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Chapter 12Definitional and Application
Slides
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$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" $he pri&acy and &ere(e)posre effects"
*" Social facilitation and social loafing"+" !nfor&ational and nor&ati#e social inflence"
- 12"1
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$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" $he pri&acy and &ere(e)posre effects"
*" Social facilitation and social loafing"4. Informational and normative social influence..p" +5+/
- 12"1
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hich of the follo%ing state&ents is tre abot Aschs
.151/ findings on confor&ity3
1" -nly 14* of participants confor&ed to the %rongans%ers of the grop"
2" A &aority of participants .667/ confor&ed to the
%rong ans%ers of the grop"*" Participant confor&ity le#els did not change %hen
a confederate %ho %ent against the %rongans%ers of the grop %as present
+" o&en %ere &ore liely to confor& to the %rongans%ers of the grop than &en
5" Confor&ity %as greater in nations that %ereindi#idalistic rather than collecti#istic"
- 12"1
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hich of the follo%ing state&ents is tre abot Aschs
.151/ findings on confor&ity3
1. Only 1/3 of participants conformed to thewrong answers of the group. .p" +5+/
2" A &aority of participants .667/ confor&ed to the
%rong ans%ers of the grop"*" Participant confor&ity le#els did not change %hen
a confederate %ho %ent against the %rongans%ers of the grop %as present"
+" o&en %ere &ore liely to confor& to the %rongans%ers of the grop than &en"
5" Confor&ity %as greater in nations that %ereindi#idalistic rather than collecti#istic"
- 12"1
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All of the follo%ing are sy&pto&s or cases of gropthin
E9CEP$'
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
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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
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<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
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<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
+" $hats not all5" @or& of reciprocity
- 12"2
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?ollo%ing his initial e)peri&ent, Stanley =ilgra&
&aniplated se#eral factors in his stdy of obedience"-bedience le#els dropped %hen'
1"$he e)peri&enter %as replaced %ith an ordinary person"
2"e &o#ed the stdy to the prestigios ca&ps of <aleBni#ersity"
*"$he e)peri&enter issed his co&&ands in person"
+"esearch participants %ere in a separate roo& a%ay
fro& the learner"
- 12"*
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?ollo%ing his initial e)peri&ent, Stanley =ilgra&
&aniplated se#eral factors in his stdy of obedience"-bedience le#els dropped %hen
1.!he e"perimenter was replaced with an ordinary
person. .p" +61/2"e &o#ed the stdy to the prestigios ca&ps of <aleBni#ersity"
*"$he e)peri&enter issed his co&&ands in person"
+"esearch participants %ere in a separate roo& a%ayfro& the learner"
- 12"*
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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"*
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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/
*" $he presence of others %ill only decrease perfor&anceon easy tass"
+" People %ill pt in less effort %hen they are alone than%hen they are in a grop"
5" People %ill pt in &ore effort %hen they are alone than%hen they are in a grop"
- 12"*
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$he process of changing attitdes is called'
1" Social facilitation"
2" Confor&ity"
*" Diffsion"
+" Persasion"
- 12"+
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$he process of changing attitdes is called'
1" Social facilitation"
2" Confor&ity"
*" Diffsion"
4. #ersuasion. .p" +6;/
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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"+
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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"+
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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$'
1" Content of &essage"
2" E)pertise of sorce"
*" ength of &essage"
+" E&otional tone con#eyed in the &essage"5" Attracti#eness of person deli#ering &essage"
- 12"+
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According to the elaboration lielihood &odel of
persasion, each of the follo%ing characteristics &ay be
considered by a person follo%ing the peripheral rote to
persasion E9CEP$'
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"+
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-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"
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-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
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!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
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!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
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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";
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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"
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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
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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";
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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
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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
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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/"
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hich of the follo%ing is tre abot the igsa% classroo&3
1" $here is a grop leader that organies the efforts of thegrop"
2" Children of only si&ilar bacgronds are placed in a
grop to %or together"
*" -nly 1 or 2 stdents are responsible for co&pleting the%or for the entire grop"
+" Stdents %or in isolation on their piece of the proect
and do not share their %or %ith others"
-. ach student is given an eual contri%ution to thefinal output of the group *e.g.+ grade,. .p" +80/
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Each of the follo%ing are factors no%n to be in#ol#ed in
the process of interpersonal attraction E9CEP$'
1" Physical attracti#eness"
2" Pro)i&ity"*" Si&ilarity"
+" Co&ple&entarity of traits"
5" epeated e)posre"
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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"
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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 +
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Fi&bardos .1;1/ Stanford Prison stdy &ost closely
e)a&ined %hich of the follo%ing pheno&ena3
1" $he po%er of social roles
2" -bedience to an athority figre
*" Grop confor&ity
+" Aggression
-. 0oth 1 and 4 .p" +88/
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$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" $he sitation %as a&bigos"
2" @o obser#ers noticed the e&ergency or heard hercries for help"
*" @o obser#ers too responsibility for helping"
+" @o obser#ers planned a corse of action to help"
5" @o obser#ers cared abot her safety"
- 12"12
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$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
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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"
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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"
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Critical $hining I Stdent
-pinion Slides
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hich is correct3
$he presence of other people al%aysenhances or perfor&ance"
A" $re
:" ?alse
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hich is correct3
$he presence of other people al%aysenhances or perfor&ance"
A" $re
0. False
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hich is correct3
Grops tend to &ae &ore e)tre&edecisions than indi#idals"
A" $re
:" ?alse
+*
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hich is correct3
Grops tend to &ae &ore e)tre&edecisions than indi#idals"
$. !rue :" ?alse
++
Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc"
All rights reser#ed"
8/20/2019 Cicc4e 12-Final Crs
http://slidepdf.com/reader/full/cicc4e-12-final-crs 45/50
hich is correct3
-bedience can be adapti#e and healthy"
A" $re
:" ?alse
+5Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc"
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8/20/2019 Cicc4e 12-Final Crs
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hich is correct3
-bedience can be adapti#e and healthy"
$. !rue
:" ?alse
+6Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc"
All rights reser#ed"
8/20/2019 Cicc4e 12-Final Crs
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hich is correct3
esearch sho%s that increased contactbet%een grops is enogh to redcepredice bet%een the grops"
A" $re
:" ?alse
+;Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc"
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8/20/2019 Cicc4e 12-Final Crs
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hich is correct3
esearch sho%s that increased contactbet%een grops is enogh to redcepredice bet%een the grops"
A" $re
0. False
+8Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc"
All rights reser#ed"
8/20/2019 Cicc4e 12-Final Crs
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hich is correct3
All stereotypes are inaccrate"
A" $re
:" ?alse
+Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc"
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8/20/2019 Cicc4e 12-Final Crs
http://slidepdf.com/reader/full/cicc4e-12-final-crs 50/50
hich is correct3
All stereotypes are inaccrate"
A" $re
0. False
50Copyright ©2015, 2012, 2008 by Pearson Edcation, !nc"
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