %oring task

was interesting. .p" +6/2" $hey %ere paid 20 to tell so&eone a boring tas %as

interesting"

*" $hey %ere paid before lying to another person"

+" $hey fond the tas interesting prior to lying"

5" $he e)peri&enter insisted that they lie to the otherperson"

- 12"5



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" 2+

hen people e)plain the beha#ior of others, there is a

tendency to o#eresti&ate the role of personal factors andnderesti&ate the role of the sitation" $his bias is calledthe'

1" ?nda&ental attribtion error"2" Central rote to persasion"

*" Peripheral rote to persasion"

+" Self(ser#ing bias"

- 12";




hen people e)plain the beha#ior of others, there is a

tendency to o#eresti&ate the role of personal factors andnderesti&ate the role of the sitation" $his bias is calledthe'

1. Fundamental attri%ution error. .p" +;*/2" Central rote to persasion"

*" Peripheral rote to persasion"

+" Self(ser#ing bias"

- 12";




A &an sho#es a %o&an ot of the door%ay of a store" $he

%o&an attribtes his beha#ior to the fact that the &an is arde person, bt then sees the &an rsh o#er to gi#e

CP to a %o&an collapsed on the floor" $his best

illstrates %hat pheno&enon3

1" Sitational attribtion

2" ?nda&ental attribtion error

*" Self(flfilling prophecy+" -bedience

5" Aggression

- 12";



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc" All rights reser#ed" 2;

A &an sho#es a %o&an ot of the door%ay of a store" $he

%o&an attribtes his beha#ior to the fact that the &an is arde person, bt then sees the &an rsh o#er to gi#e

CP to a %o&an collapsed on the floor" $his best

illstrates %hat pheno&enon3

1" Sitational attribtion

2. Fundamental attri%ution error .p" +;*/

*" Self(flfilling prophecy+" -bedience

5" Aggression

- 12";



Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc"

All rights reser#ed" 28

hich of the follo%ing state&ents abot predice is

?ASE3

1" !t can in#ol#e either positi#e or negati#e attitdesto%ards an otside grop"

2" !t can lead people in a stig&atied grop to act in %aysthat confir& stereotypes typically associated %ithpredice"

*" !t sally occrs de to social categoriation of gropsbased on &eaningfl characteristics .e"g", race,ethnicity/"

+" !t &ay reslt in scapegoating"

5" !t &ay reslt fro& do%n%ard social co&parisons"

- 12"8




All rights reser#ed" 2

hich of the follo%ing state&ents abot predice is

?ASE3

1" !t can in#ol#e either positi#e or negati#e attitdesto%ards an otside grop"

2" !t can lead people in a stig&atied grop to act in %ays

that confir& stereotypes typically associated %ithpredice"

3. It usually occurs due to social categori)ation ofgroups %ased on meaningful characteristics *e.g.+

race+ ethnicity,. .p" +;6/+" !t &ay reslt in scapegoating"

5" !t &ay reslt fro& do%n%ard social co&parisons"

- 12"8




All rights reser#ed" *0

hich of the follo%ing is tre abot the igsa% classroo&3

1" $here is a grop leader that organies the efforts of thegrop"

2" Children of only si&ilar bacgronds are placed in a

grop to %or together"

*" -nly 1 or 2 stdents are responsible for co&pleting the%or for the entire grop"

+" Stdents %or in isolation on their piece of the proect

and do not share their %or %ith others"

5" Each stdent is gi#en an e>al contribtion to the finalotpt of the grop .e"g", grade/"

- 12"





hich of the follo%ing is tre abot the igsa% classroo&3

1" $here is a grop leader that organies the efforts of thegrop"

2" Children of only si&ilar bacgronds are placed in a

grop to %or together"

*" -nly 1 or 2 stdents are responsible for co&pleting the%or for the entire grop"

+" Stdents %or in isolation on their piece of the proect

and do not share their %or %ith others"

-. ach student is given an eual contri%ution to thefinal output of the group *e.g.+ grade,. .p" +80/

- 12"





Each of the follo%ing are factors no%n to be in#ol#ed in

the process of interpersonal attraction E9CEP$'

1" Physical attracti#eness"

2" Pro)i&ity"*" Si&ilarity"

+" Co&ple&entarity of traits"

5" epeated e)posre"

- 12"10




All rights reser#ed" **

Each of the follo%ing are factors no%n to be in#ol#ed in

the process of interpersonal attraction E9CEP$'

1" Physical attracti#eness"

2" Pro)i&ity"*" Si&ilarity"

4. 'omplementarity of traits. .p" +82/

5" epeated e)posre"

- 12"10




All rights reser#ed" *+

Fi&bardos .1;1/ Stanford Prison stdy &ost closely

e)a&ined %hich of the follo%ing pheno&ena3

1" $he po%er of social roles

2" -bedience to an athority figre

*" Grop confor&ity

+" Aggression

5" :oth 1 and +

- 12"11





Fi&bardos .1;1/ Stanford Prison stdy &ost closely

e)a&ined %hich of the follo%ing pheno&ena3

1" $he po%er of social roles

2" -bedience to an athority figre

*" Grop confor&ity

+" Aggression

-. 0oth 1 and 4 .p" +88/

- 12"11





$he &ost liely reason that Hitty Geno#ese did not recei#e

help %hen being stabbed in front of her apart&ent is that'

1" $he sitation %as a&bigos"

2" @o obser#ers noticed the e&ergency or heard hercries for help"

*" @o obser#ers too responsibility for helping"

+" @o obser#ers planned a corse of action to help"

5" @o obser#ers cared abot her safety"

- 12"12




All rights reser#ed" *;

$he &ost liely reason that Hitty Geno#ese did not recei#e

help %hen being stabbed in front of her apart&ent is that'

1" $he sitation %as a&bigos"

2" @o obser#ers noticed the e&ergency or heard hercries for help"

3. o o%servers took responsi%ility for helping. .p"+1/

+" @o obser#ers planned a corse of action to help"

5" @o obser#ers cared abot her safety"

- 12"12





hich of the follo%ing is generally tre abot helping

beha#ior3

1" People in a bad &ood are &ore liely to help to &aethe&sel#es feel better"

2" :ystanders loo to one another for ces to interpretthe se#erity of the e&ergency"

*" $he &ore people in a grop, the &ore liely that a#icti& %ill recei#e needed help"

+" People in a good &ood are &ore liely to help others"5" People %ill al%ays carry throgh %ith helping beha#ior

once they ha#e defined the sitation as an e&ergency"

- 12"12




All rights reser#ed" *

hich of the follo%ing is generally tre abot helping

beha#ior3

1" People in a bad &ood are &ore liely to help to &aethe&sel#es feel better"

2" :ystanders loo to one another for ces to interpretthe se#erity of the e&ergency"

*" $he &ore people in a grop, the &ore liely that a#icti& %ill recei#e needed help"

4. #eople in a good mood are more likely to helpothers. .p" +*/

5" People %ill al%ays carry throgh %ith helping beha#ioronce they ha#e defined the sitation as an e&ergency"

- 12"12



hich is correct3

$he presence of other people al%aysenhances or perfor&ance"

A" $re

:" ?alse





hich is correct3

$he presence of other people al%aysenhances or perfor&ance"

A" $re

0. False





hich is correct3

Grops tend to &ae &ore e)tre&edecisions than indi#idals"

A" $re

:" ?alse

+*





hich is correct3

Grops tend to &ae &ore e)tre&edecisions than indi#idals"

$. !rue :" ?alse

++





hich is correct3

-bedience can be adapti#e and healthy"

A" $re

:" ?alse





hich is correct3

-bedience can be adapti#e and healthy"

$. !rue

:" ?alse





hich is correct3

esearch sho%s that increased contactbet%een grops is enogh to redcepredice bet%een the grops"

A" $re

0. False





hich is correct3

All stereotypes are inaccrate"

A" $re

0. False

50Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc"

cicc4e 12-final crs

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