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 ![]() |