Social psychology 10th edition kassin test bank

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Multiple Choice 1. Which of the following is not an example of social influence?​ a. ​A sports fan who decides to join the other members of the stadium crowd in doing the wave b. ​A student who hears that some of his fellow classmates may have been exposed to a noxious gas and immediately comes to feel a bit nauseated himself c. ​A model who catches a glimpse of herself wearing a swimsuit in a mirror and suddenly becomes selfconscious about the way she looks d. ​A guest at a dinner party who does not understand a joke told by the host, but laughs anyway because everyone else is laughing ANSWER: c REFERENCES: Introduction LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Apply 2. The ways in which people are affected by the real or imagined presence of others is called a. ​social influence. b. psychological reactance. c. ​pluralistic ignorance. d. the auto kinetic effect.

ANSWER: a REFERENCES: Introduction LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Remember 3. Which of the following is not considered one of the three forms of social influence discussed in this chapter? a. ​conformity b. compliance c. ​obedience d. independence ANSWER: d REFERENCES: Introduction LEARNING OBJECTIVES: SOCP.KASS.17.7.2 - Define, compare, and contrast conformity, compliance, and obedience.

KEYWORDS: Bloom’s: Understand NOTES: New

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4. The tendency to unconsciously mimic the nonverbal behavior of others is called a. ​reciprocation wariness. b. pluralistic ignorance. c. the ally effect. d. the chameleon effect.

ANSWER: d REFERENCES: Social Influences as "Automatic" LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Remember 5. Chart and and Bergh (1999) had experimental accomplices mimic the mannerisms of some participants but not others. They found that a. ​participants whose mannerisms were mimicked liked the accomplice more than participants who were not copied. b. participants whose mannerisms were copied by an accomplice reported being more uncomfortable during the interaction than those who were not mimicked. c. imitating the mannerisms of the participants tended to reduce the nonverbal behaviors exhibited during the interaction. d. participants who were not mimicked by their interaction partners indicated a greater willingness to interact with that person again in the future.

ANSWER: a REFERENCES: Social Influences as "Automatic" LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Remember 6. According to your text, studies examining imitation have found that it is seen in all but which species of animal? a. ​hamsters b. fish c. pigeons d. camels ANSWER: d REFERENCES: Social Influences as "Automatic" LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Remember NOTES: New

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7. At the sales meeting, Leo clasped his hands behind his head and reclined in his chair. Within minutes, three other team members were sitting in the same posture, demonstrating the psychological tendency referred to as a. ​psychological reactance. b. the chameleon effect. c. lowballing. d. idiosyncrasy credits.

ANSWER: b REFERENCES: Social Influences as "Automatic" LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Apply NOTES: New 8. Frank gets a bit anxious in social situations and tends to scratch his nose when he speaks. Toward which individual is he most likely to feel positively? a. ​Felicia, who mimics Frank’s behavior and scratches her nose while they speak b. Fletcher, who stares quizzically at Frank every time he scratches his nose c. Florence, who averts her gaze and stares at the floor every time Frank scratches his nose d. Faisal, who appears quite at ease with Frank’s behavior and reaches out several times to scratch Frank’s nose for him ANSWER: a REFERENCES: Social Influences as "Automatic" LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Apply 9. Which of the following has not been demonstrated by research on mimicry? a. ​Within a few days of birth, infants mimic the facial expressions of adults. b. Various species of non-human animals demonstrate rudimentary forms of mimicry. c. People often mimic the facial expressions of others, but never mimic their overt behaviors. d. People sometimes mimic facial expressions of which they are not even consciously aware.

ANSWER: c REFERENCES: Social Influences as "Automatic" LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Understand

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10. According to the research of Neumann and Struck (2000), participants would report that they expected a more positive mood state when they listened to a speaker who a. ​spoke in a happy voice. b. presented about material of specific interest to the listener. c. seemed to have very high expertise on their topic. d. sounded like an older, mature male.

ANSWER: a REFERENCES: Social Influences as "Automatic" LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Remember NOTES: New 11. Ireland and Pennebaker (2010) found evidence for a. ​mood contagion. b. mimicry in use of language. c. destructive obedience. d. the dynamic nature of mimicry.

ANSWER: b REFERENCES: Social Influences as "Automatic" LEARNING OBJECTIVES: SOCP.KASS.17.7.1 - Explain the process and purposes of mimicry, and its implications for questions concerning the automaticity of social influence.

KEYWORDS: Bloom’s: Understand NOTES: New 12. According to research by Emily Prunin and others (2007), which statement explains why people perceive others to be more conforming than they, themselves, are? a. ​People are poor judges of others’ motivations. b. People tend to judge others by their overt behavior while judging themselves by focusing inward. c. People judge themselves in the same way that that they judge others, but often much less accurately. d. People judge others by asking them about their inner thought processes.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.2 - Define, compare, and contrast conformity, compliance, and obedience.

KEYWORDS: Bloom’s: Analyze

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13. In comparison to obedience and compliance, conformity a. ​involves less direct pressure from others. b. occurs only in response to the behavior of a group of others. c. requires the physical presence of at least one other person. d. is more likely to produce destructive behaviors.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.2 - Define, compare, and contrast conformity, compliance, and obedience.

KEYWORDS: Bloom’s: Analyze 14. The tendency to alter perceptions, opinions, and behavior in ways that are consistent with group norms is called a. ​psychological reactance. b. compliance. c. obedience. d. conformity.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.2 - Define, compare, and contrast conformity, compliance, and obedience.

KEYWORDS: Bloom’s: Remember 15. A half-dozen high school students are going to a concert. Chantal wants to wear a new colorful outfit that she just received as a gift, but she assumes that her five friends will all be wearing nothing but black leather. Chantal decides to do likewise, and leaves her colorful outfit in the closet. Chantal’s behavior is an example of a. ​reciprocation wariness. b. idiosyncrasy credits. c. resistance. d. conformity.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.2 - Define, compare, and contrast conformity, compliance, and obedience.

KEYWORDS: Bloom’s: Apply

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16. Which of the following was the central focus of Muzzier Sheriff's (1936) study on conformity? a. ​the auto kinetic effect b. stroboscopic motion c. motion parallax d. the Doppler effect ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Remember 17. Sheriff (1936) asked groups of participants to estimate the distance moved by a point of light. He found that a. ​participants were more accurate when they were alone than when they were in groups. b. participants were more accurate in groups than when they were alone. c. as the study progressed, the participants’ estimates began to converge with each other. d. as the study progressed, the participants’ estimates began to diverge from each other.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Remember 18. You’re out with friends when a talk show host walks up and asks if you’ll answer a few trivia questions on camera.

When he asks how many feet are in a mile, your first friend says 2,000 and your second friend says 3,000. You don’t know the correct answer, so you say 2,500. Your response is similar to the judgments made by participants in which study? a. Langer et al. (1978) b. Sheriff (1936) c. Asch (1951) d. Milgram (1962) ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Apply

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19. Sheriff’s (1936) research using the auto kinetic effect demonstrated that a. people often look to others as a source of information. b. people are particularly concerned about social rejection. c. conformity is difficult to establish in the laboratory. d. only pre-existing relationships have the power to influence behavior.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Understand 20. Many participants in the social influence study conducted by ____ gave public responses that they privately knew to be inaccurate. a. Sheriff b. Asch c. Milgram d. Zimbardo ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Remember 21. The primary difference between the research of Sheriff (1936) and Asch (1951) is that a. Sheriff was able to demonstrate conformity, whereas Asch was not. b. Asch was able to demonstrate conformity, whereas Sheriff was not. c. Sheriff relied on an ambiguous task, whereas Asch used an unambiguous task. d. Asch relied on an ambiguous task, whereas Sheriff used an unambiguous task.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Analyze

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22. Participants in Asch’s line judgment study conformed approximately ____ percent of the time. a. 27 b. 37 c. 47 d. 57 ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Remember 23. Research on social influence in virtual groups shows that they a. are much less influential than “live” groups. b. only have impact when member identities are known. c. only have impact when member identities are hidden. d. can be quite influential even when they are remote.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Understand NOTES: New 24. Informational influence occurs primarily because people a. believe that others are correct in their judgments, especially when they agree. b. fear the negative social consequences of appearing deviant. c. are motivated to appear consistent in their feelings and behaviors. d. respond to social norms automatically and without any thought.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Understand

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25. Normative influence tends to occur primarily when people a. are uncertain regarding the correct answer and therefore look to others for guidance. b. fear the negative social consequences of rejection that can follow appearing deviant. c. are motivated to appear consistent in their feelings and behaviors. d. feel that their freedom to choose a particular course of action has been threatened.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Understand 26. The conformity seen in Sheriff’s (1936) study was most likely the result of a. normative influence. b. private conformity. c. public conformity. d. informational influence.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Understand 27. Imagine that some researchers conducted a study and interpreted the results of the study as indicative of normative influence. These researchers are most likely to reach this conclusion if participants in their study a. were truly convinced that the majority was correct in their opinions. b. behaved in a way that would be considered normal to people in Western cultures. c. did what they felt was morally right, even if it violated social norms in the process. d. conformed because they feared being rejected for appearing deviant.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Apply

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28. No one else seems concerned about the welfare of the woman lying down in the alley. Therefore, Maureen steps over her as well, figuring that she is simply drunk or asleep and not in need of emergency assistance. Maureen’s behavior is an example of a. informational social influence. b. normative social influence. c. compliance. d. obedience.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Apply NOTES: New 29. Which of the following is the best example of normative influence? a. Patients adhere rigidly to doctors’ recommendations. b. People estimate how far a stable dot has moved by referring to others’ estimates. c. People wear a particular type of shoe even if uncomfortable because it is considered fashionable. d. Military personnel follow a superior’s orders that are morally questionable.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Apply 30. Will and Grace have just started to attend church. Will pays attention to when the rest of the congregation sits and stands because he wants to be sure to stand and sit at the appropriate times. Grace stands up and sits down when the rest of the congregation does because if she doesn’t, the elderly couple across the aisle scowls at her. Will has conformed because of ____, whereas Grace has conformed because of ____. a. normative influence; informational influence b. informational influence; normative influence c. compliance; obedience d. obedience; compliance ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Apply NOTES: New

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31. Arnold wears suits every day to his job at the bank, but when he is at home in the evening and on weekends, he spends most of his time naked because that is what he finds most comfortable. Arnold’s daytime behavior illustrates a. perceptual contrast. b. private conformity. c. conversion. d. public conformity.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Apply 32. Though she initially attended the pro-choice rally because all her friends were going, Marion now firmly believes in a woman’s right to choose when it comes to abortion. Marion’s new beliefs illustrate a. private conformity. b. public conformity. c. reciprocation ideology. d. reciprocation wariness.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Apply 33. Participants in an experiment are asked to look at pictures of different infants and rate the attractiveness of each infant on a 10-point scale. The participants are tested in groups of three and indicate their ratings aloud. For almost all of the infants, the participants tend to give ratings similar to other group members. We can be most certain that their ratings represent private conformity rather than public conformity if a. they exhibit much less conformity in the presence of the experimenter. b. they give the same ratings alone as they do in the group. c. their ratings result from their desire to fit in with the rest of the group members. d. they are not especially motivated to be accurate in their judgments.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Apply

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34. Normative influence tends to produce ____, whereas informational influence leads to ____. a. compliance; obedience b. conversion; compliance c. public conformity; private conformity d. pluralistic ignorance; pluralistic knowledge ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Understand 35. We can conclude that participants in Sheriff’s study exhibited private conformity rather than public conformity because a. when retested without their fellow group members, participants reverted to their original estimates. b. they would report their group’s normative estimate when asked to respond aloud, but not when asked to respond in writing. c. they continued to use their group estimates when retested alone one year later. d. the task was too easy for people to demonstrate public conformity.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Understand 36. Baron and others (1996) found that participants’ levels of conformity depended on how motivated they were to do well. When offered a financial incentive, conformity went a. down when the task was difficult and up when the task was easy. b. up in both conditions. c. down in both conditions. d. up when the task was difficult and down when the task was easy.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Remember

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37. The experience of being ostracized has been found to be a. fleeting and relatively harmless. b. more disturbing for women than for men. c. similar in brain area activation to the experience of physical pain. d. likely to lead to gun use and other forms of violence.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.4 - Discuss the relationship between research on ostracism and the concept of conformity.

KEYWORDS: Bloom’s: Remember 38. The concepts of ostracism and conformity are related in that a. failure to conform can lead to ostracism. b. being ostracized typically reduces future conformity. c. ostracism always comes before conformity. d. when people do not conform, they typically tend to ostracize.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.4 - Discuss the relationship between research on ostracism and the concept of conformity.

KEYWORDS: Bloom’s: Analyze 39. Which of the following is not one of the emotions a person is likely to feel after being ostracized? a. numbness b. anger c. sadness d. acceptance ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.4 - Discuss the relationship between research on ostracism and the concept of conformity.

KEYWORDS: Bloom’s: Understand NOTES: New

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40. In a study by Baron et al. (1996) in which groups of three participants were asked to act as eyewitnesses, the greatest level of conformity occurred when participants were motivated to be ____ and the task was quite ____. a. accurate; easy b. accurate; difficult c. accepted by their partners; easy d. accepted by their partners; difficult ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Understand 41. Jay participates in an experiment where he and three other participants are asked to judge the quality of a series of sculptures. Jay is least likely to exhibit informational influence if a. each sculpture is shown for only a few seconds. b. he is motivated to be very accurate in his judgments. c. there are no objective criteria by which to make such judgments. d. there is a clear and unambiguous response for each sculpture.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Apply NOTES: New 42. Horatio is asked what main dish was served for lunch at the cafeteria yesterday. He knows that it was roast beef, but before responding, he observes six other students who say the main dish was pizza. Horatio is most likely to say the main dish was pizza if he hears the response from a. the six other students in three pairs of two. b. all the students at once. c. the six students at six different times in six different places. d. the six other students in two pairs of three.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Apply

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43. As group size increases, conformity will a. increase. b. decrease. c. increase as long as each additional member of the group is perceived as an independent source of influence. d. decrease as long as each additional member of the group is perceived as an independent source of influence.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Remember 44. With respect to the impact of group size on conformity, Asch found a. greater conformity with ten confederates than with five confederates. b. that conformity increases as an exponential function of group size. c. that one group of six confederates produced more conformity than two groups of three confederates. d. negligible increases in conformity after three or four confederates.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Remember 45. Asch (1956) found that the size of a group of individuals is related to the likelihood that any one of them will demonstrate conformity to the group. The optimal number of in group members, above which conformity did not significantly increase, was a. 1 or 2 b. 3 or 4 c. 5 or 6 d. 7 or 8 ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Remember

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46. Reuben notices one group of eight people littering in the park. Rachel sees four different pairs of people littering in the park. Which of the following is true? a. Reuben is more likely to conform to the behavior of the litterbugs than is Rachel. b. Rachel is more likely to conform to the behavior of the litterbugs than is Reuben. c. Reuben and Rachel are equally likely to conform to the behavior of the litterbugs. d. Reuben is more likely to conform because of informational influence, but Rachel is more likely to conform because of normative influence.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Apply 47. Prentice and Miller (1996) found that most college students overestimate how comfortable their peers are with alcohol on campus. This misperception is an example of a. pluralistic ignorance. b. psychological reactance. c. mass psychogenic illness. d. the chameleon effect.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Understand 48. Research by Prentice and Miller (1996) found that college students are likely to have more positive attitudes toward drinking on campus and consume more alcohol if they a. attend colleges that strictly forbid drinking on campus. b. participate in workshops designed to increase their personal responsibility for drinking. c. overestimate the favorability of their peers’ attitudes toward drinking. d. believe such attitudes and behavior are inconsistent with social norms.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Understand

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49. Coalmine et al. (1991) observed participants in a clean or cluttered parking garage and found that participants were most likely to litter when they observed a confederate a. litter in the cluttered garage. b. litter in the clean garage. c. place trash in the proper receptacle in a cluttered garage. d. place trash in the proper receptacle in a clean garage.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Understand 50. Social norms are most likely to lead to conformity when a. they are behavioral. b. we know the norms and focus on them. c. they have a high level of complexity. d. they are very subtle and difficult to know on a conscious level.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Analyze 51. Mary has just heard five friends say that Massachusetts is the largest state in New England, when she knows it is Maine. Rob, the next friend in line, says that New Hampshire is the largest state in New England. In this situation, Mary is now less likely to conform with the first five friends than if Rob had said that a. Maine is the largest state. b. Massachusetts is the largest state. c. he isn’t familiar with New England. d. Vermont is the largest state.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Apply

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52. In a study on the likelihood of individuals to litter in a public park, Coalmine (2003) found that the ____ increased visitors' likelihood of tossing a flyer onto the ground. a. presence of trash cans that were visible but rather far away b. appearance of the person who handed out the flyer was dirty and disheveled c. presence fewer people nearby to observe the littering d. appearance of more litter already on the ground ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.3 - Compare normative and informational influence, and explain each in the context of Sheriff’s and Asch’s studies, and in relation to public and private conformity.

KEYWORDS: Bloom’s: Remember 53. The fact that the presence of an ally, regardless of her competence, reduces conformity indicates that a. informational social influence typically wins out over normative social influence in the long run. b. it is exceedingly difficult to hold out against the pressure to conform without at least one supporter in the group. c. conformity does not occur for high-stakes decisions with important repercussions. d. men conform less in private than they do in public.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Analyze 54. Lily is interested in conducting an experiment to demonstrate that there are some situations in which men are more likely to conform than women. Which strategy should Lily adopt in designing her study? a. She should have participants engage in a discussion about politics. b. She should have participants engage in a discussion about fashion. c. She should tell participants that they are being observed throughout the study. d. She should tell participants that their primary goal in the study should be to appear attractive toward group members of the opposite sex.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Apply

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55. Which of the following concerning the relationship between gender and conformity is true? a. Men exhibit greater conformity than women in face-to-face interactions. b. Men exhibit greater conformity than women regardless of the situation. c. Women exhibit greater conformity than men in face-to-face interactions. d. Women exhibit greater conformity than men regardless of the situation.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Understand 56. Women conform more and men conform less when they believe they are being observed. Eagly (1987) argues that this occurs because a. being watched makes people self-aware, which brings out their underlying personalities. b. women are easier to manipulate, whereas men tend to be more independent. c. women and men tend to be knowledgeable about different kinds of topics. d. people feel greater pressure in public to behave in ways consistent with their gender role.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Understand 57. Pat attends a pre-screening of a new romantic comedy with a group of four people and then participates in a focus group where the group is asked several questions about the film. The group is asked, “How funny is the film?” Each member of the group responds to the question. Pat responds last, after hearing the rest of the group say that the movie was very funny. Pat is more likely to agree with them if a. Pat is female. b. Pat is from an individualistic culture. c. Pat is elderly. d. Pat’s group had seven people instead of four.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Apply

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58. Often overlooked in Asch’s conformity study is the fact that participants refused to conform ____ percent of the time. a. 25 b. 37 c. 63 d. 75 ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Remember 59. According to Moscovici, majorities derive their power to influence others by virtue of their ____, whereas nonconformists derive their power to influence others from their ____. a. social connections; sheer number b. informational connections; social standing c. sheer number; style of behavior d. informational influence; normative influence ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Understand 60. Professor Hildebrand just gave the first exam back to his students. Many in the class are convinced that one of the questions he asked had more than one correct answer. In fact, 13 students from the class show up to his office hours to protest the question. Professor Hildebrand is convinced that there is only one correct answer, and so he tries to convince the larger group of students that he is right. He will be most likely to convince this group of his point of view if he a. presents his arguments forcefully and consistently. b. tries to exert normative social influence on the group of students. c. presents himself as an outgroup member rather than as part of their ingroup. d. makes salient the norms of the group.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Apply

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61. Which explanation for why a consistent behavioral style increases minority influence is least plausible? a. A consistent minority draws more attention to its position. b. A consistent minority puts increased pressure on the majority to compromise. c. The position advocated by a consistent minority is more likely to be perceived as valid. d. A consistent minority is more likely to exert normative social influence on the group.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Analyze 62. The “minority slowness effect” refers to the finding that a. members of minority groups are often slow to change their minds during group discussion. b. it takes longer for minority group members to change the minds of majority group members than vice versa. c. people with minority opinions are slower to respond to questions about the topic than people with majority opinions. d. minority groups take longer to form, as people are less likely to join a group whose opinion is not widely accepted.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Remember 63. Hiroko is usually very agreeable and goes along with his friends’ plans. Tonight, however, he tells his friends that even though they all want to go out for Mexican food, he has a strong preference for Italian food. Even though he is the only person who initially votes for Italian, Hiroko’s friends eventually come to agree with him because he usually does go along with the group. This best epitomizes which of the following phenomena associated with minority influence? a. consensus attribution b. idiosyncrasy credits c. door-in-the-face technique d. graduated and reciprocated initiative in tension reduction (GRIT) ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Apply

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64. The residents in Burberry Hill have convened to discuss whether to build a neighborhood pool. The majority are in favor of building a pool. However, Miguel, a long-time resident, expresses his opposition. Which of the following is unlikely? a. The residents will think more carefully about the issue of building a pool because Miguel presented a dissenting opinion. b. Miguel’s status of being a long-time resident and its accompanying idiosyncrasy credits will help him influence the group. c. Miguel will not gain private conformity to his opinion, only public conformity. d. Miguel will be more influential if he repeatedly expresses his opposition as the group discusses the benefits of building a pool.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Apply NOTES: New 65. Interpersonal credits a person earns by following group norms are called ____ credits. a. idiosyncrasy b. brownie c. group d. normative ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Remember NOTES: New 66. According to Hollander’s (1958) work on idiosyncrasy credits, which individual would be most effective in convincing a majority to change their opinion? a. A person who has just joined the group, because such a person has no history of antagonism with any of the majority group members b. A person who does not belong to the group at all, because such a person would be perceived as the most objective c. A person who has been in the group for quite a while, but consistently disagrees with the group d. A person who has been in the group for a long time, and usually goes along with the majority of the group ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

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67. The idea that minority influence works in the same way that majority influence is most consistent with a. the interpersonal relations model. b. the dual-process approach. c. the single-process approach. d. research comparing private and public conformity.

ANSWER: c REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Understand 68. According to the dual-process approach to understanding minority influence, a. majority and minority influence occur for through similar processes. b. group majorities and minorities exert their influence in very different ways. c. majority influence is likely to produce private conformity for ambiguous situations and public conformity for unambiguous situations. d. minority influence occurs through different psychological processes in collectivist versus individualistic cultures.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Remember 69. According to the dual-process approach, majorities exert influence by producing ____, whereas minorities exert influence by producing ____. a. informational influence; normative influence b. public conformity; private conformity c. reactance; obedience d. conversion; compliance ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Understand

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70. At a campaign meeting, the majority of the staff argues that they should use negative ads to attack their opponent.

Despite their strong feelings on this matter, Stefan argues successfully for positive ads. According to the dualprocess approach, Stefan’s influence has probably resulted in a. defiance. b. conversion. c. public conformity. d. collusion.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Apply 71. Research on majority and minority influence suggests all of the following except that a. majorities are more influential than minorities on subjective questions. b. majorities exert normative influence, whereas minorities exert informational influence. c. majorities are more influential than minorities on questions of fact. d. majority influence is greater on public measures of conformity, whereas minority influence is greater on private measures of conformity.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.6 - Differentiate between majority and minority influence, and explain how to account for the effects of minority influence and how majorities and minorities exert pressure to affect people’s behavior.

KEYWORDS: Bloom’s: Understand 72. A cultural orientation in which independence, autonomy, and self-reliance take priority over group allegiances is called a. individualism. b. collectivism. c. power distance. d. uncertainty avoidance.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Remember NOTES: New

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73. Individualistic cultures tend to exhibit all of the following except greater a. complexity. b. affluence. c. heterogeneity. d. conformity.

ANSWER: d REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Remember 74. According to work by Triantis (1995), collectivist cultures are characterized by a pattern of a. low complexity, low affluence, and cultural homogeneity. b. low complexity, high affluence, and cultural heterogeneity. c. high complexity, low affluence, and cultural homogeneity. d. high complexity, high affluence, and cultural heterogeneity.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Understand 75. Some researchers are planning to go around the world and put participants in a version of the Asch study in which they are asked to make judgments about the lengths of lines. Cross-cultural research suggests that the least amount of conformity should be observed in cultures a. characterized by financial independence and prosperity. b. where the majority of the people in positions of power are men. c. where the people live a simple life, as in an isolated farming community. d. with very little cultural diversity.

ANSWER: a REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Apply

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76. Individuals from collectivistic cultures are more likely than those from individualistic cultures to a. have an independent orientation. b. conform to a public norm. c. disobey an authority. d. possess greater heterogeneity.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Understand 77. If American children raised in ways consistent with mainstream American culture and Chinese children raised in ways that were consistent with traditional Chinese culture were placed in the same classroom, which statement would probably be true? a. The American children would never demonstrate conformity, and the Chinese children would always conform. b. The American children would demonstrate less conformity than the Chinese children. c. The American children would demonstrate less private conformity, but more public conformity than the Chinese children. d. ​The two groups of children would conform to the same extent and degree.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Apply 78. Psychologists tend to refer to a culture that values the virtues of interdependence and social harmony as a. conformist. b. collectivist. c. communist. d. cooperative.

ANSWER: b REFERENCES: Conformity LEARNING OBJECTIVES: SOCP.KASS.17.7.5 - Identify and explain each of the factors that have been shown to predict levels of conformity, including group size, awareness of norms, allies, age, gender, and culture.

KEYWORDS: Bloom’s: Remember

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79. As compared to conformity, compliance occurs a. only after careful deliberation. b. in response to a direct request. c. publicly, but not privately. d. as a result of less direct pressure from others.

ANSWER: b REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Remember 80. Research has found that when people are presented with a request accompanied by a reason that does not offer a real justification for the request, they often respond a. with skeptical reactance. b. by asking for a more complete explanation. c. with surprise followed by caution. d. by complying mindlessly.

ANSWER: d REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Remember 81. While driving down a street in a residential neighborhood, Aaron sees a sign in a yard that says, "Slow down! Jimmy and I like to play in the street!" This is quite a bit different than normal signs that admonish a driver to slow down.

Aaron immediately slows his car down to a safe 15 miles per hour, and stays at that speed until the end of the street.

What compliance technique was used to get him to slow down? a. the pique technique b. the PIYAN technique c. the dump and chase technique d. the disrupt and reframe technique ANSWER: a REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Apply

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82. Mara needs to borrow James’s pen and is pondering how to ask him. She considers three options—asking for the pen outright without any reasoning, telling him that she needs the pen “to write something,” or telling him that she needs it “to sign a letter.” Which statement is true? a. James is more likely to comply with the outright request than the “letter” plea. b. James is equally likely to comply with the “letter” plea and the outright request. c. James is less likely to comply with the “write something” plea than the outright request. d. James is equally likely to comply with the “letter” plea and the “write something” plea.

ANSWER: d REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Apply 83. The unspoken rule dictating that we should treat others as they have treated us is called the a. social impact theory. b. norm of reciprocity. c. dual-process approach. d. equity principle.

ANSWER: b REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Remember 84. In order to convince people to buy lunch from their restaurant in the food court, employees at the Chinese restaurant gave out free samples of chicken teriyaki to everyone who walks by. The restaurant employees are hoping to take advantage of the a. door-in-the-face technique. b. that’s-not-all technique. c. norm of reciprocity. d. chameleon effect.

ANSWER: c REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Apply

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85. Jane bought her friends--Mayumi, Brenda, and Kate--drinks the last time they were out. The next time she needs to borrow money from one of them, who will feel the strongest need to reciprocate Jane’s act of generosity? a. Mayumi, who is out with Jane the next night b. Kate, who is out with Jane the next week c. Brenda, who is out with Jane the next month d. All three will feel equally pressured to reciprocate.

ANSWER: a REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Apply NOTES: New 86. People who are especially likely to exploit the norm of reciprocity for personal gain can be identified by questionnaires that measure their a. social impact. b. vulnerability to informational influence. c. idiosyncrasy credits. d. reciprocation ideology.

ANSWER: d REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Remember 87. When she is asked what she should do when a friend does a favor for her, Marnie says, "I usually don't let anyone do favors for me. I don't like the idea that I would owe them something." Marine would describe people who do favors for her as a. reciprocators. b. creditors. c. assessors. d. debtors.

ANSWER: b REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Apply

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88. Which person is considered a “creditor” in terms of their reciprocation ideology? a. Bertram, who likes to be generous with his friends so they will help him in the future b. Caitlin, who hates to feel beholden to someone c. Marsha, who likes to be generous with her friends because it makes her feel good d. Boyd, who is stingy with his friends because he believes in self-reliance ANSWER: a REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Apply NOTES: New 89. A person high in reciprocation wariness would most likely endorse which statement? a. If someone does you a favor, it is good to repay that favor. b. Asking for someone’s help gives that person power over your life. c. Never lend money to a friend. d. Generosity is always appropriate.

ANSWER: b REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Understand NOTES: New 90. A person from a collectivist culture is ____ to accept a free sample of food in a supermarket. a. more likely than a person from an individualist culture b. less likely than a person from an individualist culture c. equally likely as a person from an individualist culture d. more likely than a person from a Western, but not Eastern, culture ANSWER: b REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.7 - Describe the ways in which the discourse of making requests affects compliance with reference to mindlessness, and explain the role of the norm of reciprocity in such efforts to elicit compliance.

KEYWORDS: Bloom’s: Understand NOTES: New

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91. The compliance technique in which compliance to a desired request is increased by first gaining compliance to a smaller, but related, request is called a. lowballing. b. the that’s-not-all technique. c. the foot-in-the-door technique. d. the door-in-the-face technique.

ANSWER: c REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Remember 92. The foot-in-the-door technique takes particular advantage of the a. desire to maintain consistent self-perceptions.. b. norm of reciprocity. c. effect of mindlessness. d. perceived contrast between small and large requests.

ANSWER: a REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Analyze 93. As he was about to enter the mall, Evan was approached by someone and asked to wear a small green ribbon on his shirt to show his support for the “Save the Squirrels” campaign. Evan wasn’t quite sure that squirrels were actually endangered, but he agreed to wear the ribbon. A week later, Evan was approached again and asked to contribute $10 to help save the squirrels. Though he would have rather spent his money elsewhere, he agreed. Evan has been the victim of the ____ technique. a. lowballing b. foot-in-the-door c. door-in-the-face d. that’s-not-all ANSWER: b REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Apply

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94. The technique of getting a commitment from a potential customer and then changing the terms of the agreement is best described as a. reciprocal concession. b. cognitive dissonance. c. the foot-in-the-door technique. d. lowballing.

ANSWER: d REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Remember 95. Clara calls potential research participants and asks if they would be willing to give blood. Once they have agreed to donate blood, she informs them that their donation is scheduled at 7:00 in the morning on a Saturday. Though most participants are not happy to hear this information, almost all of them do show up for the blood donation appointment.

Clara has taken advantage of a. lowballing. b. the foot-in-the-door technique. c. the door-in-the-face technique. d. psychological reactance.

ANSWER: a REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Apply NOTES: New 96. The effectiveness of lowballing seemed to be based on the psychology of a. ostracism. b. commitment. c. reciprocity. d. social impact.

ANSWER: b REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Analyze NOTES: New

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97. Jamie wants an extra day to write a paper for class. Jamie first asks the professor for a one-week extension for the paper assignment. The professor refuses. Jamie then asks for a one-day extension. The professor agrees. Jamie’s behavior best illustrates a. the door-in-the-face technique. b. the foot-in-the-door technique. c. reactance. d. the dual-process approach.

ANSWER: a REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Apply 98. All of the following can help to explain why the door-in-the-face technique can increase compliance except a. feelings of guilt. b. psychological commitment. c. perceptual contrast. d. reciprocal concessions.

ANSWER: b REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Analyze 99. Natasha convinces Joel to take her to the airport by first asking him to loan her his car for a week. Her attempt to get Joel to do her a favor is most likely based on the principles of a. commitment and reciprocity. b. perceptual contrast and self-perception. c. reciprocal concessions and perceptual contrast. d. self-perception and commitment.

ANSWER: c REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Apply

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100. When trying to close a car sale, Jerry often tries to sweeten the deal by telling the customer that he will throw in six free oil changes as well. This sales technique is best described as a. lowballing. b. the that’s-not-all technique. c. the foot-in-the-door technique. d. the door-in-the-face technique.

ANSWER: b REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Apply 101. Resistance to the requests of others can be encouraged by all of the following except a. vigilance. b. reciprocal wariness. c. following the norm of reciprocity. d. knowledge that the other person is trying to get you to comply.

ANSWER: c REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Understand 102. Which method(s) will help a person avoid being caught in a compliance trap? a. vigilance only b. reciprocation wariness only c. both vigilance and reciprocation wariness d. vigilance for men, but reciprocation wariness for women ANSWER: c REFERENCES: Compliance LEARNING OBJECTIVES: SOCP.KASS.17.7.8 - Explain how and why the sequential request strategies known as the foot-in-the-door technique, lowballing, the door-in-the-face technique, and the that’s-not-all technique work, and address strategies for resisting these strategies.

KEYWORDS: Bloom’s: Understand NOTES: New

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103. Research on obedience suggests that participation in the Holocaust was a. encouraged by German traits of authoritarian personality. b. likely driven by situational factors that would influence anyone similarly. c. an extraordinary historical situation unlikely to be repeated. d. dissimilar in a variety of ways from the types of obedience observed in cults.

ANSWER: b REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.10 - Consider the applicability of the Milgram findings to real-world events such as the Holocaust.

KEYWORDS: Bloom’s: Understand NOTES: New 104. Milgram’s research on obedience a. has stirred controversy regarding its ethics. b. revealed that far fewer people would deliver maximum shocks than was predicted by psychiatrists. c. was conducted to better understand the war in Vietnam. d. had psychologically disturbed individuals serve as participants.

ANSWER: a REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember 105. Milgram’s research on obedience is notable for having led some participants to believe that a helpless man in the next room had been rendered unconscious or even dead by a strong electric shock, marked "xxx" on a shock generator. What was the highest voltage that participants believed they could administer? a. 150 volts b. 275 volts c. 360 volts d. 450 volts ANSWER: d REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember

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106. Which of the following was not part of the procedure in Milgram’s research on destructive obedience? a. Participants were ordered to administer electric shocks that were apparently so intense that it caused the learner to scream in pain. b. Participants playing the role of teachers were ordered to increase the electric shocks in increments of 15 volts for every wrong answer the learner gave. c. Participants playing the role of learners were ordered to give shocks to the teacher who was trying to complete the task. d. The experimenter told participants who wanted to leave that they had no choice but to continue with the study.

ANSWER: c REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember 107. What percentage of the participants in Milgram’s study of destructive obedience demonstrated complete obedience to the experimenter? a. 10% b. 35% c. 65% d. 90% ANSWER: c REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember 108. One factor that did not seem related to the amount of obedience exhibited in the Milgram obedience study was the a. participant’s sex. b. proximity of the learner to the teacher. c. location of the study. d. physical presence of the experimenter.

ANSWER: a REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember

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109. When Cheryl is with her supervisors, she obeys their decisions without question. But when she is with employees under her supervision, she is aggressive and demanding. Cheryl is likely to be described by social psychologists as having a. idiosyncrasy credits. b. an introverted character. c. reciprocation wariness. d. an authoritarian personality.

ANSWER: d REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Apply 110. The questionnaire measure used to assess an individual’s authoritarian personality is referred to as the a. A-scale. b. F-scale. c. Asch-scale. d. Milgram-scale.

ANSWER: b REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember 111. The Milgram study demonstrated a. the specific personality traits that predict destructive obedience to authority. b. that people will typically harm another individual with little to no social pressure to do so. c. obedience to authority is most destructive when the authority figure is particularly harsh and demanding. d. the potential for situational influences to lead ordinary people to commit extraordinarily destructive acts.

ANSWER: d REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Understand

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112. Who of the following is most likely to obey in Milgram’s study? a. a man participating in a run-down office building with an experimenter in a lab coat b. a woman who has to physically place the learner’s hand down on a shock plate c. a woman participating at Yale University with an experimenter in a lab coat d. a man participating at Yale University with an experimenter dressed casually ANSWER: c REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Understand 113. All of the following reduced the level of obedience in the Milgram experiment except a. lowering the prestige of the institution where the experiment was conducted. b. having the experimenter in a different location. c. informing the participants that the experimenter assumed responsibility for the learner’s welfare. d. having the learner be in the same room as the participant.

ANSWER: c REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember 114. Those participants in Milgram’s study who went to the very end of the shock meter were a. diagnosed as abnormal by a team of psychiatrists. b. in the minority among participants in the study. c. not told that the learner had a previous heart condition. d. not found to be substantially different than those who refused to do so.

ANSWER: d REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember

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115. Which of the following is true of Milgram’s obedience study? a. When participants were required to manually force the victim’s hand onto a shock plate, obedience completely disappeared. b. The experimenter informed participants that he was accountable for any consequences of the participant’s actions. c. Participants obeyed to the same extent whether the experimenter gave directions in person or over the telephone. d. The percentage of participants who obeyed to the end was the same as the percentage of participants who conformed in the Asch study.

ANSWER: b REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember 116. The nature of Milgram’s obedience research paradigm exploited which compliance-induction strategy? a. lowballing b. foot-in-the-door technique c. door-in-the-face technique d. that’s-not-all technique ANSWER: b REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Understand NOTES: New 117. The original Milgram obedience study a. demonstrates the personality characteristics associated with obedience to authority have changed over time. b. has been followed up by a number of additional studies that have varied specific aspects of the research situation. c. confirms that conformity results from both informational and normative social pressures.​ d. ​randomly assigned participants to one of two experimental conditions.

ANSWER: b REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.9 - Describe the procedures used in Milgram’s research on obedience to authority, and compare the predictions made about how participants would behave to what actually happened with regard to key characteristics.

KEYWORDS: Bloom’s: Remember

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118. Meeks and Rainmaker’s (1995) study of obedience a. replicated Milgram’s in every aspect. b. was analogous, but not identical, to Milgram’s paradigm. c. was completely different to Milgram’s paradigm. d. found opposing results to Milgram’s.

ANSWER: b REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.11 - Compare the findings of Mailgram to more recent studies of obedience by Meeks and Rainmakers (1995) and Gammon et al. (1982).

KEYWORDS: Bloom’s: Remember NOTES: New 119. In Meeks and Rainmaker’s study of obedience, the equivalent of Milgram’s electrical shocks was a. beating “prisoners” who failed to obey orders. b. delivering harassing remarks to a job candidate. c. ostracizing a person from a social group. d. helping a drunk person get a ride home.

ANSWER: b REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.11 - Compare the findings of Mailgram to more recent studies of obedience by Meeks and Rainmakers (1995) and Gammon et al. (1982).

KEYWORDS: Bloom’s: Remember NOTES: New 120. Meeks and Rainmaker’s found that ____ percent of the participants in their study were willing to deliver all 15 harassing remarks. a. 82 b. 87 c. 92 d. 97 ANSWER: c REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.11 - Compare the findings of Mailgram to more recent studies of obedience by Meeks and Rainmakers (1995) and Gammon et al. (1982).

KEYWORDS: Bloom’s: Remember NOTES: New

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121. In Burger’s (2009) replication of Milgram’s obedience experiments, how many participants continued to shock past 150 volts? a. 83% b. 70% c. 65% d. 37% ANSWER: b REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.11 - Compare the findings of Mailgram to more recent studies of obedience by Meeks and Rainmakers (1995) and Gammon et al. (1982).

KEYWORDS: Bloom’s: Remember NOTES: New 122. Twinge interprets Burger’s (2009) replication of Milgram’s obedience studies as an indication that obedience rates have ____ since Milgram’s original studies. a. not changed appreciably b. declined somewhat c. risen dramatically d. risen somewhat ANSWER: b REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.11 - Compare the findings of Mailgram to more recent studies of obedience by Meeks and Rainmakers (1995) and Gammon et al. (1982).

KEYWORDS: Bloom’s: Understand NOTES: New 123. Though this was certainly not Milgram’s intent, a. many theorists use the results of his studies to try to explain the behavior of Nazi guards and others during the Holocaust. b. some scholars suggest that his findings indicate that anyone is capable of destructive obedience if placed in the right situation. c. raising people’s awareness of the explanations for someone else’s wrongdoing also tends to render people more forgiving of this wrongdoing. d. subsequent researchers have extended his findings to other cultures and time periods.

ANSWER: c REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.10 - Consider the applicability of the Milgram findings to real-world events such as the Holocaust.

KEYWORDS: Bloom’s: Analyze

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124. The key difference between Gammon and others’ (1982) obedience studies and Milgram’s studies from the 1960s was that a. people conform less in the 1980s than the 1960s. b. people conform more in the 1980s than the 1960s. c. Milgram’s participants were alone but Gammon’s were in a group. d. Milgram’s participants were in a group but Gammon’s were alone.

ANSWER: c REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.11 - Compare the findings of Mailgram to more recent studies of obedience by Meeks and Rainmakers (1995) and Gammon et al. (1982).

KEYWORDS: Bloom’s: Understand NOTES: New 125. Research examining rebellion and obedience suggests that a. disobedience to authority is much more likely in the presence of other allies who will also disobey. b. the presence of an ally has very different results for obedience than it does for conformity. c. participants in the Milgram studies would have been even more likely to obey had there been another participant seated at the shock panel with them. d. the presence of a group of people is a guaranteed safeguard against destructive obedience.

ANSWER: a REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.11 - Compare the findings of Mailgram to more recent studies of obedience by Meeks and Rainmakers (1995) and Gammon et al. (1982).

KEYWORDS: Bloom’s: Understand NOTES: New 126. Which experimental group will feel most socially connected? a. a group of three people who rocked in rocking chairs in unison b. a group of three people who rocked in rocking chairs together, but at different paces c. a group of three people who sat in different types of chairs d. a group of ten people who are geographically dispersed ANSWER: a REFERENCES: Obedience LEARNING OBJECTIVES: SOCP.KASS.17.7.11 - Compare the findings of Mailgram to more recent studies of obedience by Meeks and Rainmakers (1995) and Gammon et al. (1982).

KEYWORDS: Bloom’s: Apply NOTES: New

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127. ​According to social impact theory, the source’s proximity in time and space to a target determines the source’s a. ​strength. b. ​immediacy. c. ​number. d. ​popularity.

ANSWER: b REFERENCES: The Continuum of Social Influence LEARNING OBJECTIVES: SOCP.KASS.17.7.12 - Summarize social impact theory, and describe the factors that influence a source’s strength, immediacy, and number, and the aspects of the target that facilitate resistance.

KEYWORDS: Bloom’s: Remember 128. ​Which situation would not be predicted by social impact theory? a. A person is more likely to obey a nearby authority than one who is far away. b. ​Each person in a group of ten contributes less money to a tip for their waitperson than each person in a group of three. c. ​A teacher can exert more control over a large class than a small class. d. ​Patients are more likely to follow advice given by doctors than advice given by nurses.

ANSWER: c REFERENCES: The Continuum of Social Influence LEARNING OBJECTIVES: SOCP.KASS.17.7.12 - Summarize social impact theory, and describe the factors that influence a source’s strength, immediacy, and number, and the aspects of the target that facilitate resistance.

KEYWORDS: Bloom’s: Understand 129. ​Recent approaches to social impact theory suggest that a. the effect of immediacy does not necessitate physical proximity. b. it is more relevant to understanding conformity than to understanding obedience. c. ​source strength is less important than the number of sources. d. the strength of a source depends more on prestige than intelligence.

ANSWER: a REFERENCES: The Continuum of Social Influence LEARNING OBJECTIVES: SOCP.KASS.17.7.12 - Summarize social impact theory, and describe the factors that influence a source’s strength, immediacy, and number, and the aspects of the target that facilitate resistance.

KEYWORDS: Bloom’s: Understand

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130. ​Stan is a new student in his sixth-grade class. The other students exert normative pressure on him to conform to their opinion on some issue. According to social impact theory, Stan will be more likely to resist this influence if a. there are 20 rather than 11 students in the class. b. he perceives the other students as having high status. c. ​there are three other new students in the class who are receiving the same pressures. d. he comes from a culture that values a collectivist orientation.

ANSWER: c REFERENCES: The Continuum of Social Influence LEARNING OBJECTIVES: SOCP.KASS.17.7.12 - Summarize social impact theory, and describe the factors that influence a source’s strength, immediacy, and number, and the aspects of the target that facilitate resistance.

KEYWORDS: Bloom’s: Apply 131. ​According to social impact theory, resistance to social pressure is most likely to occur when social impact is a. divided among many strong and distant targets. b. divided among many weak and immediate targets. c. ​consolidated within one distant target. d. consolidated within one immediate target.

ANSWER: a REFERENCES: The Continuum of Social Influence LEARNING OBJECTIVES: SOCP.KASS.17.7.12 - Summarize social impact theory, and describe the factors that influence a source’s strength, immediacy, and number, and the aspects of the target that facilitate resistance.

KEYWORDS: Bloom’s: Understand 132. ​American mothers in 1924 seemed to value ____ more than they do today. a. conformity b. independence c. ​autonomy d. kindness ANSWER: a REFERENCES: The Continuum of Social Influence LEARNING OBJECTIVES: SOCP.KASS.17.7.12 - Summarize social impact theory, and describe the factors that influence a source’s strength, immediacy, and number, and the aspects of the target that facilitate resistance.

KEYWORDS: Bloom’s: Understand NOTES: New

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