1. The branch of psychology that studies how people think, feel, and behave in social situations is called:     
 cognitive psychology.    
 personality psychology.    
 developmental psychology.    
 * social psychology.   
    

2. Social psychology is the branch of psychology that studies:     
 * how people feel, think, and behave in social situations.    
 how groups of people behave in society and how groups influence political, economic, and sociological change.    
 how people change psychologically, physically, and emotionally over the lifespan.    
 how people sense, perceive, and process information from the environment.   
    

3. Dr. Strayer is conducting research about how people form impressions of other people and how they interpret each other's behavior in a variety of situations. Dr. Strayer is probably a(n) _____ psychologist.     
 developmental    
 clinical    
 * social    
 educational   
    

4. The study of the mental processes people use to make sense of their social environment is called:     
 * social cognition.    
 sociology.    
 social influence.    
 social facilitation.   
    

5. _____ is to how we interpret the meaning of other people's behavior as _____ is to how our behavior is affected by situational factors and other people.     
 Meta-analysis; deindividuation    
 In-group bias; out-group bias    
 * Social cognition; social influence    
 Informational social influence; normative social influence   
    

6. Social psychology is a branch of psychology that focuses on a broad range of topics. Two basic areas of social psychology include:     
 meta-analysis and deindividuation.    
 * social cognition and social influence.    
 in-group bias and out-group bias.    
 ethnocentrism and out-group bias.   
    

7. As a student majoring in psychology, Hannah is interested in how we form impressions of other people, how we interpret the meaning of other people's behavior, and how our behavior is affected by our attitudes. Hannah's interest most closely resembles an area of social psychology called:     
 sociology.    
 social facilitation.    
 sociobiology.    
 * social cognition.   
    

8. According to your textbook, _____ is the study of the effect of situational factors and other people on an individual's behavior.     
 * social influence    
 perception    
 sensation    
 social development   
    

9. Dr. Krane studies questions such as why we conform to group norms, what compels us to obey authority figures, and the conditions under which people will help a stranger. Dr. Krane has a research interest in:     
 social cognition.    
 perception.    
 * social influence.    
 sensation.   
    

10. _____ refers to the mental processes we use to form judgments and draw conclusions about the characteristics and motives of others.     
 * Person perception    
 Social facilitation    
 Social influence    
 Deindividuation   
    

11. While researching a term paper, Marcie read some interesting research on the mental processes we use to form judgments and draw conclusions about the characteristics and motives of others. Marcie was reading research about:     
 social facilitation.    
 * person perception.    
 social influence.    
 altruism.   
    

12. Person perception is an active and subjective process that always occurs in some interpersonal context. Every interpersonal context involves:     
 the characteristics of the individual you are attempting to size up.    
 your own characteristics as the perceiver.    
 the specific situation in which the process occurs.    
 * all of the above factors.   
    

13. The bus is fairly crowded when you get on. You quickly decide to sit next to a well-dressed senior citizen because you think that he'll probably leave you alone. This example illustrates the process of:     
 social facilitation.    
 social loafing.    
 deindividuation.    
 * person perception.   
    

14. Which of the following is a basic principle involved in person perception?     
 Your reactions to others are determined by your perception of them, not by who or what they "really" are.    
 In every situation, you evaluate people partly in terms of how you expect them to react in that situation.    
 Your self-perception influences how you perceive others and how you act on your perceptions.    
 * All of the above are involved in person perception.   
    

15. Person perception follows some basic principles. Which of the following is NOT one of them?     
 Your self-perception influences how you perceive others and how you act on your perceptions.    
 Your goals in a particular situation determine the amount and kind of information you collect about others.    
 * Your reactions to others are not determined by your perceptions of them but rather by who or what they really are.    
 In every situation you evaluate people partly in terms of how you expect them to act in that situation.   
    

16. Pamela observes that people don't sit next to strangers on the subway when there are empty seats available. She notices this also happens on the bus, in the movie theater, and in the cafeteria. Pamela's observations suggest that people's behavior in these situations is governed by:     
 * social norms.    
 stereotypes.    
 prejudice.    
 social facilitation.   
    

17. The "rules," or expectations, for appropriate behavior in a particular social situation are called:     
 self-serving standards.    
 stereotypical standards.    
 * social norms.    
 social facilitation norms.   
    

18. After Michael studied the chapter on Social Psychology, he decided to try an experiment. He wanted to see how people on a half-empty bus would react if he politely asked someone to move so he could have a particular seat. But when Michael boarded the bus, he found he was just too embarrassed to carry out his experiment. Michael's behavior appears to be governed by:     
 social facilitation norms.    
 * social norms.    
 self-serving standards.    
 social loafing rules.   
    

19. When Raphael was in the elevator, he noticed a man and a woman in conversation. He decided that the woman in the suit was an administrator and the gray-haired man in the glasses was a professor. Raphael was engaged in the process of:     
 deindividuation.    
 social loafing.    
 prejudicial think.    
 * social categorization.   
    

20. _____ is the mental process of classifying people into groups on the basis of common characteristics.     
 Cognitive dissonance    
 * Social categorization    
 Conformity    
 Social facilitation   
    

21. The Prologue describes how Fern categorized the man on the steps with a cup in his hand as "homeless" on the basis of very limited information, which led her to make an embarrassing mistake. This is one disadvantage of using:     
 * social categories.    
 social norms.    
 deindividuation.    
 social facilitation.   
    

22. Relying on social categories:     
 almost always leads to inaccurate conclusions about people and situations.    
 inevitably leads to prejudice, racism, and discrimination.    
 * is a natural, adaptive cognitive process that provides us with considerable basic information about people.    
 almost always results in severe cognitive dissonance.   
    

23. A(n) _____ is a network of assumptions or beliefs about the relationships among various types of people, traits, and behaviors.     
 * implicit personality theory    
 cognitive dissonance hypothesis    
 self-serving bias    
 homogeneity hypothesis   
    

24. According to the textbook, what helped John Gacy escape detection as a ruthless murderer for so many years?     
 People tended to blame the victims rather than the person who murdered them.    
 Rather than blame a specific person, people tended to blame society for the killings.    
 People in the community tended to engage in out-group bias to explain the murders.    
 * Gacy's behavior in many situations contradicted the implicit personality theory that people have for a mass murderer.   
    

25. You notice a classmate in a sports pub with his friends, smoking and drinking. You decide he must be a real couch potato. The next day, when you see that he is one of the first to cross the finish line in the College 5K Fun Run, you are very surprised. This example illustrates:     
 deindividuation.    
 social loafing.    
 * implicit personality theory.    
 altruism.   
    

26. The Focus on Neuroscience described an fMRI study in which participants were scanned while looking at photographs of different faces. What were the results of the study?     
 Limbic system brain structures associated with emotion were activated when participants viewed faces of people who were of a different race than themselves.    
 Faces of attractive, happy children evoked greater activation in the right hemisphere in female participants than in male participants.    
 * Faces of attractive people looking directly at the viewer activated the ventral striatum, a brain area associated with the expectation of rewards.    
 The hypothalamus, a brain area associated with sexuality, was activated when participants viewed the face of an attractive person of the opposite sex.   
    

27. The Focus on Neuroscience described an fMRI study in which participants were scanned while looking at photographs of different faces, some looking directly at the viewer (eye-contact) and some looking away (non-eye-contact). What did the results of this study show?     
 * When we make eye contact with an attractive person, the brain area that is associated with the expectation of a reward shows increased activity.    
 When we make eye contact with any person, whether they are attractive or not, serotonin-producing areas of the brain are activated.    
 When we make eye contact with a child, it activates limbic system brain structures associated with emotion.    
 When the person in the photograph was significantly older than the viewer, there was a decrease in activity in the left prefrontal and temporal lobes, which are brain areas associated with curiosity.   
    

28. Harrison is a handsome young man. Other people are most likely to perceive him as being:     
 * more intelligent, happier, and better adjusted than other people.    
 less socially competent than unattractive people.    
 more lonely, less popular, and more anxious in social situations than other people.    
 much the same as less attractive people.   
    

29. Physical attractiveness is:     
 highly correlated with intelligence, mental health, and self-esteem.    
 moderately correlated with intelligence, mental health, and self-esteem.    
 highly correlated with social competence, assertiveness, and intelligence.    
 * not correlated with intelligence, mental health, or self-esteem.   
    

30. Compared to people who are plain or average-looking, people who are physically attractive tend to:     
 score somewhat higher on standardized tests of intelligence.    
 * be perceived as more vain and less modest.    
 have fewer mental health problems.    
 have a much higher sense of self-esteem.   
    

31. The mental process of inferring the causes of people's behavior, including one's own, is called:     
 altruism.    
 deindividuation.    
 * attribution.    
 prejudice.   
    

32. Natalie suggests that her brother's aggressiveness is the result of his low self-esteem. Natalie's inference about the cause of her brother's behavior is an example of:     
 the bystander-effect.    
 cognitive dissonance.    
 * an attribution.    
 altruism.   
    

33. The common tendency in individualistic cultures to attribute the behavior of others to internal, personal characteristics, while ignoring or underestimating the effects of external, situational factors is called:     
 stereotyping.    
 prejudice.    
 altruism.    
 * the fundamental attribution error.   
    

34. While eating at a restaurant, you saw a waiter's serving tray tilt and an avalanche of food and beverages splatter on four people. "What a careless, clumsy idiot," you mumbled to yourself. You have just committed an attributional bias called:     
 diffusion of responsibility.    
 in-group bias.    
 the self-effacing bias.    
 * the fundamental attribution error.   
    

35. Before Mark had even heard the details of how Allison's car accident had happened, he commented, "Allison is so absent-minded, I'm sure it happened  because she wasn't paying attention."  Mark's response illustrates an attributional pattern called:     
 * blaming the victim.    
 in-group bias.    
 the rule of reciprocity.    
 diffusion of responsibility.   
    

36. "Hal got hit by a car when he was jogging? Really? Well, it doesn't surprise me," Erin commented. "He never wears reflective gear, so I bet the driver couldn't even see him."  Erin's response illustrates an attributional pattern called:     
 diffusion of responsibility.    
 in-group bias.    
 the rule of reciprocity.    
 * blaming the victim.   
    

37. _____ is the tendency of people to believe that the world is fair and that people get what they deserve and deserve what they get.     
 Diffusion of responsibility    
 Deindividuation    
 The rule of reciprocity    
 * The just-world hypothesis   
    

38. Researchers Michael Morris and Kaiping Peng compared Chinese versus American newspaper reports of two different mass murders. Morris and Peng found that:    
 Chinese and American reporters both tended to emphasize situational, external factors in explaining the behavior of the murderers.    
 Chinese reporters were more likely than American reporters to use personal, internal attributions to explain the behavior of the murderers.    
 * American reporters were more likely to emphasize personal, internal attributes, whereas Chinese reporters were more likely to emphasize situational, external attributes in explaining the behavior of the murderers.    
 if the murderer was a Chinese person, Chinese reporters stressed personal, internal factors; but if the murderer was an American, the Chinese reporters emphasized situational, external factors in explaining the murderer's behavior.   
    

39. When Yoshiko's hard work and ability landed a big contract for her company, she would not accept the credit, insisting it was pure luck. When she failed to get the contract in another situation, however, she said it was her fault for not trying hard enough. This example illustrates:    
 blaming the victim.    
 the just-world hypothesis.    
 the self-serving bias.    
 * the self-effacing, or modesty, bias.   
    

40. Although the _____ is common in individualistic cultures, such as Australia and the United States, in collectivistic cultures, such as Japan and China, the _____ is more common.     
 actor-observer discrepancy; fundamental attribution error.    
 blaming the victim bias; just-world hypothesis    
 * self-serving bias; self-effacing bias    
 modesty bias; self-serving bias   
    

41. How might an Asian student at a university who is demonstrating the self-effacing bias explain her poor academic performance on an exam?    
 "The professors here give very hard exams."    
 * "I should have studied more."    
 "This school is trying to have a reputation of being difficult and therefore prestigious."    
 "My friend needed my help, and she kept me from studying."   
    

42. The self-serving bias is to _____ as the self-effacing bias is to _____.     
 the fundamental attribution error; blaming the victim    
 attitudes; cognitive dissonance    
 obedience; conformity    
 * blaming failure on situational factors; blaming failure on internal, personal factors   
    

43. Collectivistic cultures differ from individualistic cultures in that:     
 * collectivists are more likely to attribute causes of another person's behavior to external, situational factors rather than to internal, personal factors.    
 collectivists are more likely to commit the fundamental attribution error.    
 individualists are more likely to commit the modesty bias.    
 individualists are more likely to attribute the causes of their own behavior to internal, personal factors rather than external, situational factors.   
    

44. The tendency to blame oneself for one's failures, attributing them to internal, personal causes, while downplaying one's successes by attributing them to external, situational causes, is called:     
 * the self-effacing, or modesty, bias.    
 the self-serving bias.    
 blaming the victim.    
 the just-world hypothesis.   
    

45. When behaviors lead to negative consequences we have a tendency to attribute our own behavior to external, situational causes, whereas we attribute the behavior of others to internal, personal causes. This is referred to as:     
 * the actor-observer discrepancy.    
 deindividuation.    
 cognitive dissonance.    
 diffusion of responsibility.   
    

46. When their company downsized due to poor economic conditions, both Joanne and Trish were laid off. When discussing her situation with some acquaintances, Joanne said "Trish lost her job because she was incompetent and lazy, but I got fired because the boss can't handle an assertive woman like me." This example illustrates:     
 diffusion of responsibility.    
 prosocial behavior.    
 cognitive dissonance.    
 * the actor-observer discrepancy.   
    

47. Which of the following is NOT a common attributional bias?    
 self-serving bias    
 actor-observer discrepancy    
 blaming the victim    
 * diffusion of responsibility   
    

48. The _____ refers to the tendency to attribute successful outcomes of one's own behavior to internal causes and unsuccessful outcomes to external, situational causes.     
 * self-serving bias    
 fundamental attribution error    
 social facilitation effect    
 rule of reciprocity   
    

49. When Ainslie did poorly on the physics midterm exam, she blamed her low score on the unfair exam and the lousy professor. But when her final grade in the course was an A-, she concluded that she had a real talent and mental capacity for logical scientific thinking. This example illustrates:     
 the fundamental attribution effort.    
 the rule of reciprocity.    
 blaming the victim.    
 * the self-serving bias.   
    

50. A(n) _____ is a learned tendency to evaluate some object, person, or issue in a particular way that may be either positive, negative, or ambivalent.     
 attribution    
 * attitude    
 self-effacing bias    
 prosocial behavior   
    

51. According to your textbook, an attitude is formally defined as:     
 a network of assumptions or beliefs about the relationships among various types of people, traits, and behaviors.    
 the performance of an action in response to the direct orders of an authority or person of higher stature.    
 helping another person with no expectation of personal reward or benefit.    
 * a learned tendency to evaluate some object, person, or issue in a particular way that may be either positive, negative, or ambivalent.   
    

52. Attitudes:     
 tend to be strongest in members of individualistic cultures.    
 are primarily cognitive in nature.    
 are primarily behavioral in nature.    
 * can have cognitive, behavioral, and emotional components.   
    

53. Leslie is concerned about the environment and consistently sorts her garbage by placing paper, plastic, metal, and glass in their respective recycling containers. This example best illustrates the _____ component of attitudes.     
 cognitive    
 emotional    
 biological    
 * behavioral   
    

54. In a seminar discussion on the death penalty, Bertha said she believed that the ultimate penalty should be applied to the ultimate crime of murder. Bertha's statement best reflects the _____ component of attitudes.     
 biological    
 behavioral    
 * cognitive    
 emotional   
    

55. During a discussion about junk food with her two adolescent children, Mrs. Habibi made it very clear that she thought junk food was disgusting and that it upset her to see her children eat it. Mrs. Habibi's negative feeling about junk food best illustrates the _____ component of attitudes.     
 behavioral    
 cognitive    
 * emotional    
 prosocial   
    

56. Social psychologists have found that we are most likely to behave in accordance with our attitudes when:     
 attitudes are infrequently expressed.    
 * attitudes are formed through experience, and we have a vested interest in the subject.    
 we have no idea about the outcomes, or what the response of others will be.    
 we have very little knowledge about the subject.   
    

57. Milton frequently expresses his extreme attitude about gun control legislation. He is very knowledgeable about the topic, and he has a vested interest in the subject. According to your textbook, Milton:     
 is very unlikely to behave in accordance with his attitudes.    
 will tend to talk a lot about this topic but is not likely to take any concrete action.    
 * is very likely to behave in accordance with his attitudes.    
 is likely to behave only in ways that will gain him social acceptance and approval.   
    

58. Which of the following is TRUE about the effect of attitudes on behavior?     
 * Attitudes do influence behavior in many instances.    
 There is no correlation between attitudes and behavior.    
 Attitudes rarely, if ever, influence behavior.    
 Attitudes are most likely to influence behavior under conditions of social facilitation.   
    

59. When people experience an unpleasant state of psychological tension resulting from two thoughts or perceptions that are inconsistent with each other, they are said to be experiencing:     
 the actor-observer discrepancy.    
 the self-serving bias.    
 * cognitive dissonance.    
 deindividuation.   
    

60. Before Jackie left for college, she told her friend Lisa that she thought sororities were filled with snobs and that she would never consider joining one. But during Jackie's first week on campus, she was approached by a sorority member who invited her to a social function and encouraged her to pledge. After Jackie attended the party, she told Lisa, "Sororities do a lot of good things for the community. They're really service organizations." Jackie's change in attitude to match her behavior reflects which of the following concepts?     
 * cognitive dissonance    
 self-serving bias    
 out-group homogeneity effect    
 diffusion of responsibility   
    

61. Denise went on a diet to lose some weight. When she went to lunch with some co-workers, she hesitated when it was her turn to order. Finally, she ordered the burger and fries instead of the salad and yogurt. She then justified her choice by telling herself that some protein every day is important for good health. Denise's tendency to focus on the positive aspects of her choice and minimize the negative aspects illustrates which of the following concepts in action?     
 groupthink    
 * cognitive dissonance    
 the self-effacing bias    
 fundamental attribution error   
    

62. Roger was not sure which of two candidates to vote for in the race for mayor. However, after he cast his vote, he felt much more confident that he had made the correct choice. The change in the strength of Roger's attitude about the candidate he voted for is probably the result of:     
 informational social influence.    
 the self-serving bias.    
 normative social influence.    
 * cognitive dissonance.   
    

63. _____ is defined as a negative attitude toward people who belong to a specific group.     
 Ethnocentrism    
 * Prejudice    
 The rule of reciprocity    
 Deindividuation   
    

64. Zelda is researching the topic of prejudice for a term paper. If she does a thorough job she is likely to conclude that:     
 * racial and ethnic groups are far more alike than they are different.    
 there is no evidence that prejudicial attitudes can be changed.    
 racial and ethnic groups are far more different than they are alike.    
 prejudice and discrimination only exist among and between minority groups.   
    

65. _____ is a cluster of characteristics that are associated with all members of a specific social group, often including qualities that are unrelated to the objective criteria that define the group.     
 A social norm    
 A self-serving bias    
 An altruistic category    
 * A stereotype   
    

66. Mrs. Lovejoy thinks that all teenagers are reckless, promiscuous, irresponsible delinquents. Mrs. Lovejoy appears to be associating qualities that are unrelated to the objective criteria that define this particular age group. This example illustrates:     
 * stereotyped thinking.    
 the rule of reciprocity.    
 prosocial thinking.    
 cognitive dissonance.   
    

67. Sixty-five-year-old Bernice is taking courses at the university with the intention of completing a bachelor's degree. Some members of her family think she is not likely to succeed because she is much too old to learn new information. These family members are demonstrating:     
 the reciprocity principle.    
 altruism.    
 cognitive dissonance.    
 * stereotyped thinking.   
    

68. Your textbook discusses a number of problems associated with stereotyped thinking. Which of the following is one of those problems?     
 Stereotypes rarely influence what people perceive or do not perceive.    
 * Once formed, stereotypes are very hard to change.    
 When confronted by evidence that contradicts a stereotype, people quickly change their stereotyped way of thinking.    
 Once formed, stereotypes can easily be changed by contradictory evidence.   
    

69. People have a strong tendency to perceive others in terms of two basic social categories, which social psychologists call the _____ and the _____.     
 prosocial group; altruistic group    
 * in-group; out-group    
 social loafers; social facilitators    
 bystanders; conformists   
    

70. The social group to which a person belongs is called the _____, and the social group to which a person does not belong is called the _____.     
 * in-group; out-group    
 prosocial group; altruistic group    
 out-group; in-group    
 active group; passive group   
    

71. Nestor belongs to the cross-country ski club at his college but is not a member of the downhill ski club. In terms of basic social categories, Nestor's cross-country club members are the _____ and the members of the downhill ski club are the _____.     
 social loafers; social facilitators    
 * in-group; out-group    
 social facilitators; social loafers    
 out-group; in-group   
    

72. The tendency to see members of out-groups as very similar to each other is called:     
 communal bias.    
 the bystander effect.    
 the self-serving bias.    
 * the out-group homogeneity effect.   
    

73. For as long as she can remember, Farrah has avoided talking to any Yumtucks because she thinks that all Yumtucks are self-centered and irresponsible. However, when Farrah's 4-year-old wandered out of the yard and strayed a couple of blocks, it was a Yumtuck who found the child and brought him back home.  Based on this direct experience with a Yumtuck, Farrah is likely to:     
 abandon her stereotype of Yumtucks as self-centered and irresponsible.    
 * think that this particular Yumtuck is an exception to the stereotype.    
 reach out and form friendships with the Yumtucks that live in her neighborhood.    
 think that the other person is not really a Yumtuck.   
    

74. When Catherine decided to major in engineering her parents thought she should reconsider her decision because engineering majors are "logical, analytical, conservative, aggressive, and always male." Her parents' view that all engineering majors are similar illustrates:     
 deindividuation.    
 ethnocentrism.    
 * the out-group homogeneity effect.    
 the fundamental attribution error.   
    

75. During lunch a group of computer science majors were discussing their choice of field. One student admitted that he had once considered becoming an accountant but decided against it because "accountants are all alike: boring number crunchers without an ounce of creativity." This statement best reflects the:     
 * out-group homogeneity effect.    
 fundamental attribution error.    
 social facilitation effect.    
 just-world hypothesis.   
    

76. The tendency to judge the behavior of the members of your group more favorably than the behavior of members of other groups is called:     
 communal bias.    
 the just-world hypothesis.    
 the out-group homogeneity effect.    
 * in-group bias.   
    

77. Victoria is a fifth grader in Zender Elementary School. Like most students in her school, she believes that Zender Elementary School is the best school in the town. This example best illustrates:     
 * in-group bias.    
 ethnocentrism.    
 the feel good, do good effect.    
 cognitive dissonance.   
    

78. The belief that one's own culture or ethnic group is superior to all others and the related tendency to use one's own culture as a standard by which to judge other cultures is called:     
 the just-world hypothesis.    
 altruism.    
 * ethnocentrism.    
 deindividuation.   
    

79. During Nick's first trip abroad he was surprised to find that people in other cultures ate such foods as snails, squid, insects, lizards, earthworms, seaweed, and rotten-looking cheeses. "One day they will become civilized like us and eat normal foods like Krispy Kreme donuts, pizza, hot dogs, and hamburgers and cheese fries," he wrote to his parents. Nick's remarks illustrate a form of in-group bias called:     
 the actor-observer discrepancy.    
 * ethnocentrism.    
 deindividuation.    
 the informational social influence effect.   
    

80. Stereotypes and in-group/out-group bias form the _____ basis for prejudicial attitudes.     
 * cognitive    
 behavioral    
 normative    
 dissonant   
    

81. Behaviorally, prejudice can be displayed in the form of _____, which includes behaviors ranging from privately sneering at another group to physically attacking members of the out-group.     
 * discrimination    
 dissonance    
 social facilitation    
 altruism   
    

82. A waitress refused to serve an interracial couple. This example best illustrates:     
 the just-world hypothesis.    
 * discrimination.    
 obedience.    
 social facilitation.   
    

83. The social psychologist who is best known for his Robbers Cave experiments and his study of prejudice, conflict resolution, and group processes is:     
 Stanley Milgram.    
 Solomon Asch.    
 * Muzafer Sherif.    
 Bibb LatanŽ.   
    

84. Muzafer Sherif helped clarify the conditions that produce intergroup _____ and _____.     
 altruism; social loafing    
 social facilitation; social loafing    
 * conflict; harmony    
 obedience; conformity   
    

85. Muzafer Sherif 's work with 11-year-old boys at a summer camp demonstrated that:     
 it was very difficult to establish in-group/out-group conflict because there were no intrinsic differences between the Rattlers and the Eagles.    
 * when situations were created that required cooperation and the joint efforts of both groups, conflict and hostility between them were reduced.    
 simple social contact between the two groups greatly reduced conflict and hostility.    
 competition between the two groups greatly increased harmony between them.   
    

86. When their community was threatened with flooding, two rival groups ended up working together to try to save the town from the overflowing river. Based on Muzafer Sherif 's findings, it is probable that the joint effort of the two groups to achieve a common goal may lead to:     
 diffusion of responsibility.    
 deindividuation.    
 * reduced conflict and increased harmony between the two groups.    
 increased antagonism once the danger has passed.   
    

87. In a science fiction story about hostile aliens invading Earth, the major conflicting political powers join together to combat the extraterrestrial threat. Generalizing from Muzafer Sherif 's research it would be safe to conclude that this act of cooperative behavior would lead to:     
 the formation of the just-world hypothesis.    
 alienation, antagonism, and increased levels of conflict once the threat is over.    
 deindividuation.    
 * reduced conflict and increased harmony between the major powers.   
    

88. A technique used to promote cooperation that involves students working together in small, ethnically diverse groups on a mutual project is called the:     
 out-group homogeneity effect.    
 * jigsaw classroom technique.    
 bystander effect.    
 social facilitation technique.   
    

89. Mrs. Juarez divides her class into small, ethnically diverse groups. She then requires each student to become an expert in one aspect of their overall project and teach it to other members of his or her group. Mrs. Juarez is using:     
 the social facilitation technique.    
 a technique that will lead to increased hostility and competitiveness between the groups.    
 * the jigsaw classroom technique.    
 a technique that will increase deindividuation.   
    

90. If a teacher uses the jigsaw classroom technique, it is very likely that the children will:     
 develop intense prejudice against members of the out-group.    
 tend to engage in ethnocentrism when trying to solve the mutual problem.    
 * have higher self-esteem and greater liking for children in other ethnic groups.    
 become very good at solving jigsaw puzzles but will have poor reading and writing skills.   
    

91. According to psychologist Patricia Devine, one of the steps for reducing prejudice at the individual level is to:     
 unconsciously accept prejudice as a natural part of our lives.    
 immerse oneself in the culture that one is prejudiced against.    
 * decide that prejudiced responses are wrong and consciously reject prejudice and stereotyped thinking.    
 embrace the just-world hypothesis.   
    

92. The tendency to adjust one's behavior, attitudes, or beliefs to group norms in response to real or imagined group pressure is called:     
 obedience.    
 prosocial behaviors.    
 altruism.    
 * conformity.   
    

93. Conformity is defined as:     
 * the tendency to adjust one's behavior, attitudes, or beliefs to group norms in response to real or imagined group pressure.    
 the performance of an action in response to the direct orders of an authority or person of higher status.    
 any behavior that helps another, whether the underlying motive is self-serving or selfless.    
 helping another person with no expectation of personal reward or benefit.   
    

94. After carefully considering the pros and cons of each college that had accepted him for admission, Conner decided to attend Blackwater College. The next day, Conner discovered that three of his closest friends had also decided to attend Blackwater College. In this example, Conner's behavior:     
 illustrates the fundamental attribution error.    
 is the result of normative social influence.    
 reflects social facilitation.    
 * does not reflect conformity.   
    

95. When Justine made an oral presentation in class, Meagan joined her classmates in applauding, even though she did not think the presentation was very clear or well organized. This example illustrates:     
 deindividuation.    
 obedience.    
 * conformity.    
 social loafing.   
    

96. _____ is an American social psychologist who is best known for his pioneering studies of conformity.     
 * Solomon Asch    
 Stanley Milgram    
 Muzafer Sherif    
 John M. Darley   
    

97. Solomon Asch set up an experimental situation in which participants were asked to identify which of three comparison lines was identical to a standard line. His research was designed to answer a straightforward question, namely:     
 Would people obey an authority figure even if it meant hurting others?    
 Would people intervene and help a person in trouble in the presence of others?    
 * Would people still conform to the group if the group opinion was clearly wrong?    
 Would prejudice be reduced if members of different groups were brought into contact with each other?   
    

98. Dr. Pulaski decided to replicate Solomon Asch's classic experiment of conformity to group pressure.  If his results were consistent with those of the original research, he is likely to find that:     
 approximately 90 percent of the subjects will conform to the group's judgment on all the critical trials.    
 * roughly one-third of the subjects will conform to the group's judgment on the critical trials.    
 less than 10 percent of the subjects will conform to the group's judgment on the critical trials.    
 that the control group subjects were accurate about 33 percent of the time, a rate that is no better than chance or simply guessing.   
    

99. Of the following factors, which is NOT one that will make you more likely to conform to the group's norms?    
 * You have already expressed commitment to a different idea or opinion.    
 You are strongly attracted to the group and want to be a member of it.    
 You are facing a unanimous majority of four or five people.    
 You must give your response in front of the group.   
    

100. Behavior that is motivated by the desire to gain social acceptance and approval is referred to as:     
 obedience.    
 * normative social influence.    
 social facilitation.    
 informational social influence.   
    

101. Nadine is a casual dresser who loves wearing pants and hates wearing dresses. However, when she went for a job interview she decided to wear a dress. Nadine's behavior best illustrates the importance of:     
 informational social influence.    
 prosocial behavior.    
 * normative social influence.    
 social facilitation.   
    

102. When we want to be correct but are uncertain or doubt our own judgment, we may look to the group as a source of accurate information. This is referred to as:     
 normative social influence.    
 deindividuation.    
 * informational social influence.    
 social facilitation.   
    

103. Informational social influence results from people's desire to:     
 * be correct and gain accurate information.    
 be liked and accepted by the group.    
 avoid deindividuation.    
 gain social approval.   
    

104. If a cross-cultural researcher investigates conformity in both collectivistic cultures and individualistic cultures, she is generally likely to find:     
 * conformity is higher in collectivistic cultures compared to individualistic cultures.    
 conformity is lower in collectivistic cultures compared to individualistic cultures.    
 there is no difference in the level of conformity between collectivistic cultures and individualistic cultures.    
 conformity in individualistic cultures does not seem to carry the same negative connotations that it does in collectivistic cultures.   
    

105. If Solomon Asch conducted his research today using U.S. college students, it is likely that he would find:     
 much greater conformity today than in the 1950s.    
 * somewhat less conformity today than in the 1950s.    
 that today's college students are just as conforming as college students in the 1950s.    
 much greater conformity among today's male college students and much less conformity among today's female college students as compared to college students in the 1950s.   
    

106. The performance of an action in response to the direct orders of an authority or person of higher status is a definition of:     
 conformity.    
 * obedience.    
 deindividuation.    
 social facilitation.   
    

107. The American social psychologist who is best known for his controversial series of studies investigating destructive obedience to an authority is:     
 Solomon Asch.    
 Bibb LatanŽ.    
 * Stanley Milgram.    
 Muzafer Sherif.   
    

108. Milgram was influenced by Asch's conformity research but he posed a more critical question, namely:     
 Would people still conform to the group if the group opinion was clearly wrong?    
 How does the reduction of self-awareness and inhibition influence people to help others?    
 What factors influence people to expend less effort on a task when it is a group effort?    
 * Could people be pressured by others into committing an immoral act or taking an action that violated their conscience, such as hurting a stranger?   
    

109. If you were a subject in Milgram's original obedience experiment, it is very likely that:     
 * you would play the role of the teacher and get to "shock" the learner.    
 you would play the role of the learner and get "shocked" by the teacher.    
 there would be an equal chance of being assigned to the role of teacher or learner.    
 you would be given a battery of psychological tests to determine whether you were high or low in conformity.   
    

110. In Milgram's original obedience experiment, subjects who were assigned the role of "teacher":     
 * were deceived about the real role of the learner and the actual amount of shock.    
 were told to leave whenever they felt the slightest discomfort.    
 seemed to enjoy shocking the learner, especially at the higher voltage levels.    
 quickly figured out the learner was not really getting shocked.   
    

111. To remove any doubts about the legitimacy of the shock generator in Milgram's obedience study, the:     
 * "teachers" were given a sample shock.    
 "teachers" witnessed Milgram being shocked.    
 "learners" were able to administer a sample shock to themselves.    
 "teacher" and the "learner" watched an unsettling short film of a person being shocked at the 220-volt level.   
    

112. If the "teacher" protested that he wished to stop or that he was worried about the "learner's" safety, what did the experimenter do?     
 The experimenter would stop the experiment.    
 The experimenter ignored the protests.    
 * The experimenter would say, "The experiment requires that you continue."    
 The experimenter would offer the "teacher" more money to continue.   
    

113. What were the basic results of psychologist Stanley Milgram's original obedience study?     
 None of the participants agreed with the group's judgment about the length of the lines.    
 * Despite hearing protests from the learner in another room, two-thirds of the subjects continued to administer shocks all the way to the full 450-volt level.    
 The majority of the subjects refused to continue the experiment when the learner first protested that the shocks were painful.    
 Even though ordered by the experimenter to do so, no subject went beyond the 300-volt level.   
    

114. During Stanley Milgram's original obedience study, most of the subjects:     
 showed virtually no emotions or feelings while shocking the learner.    
 quickly figured out that the experimental situation was bogus and that the learner was not really getting shocked.    
 * showed extreme tension and conflict as they continued to shock the learner.    
 refused to obey the experimenter by the 150-volt level.   
    

115. Milgram described the details of his experimental design to three groups: psychiatrists, college students, and middle-class adults. He asked each group to predict how subjects would behave. The results of this survey showed:     
 only the psychiatrists' prediction was correct.    
 all three groups correctly predicted the outcome of the experiment.    
 * all three groups were wrong in their predictions.    
 only the college students' prediction was correct.   
    

116. In Milgram's original obedience study, what was the voltage level at which some participants first refused to continue shocking the learner?     
 At the 45-volt level, the level at which the "sample" shock was given to the teacher.    
 At the 150-volt level, when the learner first protested about being shocked.    
 * At the 315-volt level, when the learner quit screaming and became silent.    
 At the 420-volt level, which was marked "XXX" on the shock machine.   
    

117. Andrea is a participant in a replication of Milgram's original obedience experiment that involves 40 female subjects. Compared to the results of Milgram's original study with 40 male subjects:     
 * the results of the female-only study will likely be the same as the male-only study.    
 almost all of the females will obey the experimenter and progress to the full 450-volt level.    
 only about 10 percent of the females will obey the experimenter and progress to the 450-volt level.    
 none of the female subjects will obey the experimenter and progress to the full 450-volt level.   
    

118. Milgram, along with other researchers, identified several aspects of his original obedience experiment that had a strong impact on the subjects' willingness to obey the experimenter. Which of the following is NOT one of them?     
 the gradual, repetitive escalation of the task    
 the physical and psychological separation from the learner    
 * the freedom of the teacher to choose the level of shock    
 a previously well-established mental framework to obey   
    

119. In Milgram's original obedience study, there were many different factors operating in the situation that influenced the subjects to continue obeying the experimenter's orders.  Which of the following was NOT one of those factors?     
 The subjects volunteered to participate in the study.    
 The subjects were compensated for their participation when they arrived for the experiment.    
 * The subjects knew that their actions were being filmed.    
 If the subject expressed concerns, he was reassured that the experimenter was responsible for the learner's well-being.   
    

120. Andrew volunteered to take part in a psychology experiment to earn extra credit for his psychology class. The experiment was one that studied obedience, and Andrew was asked to deliver aversive consequences to another student. Based upon what you know about the forces that influence a subject to continue obeying an experimenter's orders, which of the following reactions is most likely?     
 Andrew would refuse to take part in the experiment once he knew that he would have to deliver aversive consequences to another student.    
 * Having volunteered to participate in the experiment for which he will receive extra credit, it is likely that Andrew will have the mental expectation that he should obey the experimenter.    
 Andrew would try to talk the experimenter out of delivering aversive consequences in favor of delivering pleasant consequences.    
 Andrew would not show up for the experiment on moral principles because delivering aversive consequences to others is morally unacceptable.   
    

121. In a series of variations of his obedience experiments, Milgram found that the teachers were LEAST likely to deliver high levels of shocks when:    
 the experiment was conducted at a prestigious institution such as Yale.    
 there was physical and psychological separation between the teacher and the learner.    
 * teachers were free to choose the level of shock.    
 the experimenter took responsibility for the learner's well-being.   
    

122. If Jerome takes part in a replication of Milgram's obedience experiments that involves observing two other "teachers" refusing to continue, it is very likely that he:    
 * will also refuse to continue administering shock at the highest level.    
 will give more shocks at the highest level to compensate for the two teachers who quit.    
 will demand to be paid more money for continuing with the experiment.    
 will report their noncompliance to the experimenter.   
    

123. Professor Gorsky is trying to replicate Milgram's obedience experiments. If Professor Gorsky allows the teachers to freely choose the level of shock given to the learner, it is probable that:    
 about 65 percent would progress to the 450-volt level.    
 * approximately 95 percent would not progress beyond the 150-volt level.    
 about 40 percent would progress to the 450-volt level.    
 none of the teachers would shock the learner at any level.   
    

124. In a series of experiments, Stanley Milgram systematically varied the conditions of his obedience study. Under which of the following conditions were subjects LEAST likely to continue administering shocks to the full 450-volt level?     
 when the teacher and the learner were in the same room    
 when the experimenter left the laboratory and gave orders over the phone    
 when the teacher was required to hold the learner's hand down on a shock plate    
 * when the teacher observed two other teachers who refused to continue with the experiment   
    

125. Which of the following statements regarding Milgram's research is FALSE?    
 It created controversy that led to the American Psychological Association and the federal government to establish ethical safeguards regarding experiments involving human subjects.    
 It was criticized for causing the subjects emotional stress, tension, loss of dignity, and loss of self-esteem.    
 * Most of the subjects reported that they were emotionally traumatized by the experience and were sorry to have been in the experiment.    
 It demonstrated, to everyone's surprise, that the majority of subjects would obey an authority figure even if it apparently meant hurting a stranger.   
    

126. When the subjects of Milgram's obedience experiments completed a follow-up questionnaire, Milgram found that:     
 most of the subjects continued to be psychologically traumatized long after they had participated in the experiment.    
 approximately half of his subjects felt extremely angry and resentful for having been deceived.    
 most still had not figured out that the experiment had involved the deception of shocking the learner.    
 * most said they were glad to have participated in the experiment.   
    

127. Lacey has reviewed the literature on conformity and obedience for a term paper. If her conclusions are similar to those presented in the textbook, she is likely to suggest that:     
 * conformity and obedience are not necessarily bad in and of themselves and are important for an orderly society.    
 human beings are genetically predisposed to be destructive, sadistic, aggressive, and cruel.    
 extraverted personality types are more likely than other types to be conformists and obey authority figures.    
 it is very rare for anyone to resist group or authority pressure.   
    

128. Which of the following events spurred social psychologists to begin studying the conditions under which people will help another person?     
 The arrest of Raoul Wallenberg, a Swedish diplomat who helped save thousands of Hungarian Jews during World War II.    
 The finding that none of the "teachers" in Milgram's obedience studies tried to help the "learner" escape the shock chair.    
 The fact that no one tried to help the twelve Kent State University students who were wounded when National Guardsmen fired on the students during a protest march in the 1970s.    
 * The fact that none of the people who witnessed the murder of Kitty Genovese tried to help her.   
    

129. Which of the following psychologists began a series of studies in the 1960s investigating the factors involved in determining whether a person will help a stranger?     
 Solomon Asch and Stanley Milgram    
 * Bibb LatanŽ and John Darley    
 Stanley Milgram and Diana Baumrind    
 Muzafer Sherif and Solomon Asch   
    

130. Kitty Genovese was murdered outside her New York City apartment.  This tragic event led to intense psychological research on:     
 attribution.    
 * altruism and prosocial behavior.    
 social facilitation.    
 cognitive dissonance.   
    

131. Helping another person with no expectation of personal reward or benefit is the definition of:     
 attribution.    
 ethnocentrism.    
 * altruism.    
 persuasion.   
    

132. Dr. Alvarez spent his whole working life selflessly helping the sick and poor in some of the poorest countries in the world.  This example illustrates:     
 * altruism.    
 ethnocentrism.    
 attribution.    
 social facilitation.   
    

133. _____ is any behavior that helps another person, whether the underlying motive is self-serving or selfless.     
 Deindividuation    
 * Prosocial behavior    
 Altruism    
 Ethnocentrism   
    

134. In order to earn his "Community Service" badge as a Boy Scout, young Miguel is a weekend volunteer in the "Up With Trees" program.  Miguel's behavior in this situation is an example of:     
 deindividuation.    
 altruism.    
 * prosocial behavior.    
 the bystander effect.   
    

135. Altruism is to _____ as prosocial behavior is to _____.     
 expectation of reward; selfishness    
 * no expectation of reward; either selfless or self-serving behavior    
 selfishness; no expectation of reward    
 either selfless or self-serving behavior; selfishness   
    

136. Peggy worked very hard as an unpaid volunteer at an animal shelter because she hoped to get hired as a full-time staff member after she finished school. Peggy's helping behavior best illustrates:     
 altruism.    
 social facilitation.    
 * prosocial behavior.    
 obedience.   
    

137. The _____ effect refers to the fact that when people feel good, successful, happy, or fortunate, they are more likely to help others.     
 diffusion of responsibility    
 bystander    
 * feel good, do good    
 out-group homogeneity   
    

138. Sylvester was thrilled when he received a large bonus from his company. Later that day, when he was asked if he could volunteer a few hours to help at the Food Bank, he readily agreed. This example best illustrates the:     
 * feel good, do good effect.    
 bystander effect.    
 feel guilty, do nothing effect.    
 social facilitation effect.   
    

139. Several of the people ahead of Kyle in the checkout line at the cafeteria put loose change in a charitable donation box. According to your textbook:     
 it is very unlikely that Kyle will make a donation too.    
 the helping behavior of others has no influence on personal helping behavior.    
 * it is quite probable that Kyle will make a donation too.    
 Kyle will only make a donation in this situation if he is in a bad mood.   
    

140. Which of the following is NOT one of the factors that increases the likelihood of bystanders helping?     
 feeling good, successful, happy, or fortunate    
 * the presence of other bystanders in the situation    
 knowing what to do or how to help in the situation    
 perceiving the other person as deserving of help   
    

141. A news show did a story about a small town that was almost totally destroyed by flood waters from a dam unexpectedly ruptured. Most residents lost all their possessions, and some of the residents made direct appeals for help during the news show. According to your textbook, the victims of this tragedy are:     
 not likely to receive help because those watching the news show do not know them personally.    
 * very likely to get help because their situation happened through no fault of their own.    
 not likely to get help because the news show will put the viewers watching it in a bad mood.    
 very likely to get help because the bystander effect and diffusion of responsibility will motivate viewers to do their part.   
    

142. In which of the following scenarios is the person MOST likely to be helped by other people?     
 At a moderately crowded Greyhound bus station, a woman struggles to retrieve her suitcase from a man who shouts at her, "Do you understand? You're not leaving!"    
 Just moments after hundreds of people get off a crowded subway train on their way to work, an oddly dressed man in the crowd stumbles and falls as he is walking up the exit steps.    
 * Carla's car won't restart and partially blocks the exit drive as her fellow employees are walking to their own cars.    
 As the impatient crowd surges forward to enter the stadium in the race for the best possible seats for the concert, a man in the crowd yells, "Wait! Stop! I dropped my contact lens!"   
    

143. The phenomenon in which the greater the number of people present means the less likely each individual is to help someone in distress is called:     
 * the bystander effect.    
 prosocial behavior.    
 the social facilitation effect.    
 deindividuation.   
    

144. While studying in the crowded library, Arlene hears a crashing noise and then someone moaning. The commotion appeared to come from behind closed doors marked "staff only." Nobody near Arlene seems concerned, so Arlene goes back to her studying. This example best illustrates:     
 * the bystander effect.    
 social facilitation.    
 altruism.    
 deindividuation.   
    

145. While Eddie was working alone in the microcomputer lab, he noticed a strange acrid smell and immediately went to report the incident. Eddie's behavior:     
 * was not constrained by the bystander effect.    
 was the result of diffusion of responsibility.    
 is an example of social facilitation.    
 illustrates cognitive dissonance.   
    

146. _____ refers to the phenomenon in which the presence of other people makes it less likely that any individual will help someone in distress because the obligation to intervene is shared among all the onlookers.     
 Prosocial behavior    
 The actor-observer discrepancy    
 The fundamental attribution error    
 * Diffusion of responsibility   
    

147. A middle-aged woman is sitting on a bench in the busy shopping mall, holding her head in her hands, visibly upset and crying. Nobody stops to see if she needs assistance. One explanation for why nobody helps in this situation is:     
 most people would not realize that the woman is distraught and might need help.    
 * diffusion of responsibility.    
 social facilitation.    
 the just-world hypothesis.   
    

148. Your textbook suggests that the sheer number of bystanders who observed the death of Kitty Genovese may have been a factor in these people's decision not to give her assistance because of:     
 ethnocentrism.    
 the rule of reciprocity.    
 * diffusion of responsibility.    
 the social facilitation effect.   
    

149. On a cross-country tour Gregory ran out of gas on the outskirts of Edenville, population 3,211. Which of the following is most probable?     
 Gregory is more likely to get help than if he had a similar problem in nearby Clarksville, population 150,000.    
 There is no way to predict if Gregory will get assistance because population size is not correlated with helping behavior.    
 * Gregory is less likely to get help than if he had a similar problem in nearby Clarksville, population 150,000.    
 Although he is a complete stranger in this small town, Gregory is likely to get help very quickly.   
    

150. Which of the following was NOT one of the factors that seemed to play a role in explaining why no one helped Kitty Genovese?     
 * Each bystander thought that he or she was the only witness to the crime that was occurring.    
 Some of the bystanders interpreted the situation as a lovers' quarrel or a domestic dispute.    
 The crime occurred in one of the largest cities in the world.    
 Some of the bystanders may have felt that it was too dangerous to try to help Kitty Genovese.   
    

151. Social loafing refers to the:     
 * tendency to expend less effort on a task when it is a group effort.    
 tendency for the presence of other people to enhance individual performance.    
 tendency to expend more effort on a task when it is a group effort.    
 reduction of self-awareness and inhibitions when a person is part of a group whose members feel anonymous.   
    

152. Dylan is working with six other employees to produce a joint report.  If he is typical of most people in individualistic cultures who are involved in a collective task, he is likely to:     
 credit external, situational factors if the project is a success, and blame himself if the project fails.    
 work much harder than if he were working on the project alone.    
 experience an increase in ethnocentrism.    
 * expend less effort than if he were working on the task alone.   
    

153. The tendency in individualistic cultures to expend less effort on a task when it is a group effort is called:     
 social facilitation.    
 the bystander effect.    
 * social loafing.    
 the "feel good, do good" effect.   
    

154. Anna is working on a group project with three of her friends.  The group got to pick their own topic, and each member feels she has a unique contribution to make. Under these conditions it is very probable that:     
 social loafing will occur.    
 deindividuation will increase.    
 * social loafing will not occur.    
 cognitive dissonance will be very high.   
    

155. A social psychology experiment at a university in Minnesota had two conditions. In the first condition, students in a tug-of-war contest were led to believe they were alone when pulling on the rope. Students in the second condition were led to believe that others were pulling with them on the same rope. According to the information in your text, it is likely that:     
 social loafing will occur in the first condition and social facilitation will occur in the second.    
 deindividuation will occur in both situations.    
 * people will exert more effort in the first condition compared to the second condition.    
 social facilitation will occur in the first condition and social striving will occur in the second.   
    

156. In many collectivistic cultures individuals work harder when they are in groups than when they are alone.  This phenomenon is called:     
 * social striving.    
 the bystander effect.    
 the modesty bias.    
 social loafing.   
    

157. In a Japanese factory, small groups of employees work together to assemble and test each finished product.  In this situation the individuals work harder and exert more effort on the collective task than if they worked alone.  This example illustrates:     
 social loafing.    
 the self-effacing effect.    
 * social striving.    
 the bystander effect.   
    

158. The term social facilitation refers to:     
 the tendency for individuals in collectivistic cultures to work harder on a collective task than when working alone.    
 the tendency in individualistic cultures to expend less effort on a task when it is a group effort.    
 * the tendency for the presence of other people to enhance individual performance.    
 the tendency to help other people with no expectations of personal reward or benefit.   
    

159. The tendency for the presence of other people to enhance individual performance is called:     
 * social facilitation.    
 social loafing.    
 the self-serving effect.    
 the bystander effect.   
    

160. Franz, who dislikes speaking in public because it makes him very nervous, was not well prepared for his presentation.  In this situation, the presence of other people will:     
 enhance Franz's performance.    
 * diminish Franz's performance.    
 have no effect on Franz's performance.    
 enhance deindividuation.   
    

161. Madeline is a talented actress. Consequently, she was very well prepared when she played the leading role in the school's production of The Sound of Music. The presence of other people will:     
 result in social loafing.    
 diminish Madeline's performance.    
 result in the actor-observer discrepancy.    
 * enhance Madeline's performance.   
    

162. During practice sessions, Lucio cycled as fast as he could around the racetrack, and his best time was 10 minutes and 30 seconds.  However, during the actual race in the presence of a large, cheering crowd Lucio improved his best time by almost 50 seconds.  This example best illustrates the phenomenon of:     
 social loafing.    
 social influence.    
 * social facilitation.    
 social striving.   
    

163. _____ refers to the reduction of self-awareness and inhibitions that can occur when a person is part of a group whose members feel anonymous.     
 Persuasion    
 Attribution    
 Ethnocentrism    
 * Deindividuation   
    

164. Deindividuation refers to the:     
 tendency to expend less effort on a task when it is a group effort.    
 * reduction of self-awareness and inhibitions that can occur when a person is part of a group whose members feel anonymous.    
 tendency for the presence of other people to enhance individual performance.    
 tendency to help other people when there is no expectation of personal reward or benefit.   
    

165. On Halloween, a group of normally law-abiding teenagers wearing masks and costumes committed acts of vandalism.  The reason for this atypical behavior is probably due to:     
 * deindividuation.    
 the actor-observer discrepancy.    
 social loafing.    
 prosocial behavior.   
    

166. Following the questionable police killing of a young man, thousands of concerned citizens assembled and marched in protest.  As the darkness of night set in, the rally turned violent as some younger members of the crowd began breaking shop windows, looting merchandise, and overturning cars.  Of the people who participated in the violence, the darkness of the night and the size of the crowd probably contributed to their sense of:     
 cognitive dissonance.    
 ethnocentrism.    
 * deindividuation.    
 self-effacing bias.   
    

167. When Marsha continued to waver on her decision to buy a new computer, the salesperson finally said to her, "If you buy this computer system today, I'll throw in a larger hard drive and a couple of computer games for your kids. Have we got a deal?" The salesperson appears to be using the _____ technique to persuade Marsha to buy the computer system.     
 foot-in-the-door    
 door-in-the-face    
 * that's-not-all    
 devil's advocate   
    

168. While they were shopping, 6-year-old Elliot came running around one of the store aisles and excitedly asked his mother if she would buy him a $299 Sony PlayStation 2 game console to use with their television at home. When his mother immediately refused, Elliot looked very dejected but apologized for asking. A few moments later, Elliot asked, "Well, can I get a new basket for my bicycle?" Clever Elliot appears to be using the _____ technique to persuade his mother.     
 foot-in-the-door    
 * door-in-the-face    
 that's-not-all    
 devil's advocate   
    

169. Professional persuaders use a number of techniques to influence attitudes and behaviors. Which of the follo Answer: C  170. Real estate agents promoting a new recreational development offer a free breakfast and the opportunity to win a trip to Hawaii for attending a short sales promotion meeting. It would appear they are using the persuasion technique of the:   
 rule of commitment.    
 low-ball technique.    
 * rule of reciprocity.    
 high-ball technique.    
    

171. The textbook provides several practical suggestions to defend against being manipulated by various persuasion techniques. Which of the following is NOT one of the practical suggestions you can use making important decisions?     
 List all of the reasons why you should not make a particular commitment.    
 * Always go with your first impulse and don't look back.    
 Wait a day before making a final commitment to the decision.    
 If you have feelings of hesitancy about a particular decision, take the conservative course of action and do nothing.