a. Indirect aggression | ||
b. Instrumental aggression | ||
c. Hostile aggression | ||
d. Because violence is not involved, this example does not represent aggression. |
a. the idea that the person feels good when thinking about the self. | ||
b. the person’s collection of ideas about his or her qualities and characteristics. | ||
c. the idea that a person thinks he or she can control most events in life. | ||
d. the person’s ideas of who he or she ideally wants to be. |
a. how similar the jurors are to the defendant. | ||
b. how the jurors feel about weapons if a weapon was used in the alleged crime. | ||
c. how much jurors get paid for each day that they sit in court. | ||
d. whether the jurors are from the same social class as the defendant. |
a. how the presence of other people affects a person’s behavior. | ||
b. how a serial killer can be treated with psychotherapy. | ||
c. how a salesperson uses specific techniques to increase the chances of making a sale. | ||
d. how juries tend to make decisions. |
a. When alone with their thoughts | ||
b. In the presence of others | ||
c. In times of uncertainty | ||
d. In times of certainty |
a. Social group living | ||
b. Mutual dependence | ||
c. Lack of rigid dominance hierarchy | ||
d. Intergroup hostility |
a. Considering the target’s perspective offers a more complete understanding of the phenomena. | ||
b. Considering the target’s perspective yields information about the consequence of prejudice, stereotypes, and discrimination. | ||
c. Considering the target’s perspective can give a voice to and validate the experience of minorities and other historical groups who are the target of such discrimination. | ||
d. Considering the target’s perspective places blame on the victims. |
a. People are more likely to comply to others’ requests when their self-concepts have been threatened. | ||
b. People are less likely to comply to others’ requests when their self-concepts have been threatened. | ||
c. There is no relationship between self-threat and compliance. | ||
d. Women are more likely than men to comply after self-threat. |
a. likely to be more aroused and aggressive. | ||
b. likely to be calmer and more relaxed. | ||
c. likely to be more upset when he sees fights in future games. | ||
d. less likely to get in a fight later that evening |
a. The participants’ actions conflicted with their normally positive view of themselves. | ||
b. People must self-justify their actions if they run counter to their attitudes. | ||
c. The participants inferred their attitudes from their behaviors. | ||
d. Participants were unable to access their attitudes in memory without monetary incentives. |
a. how advertisements in a subway station affect sales. | ||
b. the effects of crowding on aggression. | ||
c. how the color of walls affects mood. | ||
d. how the design of the seating arrangement in a waiting area affects people waiting there. |
a. weight loss. | ||
b. relaxation training. | ||
c. the helplessness patients often feel in hospitals. | ||
d. how to help people pay for rising health care costs. |
a. how charisma affects a work supervisor’s ability to motivate employees. | ||
b. how to hire good employees for the company. | ||
c. finding out whether longtime employees speak well of the company to others. | ||
d. restructuring the organization to be more efficient. |
a. Cognitive | ||
b. Social learning | ||
c. Negative affect escape | ||
d. Aggression-associated cues |
a. Compliance | ||
b. Obedience | ||
c. Conformity | ||
d. Bystander effect |
a. Scarcity | ||
b. Liking | ||
c. Social validation | ||
d. Reciprocation |
a. we are ignored after engaging in aggressive behavior. | ||
b. we see someone else rewarded for aggressive behavior. | ||
c. we are sexually aroused. | ||
d. we see someone else punished for behaving aggressively. |
a. What makes people behave aggressively? | ||
b. Are attractive defendants treated more leniently in the court system than unattractive ones? | ||
c. How can we train employee supervisors to be better leaders? | ||
d. What is the best strategy to use for someone who wants to stop smoking? |
a. External justification | ||
b. Internal justification | ||
c. Effort justification | ||
d. Counter attitudinal advocacy |
a. purely physical violence. | ||
b. inflicting harm for its own sake. | ||
c. hurting a person while trying to achieve some other goal. | ||
d. the police shooting at a violent crime suspect. |
a. motivate employees. | ||
b. are affected by receiving periodic pay bonuses. | ||
c. react to being laid off from their jobs. | ||
d. interact with machines. |
a. something in the environment. | ||
b. something situational. | ||
c. something related to the actor’s disposition or traits. | ||
d. something that can only be understood with effortful processing. |
a. 1 | ||
b. 10 | ||
c. 25 | ||
d. 50 |
a. The $1 group had the biggest shift in attitude because they had the least external justification for their actions. | ||
b. The $20 group had the biggest shift in attitude because they felt the greatest dissonance and the most guilt from their actions. | ||
c. The $1 group had the biggest shift in attitude because the smaller the payment the less guilt is experienced. | ||
d. The $20 group had the biggest shift in attitude because they had the least internal justification for their actions. |
a. Self-regulation of gender | ||
b. Society-in-self | ||
c. Self-reference bias | ||
d. Gender schema |
a. increased public self-awareness would make those children in the mirror group less likely to steal than the children in the non-mirror group. | ||
b. increased public self-awareness would make those children in the mirror group more likely to steal than the children in the non-mirror group. | ||
c. increased private self-awareness would make those children in the mirror group less likely to steal than the children in the non-mirror group. | ||
d. increased private self-awareness would make those children in the mirror group more likely to steal than the children in the non-mirror group. |
a. The prime negatively affected performance but only in the diagnostic condition. | ||
b. The prime negatively affected performance in both the diagnostic and non-diagnostic conditions. | ||
c. The prime did not affect performance because student athletes are more confident than other groups. | ||
d. The prime positively affected performance in diagnostic conditions because athletes felt like they had to prove that the stereotype was wrong. |
a. Marriage aggrandizement | ||
b. Fundamental attribution error | ||
c. Proximity seeking | ||
d. Self-verification theory |
a. Individuals in high anxiety situations had a higher desire to affiliate than individuals in low anxiety situations. | ||
b. Individuals in low anxiety situations had a higher desire to affiliate than individuals in high anxiety situations. | ||
c. There was a similar need to affiliate among both those participants in the high anxiety situation and those in the low anxiety situation. | ||
d. There was no particular pattern. The results seemed to be affected by a third variable that was not studied. |
a. more negative moods after failure. | ||
b. greater likelihood of depression. | ||
c. greater likelihood of physical illness. | ||
d. more positive moods after failure. |
a. they want do the correct thing. | ||
b. they think it will make them more popular. | ||
c. they think it will make them look smart. | ||
d. they want to be seen as likeable. |
a. The manipulation of an independent variable | ||
b. The use of multiple conditions | ||
c. A macro-level analysis approach | ||
d. The use of a cover story |
a. downward social comparison, which may lower his self-esteem in the moment. | ||
b. upward social comparison, which may lower his self-esteem in the moment. | ||
c. downward social comparison, which may raise/improve his self-esteem in the moment. | ||
d. upward social comparison, which may raise/improve his self-esteem in the moment. |
a. gender. | ||
b. age. | ||
c. feelings of hopelessness. | ||
d. accumulated wealth. |
a. Conformity | ||
b. Cognitive dissonance | ||
c. Obedience | ||
d. Altruism |
a. people were much more obedient than anyone thought they would be when ordered to deliver an electric shock to another person. | ||
b. people in the U.S. were unwilling to obey an authority figure who told them to harm another person, thus showing high moral courage. | ||
c. people with sadistic personalities were much more obedient than any other group. | ||
d. after playing the role of the “learner” who received electric shocks, the participants were abusive when they switched to the role of the “teacher.” |
a. Someone with whom he shares a great deal of common values | ||
b. Someone with whom he shares a great deal of common interests | ||
c. Someone with whom he has similar demographic characteristics | ||
d. Someone with whom he is in close proximity |
a. Classical conditioning | ||
b. Operant conditioning | ||
c. Instrumental conditioning | ||
d. Behavior conditioning |
a. sleep. | ||
b. blood pressure. | ||
c. frustration levels. | ||
d. desire to exercise. |
a. Modern racism | ||
b. Compliance | ||
c. Obedience | ||
d. Stereotype threat |
a. people who appear to be responsible for their own troubles get less help from others. | ||
b. attractive people are no more or less likely to get help from others. | ||
c. people tend to help people even if doing so costs them a lot of money or time. | ||
d. people in a hurry are still likely to help someone if the person appears to have lost consciousness. |
a. Increase empathy by having people take on another’s perspective | ||
b. Increase categorical thinking but turn negative associations into positive ones | ||
c. Increase contact, which helps to disconfirm biases | ||
d. Increase ego-threat as that often prompts a re-evaluation of values |
a. An increase in negative emotions | ||
b. An increase in social comparison activities | ||
c. An increase in self-regulation | ||
d. An increase in self-esteem |
a. participants were not aware of how their opinions shifted in the presence of others. | ||
b. participants were completely aware of how their opinions shifted in the presence of others. | ||
c. participants were disinterested in discussing the topic with others. | ||
d. participants knew ahead of time that the apparent movement of the light was false. |
a. Experiments | ||
b. Correlational studies | ||
c. Descriptive studies | ||
d. Placebo studies |
a. how the label of being “sick” affects people with a chronic illness. | ||
b. how children learn about food groups. | ||
c. whether a low-carb diet is better than a low-fat diet. | ||
d. whether a new exercise machine is better for a cardio workout than a traditional treadmill. |
a. authority. | ||
b. obedience. | ||
c. compliance. | ||
d. social validation. |
a. The cognitive/neo-association model of aggression | ||
b. The theory of cognitive dissonance | ||
c. The audience inhibition effect | ||
d. Social dominance theory |
a. How much we like another person | ||
b. How intimate a relationship we have with another person | ||
c. The degree to which we behaviorally try to separate ourselves from others | ||
d. How attractive we find another person |
a. contact is supported by institutional leaders. | ||
b. contact is minimal at first and then gradually increases over time. | ||
c. differences in status are preserved during intergroup contact. | ||
d. groups experience a lot of competition. |
a. People with higher levels of negative affect tend to have higher levels of prejudice. | ||
b. Subservience is related to lower levels of prejudice. | ||
c. Rigid categorical thinking is a central ingredient to prejudice. | ||
d. Power has little to do with justifying the status quo |
a. Self-serving bias | ||
b. Self-perception | ||
c. Self-complexity | ||
d. Social comparison |
a. People are basically meaning seekers and form/maintain relationships to accomplish this goal. | ||
b. People are more or less hedonists and form/maintain relationships in service of their own well-being. | ||
c. People seek affiliation for genetic reasons and are wired to affiliate with others. | ||
d. People seek relationships because they think doing so is the purpose of life. |
a. marital dissatisfaction. | ||
b. marital aggrandizement. | ||
c. marital delusion. | ||
d. confirmation bias. |
a. Cognitive store | ||
b. Motivational drive | ||
c. Affective reactions | ||
d. Logic |
a. Self-awareness | ||
b. Self-esteem | ||
c. Self-regulation | ||
d. Self-aggrandizement |
a. People believe that attractiveness is correlated with other positive characteristics. | ||
b. There is a great deal of research showing that physical attractiveness is related to intelligence. | ||
c. According to evolutionary theory, attractiveness may provide a clue to reproductive fitness and health. | ||
d. People who associate with attractive people are seen as more attractive themselves. |
a. Stereotypes involve affect whereas discrimination involves cognitions. | ||
b. Stereotypes include both affect and behavior whereas discrimination involves only behavior. | ||
c. Stereotypes are always destructive whereas discrimination is not uniformly so. | ||
d. Stereotypes involve cognitions whereas discrimination involves behavior. |
a. Self-report measures | ||
b. Implicit association test | ||
c. Brain-imaging techniques | ||
d. Peer reports |
a. Secure | ||
b. Dismissing-avoidant | ||
c. Preoccupied | ||
d. Fearful-avoidant |
a. Communal relationships | ||
b. Acquaintance relationships | ||
c. Exchange relationships | ||
d. Work relationships |
a. the audience inhibition effect. | ||
b. weighing the costs and benefits. | ||
c. mistaken responsibility. | ||
d. diffusion of responsibility. |
a. The confirmation bias | ||
b. The self-reference effect | ||
c. The fundamental attribution error | ||
d. The illusory correlation |
a. The case of Kitty Genovese | ||
b. The Abu Ghraib torture and prisoner abuse scandal | ||
c. The murder of the Black Dalia | ||
d. The tsunami of 2004 |
a. The tendency to help blood relatives | ||
b. Observing high levels of altruistic behavior in families | ||
c. The principle of kin selection | ||
d. Children learning to help others by watching Sesame Street |
a. They contribute to social identity, feelings of mastery, and self-esteem. | ||
b. They allow us to be more aware of our surroundings in the moment. | ||
c. When confronted with a problem, they allow us to see a variety of responses available to us. | ||
d. They are inherently social in nature and allow us to connect to those around us. |
a. Cognitive dissonance is learned over time through operant conditioning, which pairs consequences with actions that are out of accordance with ones attitudes. | ||
b. Cognitive dissonance is learned later in life, only when one’s self-concept is fully formed. | ||
c. Cognitive dissonance is a core process, which may be more automatic and innate than once thought. | ||
d. Cognitive dissonance is not a common phenomenon in “real life” situations, as the forced-compliance methodology rarely occurs in real life. |
a. People tend to see outgroup members as more alike than ingroup members. | ||
b. There is more homogeneity of outgroup members than ingroup members. | ||
c. Ingroup members are derogated as “the grass is always greener on the other side.” | ||
d. Ingroup members are unable to appreciate outgroup differences, even if they are motivated. |
a. The level of self-threat | ||
b. The context of the threat and compliance opportunity (public versus private contexts) | ||
c. The mood state of the participant | ||
d. The big 5 personality traits of the participant |
a. The more the outcome reflects a trait dimension that enhances or protects the self, the greater the outcome-biased self-judgment | ||
b. The more central the dimension, the greater the outcome-biased self-judgment | ||
c. The less central the dimension, the lower the likelihood of an outcome-biased self-judgment | ||
d. If the trait dimension is irrelevant to the self, the greater the outcome-biased self-judgment |
a. Group size | ||
b. Unanimity | ||
c. Prior commitment | ||
d. Need for cognition |
a. The amount of eye contact established between the two individuals | ||
b. Whether or not someone crosses his or her arms while speaking or listening | ||
c. Whether the other person discloses information about his or her religion | ||
d. Whether one person mimics the other's pattern of speech |
a. Ease of availability | ||
b. Lower cost in terms of time and money | ||
c. The mere anticipation of interaction increases liking | ||
d. You are more likely to share the same values of the people you are in close proximity |
a. Ambivalent attitudes occur when an attitude object is experienced as both positive and negative. | ||
b. Ambivalent attitudes are good predictors of behavior. | ||
c. Ambivalent attitudes are stronger than other attitudes. | ||
d. Ambivalent attitudes are only formed during adulthood. |
a. Obedience | ||
b. Conformity | ||
c. Compliance | ||
d. Blatant manipulation |
a. Attitudes are innate. | ||
b. Attitudes are created at a very young age and are relatively immune to change. | ||
c. Attitudes are computed from scratch on the basis of information accessible at that moment. | ||
d. Only weakly held attitudes are subject to any sort of change. |
a. Normative and informational | ||
b. Reciprocity and normative | ||
c. Conformity and informational | ||
d. Individual and group |
a. Students are surprisingly accurate with regard to determining their peers’ beliefs regarding alcohol use on campus. | ||
b. Students generally believe that they are more uncomfortable with campus alcohol practice than the average student. | ||
c. Students generally believe that they are more comfortable with campus alcohol practice than the average students. | ||
d. There is no particular pattern as to whether or not students over- or under-estimate the comparison of their own beliefs to other students beliefs. |
a. Eyewitness testimony tends to be very persuasive but often incorrect. | ||
b. Eyewitnesses who are confident in what they saw are also usually accurate. | ||
c. Cross-racial identification is not a problem for White eyewitnesses who are identifying minority group suspects. | ||
d. Juries do not tend to believe eyewitnesses because they know that human memory is fallible. |
a. A psychological approach to social psychology focuses more on the individual, whereas a sociological approach focuses more on the group. | ||
b. Social psychology focuses almost exclusively on the group rather than the individual. | ||
c. A sociological approach to social psychology adopts a micro-level approach, focusing on the behavior of the individual rather than the group. | ||
d. A psychological approach to social psychology adopts a macro-level approach, focusing on the behavior of the group rather than the individual. |
a. Because people are always unpredictable, social psychologists rarely try to make predictions about how people behave. | ||
b. Social psychologists speculate about the causes of human social behavior, but they do not yet have the tools to study them scientifically. | ||
c. Social psychologists are more interested in describing the types of social behavior than in trying to understand their causes. | ||
d. Social psychologists use the same scientific method to study human social interactions that other disciplines (such as biology and chemistry) use. |
a. Aggression is any action that is intended to hurt others. | ||
b. Aggressive acts are always antisocial. | ||
c. Anger is a major determinant of aggressive actions. | ||
d. Aggression may be a means of obtaining some other goal. |
a. Later stage of infancy | ||
b. Childhood | ||
c. Adolescence | ||
d. Adulthood |
a. Irritability | ||
b. Emotional susceptibility | ||
c. Neuroticism | ||
d. Rumination |
a. The social exchange theory | ||
b. The competitive nature of humans | ||
c. Attenuated emotional arousal | ||
d. Diffusion of responsibility |
a. Sherif | ||
b. Asch | ||
c. Milgram | ||
d. Steele |
a. Individuals can more easily attribute failure internally. | ||
b. Individuals can more easily attribute success externally. | ||
c. Self-esteem remains protected regardless of the outcome. | ||
d. Self-esteem is independent of self-handicapping motivations. |
a. People are essentially pliable in their self-views. | ||
b. People are essentially locked in their self-views. | ||
c. People can interact with a variety of other people. | ||
d. People have an accurate picture of who they are. |
a. Attitudes rarely predict behavior. | ||
b. Attitudes consistently predict behavior. | ||
c. Attitudes often do not predict behavior; however, there are some situations in which they do. | ||
d. Attitudes mostly predict behavior, except when people are in group situations. |
a. Self-esteem stability is low during childhood, increases during adolescence and young adulthood, and decreases during midlife and old age. | ||
b. Self-esteem gradually builds throughout our lifetime. | ||
c. Self-esteem peaks during midlife but declines thereafter. | ||
d. Self-esteem remains relatively stable once it is fully developed in childhood. |
a. There is no effect of gender on self-handicapping. | ||
b. Men self-handicap more than women in performance situations. | ||
c. Men self-handicap more than women in social situations. | ||
d. Women self-handicap more than men in performance situations. |
a. A review of the relevant literature | ||
b. The design of the study | ||
c. The implications of the study | ||
d. The statistical analyses |
a. Symbolic racism | ||
b. Ambivalent racism | ||
c. Modern racism | ||
d. Aversive racism |
a. An individual who values protection of the environment buys reusable grocery bags. | ||
b. An individual who values health purchases a bag of Doritos. | ||
c. An individual who is ambivalent about health purchases an exercise bike. | ||
d. An individual who values the environment uses Styrofoam plates and cups. |
a. Four dissenters | ||
b. Three dissenters | ||
c. Two dissenters | ||
d. One dissenter |
a. The just world attributions in an unjust world | ||
b. Assimilation and contrast | ||
c. Outgroup homogeneity | ||
d. Ultimate attribution error |
a. deciding whether it is a true emergency. | ||
b. taking personal responsibility. | ||
c. deciding how you can help. | ||
d. weighing the costs and benefits of helping. |
a. The power of authority | ||
b. How self-affirmation can improve self-concept | ||
c. People’s tendency towards anarchy | ||
d. That shy people should not be sent to prison |