Q&A Hero

Q: Because Joseph was perceived by other students as the class clown, he began disrupting class more and more to get laughs from his peers. The other students' expectations for his behavior created a(n) a. self-fulfilling prophecy. b. individualistic expectation. c. power distance. d. behavioristic expectation.

Q: The _______________ occurs when a person begins to act in a manner consistent with the expectations placed upon him by others. a. behavioristic expectation b. individualistic expectation c. power distance d. self-fulfilling prophecy

Q: Individuals from __________ cultures value relationships over time efficiency. a. polychronic b. individualistic c. high power distance d. masculine

Q: Because we have a tendency to quickly categorize and classify things, stereotypes serve as a. schemas. b. mental shortcuts. c. specific impressions. d. time intensive evaluations.

Q: One reason individuals engage in stereotyping is because it is a(n) __________ part of the thinking process. a. overgeneralized b. negative c. natural d. rare

Q: When asked about stereotypes related to college professors, Dr. Long chose the following descriptions: smart, bookish, helpful, and busy. Because this is a group to which she belongs, she tends to list ___________ stereotypes. a. positive b. negative c. neutral d. rare

Q: When asked about stereotypes related to groups to which we belong, we tend to remember ___________ stereotypes. a. positive b. negative c. neutral d. rare

Q: Beth was surprised to hear the John was in a fraternity. "I thought fraternity guys spent every night drinking beer and chasing women. You are a 4.0 student, not a party boy." Beth's difficulty in believing John's fraternity membership stems from her ____________ about fraternity members. a. prototype b. ingroup bias c. assessment d. stereotype

Q: A generalization about a group of people that assumes the members of the group share common characteristics is a(n) a. prototype. b. stereotype. c. assessment. d. value.

Q: Which of the following is the best specific way to develop flexible ethnocentrism? a. Accept your own culture. b. Resist learning about other cultures. c. Ignore differences in others. d. Spend time with someone who seems different from you.

Q: In contrast to an American woman showing her hair, the custom for Muslim women is to wear a ________ or scarf to cover their hair. a. fedora b. veil c. baseball cap d. hijab

Q: The key to avoiding inflexible ethnocentrism lies in our ___________ our own ethnocentrism. a. acceptance of b. resistance to c. awareness of d. willingness to ignore

Q: According to Matsumoto, ethnocentrism is a byproduct of our upbringing because a. it is genetic. b. as we grow up in society, we learn the expected behaviors, beliefs, and values that are typical within that society. c. we are always unaware of its presence. d. it prevents us from "getting caught up" in the rules of another culture and forsaking our own culture.

Q: ____________ ethnocentrism was at work when Avery surprised her husband by cooking traditional recipes from his Indian heritage. a. Temporary b. Flexible c. Specific d. Inflexible

Q: Al's refusal to try sushi because all fish should be cooked "just like Americans do" is an example of ___________ ethnocentrism. a. temporary b. flexible c. specific d. inflexible

Q: ____________ ethnocentrism involves recognizing our tendency toward ethnocentrism and trying to understand and/or empathize with the norms of different cultures. a. Temporary b. Flexible c. Specific d. Inflexible

Q: ____________ ethnocentrism involves judging others as wrong simply because they are different. a. Temporary b. Flexible c. Specific d. Inflexible

Q: According to Matsumoto, there are two types of ethnocentrism: _____________ and a. temporary; permanent. b. childhood onset; adult onset. c. specific; universal. d. flexible; inflexible.

Q: John has a difficult time trying new foods and is especially resistant to trying foods from other countries. "It doesn"t taste the same as our food. They use different spices, ingredients, you know." John's perspective toward food from other countries is an example of a. egocentrism. b. evaluation. c. ostracism. d. ethnocentrism.

Q: _____________ is our tendency to see the world through the lenses of our own culture. a. Egocentrism b. Evaluation c. Ostracism d. Ethnocentrism

Q: Individuals who identify with multiple and diverse groups exhibit ______, whereas people with social identities connected to fewer and more similar groups exhibit a. less ethnocentrism; more ethnocentrism. b. more individualism; more collectivism. c. more outgroup bias; less outgroup bias. d. less outgroup bias; more outgroup bias.

Q: Ingroup and outgroup bias is beneficial from an evolutionary perspective because they promote a. conflict among groups. b. bonds among people in the same group. c. diversity within groups. d. prejudice and discrimination.

Q: Outgroup bias involves a. kicking individuals out of current groups. b. downgrading others who are different or not a part of your group. c. remembering more information about members of other groups than members of your own group. d. caring more about members of other groups as compared to members of your own.

Q: Ingroup bias becomes stronger when our group affiliation is based on factors which are meaningful to our a. group membership. b. situation. c. families. d. self-concept.

Q: In Tajfel's (1971) research, individuals labeled as "underestimators" and "overestimators" responded to other "underestimator" and "overestimator" participants by a. awarding more points to individuals with the same group label as themselves. b. awarding more points to individuals with a different group label than themselves. c. awarding points equally across other participating groups. d. awarding points based on criteria other than the group label.

Q: Shannon had the choice to room with a seventh-grade girl at camp who had the same interest in horseback riding as she or another girl whose interest was in canoeing. Shannon's choice of the girl who liked horseback riding is an example of a. group preference. b. ingroup bias. c. outgroup stereotype. d. group bond.

Q: Favoring others with whom we identify over those whom we perceive as different is also known as a. group preference. b. ingroup bias. c. outgroup stereotype. d. group bond.

Q: In Tajfel's (1971) research on nominal groups, being labeled as "underestimators" and "overestimators" was enough to establish a. intragroup conflict. b. individualism. c. ingroup bias. d. plagiarism.

Q: According to social identity theory, liking our own group more than other groups contributes to higher a. IQ scores. b. levels of individualism. c. levels of personal denial. d. self-esteem.

Q: Morgan perceives her cheerleading group as significantly better at stunts, even though their team came in second in the championships. Morgan's bias for her own team illustrates the concept of a. esteem enhancement. b. social identity theory. c. group membership inflation. d. solidarity.

Q: ____________ is the idea that we develop a bias favoring our own group over other groups in order to maintain positive self-esteem. a. Esteem enhancement b. Social identity theory c. Group membership inflation d. Solidarity

Q: According to cross-cultural research on the key factors that contribute to prejudice, although some factors are probably unavoidable, others can be a. examined. b. demonstrated. c. overcome. d. inevitable.

Q: Jeff and Sergio are working on an in-class project with other students in their science class. Both Jeff and Sergio were in the original experts group and are now sharing what they know with other groups. At the end of the assignment, all students will have learned the complete lesson. This is an example of a(n) _________ group. a. social contact b. superordinate c. interactive d. jigsaw

Q: Aronson (1978) developed the ________ classroom where students work together to learn rather than complete against each other for academic success. a. jigsaw b. superordinate c. interactive d. social contact

Q: In Sherif's Robbers' Cave study, after intergroup hostility had been firmly established, the researchers began introducing goals that could only be accomplished when both groups worked together. Examples included renting a film and pulling a truck out of the ditch. These tasks are also known as _____________ goals. a. pentultimate b. superordinate c. overwhelming d. social contact

Q: One way to overcome prejudice is the use of a(n) _____________ goal or a goal shared by conflicting groups that can only be attained if the groups work together. a. pentultimate b. superordinate c. overwhelming d. social contact

Q: In a study examining stereotype threat prevention (Spencer, Steele, & Quinn, 1999), researchers administered a difficult math test to both men and women. Some students were told that males and females performed equally well on this test, and others were told that there were gender differences in scores on the test. Which of the following best describes the outcome of this study? a. Individuals in both conditions performed poorly regardless of their sex. b. Female students performed similar to males in the no gender difference condition and performed more poorly than males in the gender difference condition. c. Males and female performed well regardless of experimental condition. d. The stereotype threat actually decreased in the gender difference condition, rather than the no gender difference conditions.

Q: In Steele's 1997 study on race and academic performance, he administered a difficult academic test to black and white students. Some students were told it was a lab test, while others were told it was a test of academic ability. Which of the following best describes the outcome of this study? a. Individuals in both conditions performed poorly regardless of their race. b. White students performed better than black students regardless of which testing condition they were assigned. c. Black students performed better than white students regardless of which testing condition they were assigned. d. When told the test was a lab test, there were no racial differences in performance; when told it was a test of academic ability, there were racial differences in performance.

Q: Maria is keenly aware that others stereotype Italians from New York as too loud and boisterous. As a result, she monitors her behavior closely in public situations. Her fear that others may perceive her as a stereotypical Italian is also known as a. realistic group conflict. b. social learning. c. stereotypification. d. stereotype threat.

Q: ___________ occurs when an individual's identity is heavily based on a characteristic for which there are strong stereotypes, and as a result, he or she has a heightened awareness of that stereotype, as well as the possibility of it occurring. a. Realistic group conflict b. Social learning c. Sereotypification d. Stereotype threat

Q: Although many women acknowledge that gender bias and a wage differential in the United States exist, those same women report they have experienced personal discrimination at a _____________ rate to the national average (Crosby, Pufall, Snyder, O"Connell, & Whalen, 1989). a. similar b. lesser c. greater d. increasing

Q: Compared to those who do not believe they are discriminated against, people who perceive themselves to be the target of discrimination feel _________ personal control over their lives (Ruggiero & Taylor, 1997). a. the same b. no c. greater d. less

Q: In a study by Crocker and colleagues (Crocker, Joekl, Testa & Major, 1991), African American college students completed a questionnaire about themselves and were told that a Caucasian student would evaluate their information either with knowledge about the participant's race or with no knowledge. When participants thought their race was known to the evaluator, a. they disregarded all feedback information and instead asked the experimenter for feedback. b. only negative feedback was influential, and positive feedback was ignored. c. both positive and negative feedback influenced participants' self-esteem in predictable ways (i.e., positive feedback increased self-esteem and negative feedback decreased self-esteem). d. positive feedback and negative feedback influenced participants' self-esteem in unpredictable ways (i.e., positive feedback decreased self-esteem and negative feedback was disregarded).

Q: In a study by Crocker and colleagues (Crocker, Joekl, Testa & Major, 1991), African American college students completed a questionnaire about themselves and were told that a Caucasian student would evaluate their information either with knowledge about the participant's race or with no knowledge. When participants thought their race was unknown to the evaluator, a. they disregarded all feedback information and instead asked the experimenter for feedback. b. only negative feedback was influential, and positive feedback was ignored. c. both positive and negative feedback influenced participants' self-esteem in predictable ways (i.e., positive feedback increased self-esteem and negative feedback decreased self-esteem). d. positive feedback and negative feedback influenced participants' self-esteem in unpredictable ways (i.e., positive feedback decreased self-esteem and negative feedback was disregarded).

Q: According to your text, people in ___________ cultures tended to be influenced by others more than people in ___________ cultures. a. individualistic; collectivistic b. collectivistic; individualistic c. disobedient; obedient d. masculine; feminine

Q: Of all the cross-cultural Milgram replications, the highest obedience rates belong to individuals from a. America. b. Europe. c. South Africa. d. Germany.

Q: Compared to the obedience rates of individuals in America, participants in other countries obeyed the experimenter at __________ rates. a. similar b. dissimilar c. lower d. higher

Q: Compared to men in the original Milgram study, women participants in later studies obeyed at _________ rates. a. similar b. dissimilar c. lower d. higher

Q: In one replication of Milgram's (1974) study, three participants shocked the "learner" rather than one. Two of those "participants" were actually confederates, and at one point in the study, they refused to shock the learner. When the two other teachers defied the experimenter, the conformity level of the actual participant a. increased. b. decreased. c. stayed the same. d. changed over time.

Q: In replications of Milgram's (1974) study, one of the factors that influenced obedience was the proximity of the experimenter. When the experimenter gave instructions by phone, participant obedience a. stayed the same. b. increased by 21 percent. c. decreased from 63 percent to 21 percent. d. dropped to 0.

Q: One factor that influences how far a "teacher" shocked the "learner" involved the physical distance between the two. In close proximity, the teacher delivered a. the same number of shocks. b. fewer shocks. c. more shocks. d. shocks as well as verbal reprimands.

Q: Before assuming the people who shocked to 450 volts did so because they were evil, we are making a. an external attribution. b. a situational attribution. c. the fundamental attribution error. d. an internal attribution.

Q: Whenever the "teacher" hesitated in administering the shock, a. the "learner" yelled louder. b. the checked the list for errors. c. the "learner" asked for additional words. d. the researcher responded with "please go on" and "the experiment requires that you continue."

Q: In Milgram's (1974) study on obedience, when the learner missed a word on the list, the teacher responded by a. rereading the word. b. administering a shock. c. asking for the word again. d. saying harsh words.

Q: The teacher's role in Milgram's study involves a. learning a list of words to avoid getting shocked. b. reading a list of words and shocking the listener when the word is not recalled. c. training the experimenter to run the study. d. expressing concern when the words were needed.

Q: Who were the subjects in Milgram's original 1974 study on obedience? a. College students at Yale b. Nursing students recruited from a local hospital c. German immigrants to the United States d. Male volunteers responding to a local newspaper advertisement

Q: What historical event was Milgram trying to understand when he developed his 1974 experiment? a. The atrocities perpetuated on the Jews by the Nazis b. The stock market crash of 1929 c. The bombing of Pearl Harbor d. Prisoner behavior at Abu Ghraib prison

Q: Milgram (1974) designed his experiment to demonstrate that Americans a. would obey authority even if it meant hurting others. b. would not obey authority if it meant hurting others. c. would not differ from others on measures of obedience. d. would have the capacity to carry out an order to commit mass execution.

Q: Obedience is distinguished from compliance by the addition of a ___________ for refusal. a. positive consequence b. neutral stimulus c. liking d. negative consequence

Q: Milgram's (1974) Yale study investigated factors influencing a. compliance. b. conformity. c. obedience. d. commitment.

Q: Audrey agreed to do her homework when her mother asked in order to avoid punishment. In this case, agreeing to the request is an example of a. social proof. b. obedience. c. compliance. d. conformity.

Q: ____________ occurs when you agree to a request from an authority figure to avoid a negative consequence. a. Social proof b. Obedience c. Compliance d. Conformity

Q: According to Hamilton, being interested in a romantic partner who isn"t interested in you may be a form of a. predicted response. b. resistance. c. overacting. d. psychological reactance.

Q: Anderson was told he would never pass calculus. As a result, he worked harder than ever and passed with a B. Anderson's response to being told he wouldn"t do well is also known as a. predicted response. b. resistance. c. overacting. d. psychological reactance.

Q: Humans have the need to control their own destinies and choices. As a result, when this need is threatened, we work harder to maintain this freedom. According to Brehm & Brehm (2013), this effortful response is known as a. resistance. b. overacting. c. psychological reactance. d. predicted response.

Q: Retail stores capitalize on the principle of __________ with sales that indicate the offer is time limited. a. liking b. scarcity c. reciprocity d. similarity

Q: Whitney searched for the last pair of rhinestone earrings at the store. Turning to her friend, she said, "If I don"t go ahead and get these, I won"t have them for the wedding." This is an example of the principle of a. liking. b. scarcity. c. reciprocity. d. similarity.

Q: The concept of limited edition artwork, collectibles, or ice cream relies on the principle of __________ to get customers to buy and buy quickly. a. commitment b. reciprocity c. similarity d. scarcity

Q: Wanting something more when the availability appears to be limited is also known as the principle of a. commitment. b. reciprocity. c. similarity. d. scarcity.

Q: Participants were asked to pick up a paper bag by either an individual dressed in a security guard's uniform or in plain clothes. How did clothing influence compliance rates in this study? a. Ninety-two percent of the sample complied to the request by the security guard whereas 42 percent of the sample complied to the request by the individual in plain clothes. b. Forty-two percent complied when the request was made by the security guard compared to 92 percent of the sample who complied when the request was made by the person in plain clothes. c. Regardless of the clothing condition, individuals were resistant to picking up the paper bag. d. Regardless of the clothing condition, individuals were equally likely to pick up the paper bag.

Q: A study by Peters & Ceci (1982) illustrating the influence of authority chose 12 published articles by well-known authors from important universities and changed the names and affiliations to unfamiliar names. The articles were resubmitted to the same journals. How many articles were accepted for publication under these circumstances? a. None b. 1 of 12 c. 6 of 12 d. 12

Q: Elisabeth attended a concert with her dad and proceeded to stand on the chair and scream for the band. Although her father tried to get her down twice, Elisabeth refused. A security guard asked her once, and she complied, behaving for the rest of the concert. Which principle of compliance was at work here? a. Commitment b. Authority c. Reciprocity d. Liking

Q: The principle of ________suggests we are more likely to comply to a request made by someone in charge. a. similarity b. liking c. authority d. commitment

Q: One stereotype concerning politicians is they never miss the opportunity to have their picture taken with a baby. If this stereotype is true, it is based on the concept of associating yourself with something a. controversial. b. likeable. c. sympathetic. d. revolutionary.

Q: Rhonda gets frustrated because the kids on the block are always selling something for their respective schools. Her husband, Josh, asks, "Why do you buy stuff from Jocelyn and not Karl?" "Easy," said Rhonda, "because she's nice." What principle of compliance is at work here? a. Attraction b. Similarity c. Liking d. Commitment

Q: According to the principle of ______, we are more likely to agree to a request when the person asking is someone we like. a. liking b. admiration c. caring d. attraction

Q: We are more influenced by a social proof if we see ourselves as _______ others engaged in the behavior. a. more successful than b. similar to c. less successful than d. different from

Q: One principle of social proof, _____, suggests that once we know others in the neighborhood or at the store are engaged in a behavior, we are more likely to do it, too. a. consistency b. behaviorism c. complacency d. consensus

Q: The principle of social proof involves a. having others prove why their behavior is more appropriate in a given situation. b. going along with a belief or behavior because it looks like many others are doing the same thing. c. a mathematical formula for estimating how many others would behave similarly if in your situation. d. refusing to do something because others have already done it.

Q: According to Cialdini, two signs you are about to agree to a request that makes you uncomfortable include a(n) _____________and asking yourself, "If I had to do this over again and knew at the beginning what I know now, would I do it again?" a. tightening in your stomach b. check of the credentials of the requestor c. evaluation of others in comparable situations d. consideration of past experiences