| 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 |