TEST YOUR UNDERSTANDING MCQs- compiled.docx

**MULTIPLE-CHOICE QUESTIONS : Introduction to SP** 1.The branch of psychology that seeks to understand the nature and causes of individual behavior and thought in social situations is [                ]. A\) general psychology B\) social psychology C\) organizational psychology D\) applied psyc...

**MULTIPLE-CHOICE QUESTIONS : Introduction to SP** 1.The branch of psychology that seeks to understand the nature and causes of individual behavior and thought in social situations is [                ]. A\) general psychology B\) social psychology C\) organizational psychology D\) applied psychology E\) interpersonal psychology 2.Social psychologists focus their attention mainly on individuals because [                ].\ A) our behavior is influenced by the actions of other individuals in social situations\ B) the behavior of groups is too difficult to study in laboratory conditions\ C) cultural differences have a strong effect on the behavior of groups but only a weak effect on individuals\ D) some individuals are more strongly affected by society than are others\ E) society doesn\'t have much influence over how individuals should behave in most situations 3.As a scientific discipline, social psychology strives for [                ].\ A) a non-skeptical understanding of unobservable forces\ B) a unified theory of group behavior\ C) an objective understanding of behavior\ D) a narrow focus on the determinants of group behavior\ E) a subjective understanding of group functions 4.Social Psychology embraces [                ] as core scientific values.\ A) accuracy, objectivity, skepticism, and open-mindedness\ B) accuracy, objectivity, statistical support, and open-mindedness\ C) objectivity, theoretical coherence, open-mindedness, and skepticism\ D) theoretical coherence, participant-observer approach, client-centered stance, skepticism\ E) open-mindedness, skepticism, statistical support, theoretical coherence 5.The focus of social psychology is on [                ].\ A) the processes society use to direct and control the behavior of individuals\ B) how groups define and shape society\ C) the behavior and thoughts of individuals\ D) the actions of small groups of individuals\ E) the effects that society may have on group behavior 6.One reason that social scientists put their faith in the scientific method is that [                ].\ A) the scientific method produces incontrovertible proof of the accuracy of their theories\ B) the scientific method assures acceptance of their conclusions by the general public\ C) the scientific method substantiates the status quo\ D) the scientific method allows scientists to rely on their own intuition\ E) the scientific method produces more conclusive evidence than other methods 7.The ways we think about other people and the things we remember about them may have an effect on our behavior. These thoughts and memories are examples of [                ]. A\) social processes B\) cultural processes C\) interpersonal processes D\) historical processes E\) cognitive processes **Cognitive theory - explain human behavior by understanding thought** processes. 8.Radha is from India and is Jana\'s friend. In making a judgment about Radha\'s reason for being late for coffee, Jana may infer that Radha was late because she had a confusing day, or Jana may decide that Radha doesn\'t really have much respect for her schedule. This is best explained as an example of a\ [                ]. A\) cognitive process B\) environmental variable C\) cultural context D\) biological factor E\) personality trait 9\. People tend to become more irritable and aggressive when the weather is hot and humid. This fact is an example of the effects of [                ] on social behavior. A\) environmental variables B\) biological processes C\) cognitive processes D\) cultural context E\) interpersonal variables 10\. The social rules concerning how individuals should behave in specific situations are known as [                ]. A\) mores B\) cultural beliefs and norms C\) civil standards D\) social values E\) cognitive factors 11.The system of shared meanings, perceptions, and beliefs held by persons belonging to the same group is known as [                ]. A\) normative context B\) culture C\) socialization D\) civilization E\) interpersonal background 12.The branch of psychology that seeks to examine the potential role of [genetic factors] in different aspects of human behavior is known as [                ]. A\) psychology of perception B\) physiological psychology C\) cultural psychology D\) evolutionary psychology E\) social psychology 13.The variation referred to by [evolutionary psychologists] is that [                ].\ A) some individual members of a species vary on important traits while others do not\ B) individual members of any given species differ from each other in many ways\ C) evolved traits exhibit more intraindividual variation than do non evolved traits\ D) members of different species differ from each other in many ways\ E) particular traits of individuals may vary over the life span 14.The evolutionary perspective on social psychology suggests that [                ].\ A) we inherit specific patterns of social behavior\ B) we inherit biological predispositions that have no effect on our actual behavior\ C) our biological inheritance determines many of the actions we take\ D) we are driven by our genes to act in specific ways\ E) we inherit tendencies to behave in certain ways 15.Despite some variation, there appear to be universal mating preferences for certain physical features. This fact suggests that these attractive features are influenced by [                ]. A\) evolutionary factors B\) cultural context C\) cognitive processes D\) developmental perspectives E\) individual differences 16\. The evolutionary perspective on social behavior suggests that [                ].\ A) we are driven by our genes to act in specific ways\ B) much of our behavior is biologically determined and cannot be consciously known\ C) we inherit specific patterns of social behavior\ D) we inherit tendencies or predispositions to behave in certain ways\ E) we cannot act counter to the drives established by our genetic inheritance 17.Based on a(n) [                ], a child, early in life, is more likely to look like [                ].\ A) evolutionary perspective; its father\ B) cultural view; its mother\ C) evolutionary perspective; other kids its same age\ D) environmental perspective; its sibling(s), if any, more than either parent\ E) evolutionary perspective; its mother 18[                ] is the area of psychology that studies the interplay between brain events and thought, emotion and behavior. A\) Social neuroscience B\) Social phrenology C\) Nuclear resonance imaging D\) Event related potentials E\) PET scans 19 [                ] processes represent those factors and processes which influence thought, feelings or behaviors and of which we are either not aware or only dimly aware. A\) Implicit B\) Explicit C\) Neural D\) Common sense E\) Immediate 20 A multicultural perspective is recognized as increasingly important to research in social psychology because [                ].\ A) cultural factors such as race or ethnicity help determine self-identity\ B) some cultural factors may be important, but these factors have not yet been identified\ C) cultural factors are only important in some areas of research, such as research dealing with facial recognition\ D) cultural factors have a weak influence on social behavior\ E) cultural factors are relatively unimportant in a heterogeneous society +-----------------------------------+-----------------------------------+ | 2 QUESTIONS ON RESEARCH. ANSWERS | | | AT THE BOTTOM | | +===================================+===================================+ | 1\. The process of [carefully | A | | observing behavior] | | | as it occurs is known as | | | [                ]. | | | | | | A\) systematic observation | | | | | | B\) social observation | | | | | | C\) naturalistic observation | | | | | | D\) quasi-experimental | | | observation | | | | | | E\) correlational observation | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | 2.The observation of behavior as | D | | it occurs in | | | [natural] settings is | | | known as | | | [                ]. | | | | | | A\) correlational observation | | | | | | B\) social observation | | | | | | C\) quasi-experimental | | | observation | | | | | | D\) naturalistic observation | | | | | | E\) systematic observation | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | 3.In order to determine whether | B | | people have a strong or weak | | | preference for the color of | | | their\ | | | cookware, a company wants to | | | collect information from many of | | | its past customers. If the number | | | of past customers is very large, | | | the company may want to consider | | | using | | | [                ] | | | methods. | | | | | | A\) mystery shopper | | | | | | B\) survey | | | | | | C\) naturalistic observation | | | | | | D\) field experimental | | | | | | E\) quasi-experimental | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | 4.Suppose a company asked its | A | | workers \"Now that you have | | | received a raise, how satisfied | | | are you with your job?,\" and | | | found out that 87% indicated they | | | were \"very satisfied\" or | | | \"satisfied.\" A major concern of | | | this study would likely be | | | [                ]. | | | | | | A\) the way the question was | | | asked\ | | | B) the way the participants | | | were selected\ | | | C) the way the jobs were | | | described\ | | | D) the amount of the raise\ | | | E) the way the results were | | | tabulated | | +-----------------------------------+-----------------------------------+ | 5.The way a question is phrased | B | | may sometimes influence the way | | | people respond to the question. | | | In survey research, this is known | | | as the issue of | | | [                ]. | | | | | | A\) faulty design | | | | | | B\) wording | | | | | | C\) leading questions | | | | | | D\) systemic invalidation | | | | | | E\) biasing | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | 6.A correlation exists between | C | | two variables when | | | [                ].\ | | | A) changing one variable has no | | | effect on the other variable\ | | | B) changing one variable causes | | | the other to change by the same | | | amount\ | | | C) changes in the two variables | | | are related to each other\ | | | D) the two variables are | | | inversely related - as one | | | increases, the other decreases\ | | | E) changing one variable | | | sometimes causes the other to | | | change and sometimes not | | +-----------------------------------+-----------------------------------+ | 7.One advantage of knowing the | B | | correlation between two variables | | | is that | | | [                ].\ | | | A) the size of the correlation | | | helps determine whether the | | | variables are important enough to | | | devote further research to them\ | | | B) one variable can then be used | | | to predict another\ | | | C) one variable can be eliminated | | | from the theory\ | | | D) this knowledge helps us | | | understand the limitations of | | | social research\ | | | E) since correlation does not | | | indicate causal relationships, | | | there is no advantage | | +-----------------------------------+-----------------------------------+ | 8.A researcher is interested in | C | | the relationship between | | | courtship behaviors and physical | | | characteristics of people. If the | | | researcher should establish that | | | there is a correlation of +.37 | | | between physical attractiveness | | | and dating frequency, we can | | | conclude that | | | [                ].\ | | | A) it is impossible to predict | | | dating frequency based on | | | attractiveness\ | | | B) less attractive people date | | | more often than more attractive | | | people\ | | | C) more attractive people date | | | more often than less attractive | | | people\ | | | D) there is no relationship | | | between dating frequency and | | | attractiveness\ | | | E) more attractive people tend to | | | date less attractive people | | +-----------------------------------+-----------------------------------+ | 9.A researcher thinks that a | A | | person\'s mood has an effect on | | | how helpful that person is likely | | | to be. To test this, the | | | researcher has some research | | | participants come to the | | | laboratory where they are first | | | given a difficult test and then | | | either heavily praised or | | | strongly criticized for their | | | test performance. Afterwards, | | | participants are asked to help | | | the researcher\'s assistant move | | | some heavy boxes into another | | | room. The researcher makes | | | careful note of how many and | | | which participants help with | | | moving the boxes. | | | | | | In this example, the hypothesis | | | is              .\ | | | A) a person\'s mood has an effect | | | on how helpful that person is | | | likely to be\ | | | B) praise will improve the mood | | | of research subjects and | | | criticism will worsen their mood\ | | | C) helping the researcher\'s | | | assistant will change a | | | participant\'s mood\ | | | D) some participants will be in a | | | better mood than others\ | | | E) the difficulty of the test | | | will cause participants to be in | | | a bad mood | | | | | | One possible confound for this | | | experiment is | | | [                ].\ | | | A) the researcher\'s notes and | | | observations\ | | | B) the participants\' mood after | | | the praise or criticism\ | | | C) whether or not participants | | | showed up for the experiment\ | | | D) the attitude of the assistant\ | | | E) the number of boxes the | | | assistant moved | | +-----------------------------------+-----------------------------------+ | 10\. In an experiment, | A | | researchers wanted to know | | | whether changing the level of | | | lighting in a factory would | | | have an effect on the | | | productivity of employees. In | | | order to address this question, | | | employees were randomly | | | assigned to three separate | | | identical work areas, but the | | | lighting was set at a different | | | level in each of the work | | | areas. Then employees in all | | | three work groups began to | | | operate machinery that produced | | | small electrical components. | | | The number of components | | | produced by each group was | | | carefully tallied at the end of | | | each 8-hour shift. | | | | | | In this example, the independent | | | variable is                .\ | | | A) the level of lighting\ | | | B) the employees chosen to | | | participate in the experiment\ | | | C) the number of components | | | produced\ | | | D) the machinery operated by the | | | employees\ | | | E) the presence or absence of the | | | researchers | | | | | | In this example, the dependent | | | variable is                .\ | | | A) the machinery operated by the | | | employees\ | | | B) the employees chosen to | | | participate in the experiment\ | | | C) the presence or absence of the | | | researchers\ | | | D) the level of lighting\ | | | E) the number of components | | | produced | | +-----------------------------------+-----------------------------------+ | 12\. Researchers believe that | D | | experiencing strong negative | | | emotions such as fear or | | | anxiety will increase people\'s | | | need to affiliate. To test this | | | idea, the researchers randomly | | | assigned participants to one of | | | two small groups. Members of | | | Group 1 were left for 10 | | | minutes in a room with no | | | windows. While waiting, the | | | lights went out for a brief | | | period of time and the | | | participants could hear screams | | | from another room. Members of | | | Group 2 were likewise left for | | | 10 minutes in a room with no | | | windows, but the lights were | | | left on and no screams were | | | heard. Researchers observed how | | | frequently members of each | | | group started conversations | | | with other members of their | | | group on non-experiment related | | | topics. | | | | | | In this experiment, the | | | independent variable is | | |                 .\ | | | A) whether or not the lights went | | | out and screams were heard\ | | | B) the frequency of | | | non-experiment related | | | conversations\ | | | C) the current emotional state of | | | the participants\ | | | D) the level of anxiety induced | | | in the participants\ | | | E) assignment to one of the three | | | groups | | +-----------------------------------+-----------------------------------+ | 14 Researchers who | B | | [systematically change one | | | variable] in order to | | | determine what [effect this has | | | on another variable] | | | are using | | | [                ]. | | | | | | A\) dependent variables | | | | | | B\) experimental methods | | | | | | C\) correlational methods | | | | | | D\) independent variables | | | | | | E\) control groups | | +-----------------------------------+-----------------------------------+ | 15 Which is NOT an advantage of | B | | using surveys to collect | | | information?\ | | | A) Surveys can be used to collect | | | information from very large | | | numbers of people.\ | | | B) Surveys can be used to | | | determine causal relationships | | | between variables.\ | | | C) Surveys can be administered | | | easily either by telephone or | | | over the Internet as well as in | | | person.\ | | | D) Surveys can help collect | | | information on sensitive topics | | | because they can be answered | | | anonymously.\ | | | E) Surveys can allow customers to | | | help direct the direction of | | | future innovative products. | | +-----------------------------------+-----------------------------------+ | 16 In experimental research, one | E | | variable is measured. This | | | variable is known as the | | | [                ]. | | | | | | A\) independent variable | | | | | | B\) confound | | | | | | C\) experimental group | | | | | | D\) control variable | | | | | | E\) dependent variable | | +-----------------------------------+-----------------------------------+ | 17 A \"causal relationship\" | E | | means that | | | [                ].\ | | | A) it is virtually impossible to | | | determine the cause of either | | | variable\ | | | B) a decrease in one variable is | | | related to an increase in another | | | variable\ | | | C) an increase in one variable is | | | related to a decrease in another | | | variable\ | | | D) an increase in one variable is | | | related to an increase in another | | | variable\ | | | E) changes in one variable causes | | | changes in another variable | | +-----------------------------------+-----------------------------------+ | 18\. Suppose a researcher | E | | exposes participants to one of | | | the following three scenarios: | | | for a 20-minute period, they | | | hear either classical music, | | | rock music, or no music. | | | Afterwards, the researcher | | | measures the general mood of | | | the participants. The three | | | scenarios refer to the | | | [                ] | | | of the | | | [                ] | | | variable. | | | | | | A\) cause; dependent | | | | | | B\) levels; dependent | | | | | | C\) conditions; experimenter | | | | | | D\) cause; independent | | | | | | E\) levels; independent | | +-----------------------------------+-----------------------------------+ | 19 Even though there is no single | C | | \"best\" method of research, the | | | [                ] | | | method is generally\ | | | preferred by social | | | psychologists. | | | | | | A\) field | | | | | | B\) observational | | | | | | C\) experimental | | | | | | D\) theoretical | | | | | | E\) correlational | | +-----------------------------------+-----------------------------------+ | 20 In experimental research, one | C | | variable is systematically | | | changed. This variable is known | | | as the\ | | | [                ]. | | | | | | A\) confound | | | | | | B\) dependent variable | | | | | | C\) independent variable | | | | | | D\) experimental group | | | | | | E\) control variable | | +-----------------------------------+-----------------------------------+ | 21 The procedure that ensures | C | | that participants are not | | | assigned to an experimental | | | condition on the\ | | | basis of any individual | | | characteristics is called | | | [                ]. | | | | | | A\) informed consent | | | | | | B\) generic subjectification | | | | | | C\) random assignment | | | | | | D\) confound control | | | | | | E\) interaction | | +-----------------------------------+-----------------------------------+ | 22\. When research results are | B | | not consistent with a theory, | | | the researcher\'s next step | | | usually involves | | | | | | A\) replacing the theory with a | | | different one | | | | | | B\) modifying the theory and | | | collecting additional data | | | | | | C\) modifying the results to be | | | consistent with the theory | | | | | | D\) shifting to a different | | | paradigm | | | | | | E\) contesting any critical | | | reviews of the theory | | +-----------------------------------+-----------------------------------+ | 23\. Some social psychologists | D | | use deception in their research | | | in order to | | | | | | A\) encourage the minority | | | slowness effect | | | | | | B\) eliminate the need for | | | informed consent before an | | | experiment | | | | | | C\) avoid the need to explain | | | the purpose of the research in | | | detail to participants | | | | | | D\) prevent the purpose of the | | | research from having an effect | | | on participants\' behavior | | | | | | E\) discourage skepticism on the | | | part of research participants | | +-----------------------------------+-----------------------------------+ | 24\. Social psychologists | B | | sometimes conceal information | | | about the true purpose of a | | | study from the research | | | participants until after the | | | study is completed. This use of | | | deception is justified when. | | | | | | A\) the participants would | | | otherwise not agree to | | | participate in the study | | | | | | B\) knowledge of the study\'s | | | purpose may alter the behavior | | | of the participants | | | | | | C\) approval from the | | | researcher\'s review board has | | | been granted | | | | | | D\) social behavior and thought | | | is the subject of the | | | experiment | | | | | | E\) the deception will not harm | | | the participants in any way | | +-----------------------------------+-----------------------------------+ | 25\. It is.........to remove | D | | from research the possibility | | | of any harm to a participant    | | | | | | A\) possible; because research | | | can always be made to have mild | | | effects | | | | | | B\) possible; and most research | | | could still be easily done | | | | | | C\) impossible; because | | | psychologists are often | | | uncaring about participant | | | well-being | | | | | | D\) impossible; because research | | | occasionally involves some mild | | | distress for participants | | | | | | E\) possible; because the | | | context of the university | | | setting generally enables the | | | research to be done at another | | | university where conditions are | | | more amenable | | +-----------------------------------+-----------------------------------+ | 26.There are two important | A | | ethical issues involved in the | | | use of deception in research. | | | These issues include the | | | possibility of harming research | | | participants by the deception and | | |...............\ | | | A) participants may come to | | | mistrust researchers in the | | | future\ | | | B) the research may be flawed | | | because deception leads | | | participants to react unnaturally | | | in research settings\ | | | C) participants may learn that | | | deception is acceptable and | | | appropriate behavior in other | | | situations and settings\ | | | D) participants may resent being | | | deceived\ | | | E) researchers may come to view | | | deception as a reasonable and | | | necessary approach to obtaining | | | informed consent | | +-----------------------------------+-----------------------------------+ | 27\. The process of giving | D | | participants as much | | | information as possible about | | | experimental procedures to be | | | used before the participants | | | agree to participate is known | | | as                 .\ | | | A) providing thorough | | | debriefing\ | | | B) avoiding deception in | | | research\ | | | C) meeting ethical guidelines\ | | | D) obtaining informed consent\ | | | E) sustaining information | | | overload | | +-----------------------------------+-----------------------------------+ +-----------------------------------+-----------------------------------+ | **\ | | | MULTIPLE-CHOICE QUESTIONS\-- | | | CHAPTER 3: THE SELF** | | +===================================+===================================+ | 1.Whether we wish it or not, | A | | Shakespeare admonishes that we | | | are.................... on a | | | stage, and that we\'re in | | | position of................... | | | | | | A\) merely players; presenting | | | ourselves to an observing and | | | potentially changing audience\ | | | B) merely players; attempting | | | to manipulate others in the | | | service of our own ends\ | | | C) mortal fools; avoiding the | | | appearance of \"cluelessness\" | | | daily\ | | | D) insignificant specks; | | | playing up our abilities to | | | people less competent\ | | | E) glorious headliners; | | | adopting a posture of humility | | | while attempting to get our | | | needs met | | +-----------------------------------+-----------------------------------+ | 2.As players on a social | B | | \"stage,\" we may wish to | | | emphasize some personal aspect to | | | others, as well as to ourselves. | | | This is called...... | | | | | | A\) ingratiation | | | | | | B\) self-promotion | | | | | | C\) self-aggrandizement | | | | | | D\) self-delusion | | | | | | E\) self-efficacy | | +-----------------------------------+-----------------------------------+ | 3.In meeting a new roommate, | A | | David stresses his studious | | | qualities, an [aspect of himself | | | he wishes others to agree | | | with], while being | | | [willing to underplay other | | | potentially important | | | aspects] of himself. | | | David is practicing a | | | [                ] | | | approach in presenting himself to | | | others. | | | | | | A\) self-verification | | | | | | B\) ingratiation | | | | | | C\) self-enhancement | | | | | | D\) self-denial | | | | | | E\) neurotic | | +-----------------------------------+-----------------------------------+ | 4\) In negotiating a new | A | | roommate\'s perception of his | | | (David\'s) personal qualities, | | | David may agree with his new | | | roommate\'s self-assessment as | | | a(n) | | | [                ] | | | because it aids David in | | | \"selling\" David\'s view of | | | himself as a(n) | | | [                ]. | | | Additionally, David may | | | downplay his own | | | [                ].\ | | | A) gifted athlete; excellent | | | student; athletic | | | accomplishments\ | | | B) gifted athlete; excellent | | | student; accomplishments in | | | other areas\ | | | C) gifted \"ladies\' man\"; | | | excellent student; same-sex | | | orientation\ | | | D) depressed ne\'er-do-well; | | | excellent student; unrealistic | | | optimism\ | | | E) son of a wealthy eastern | | | industrialist; financial-aid | | | student; future plan to ask his | | | new roommate for a loan | | +-----------------------------------+-----------------------------------+ | 5) [                ] | A | | involves using praise of | | | important others as a way to | | | encourage them to like us and | | | approve of us. | | | | | | A\) Ingratiation | | | | | | B\) In-group effect | | | | | | C\) Self-promotion | | | | | | D\) Self-monitoring | | | | | | E\) Out-group removal | | | | | | Ingratiation: deliberate efforts | | | to be likeable | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | 6\) Implying that we are not as | A | | good as another person on some | | | dimension may result in | | | [                ] | | | and/or | | | [                ].\ | | | A) an ingratiation effect; | | | lower our audience\'s | | | expectations\ | | | B) humiliating ourselves; | | | significantly raise our | | | audience\'s expectations\ | | | C) an appearance of | | | insincerity; raise our | | | audience\'s expectations\ | | | D) less self-efficacy; future | | | poor performance on the | | | dimension\ | | | E) an appearance of | | | incompetence; drive away | | | competent others | | +-----------------------------------+-----------------------------------+ | 7\) Differences between shy and | A | | non-shy people appeared to be | | | [                ] | | | online compared to offline | | | because of the | | | [                ] | | | of | | | [                ].\ | | | A) reduced; absence; visual and | | | auditory feedback\ | | | B) increased; absence; | | | encouragement offline\ | | | C) reduced; presence; empathy | | | toward shy males by females\ | | | D) reduced; absence; physical | | | threat cues from another | | | person\ | | | E) increased; absence; | | | comforting contextual cues | | +-----------------------------------+-----------------------------------+ | 8\) The rejection of in-group | A | | members who threaten the | | | positive image of the group is | | | known as | | | [                ]. | | | | | | A\) the black sheep effect | | | | | | B\) ingratiation | | | | | | C\) the rejective-disjunctive | | | effect | | | | | | D\) group monitoring | | | | | | E\) social comparison theory | | +-----------------------------------+-----------------------------------+ | 9\) Research suggests that | D | | insecurity regarding their | | | presentational skills may | | | differentially lead some people | | | to chronic dependency on online | | | social interactions. This would | | | suggest that online social | | | interaction | | | [                ].\ | | | A) is somewhat dangerous for | | | the average person\ | | | B) is especially dangerous for | | | younger people\ | | | C) is very likely to lead most | | | people to some loss of | | | essential real-world social | | | skills\ | | | D) requires people to exercise | | | a common sense balance with | | | face-to-face interactions\ | | | E) is not a truly satisfying | | | form of social interaction | | +-----------------------------------+-----------------------------------+ | 10\) Introspection is an | E | | effective means of | | | understanding ourselves when | | | [                ].\ | | | A) the individual is attempting | | | to understand the reasons for | | | his or her feelings about | | | something important\ | | | B) the focus is on unconscious | | | affective factors\ | | | C) the individual displays an | | | introverted personality | | | configuration\ | | | D) the individual is attempting | | | to predict future feelings | | | about something\ | | | E) the focus is on a conscious | | | decision-making process | | +-----------------------------------+-----------------------------------+ | 11\) Having been given \"acting | A | | lessons\" to either | | | | | | 1\) \"try to feel as if you are | | | 14 years old at dinner with | | | family,\" | | | | | | or 2) \"put on a performance so | | | you will seem to others as if | | | you\'re 14 years old at dinner | | | with family,\" participants in | | | acting condition | | | [                ] | | | were more likely to see | | | themselves as having | | | [              ]. | | | | | | A\) 2; more consistent traits | | | | | | B\) 1; more consistent traits | | | | | | C\) 2; few consistent traits | | | | | | D\) 1; greater emotional range | | | | | | E\) 2; emotionally stilted | | | interactions | | +-----------------------------------+-----------------------------------+ | 12\) When we think of ourselves | E | | as members of specific social | | | groups, we are thinking of our | | | [                ]. | | | | | | A\) sexual self-schema | | | | | | B\) social-personal self | | | | | | C\) personal self | | | | | | D\) cultural self identity | | | | | | E\) social identity | | +-----------------------------------+-----------------------------------+ | 13\) The personal identity | C | | [                ].\ | | | A) conceptualizes the self as a | | | member of particular social | | | groups\ | | | B) allows us to attribute our | | | successes to external causes\ | | | C) conceptualizes the self as a | | | unique individual\ | | | D) prevents us from recognizing | | | most discrepancies between our | | | behavior and our attitudes\ | | | E) allows us to attribute our | | | failures to external causes | | +-----------------------------------+-----------------------------------+ | 14\) George was listening as a | D | | friend described him to someone | | | else on the telephone. His | | | friend\'s description included | | | \"friendly, taller, active\" | | | and similar terms. As a result, | | | George is now probably thinking | | | of himself in terms of | | | [                ]. | | | | | | A\) collectivist relationships | | | | | | B\) indeterminant relationships | | | | | | C\) intergroup comparisons | | | | | | D\) intragroup comparisons | | | | | | E\) individualistic | | | relationships | | +-----------------------------------+-----------------------------------+ | 15\) Chris describes himself as | A | | liberal when thinking of | | | himself as an American, but | | | conservative when compared to | | | other college students. These | | | are | | | [                ] | | | comparisons. | | | | | | A\) intragroup | | | | | | B\) intergroup | | | | | | C\) shifting standards | | | | | | D\) individualistic | | | | | | E\) political | | +-----------------------------------+-----------------------------------+ | 16) | A | | [                ] | | | comparisons are based around | | | attributes | | | [               ] | | | with | | | [               ], | | | but which are | | | [                ] to | | | (from) | | | [                ] | | | group.\ | | | A) Intergroup; we may share; | | | other members of our group; | | | contrasted; another\ | | | B) Intragroup; we may share; | | | other members of our group; | | | contrasted; another\ | | | C) Intergroup; we may differ on; | | | members of another race; similar; | | | another\ | | | D) Intragroup; we may differ on; | | | females, if we are male; shared; | | | a male\ | | | E) Intragroup; we may share; only | | | individuals we relate to on | | | another attribute; different; a | | | similarly featured | | +-----------------------------------+-----------------------------------+ | 17\) When Karen was recently | B | | asked to describe herself to | | | her classmates, she spoke about | | | being a student and a member of | | | her class. She pointed out | | | similarities and differences | | | between herself and her fellow | | | students. Karen was primarily | | | making | | | [                ] | | | comparisons. | | | | | | A\) individual | | | | | | B\) intragroup | | | | | | C\) intergroup | | | | | | D\) extragroup | | | | | | E\) instrumental group | | | | | | All pick intragroup, except 16. | | +-----------------------------------+-----------------------------------+ | 18\) Our self-concept varies | B | | periodically because | | | [                ].\ | | | A) our subjective experience of | | | in-groups and out-groups | | | changes over time\ | | | B) we do not experience all | | | aspects of our self-concept | | | simultaneously.\ | | | C) our experiences cause subtle | | | changes in our personalities\ | | | D) our intergroup comparisons | | | change over time\ | | | E) we do not consciously | | | recognize negative aspects of | | | our self-concept | | +-----------------------------------+-----------------------------------+ | 19\) Karen admires and respects | E | | her psychology professor. She | | | is considering becoming a | | | psychologist herself. Should | | | her professor become a role | | | model for her, Karen may become | | | a psychologist herself if\ | | | [                ].\ | | | A) she overcomes her fear of | | | failure\ | | | B) she sees this as an | | | unachievable potential self\ | | | C) she distracts herself from | | | this state of self-awareness\ | | | D) she sees this as an | | | undesirable potential self\ | | | E) she sees this as a desirable | | | and achievable potential self | | +-----------------------------------+-----------------------------------+ | 20\) James, Wendy, Evan, Ethan, | E | | and Janet are all college | | | seniors who are planning their | | | senior thesis - a requirement | | | for graduation at their school. | | | Given the following situations, | | | who is most likely to complete | | | the thesis first?\ | | | A) Janet, who sees herself as a | | | \"rebel\" because she doesn\'t | | | always complete work her | | | professors expect of her, but | | | does always learn the materials | | | needed for exams.\ | | | B) James, who is the first | | | person in his family to have | | | attended college.\ | | | C) Evan, who is unrealistically | | | optimistic about the outcomes | | | he expects and his own | | | abilities.\ | | | D) Ethan, who has a relatively | | | low sense of self-efficacy | | | where writing papers is | | | concerned.\ | | | E) Wendy, whose older brother | | | finished college last year and | | | serves as a role model for her. | | +-----------------------------------+-----------------------------------+ | 21\) The belief that we can | B | | achieve a particular goal | | | through our own actions is | | | known as | | | [                ]. | | | | | | A\) self-esteem | | | | | | B\) self-efficacy | | | | | | C\) delusional thinking | | | | | | D\) hubris | | | | | | E\) self-concept | | +-----------------------------------+-----------------------------------+ | 22\) A person\'s evaluation of | B | | his or her ability to reach a | | | goal is known as | | | [                ]. | | | | | | A\) self-concept | | | | | | B\) self-efficacy | | | | | | C\) self-esteem | | | | | | D\) self-complexity | | | | | | E\) self-image | | +-----------------------------------+-----------------------------------+ | 23\) High self-efficacy seems to | A | | lead people to employ (select) | | | [                ], | | | which ultimately results in | | | their [obtaining better | | | deals] than people | | | low in self-efficacy. | | | | | | A\) more effective negotiation | | | tactics | | | | | | B\) more powerful associates | | | | | | C\) a willingness to ask for a | | | higher price | | | | | | D\) higher levels of sycophancy | | | (ingratiation) | | | | | | E\) greater levels of | | | confidence, even if it is | | | insincere | | +-----------------------------------+-----------------------------------+ | 24\) Self-esteem refers to the | A | | [                ].\ | | | A) positive or negative | | | evaluation of the self by | | | oneself\ | | | B) amount of positive emotion | | | that one is experiencing at the | | | moment\ | | | C) positive or negative | | | evaluation of one\'s self by | | | others\ | | | D) evaluations of others about | | | the self\ | | | E) desire to be liked by others | | +-----------------------------------+-----------------------------------+ | 25\) A person\'s overall | D | | attitude towards him- or | | | herself is known as | | | [                ]. | | | | | | A\) self-efficacy | | | | | | B\) self-monitoring | | | | | | C\) self-reference effect | | | | | | D\) self-esteem | | | | | | E\) self-adjudication | | +-----------------------------------+-----------------------------------+ | 26\) Whenever Mike enters his | A | | family\'s den where the sports | | | trophies that he has won. are | | | on the mantle, his self-esteem | | | is temporarily boosted. This is | | | best described as caused by the | | | fact that | | | [                ].\ | | | A) self-esteem is responsive to | | | life events\ | | | B) self-esteem is the result of | | | family members\' opinions\ | | | C) athletic skill is highly | | | prized by males\ | | | D) people generally feel better | | | about themselves in their own | | | homes\ | | | E) while self-esteem is | | | temporarily boosted, it is very | | | short-lived | | +-----------------------------------+-----------------------------------+ +-----------------------------------+-----------------------------------+ | **TEST BANK MULTIPLE-CHOICE | | | QUESTIONS\ | | | CHAPTER 4: SOCIAL PERCEPTION** | | +===================================+===================================+ | **\ | D | | **1) The process we use to try | | | and understand other people is | | | known as | | | [                ]. | | | | | | A\) attribution | | | | | | B\) impression management | | | | | | C\) nonverbal communication | | | | | | D\) social perception | | | | | | E\) field awareness | | +-----------------------------------+-----------------------------------+ | 2\) The process whereby we seek | C | | to know and understand others | | | is called | | | [                ], | | | and frequently makes use of | | | [                ].\ | | | A) social awareness; not really | | | caring about people\ | | | B) social attribution; | | | impression management\ | | | C) social perception; nonverbal | | | communication\ | | | D) social consistency; | | | correspondence bias\ | | | E) social discovery; verbal | | | communication | | +-----------------------------------+-----------------------------------+ | 3\) The process by which | C | | individuals seek to understand | | | why others behave as they do is | | | known as | | | [                ]. | | | | | | A\) causal misdirection | | | | | | B\) impression management | | | | | | C\) attribution | | | | | | D\) social precision | | | | | | E\) nonverbal communication | | +-----------------------------------+-----------------------------------+ | 4\) Which statement BEST | A | | describes the attribution | | | process?\ | | | A) The process by which we seek | | | to understand the causes of the | | | behavior of others and | | | ourselves.\ | | | B) The process by which we | | | focus attention inward for | | | reflection.\ | | | C) The process by which we | | | combine information about | | | others into unified impressions | | | of them.\ | | | D) The process by which we | | | attempt to shift blame away | | | from ourselves.\ | | | E) The process by which we seek | | | to understand our own feelings, | | | traits, and motives. | | +-----------------------------------+-----------------------------------+ | 5\) Our tendency to perceive the | C | | actions of others as caused by | | | their dispositions or | | | personality rather than | | | perceiving the cause of their | | | actions as the situation they | | | are in is known as | | | [                ]. | | | | | | A\) a self-serving bias | | | | | | B\) perceptual salience | | | | | | C\) correspondence bias | | | | | | D\) the consistency effect | | | | | | E\) the actor-observer effect | | +-----------------------------------+-----------------------------------+ | 6\) The tendency to explain | A | | others\' actions as stemming | | | from dispositions even in the | | | presence of clear situational | | | causes is called the | | | [                ]. | | | | | | A\) correspondence bias | | | | | | B\) availability bias | | | | | | C\) correlational bias | | | | | | D\) heuristic bias | | | | | | E\) representative bias | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | 7\) The \"fundamental | C | | attribution error\" refers to | | | our tendency to | | | [                ].\ |