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Student: ___________________________________________________________________________
1. According to group dynamics expert Marvin Shaw, one thing that all groups have in common is
that their members
A. share a common goal.

B. have well-defined roles.
C. enjoy free and open communication.
D. interact.
2. Which of the following characteristics define(s) what a group is?
A. Other's mere presence

B. Being part of an organization
C. Both A and B
D. None of these choices
3. Coactors are, for example,
A. four people doing push-ups in an exercise class.

B. two people playing bridge.
C. eight competitors running a 5-kilometre race.
D. all of these choices.
4. Which of the following is a defining characteristic of a group?
A. Two or more people belong to it

B. Its members influence one another
C. Its members perceive one another as "us"
D. All of these choices
5. Which of the following is probably not a group as that term is defined in your text?
A. A doctor with her patient

B. Three people who share the same taxi and decide who gets dropped off first
C. Four people working together on a class project
D. Five people riding the city bus
6. Which of the following can occur in a minimal group situation?
A. social facilitation
B. minority influence
C. group polarization
D. groupthink
7. On exam day, a student you don't know sits near you. This person is best described as
A. a confederate.
B. a coactor.
C. an ingroup member.
D. a comrade.
8. You are working on a project with three of your classmates at a large table in the cafeteria and
are distracted by five other students sitting at the table, who are laughing and joking together.
According to your text, which of the following statements is most accurate?
A. You and your classmates are a group; the other students are coactors.
B. You and your classmates are a group; the other students are a group.
C. You and your classmates are coactors; the other students are a group.
D. You and your classmates and the other students are all coactors.
9. A coactor is someone who
A. does the same task as you at the same time.

B. helps and cooperates with you.
C. competes with you on a single task.
D. imitates you.
10. Who among the following would be considered coactors?
A. Twenty people doing sit-ups in an exercise class

B. Two people playing chess against each other
C. Twelve competitors running in a cross-country race
D. Three friends chatting pleasantly before class starts
11. In one of social psychology's earliest experiments, Norman Triplett found that children told to wind
string on a fishing reel as quickly as possible did their task much faster when
A. competing with other children.

B. each worked alone.
C. they worked in the presence of coactors.
D. they had first practised with their teammates.
12. When the mere presence of others strengthens the dominant response, ________________ has
occurred.
A. coaction
B. competition
C. social facilitation
D. group polarization
13. Which of the following situations is more likely to result in better performance?
A. Circling all the vowels on a page filled with text

B. Memorizing nonsense syllables
C. Performing complex multiplication problems
D. Completing a complex maze
14. The social facilitation effect has been found to apply to
A. people performing simple motor tasks.

B. chickens eating grain.
C. ants excavating sand.
15. In which of the following situations would the social facilitation effect most likely occur?
A. A weak batter hitting a home run in front of a large crowd of fans

B. An inexperienced babysitter getting a young child to behave in a busy shopping mall
C. A new graduate being interviewed for a job by eight high-level executives
D. A top student excelling in a public spelling bee
16. The presence of others would be most likely to improve performance on
A. counting money.
B. solving crossword puzzles.
C. learning foreign language words.
D. solving complex mathematical puzzles.
17. The presence of others would be least likely to improve performance in
A. playing chess.
B. weight lifting.
C. running.
D. the broad jump.
18. Zajonc resolved the conflicting findings on how the presence of others influences performance
with the help of the well-established principle in experimental psychology that arousal
A. enhances whatever response tendency is dominant.

B. interferes with the performance of simple tasks.
C. inhibits coordination of efforts.
D. weakens competing motives.
19. The presence of others is likely to lead to better performance in _____________ and to worse
performance in ______________.
A. solving a crossword puzzle; sweeping a sidewalk

B. raking leaves; solving complex mathematical problems
C. playing golf; raking leaves
D. solving complex mathematical problems; solving a crossword puzzle
20. Nearly 300 studies confirm that social arousal ___________ performance on easy tasks and
__________ performance on difficult tasks.
A. hurts; boosts
B. facilitates; boosts
C. boosts; hurts
D. hurts; facilitates
21. Lee scored in the 99th percentile on the verbal portion of the SAT. She loves to put her verbal
skills to use in solving anagrams. Lee would most likely perform at her best
A. alone.
B. in the mere presence of others also solving anagrams.
C. after receiving positive feedback.
D. after receiving negative feedback.
22. Sharmila hasn't done well on her earlier social psychology exams, and she doesn't feel confident
about this one, either. Is she likely to perform better if given the opportunity to answer the
questions orally in front of her professor or in a written exam in a room by herself?
A. A written exam completed in a room by herself

B. An oral exam in front of her professor
C. Neither situation will improve her performance
D. Either situation would improve her performance
23. Studies of athletes have found an advantage for home teams in that they win about 6 in 10
games. According to the research in your text, which statement is the best explanation as to why
this might this be so?
A. Athletes feel more comfortable on their "home turf" and are more relaxed.
B. Athletes perform well-practiced skills, which explains why they perform best when energized
by a supportive crowd.
C. Athletes are not performing their dominant response when they are playing another team who
has the home advantage.
D. Athletes are overly stressed by performing in front of their own fans, and this pressure causes
there performance to only be slightly above chance.
24. Being in a crowd intensifies
A. positive emotions.
B. negative emotions.
C. both A and B.
D. none of these choices.
25. According to Butler and Baumeister, how does a supportive audience affect a person's
performance?
A. It may elicit poorer performance on challenging tasks.

B. It may elicit better performance on challenging tasks.
C. It may elicit poorer performance on easy tasks.
D. It does not have any effect on the performance of the people.
26. According to Butler and Baumeister, when engaging in challenging tasks, what kind of audience
may elicit poorer performance?
A. A supportive audience
B. A nonsupportive audience
C. The manager
D. The colleagues
27. How might having your mother and father at your first piano recital affect your performance?
A. Their presence will likely not improve it.

B. Their presence will improve it.
C. Their presence does not affect it.
D. Their presence makes negatively affects it.
28. Barbara is a professor and gives lectures to groups of students ranging from 40 to 100. She is
never anxious, enjoys giving these lectures, and doesn't have many problems speaking in front of
the students. However, at a conference, Barbara has been asked to speak in front of a group of
approximately 1000 of her academic peers. Based on the principles in your text, Barbara is most
likely to
A. experience enhanced performance because she is engaging in a well-learned behaviour.

B. present her speech without much difference between the way she lectures to her students.
C. experience some difficulty during her speech due to anxiety that interferes with her speaking
abilities.
D. experience excessive anxiety and be unable to perform her speech.
29. Freedman and his colleagues had an accomplice listen to a humorous tape or watch a movie with
other participants. When all sat close together, the accomplice
A. was liked less by males and liked more by females.

B. could more readily induce the group to express hostility toward the experimenter.
C. could more readily induce the group to laugh and clap.
D. could more readily distract the group from attending to the tape or movie.
30. Evans tested 10-person groups in either a small, crowded room or a larger, more spacious room.
Those in the crowded room were found to
A. make more errors on both simple and complex tasks.

B. make more errors on complex tasks but not on simple tasks.
C. complete both simple and complex tasks more quickly.
D. complete simple tasks more quickly and complex tasks more slowly.
31. The primary effect of a crowd is that it
A. enhances performance.
B. enhances arousal.
C. hurts performance.
D. enhances social responsibility.
32. Evidence that contradicts Zajonc's mere presence theory of social facilitation is that when
observers are blindfolded, their presence
A. does not boost performance on a simple task.

B. hinders performance on a complex task.
C. boosts performance on a simple task.
D. is a distraction that leads to poorer performance on both simple and complex tasks.
33. Social psychologists refer to our concern for how others are evaluating us as
A. social fear.
B. evaluation apprehension.
C. evaluation phobia.
D. coactor anxiety.
34. In one experiment, joggers on a jogging path sped up as they came upon a woman seated on the
grass, but only if she was
A. facing them.
B. facing away from them.
C. someone they knew.
D. a stranger.
35. What is it about others that causes arousal?
A. They facilitate concentration

B. They are attractive
C. They create evaluation apprehension
36. Gabriel is planning an experiment on the effects of evaluation apprehension on children's ability
to solve puzzles. He arranges for two children to solve puzzles in two different rooms equipped
with one-way mirrors. What should he tell the children?
A. Tell both children that they will be watched as they solve the puzzle.
B. Don't tell either of the children that they will be watched as they solve the puzzle.
C. Tell only one child that s/he will be watched as s/he solves the puzzle.
37. Sanders and his colleagues have suggested that we are aroused in the presence of others, not
only because of evaluation apprehension, but because we
A. engage in social comparison.

B. become deindividuated.
C. get distracted.
D. need to belong.
38. According to the "distraction hypothesis," the mere presence of others can cause arousal
because one experiences a conflict between
A. paying attention to the task and paying attention to the other people.
B. wanting to perform well and wanting to complete the task.
C. one's social role and one's personal self-image.
D. following instructions and making one's own decisions.
39. According to research,
A. the presence of others can be arousing even when we are not evaluated.
B. the presence of others can be arousing even if we are not distracted.
C. both A and B.
40. According to the text, the idea that the mere presence of others produces some arousal even
without evaluation apprehension or distraction is supported by the finding that
A. some people publicly violate social norms.

B. social facilitation effects occur among strangers.
C. social facilitation effects occur among children.
D. joggers feel energized jogging with someone else, even if they aren't competing or being
evaluated.
41. Which of the following group process theories should be considered by a corporate planning
committee looking into developing the layout for their new office space?
A. groupthink
B. social facilitation
C. social loafing
D. deindividuation
42. Research on social facilitation suggests that the design of new office buildings in which private
offices are replaced with large, open areas may
A. invade privacy and disrupt worker morale.

B. improve communication and build employee morale.
C. disrupt creative thinking on complex tasks.
D. disrupt performance of routine clerical tasks.
43. Social loafing refers to the tendency for people to
A. perform an unfamiliar task more poorly when others are present.

B. violate social norms when no one is watching.
C. be insensitive to the needs of others.
D. exert less effort when they pool their efforts toward a common goal.
44. Social loafing occurs in situations in which people
A. pool their efforts toward a common goal.

B. are not accountable as individuals.
C. feel little evaluation apprehension.
45. In a study by Latané and his colleagues, participants were asked to shout and clap as loud as
possible. Participants produced the most noise when they
A. thought they were shouting alone.

B. thought there was one other person shouting with them.
C. thought there were five other people shouting with them.
D. were not feeling any evaluation apprehension.
46. Juanita has been assigned an easy group project with three classmates, where the group will get
one grade for the presentation they make at the end. According to the principles of social loafing,
Juanita will most likely
A. slack off and not work as hard as she would have if she did the project herself.
B. work harder than other group members to compensate for them slacking off.
C. contribute equally to the group to produce the best group output possible.
D. work just as hard as others but her quality will suffer due to evaluation apprehension.
47. In a study by Sweeney (1973), students pumped exercise bicycles more energetically when they
A. were part of a five-person team.

B. were part of a three-person team.
C. were part of a two-person team.
D. knew they were pulling alone.
48. "Giving one-hundred-and-ten percent" is to "they'll pick up the slack" as ____________ is to

_____________.
A. "be all that you can be"; "I knew it all along"
B. arousal; distraction
C. inhibition; distraction
D. social facilitation; social loafing
49. Social loafing would be most likely to occur in
A. students working on a group project for which they will all receive the same grade.
B. factory workers who are each paid according to how many lamps they assemble.
C. a group of golfers competing for first place in a tournament.
D. political candidates who hope to win a seat on the city council.
50. People who benefit from the group but give little in return are referred to as
A. social facilitators.
B. free-riders.
C. groupthinkers.
D. social leaders.
51. If a teacher does not want social loafing to influence his students' group projects, how might he
choose to evaluate the projects?
A. By grading the group component as well as each student's individual component

B. By allowing the students to give each other individual grades
C. Neither A nor B
D. Either A or B
52. When individual efforts are pooled and not evaluated, evaluation apprehension is __________
and the probability of social loafing is __________.
A. high; low
B. low; high
C. high; high
D. low; low
53. Buck works in a meat packing plant. Normally, the output of each individual on the assembly line
is collectively evaluated. However, the plant managers are looking at effectiveness and
productivity and decide to identify each individual worker's output. When being evaluated on an
individual basis, Buck's productivity is likely to
A. increase.
B. decrease.
C. stay the same.
D. be the same as that of the other assembly-line workers.
54. Making group members' performance individually identifiable seems to be one effective strategy
for reducing
A. social facilitation.
B. social loafing.
C. minority influence.
D. group polarization.
55. Social loafing would be least likely to occur
A. in a boys' club trying to raise money by holding a Saturday car wash.

B. in a relay race in which each team member's performance is timed.
C. in a community garden where each family is expected to contribute whatever free time they
have.
D. in a work crew building a new highway.
56. When being observed __________ evaluation concerns, social facilitation occurs; when being
lost in a crowd __________ evaluation concerns, social loafing occurs.
A. increases; decreases
B. decreases; increases
C. increases; increases
D. decreases; decreases
57. For simple tasks, ______________ occurs when observation increases evaluation apprehension,
whereas ______________ occurs when the pooling of effort lowers evaluation apprehension.
A. social facilitation; social loafing

B. social loafing; group polarization
C. deindividuation; social loafing
D. social loafing; deindividuation
58. People in groups will loaf less when
A. the task is challenging.

B. the task is important and involving.
C. the group is cohesive.
59. When a group believes that if it works hard, its efforts will potentially be rewarded,
A. its members will work hard.

B. its members will be more relaxed and easy going.
C. it does not affect the members' efforts.
D. the members will ask for more time to accomplish the task successfully.
60. You have been assigned two group projects in different classes. For your Sociology project, you
are in a group with three other classmates that you don't know very well. For your Psychology
project, the professor let you choose your own group so you are going to be working with your
friends. Which group project will be associated with less social loafing?
A. Sociology project
B. Psychology project
C. Both projects will involve people slacking off.
D. Both projects will have lower levels of loafing due to the accountability of the group.
61. People in groups loaf less when
A. all group members have comparable levels of self-esteem.

B. the group is made up of a small number of friends.
C. they work on a simple task with strangers.
D. the task is aversive.
62. Research suggests that social loafing does not occur in
A. Israel's kibbutz farms.

B. China's collective factories.
C. Cuba's collective farms.
D. Japan.
63. It is likely that people will feel their group contributions are indispensable when
A. working with a small group of people that are equally competent.

B. all members are working collectively and without individual accountability.
C. the rest of the group is not as smart and needs help in getting an acceptable grade.
D. other group members are slacking off and someone has to get the work done.
64. When arousal and diffused responsibility combine and normal inhibitions diminish, this may result
in which of the following behaviours?
A. mild lessening of restraint

B. impulsive self-gratification
C. destructive social explosions
D. all of these choices
65. Which of the following is likely to occur under conditions of deindividuation?
A. police brutality
B. screaming at a referee during a Stanley Cup game
C. stealing
66. According to the text, what group process may have contributed to Airborne officers' participation
in the 1993 beating death of a Somali boy?
B. the free-rider effect
C. deindividuation
D. social loafing
67. "It was such an exciting game," your friend insists. "We were all shouting and clapping together,
everyone was in sync. When our team won, I realized I was jumping up and down, screaming,
right along with everyone else. I don't know what got into me!" Your friend's reactions best
illustrate the process of
B. risky shift.
C. deindividuation.
D. groupthink.
68. Research on deindividuation suggests that if concert organizers want to limit "mob behaviour" by
fans, they should
A. choose smaller halls rather than large stadiums for the concert.
B. arrange for the concert venue to be well-lit.
C. give fans nametags to wear.
69. People are more likely to bait a person to jump off a bridge when it is dark and
A. the crowd is small.

B. the crowd is large.
C. the crowd is made up of people with authoritarian personalities.
D. the crowd is frustrated.
70. A loss of both self-awareness and evaluation apprehension can lead to
B. powerful minority influence effects.
C. coactor effects.
D. deindividuation.
71. Riots and violence that have been known to accompany championship sports games (both wins
and losses) provide an example of how being in a crowd can lead to _____________________.
A. deindividuation.
B. social loafing.
C. groupthink.
72. Which of the following circumstances contributes to people becoming deindividuated?
A. They are immersed in a large group

B. They are physically anonymous
C. They are involved in arousing, distracting activities
73. Zimbardo explained the greater vandalism of an abandoned car left in New York than one left in
Palo Alto in terms of the greater ___________ of the large city.
A. poverty
B. frustration
C. anonymity
D. competitiveness
74. Based on research cited in the text, who is most likely to honk aggressively at someone stopped
at a green light?
A. The male driver of a sport utility vehicle

B. The male driver of a convertible
C. The female drive of a convertible
D. Any driver of a car with the top up
75. Zimbardo reported that women who were masked and hooded in KKK-style hoods and robes
tended to ___________________ than women who were visible and wore name tags.
A. administer longer shocks to a victim

B. engage in greater social loafing
C. make riskier decisions
D. make more contact and reveal more personal information
76. On Halloween night, Diener and colleagues conducted a study of trick-or-treat theft. Given a
chance to steal candy, the children who were __________ were most likely to commit
transgressions.
A. anonymous and alone

B. anonymous and in a group
C. frustrated and alone
D. frustrated and in a group
77. According to the text, one contributing factor to the Canadian Airborne officers' participation in the
beating death of a Somali boy may have been that
A. The officers were distracted by their separation from their families

B. The officers' wearing similar uniforms allowed them to feel anonymous
C. The officers felt an overwhelming sense of responsibility
D. The offence took place in the dark
78. In one study, women who donned white nurses' uniforms and were made anonymous became
__________ than when their names and personal identities were emphasized.
A. less sympathetic to patients' needs

B. more sympathetic to patients' needs
C. less aggressive in administering shock
D. more aggressive in administering shock
79. The example in your text of the "choo-choo" chant given by a cult observer demonstrates how
A. chanting is relaxing and lulls individuals into a state of enlightened self-control.

B. group activities enhance individual's sense of self-awareness.
C. engaging in a unifying group activity enhances group cohesion.
D. arousing and distracting activities can help in deindividuation.
80. Compared to self-aware people, deindividuated people are
A. less responsive to the situation.

B. less likely to act without thinking about their own values.
C. less self-regulated.
D. more restrained.
81. In which of the following groups is deindividuation least likely to occur?
A. In a jury where a guilty verdict requires unanimous agreement

B. At a Ku Klux Klan rally where new members are being inducted
C. In a high school pep rally attended by almost all students
D. In the audience at a Canada Day parade
82. Which of the following pairs are most clearly opposites?
A. group polarization and group consensus

B. groupthink and the accentuation phenomenon
C. minority influence and leadership
D. deindividuation and self-awareness
83. People who are made self-aware—by acting in front of a mirror or TV camera, for example—have
been found to
A. exhibit increased self-confidence.

B. behave more consistently with their attitudes.
C. be less thoughtful in analyzing complex social issues.
D. be more vulnerable to persuasive appeals that run counter to social norms.
84. A social psychology professor who is trying to diminish the incidence of cheating behaviour during
exams would be most successful if she
A. wore a large name tag while monitoring the exam.

B. alerted her students before the exam that they were being videotaped.
C. gave the students a stern lecture before the exam on the consequences of cheating.
D. either A or B.
85. In recognizing the dangers of becoming deindividuated, a parent's parting advice to a teenager
setting off for a party may well be, "Have fun, and ________."
A. remember who you are

B. stay with the group
C. remember, you are only young once
D. don't worry about being popular
86. Research on group polarization began with the erroneous conclusion that group discussion leads
to
A. a risky shift.
B. groupthink.
C. pluralistic ignorance.
D. group moderation.
87. Group polarization occurs when group discussion _________ group members' initial inclinations.
A. challenges
B. reverses
C. neutralizes
D. strengthens
88. The term "risky shift" was used to refer to the finding of
A. groups being riskier than individuals.

B. individuals being riskier than groups.
C. males being riskier than females.
D. people becoming less risky as they grow older.
89. Individuals who believe that physician-assisted suicide should be legalized meet to discuss the
issue. Research on group interaction suggests that after discussion the individuals will be
A. more likely to question the wisdom of legalizing physician-assisted suicide.

B. even more convinced that physician-assisted suicide should be legalized.
C. sharply divided over whether physician-assisted suicide should be legalized.
D. opposed to the legalization of physician-assisted suicide.
90. Your family is considering buying a new family car. Although it will be expensive, you really want
the new car. Your parents like the idea, but they have doubts about the cost. What might you do
to strengthen their attitudes toward buying a new car?
A. Suggest holding a family discussion

B. Present strong counterarguments
C. Try to convince each of your parents separately
91. The fact that people associate mostly with others whose attitudes are similar to their own
suggests the prevalence of naturally occurring
B. groupthink.
92. Investigations of the risky shift eventually led to the conclusion that this group phenomenon was
really a tendency for group discussion to
A. reverse the group's original leanings.

B. accentuate group members' initial leanings.
C. arouse and distract members so their self-awareness is reduced.
D. favour illusory thinking in supporting the group's leader.
93. Bishop and Myers found that the discussion among like-minded students
A. decreased the gap between the two groups.

B. increased the gap between the two groups.
C. both A and B.
94. Which of the following describes the accentuation phenomenon?
A. Initial differences among student groups become less marked over time in university as a
result of exposure to new information.
B. Initial differences among student groups become sharper and greater with more time in
university.
C. Discussions with like-minded others stimulate creative thought and reduce the extremism of
opinions.
D. The benefits of group membership become more apparent the longer one is part of the group.
95. Which of the following is an example of group polarization in one's community?
A. Gang delinquency
B. Cheering wildly at a football game
C. An isolated, troubled teenager shooting his classmates
96. In a neighbourhood dispute over a new zoning law, some of your neighbours think the change will
be positive, but others are against it. After discussing the issue with your next-door neighbours,
you feel much more strongly against the law than you did before. This can best be explained by
A. propinquity.
B. group polarization.
C. deindividuation.
D. pluralistic ignorance.
97. John favours the death penalty. In discussing this issue with some like-minded classmates, he
hears arguments for this position that he'd never considered before. After discussion, his opinion
is more extreme. In this example, this outcome is best explained by
A. informational influence processes.

B. normative influence processes.
C. reactance theory.
D. social comparison theory.
98. The text suggests that the extremism of terrorist organizations is very likely the result of the
naturally occurring process of
A. group polarization.
B. pluralistic ignorance.
C. social loafing.
D. social facilitation.
99. A gang is __________ dangerous __________ the sum of its individual parts.
A. as; as
B. more; than
C. less; than
D. some times less and some times more; than
100.Email, search engines, and chat rooms make it easier for groups
A. to rally like-minded people, crystallize diffuse hatreds, and mobilize lethal force.
B. to communicate and express both like- and different-minded views.
C. to avoid the "risky shift" through discussion while not feeling singled out for views.
D. to communicate while maintaining a sense of self-awareness.
101.What underlying processes help to explain the occurrence of group polarization?
A. Informational influence and normative influence

B. Minority influence and social facilitation
C. Psychological reactance and deindividuation
D. Social comparison and self-censorship
102.Evaluating one's opinion and abilities by comparing oneself to others is called
A. social influence.
B. informational influence.
C. social comparison.
D. the accentuation phenomenon.
103.According to Festinger, it is human nature to want to evaluate our opinions by
A. comparing ourselves with others.

B. designing everyday tests of their validity.
C. engaging in frequent introspection.
D. actively studying the results of scientific research.
104.Keisha, who usually votes for the NDP, is approached by a co-worker who tells her that he wants
to talk to her about the upcoming election. Thinking that her co-worker may be campaigning for
the Alliance Party, Keisha prepares to
A. offer a weak statement of support for the NDP.

B. consider the merits of the Alliance Party.
C. offer a strong statement of support for the NDP.
D. discuss the merits and weaknesses of both political parties.
105.Pluralistic ignorance is
A. a false impression of how other people are thinking.

B. a wrong impression of how people respond.
C. an erroneous impression of how people feel.
106.Research by Baron and colleagues (1996) demonstrated that merely hearing one's opinion about
the comforts of a dental chair corroborated by another led to
A. more extreme ratings of the chair.

B. a moderation of opinion about the chair.
C. informational influence among dental students.
D. more positive ratings of both the dental chair and the dentist.
107.Research by Vorauer and Ratner (1996) demonstrated that people wanting to begin a
relationship often wait for a positive cue from the other person. Because of ___________,
sometimes this cue never comes and a relationship is not formed.
A. social desirability
B. impression management
C. informational social influence
D. pluralistic ignorance
108.Failing to ask questions in class because you assume everyone else understands best
exemplifies
A. groupthink.
C. social loafing.
D. self-handicapping.
109.Research on the underlying processes producing group polarization indicates that persuasive
arguments predominate on issues having a(n) _________ basis and social comparison
predominates on issues having a _________ basis.
A. emotional; factual
B. personal; social
C. factual; value-laden
D. economic; psychological
110.Norman Triplett is to ________________ as Irving Janis is to __________________.

B. deindividuation; group polarization
C. groupthink; social loafing
D. social facilitation; groupthink
111.According to Janis, the tragedy on the Titanic was likely the result of
A. persuasion.
B. conformity.
C. groupthink.
112.Which of the following is not a symptom of groupthink?
A. an illusion of invulnerability.
B. unquestioned beliefs in the group's morality.
C. rationalization.
D. closure.
113.Closed-mindedness is most clearly fostered by which of the following symptoms of groupthink?
A. rationalization
B. unquestioned belief in the group's morality
C. an illusion of unanimity
D. conformity pressure
114.Groupthink can be defined as
A. a tendency to suppress dissent in the interests of group harmony.

B. a tendency to sacrifice group cohesiveness in favour of task orientation and problem focus.
C. enhancement of problem-solving capacity as a result of several persons joining together to
work on the same problem.
D. reduced self-awareness as a result of group immersion and social anonymity.
115.According to your text, Captain Smith of the Titanic believed that "God himself could not sink this
ship." Which symptom of groupthink is most indicative of his belief?
A. illusion of invulnerability
B. rationalization
C. conformity pressure
D. mindguards
116.According to the text, groupthink symptoms can be viewed as
A. most likely to emerge in collectivistic cultures.

B. a collective form of moral failure.
C. a collective form of dissonance reduction.
D. a collective form of informational influence.
117.The symptoms of groupthink illustrate which of the following social psychological processes?
A. self-serving bias
B. self-justification
C. conformity
118.Pressures toward uniformity are most clearly reflected in which of the following symptoms of
groupthink?
A. an illusion of invulnerability
B. a stereotyped view of the opponent
C. self-censorship
D. rationalization
119."Mindguards" protect group leaders from
A. unfair criticism.
B. disagreeable facts.
C. susceptibility to illusions.
D. stereotyped views of the opponents.
120.Janet is a very directive leader of a highly cohesive student group on campus. When discussing
important policy decisions, the group will be at greatest risk for groupthink if it is also
A. isolated from dissenting viewpoints.

B. composed of majority and minority students.
C. composed of only minority students.
D. prone to pluralistic ignorance.
121.Which of the following is not a prescriptive strategy to prevent groupthink from developing?
A. One or more members should be assigned the position of devil's advocate.

B. Group members should be kept together as one unit and not divided into separate discussion
subgroups.
C. Outsiders should attend the meetings and challenge the group's views.
D. After reaching a preliminary decision, the group should call a second-chance meeting and ask
each member to express remaining doubts.
122.Which of the following comments is most likely to be made in a group characterized by

groupthink?
A. "We have been in agreement on matters in the past and I hope that will continue."
B. "Joe, why don't you play devil's advocate and challenge the course of action most of us seem
to prefer?"
C. "I think we need some outsiders to come in and critique our decision before we proceed."
D. "We have made some stupid mistakes in the past. Let's work carefully and not make the same
errors again."
123.According to the text, faulty ___________ have been linked with disasters such as airline
crashes.
A. group dynamics
B. group influences
C. group communication skills
124.Research on brainstorming reveals that people working ______________ will generate

______________ good ideas.
A. alone; fewer
B. alone; more
C. in large groups; more
D. in small group; more
125.Janis's (1982) recommendations for preventing groupthink includes which of the following:
A. Be impartial—do not endorse any position.

B. Welcome critiques from outside experts and associates.
C. Both A and B.
D. None of these choices.
126.Face-to-face brainstorming generates
A. more creative ideas than do the same people working alone.

B. less creative ideas than do the same people working alone.
C. both A and B.
127.According to Brown and Paulus (2002), which of the following enhance(s) brainstorming:
A. Combining group and solitary brainstorming.

B. Having group members interact by writing.
C. Incorporating electronic brainstorming.
D. All of these choices.
128.Tom, a successful foreman in a large furniture factory, emphasizes the attainment of production
goals and sets high standards for the workers under him. Tom's style is an example of
________________ leadership.
A. normative
B. task
C. autocratic
D. Type A
129.Tina is excellent at organizing her employees, setting goals, and focusing on achieving those
goals for the company. Tina excels in
A. social leadership.
B. laissez faire leadership.
C. task leadership.
D. masculine leadership.
130.Jan is a highly effective leader who excels in delegating authority, motivating those under her
authority, and providing support. Jan excels in
C. task leadership.
D. feminine leadership.
131.Task leadership is to a __________ style as social leadership is to a __________ style.
A. democratic; directive
B. directive; democratic
C. feminine; masculine
D. collectivistic; individualistic
132.______________ leaders focus on getting to know their subordinates and listening carefully,
while maintaining high expectations of how subordinates will perform.
A. task
B. social
C. transactional
D. transformational
133.Effective, charismatic leaders typically have
A. a compelling vision of some desired state of affairs.

B. an ability to communicate goals in clear and simple language.
C. enough optimism and faith in the group to inspire members to follow them.
134.Research indicates that minorities are most influential when they
A. make use of two-sided rather than one-sided appeals.

B. unswervingly stick to their position.
C. argue positions that are greatly discrepant from the majority position.
D. show respect for the majority position.
135.Minority influence is most likely to have an impact through
A. central route persuasion.

B. peripheral route persuasion.
C. normative influence processes.
D. the foot-in-the-door principle.
136.Moscovici believes that a minority's following the majority usually reflects __________ and a
majority's following a minority usually reflects __________.
A. public compliance; genuine acceptance

B. genuine acceptance; public compliance
C. public compliance; public compliance
D. genuine acceptance; genuine acceptance
137.According to your text, a minority group of one
A. has little chance of influencing a majority.

B. has a good chance of influencing a majority.
C. is usually well-respected.
D. often becomes a "great person" leader.
138.Which of the following is not a determinant of minority influence?
A. defections from the majority

B. self-confidence
C. consistency
D. open-mindedness
139.Explain the original and current meanings of the social facilitation effect and the role of arousal in
performance. How does this relate to crowding?
140.Explain the role of evaluation apprehension in both social facilitation and social loafing.
141.What are the three main circumstances that elicit deindividuation? Identify and discuss each.
142."Self-awareness is the opposite of deindividuation." Explain.
143.Describe how normative and informational influence processes help us understand group
polarization.
144.Describe how the symptoms of groupthink illustrate self-justification, self-serving bias, and
conformity.
145.Distinguish between task, social, transactional, and transformational leadership styles. Provide
an example of each to clarify.
146.Explain good leadership in terms of what you've learned about minority influence.
147.Explain why minority influence often leads to genuine acceptance rather than simply public
compliance.
c7 Key
1. According to group dynamics expert Marvin Shaw, one thing that all groups have in common is
(p. 216) that their members
A. share a common goal.

B. have well-defined roles.
C. enjoy free and open communication.
D. interact.
Myers - Chapter 07 #1
QT: Definition
2. Which of the following characteristics define(s) what a group is?

(p. 216)
A. Other's mere presence

B. Being part of an organization
C. Both A and B
QT: Conceptual
3. Coactors are, for example,

(p. 217)
A. four people doing push-ups in an exercise class.

B. two people playing bridge.
C. eight competitors running a 5-kilometre race.
QT: Conceptual
4. Which of the following is a defining characteristic of a group?

(p. 216)
A. Two or more people belong to it

B. Its members influence one another
C. Its members perceive one another as "us"
QT: Definition
5. Which of the following is probably not a group as that term is defined in your text?
(p. 216)
A. A doctor with her patient

B. Three people who share the same taxi and decide who gets dropped off first
C. Four people working together on a class project
D. Five people riding the city bus
QT: Conceptual
6. Which of the following can occur in a minimal group situation?

(p. 217)
B. minority influence
C. group polarization
D. groupthink
QT: Factual
7. On exam day, a student you don't know sits near you. This person is best described as
(p. 217)
A. a confederate.
B. a coactor.
C. an ingroup member.
D. a comrade.
QT: Conceptual
8. You are working on a project with three of your classmates at a large table in the cafeteria and
(p. 216- are distracted by five other students sitting at the table, who are laughing and joking together.
217)
According to your text, which of the following statements is most accurate?
A. You and your classmates are a group; the other students are coactors.
B. You and your classmates are a group; the other students are a group.
C. You and your classmates are coactors; the other students are a group.
D. You and your classmates and the other students are all coactors.
QT: Conceptual
9. A coactor is someone who
(p. 217)
A. does the same task as you at the same time.

B. helps and cooperates with you.
C. competes with you on a single task.
D. imitates you.
QT: Definition
10. Who among the following would be considered coactors?

(p. 217)
A. Twenty people doing sit-ups in an exercise class

B. Two people playing chess against each other
C. Twelve competitors running in a cross-country race
D. Three friends chatting pleasantly before class starts
QT: Conceptual
11. In one of social psychology's earliest experiments, Norman Triplett found that children told to
(p. 217) wind string on a fishing reel as quickly as possible did their task much faster when
A. competing with other children.

B. each worked alone.
C. they worked in the presence of coactors.
D. they had first practised with their teammates.
QT: Factual
12. When the mere presence of others strengthens the dominant response, ________________
(p. 217- has occurred.
218)
A. coaction
B. competition
C. social facilitation
D. group polarization
QT: Definition
13. Which of the following situations is more likely to result in better performance?
(p. 218)
A. Circling all the vowels on a page filled with text

B. Memorizing nonsense syllables
C. Performing complex multiplication problems
D. Completing a complex maze
QT: Factual
14. The social facilitation effect has been found to apply to

(p. 217)
A. people performing simple motor tasks.

B. chickens eating grain.
C. ants excavating sand.
QT: Factual
15. In which of the following situations would the social facilitation effect most likely occur?
(p. 218)
A. A weak batter hitting a home run in front of a large crowd of fans

B. An inexperienced babysitter getting a young child to behave in a busy shopping mall
C. A new graduate being interviewed for a job by eight high-level executives
D. A top student excelling in a public spelling bee
QT: Conceptual
16. The presence of others would be most likely to improve performance on

(p. 218)
A. counting money.
B. solving crossword puzzles.
C. learning foreign language words.
D. solving complex mathematical puzzles.
QT: Conceptual
17. The presence of others would be least likely to improve performance in
(p. 218)
A. playing chess.
B. weight lifting.
C. running.
D. the broad jump.
QT: Conceptual
18. Zajonc resolved the conflicting findings on how the presence of others influences performance
(p. 218) with the help of the well-established principle in experimental psychology that arousal
A. enhances whatever response tendency is dominant.

B. interferes with the performance of simple tasks.
C. inhibits coordination of efforts.
D. weakens competing motives.
QT: Factual
19. The presence of others is likely to lead to better performance in _____________ and to worse
(p. 218) performance in ______________.
A. solving a crossword puzzle; sweeping a sidewalk

B. raking leaves; solving complex mathematical problems
C. playing golf; raking leaves
D. solving complex mathematical problems; solving a crossword puzzle
QT: Conceptual
20. Nearly 300 studies confirm that social arousal ___________ performance on easy tasks and
(p. 219) __________ performance on difficult tasks.
A. hurts; boosts
B. facilitates; boosts
C. boosts; hurts
D. hurts; facilitates
QT: Factual
21. Lee scored in the 99th percentile on the verbal portion of the SAT. She loves to put her verbal
(p. 218) skills to use in solving anagrams. Lee would most likely perform at her best
A. alone.
B. in the mere presence of others also solving anagrams.
C. after receiving positive feedback.
D. after receiving negative feedback.
QT: Conceptual
22. Sharmila hasn't done well on her earlier social psychology exams, and she doesn't feel
(p. 218) confident about this one, either. Is she likely to perform better if given the opportunity to
answer the questions orally in front of her professor or in a written exam in a room by herself?
A. A written exam completed in a room by herself

B. An oral exam in front of her professor
C. Neither situation will improve her performance
D. Either situation would improve her performance
QT: Conceptual
23. Studies of athletes have found an advantage for home teams in that they win about 6 in 10
(p. 219) games. According to the research in your text, which statement is the best explanation as to
why this might this be so?
A. Athletes feel more comfortable on their "home turf" and are more relaxed.
B. Athletes perform well-practiced skills, which explains why they perform best when
energized by a supportive crowd.
C. Athletes are not performing their dominant response when they are playing another team
who has the home advantage.
D. Athletes are overly stressed by performing in front of their own fans, and this pressure
causes there performance to only be slightly above chance.
QT: Factual
24. Being in a crowd intensifies

(p. 220)
A. positive emotions.
B. negative emotions.
C. both A and B.
QT: Factual
25. According to Butler and Baumeister, how does a supportive audience affect a person's
(p. 219- performance?
220)
A. It may elicit poorer performance on challenging tasks.

B. It may elicit better performance on challenging tasks.
C. It may elicit poorer performance on easy tasks.
D. It does not have any effect on the performance of the people.
QT: Factual
26. According to Butler and Baumeister, when engaging in challenging tasks, what kind of
(p. 219- audience may elicit poorer performance?
220)
A. A supportive audience
B. A nonsupportive audience
C. The manager
D. The colleagues
QT: Factual
27. How might having your mother and father at your first piano recital affect your performance?
(p. 219)
A. Their presence will likely not improve it.

B. Their presence will improve it.
C. Their presence does not affect it.
D. Their presence makes negatively affects it.
QT: Conceptual
28. Barbara is a professor and gives lectures to groups of students ranging from 40 to 100. She is
(p. 219) never anxious, enjoys giving these lectures, and doesn't have many problems speaking in
front of the students. However, at a conference, Barbara has been asked to speak in front of a
group of approximately 1000 of her academic peers. Based on the principles in your text,
Barbara is most likely to
A. experience enhanced performance because she is engaging in a well-learned behaviour.

B. present her speech without much difference between the way she lectures to her students.
C. experience some difficulty during her speech due to anxiety that interferes with her
speaking abilities.
D. experience excessive anxiety and be unable to perform her speech.
QT: Conceptual
29. Freedman and his colleagues had an accomplice listen to a humorous tape or watch a movie
(p. 220) with other participants. When all sat close together, the accomplice
A. was liked less by males and liked more by females.

B. could more readily induce the group to express hostility toward the experimenter.
C. could more readily induce the group to laugh and clap.
D. could more readily distract the group from attending to the tape or movie.
QT: Factual
30. Evans tested 10-person groups in either a small, crowded room or a larger, more spacious
(p. 220) room. Those in the crowded room were found to
A. make more errors on both simple and complex tasks.

B. make more errors on complex tasks but not on simple tasks.
C. complete both simple and complex tasks more quickly.
D. complete simple tasks more quickly and complex tasks more slowly.
QT: Factual
31. The primary effect of a crowd is that it

(p. 220)
A. enhances performance.
B. enhances arousal.
C. hurts performance.
D. enhances social responsibility.
QT: Factual
32. Evidence that contradicts Zajonc's mere presence theory of social facilitation is that when
(p. 221) observers are blindfolded, their presence
A. does not boost performance on a simple task.

B. hinders performance on a complex task.
C. boosts performance on a simple task.
D. is a distraction that leads to poorer performance on both simple and complex tasks.
QT: Factual
33. Social psychologists refer to our concern for how others are evaluating us as
(p. 221)
A. social fear.
B. evaluation apprehension.
C. evaluation phobia.
D. coactor anxiety.
QT: Definition
34. In one experiment, joggers on a jogging path sped up as they came upon a woman seated on
(p. 221) the grass, but only if she was
A. facing them.
B. facing away from them.
C. someone they knew.
D. a stranger.
QT: Factual
35. What is it about others that causes arousal?

(p. 221)
A. They facilitate concentration

B. They are attractive
C. They create evaluation apprehension
QT: Factual
36. Gabriel is planning an experiment on the effects of evaluation apprehension on children's

(p. 221) ability to solve puzzles. He arranges for two children to solve puzzles in two different rooms
equipped with one-way mirrors. What should he tell the children?
A. Tell both children that they will be watched as they solve the puzzle.
B. Don't tell either of the children that they will be watched as they solve the puzzle.
C. Tell only one child that s/he will be watched as s/he solves the puzzle.
QT: Conceptual
37. Sanders and his colleagues have suggested that we are aroused in the presence of others,
(p. 221) not only because of evaluation apprehension, but because we
A. engage in social comparison.

B. become deindividuated.
C. get distracted.
D. need to belong.
QT: Factual
38. According to the "distraction hypothesis," the mere presence of others can cause arousal
(p. 221) because one experiences a conflict between
A. paying attention to the task and paying attention to the other people.
B. wanting to perform well and wanting to complete the task.
C. one's social role and one's personal self-image.
D. following instructions and making one's own decisions.
QT: Factual
39. According to research,

(p. 221)
A. the presence of others can be arousing even when we are not evaluated.
B. the presence of others can be arousing even if we are not distracted.
C. both A and B.
QT: Factual
40. According to the text, the idea that the mere presence of others produces some arousal even
(p. 221) without evaluation apprehension or distraction is supported by the finding that
A. some people publicly violate social norms.

B. social facilitation effects occur among strangers.
C. social facilitation effects occur among children.
D. joggers feel energized jogging with someone else, even if they aren't competing or being
evaluated.
QT: Factual
41. Which of the following group process theories should be considered by a corporate planning
(p. 221- committee looking into developing the layout for their new office space?
222)
A. groupthink
B. social facilitation
C. social loafing
D. deindividuation
QT: Conceptual
42. Research on social facilitation suggests that the design of new office buildings in which private
(p. 222) offices are replaced with large, open areas may
A. invade privacy and disrupt worker morale.

B. improve communication and build employee morale.
C. disrupt creative thinking on complex tasks.
D. disrupt performance of routine clerical tasks.
QT: Conceptual
43. Social loafing refers to the tendency for people to

(p. 223)
A. perform an unfamiliar task more poorly when others are present.

B. violate social norms when no one is watching.
C. be insensitive to the needs of others.
D. exert less effort when they pool their efforts toward a common goal.
QT: Definition
44. Social loafing occurs in situations in which people

(p. 223)
A. pool their efforts toward a common goal.

B. are not accountable as individuals.
C. feel little evaluation apprehension.
QT: Definition
45. In a study by Latané and his colleagues, participants were asked to shout and clap as loud as
(p. 223) possible. Participants produced the most noise when they
A. thought they were shouting alone.

B. thought there was one other person shouting with them.
C. thought there were five other people shouting with them.
D. were not feeling any evaluation apprehension.
QT: Factual
46. Juanita has been assigned an easy group project with three classmates, where the group will
(p. 223- get one grade for the presentation they make at the end. According to the principles of social
224)
loafing, Juanita will most likely
A. slack off and not work as hard as she would have if she did the project herself.
B. work harder than other group members to compensate for them slacking off.
C. contribute equally to the group to produce the best group output possible.
D. work just as hard as others but her quality will suffer due to evaluation apprehension.
QT: Conceptual
47. In a study by Sweeney (1973), students pumped exercise bicycles more energetically when
(p. 224) they
A. were part of a five-person team.

B. were part of a three-person team.
C. were part of a two-person team.
D. knew they were pulling alone.
QT: Factual
48. "Giving one-hundred-and-ten percent" is to "they'll pick up the slack" as ____________ is to

(p. 224) _____________.
A. "be all that you can be"; "I knew it all along"
B. arousal; distraction
C. inhibition; distraction
D. social facilitation; social loafing
QT: Conceptual
49. Social loafing would be most likely to occur in
(p. 223-
225)
A. students working on a group project for which they will all receive the same grade.
B. factory workers who are each paid according to how many lamps they assemble.
C. a group of golfers competing for first place in a tournament.
D. political candidates who hope to win a seat on the city council.
QT: Conceptual
50. People who benefit from the group but give little in return are referred to as
(p. 224)
A. social facilitators.
B. free-riders.
C. groupthinkers.
D. social leaders.
QT: Definition
51. If a teacher does not want social loafing to influence his students' group projects, how might
(p. 225) he choose to evaluate the projects?
A. By grading the group component as well as each student's individual component

B. By allowing the students to give each other individual grades
C. Neither A nor B
D. Either A or B
QT: Conceptual
52. When individual efforts are pooled and not evaluated, evaluation apprehension is __________
(p. 224) and the probability of social loafing is __________.
A. high; low
B. low; high
C. high; high
D. low; low
QT: Factual
53. Buck works in a meat packing plant. Normally, the output of each individual on the assembly
(p. 224) line is collectively evaluated. However, the plant managers are looking at effectiveness and
productivity and decide to identify each individual worker's output. When being evaluated on
an individual basis, Buck's productivity is likely to
A. increase.
B. decrease.
C. stay the same.
D. be the same as that of the other assembly-line workers.
QT: Conceptual
54. Making group members' performance individually identifiable seems to be one effective
(p. 226) strategy for reducing
B. social loafing.
QT: Factual
55. Social loafing would be least likely to occur

(p. 226)
A. in a boys' club trying to raise money by holding a Saturday car wash.

B. in a relay race in which each team member's performance is timed.
C. in a community garden where each family is expected to contribute whatever free time they
have.
D. in a work crew building a new highway.
QT: Conceptual
56. When being observed __________ evaluation concerns, social facilitation occurs; when being
(p. 224) lost in a crowd __________ evaluation concerns, social loafing occurs.
A. increases; decreases
B. decreases; increases
C. increases; increases
D. decreases; decreases
QT: Factual
57. For simple tasks, ______________ occurs when observation increases evaluation
(p. 224- apprehension, whereas ______________ occurs when the pooling of effort lowers evaluation
225)
apprehension.

B. social loafing; group polarization
C. deindividuation; social loafing
D. social loafing; deindividuation
QT: Factual
58. People in groups will loaf less when

(p. 226)
A. the task is challenging.

B. the task is important and involving.
C. the group is cohesive.
QT: Factual
59. When a group believes that if it works hard, its efforts will potentially be rewarded,
(p. 226)
A. its members will work hard.

B. its members will be more relaxed and easy going.
C. it does not affect the members' efforts.
D. the members will ask for more time to accomplish the task successfully.
QT: Factual
60. You have been assigned two group projects in different classes. For your Sociology project,
(p. 226) you are in a group with three other classmates that you don't know very well. For your
Psychology project, the professor let you choose your own group so you are going to be
working with your friends. Which group project will be associated with less social loafing?
A. Sociology project
B. Psychology project
C. Both projects will involve people slacking off.
D. Both projects will have lower levels of loafing due to the accountability of the group.
QT: Conceptual
61. People in groups loaf less when
(p. 226)
A. all group members have comparable levels of self-esteem.

B. the group is made up of a small number of friends.
C. they work on a simple task with strangers.
D. the task is aversive.
QT: Factual
62. Research suggests that social loafing does not occur in

(p. 226)
A. Israel's kibbutz farms.

B. China's collective factories.
C. Cuba's collective farms.
D. Japan.
QT: Factual
63. It is likely that people will feel their group contributions are indispensable when
(p. 226)
A. working with a small group of people that are equally competent.

B. all members are working collectively and without individual accountability.
C. the rest of the group is not as smart and needs help in getting an acceptable grade.
D. other group members are slacking off and someone has to get the work done.
QT: Conceptual
64. When arousal and diffused responsibility combine and normal inhibitions diminish, this may
(p. 228) result in which of the following behaviours?
A. mild lessening of restraint

B. impulsive self-gratification
C. destructive social explosions
QT: Factual
65. Which of the following is likely to occur under conditions of deindividuation?
(p. 228)
A. police brutality
B. screaming at a referee during a Stanley Cup game
C. stealing
QT: Factual
66. According to the text, what group process may have contributed to Airborne officers'
(p. 227- participation in the 1993 beating death of a Somali boy?
228)
B. the free-rider effect
C. deindividuation
D. social loafing
QT: Factual
67. "It was such an exciting game," your friend insists. "We were all shouting and clapping
(p. 228) together, everyone was in sync. When our team won, I realized I was jumping up and down,
screaming, right along with everyone else. I don't know what got into me!" Your friend's
reactions best illustrate the process of
B. risky shift.
C. deindividuation.
D. groupthink.
QT: Conceptual
68. Research on deindividuation suggests that if concert organizers want to limit "mob behaviour"
(p. 228) by fans, they should
A. choose smaller halls rather than large stadiums for the concert.
B. arrange for the concert venue to be well-lit.
C. give fans nametags to wear.
QT: Conceptual
69. People are more likely to bait a person to jump off a bridge when it is dark and
(p. 228)
A. the crowd is small.

B. the crowd is large.
C. the crowd is made up of people with authoritarian personalities.
D. the crowd is frustrated.
QT: Factual
70. A loss of both self-awareness and evaluation apprehension can lead to

(p. 228)
B. powerful minority influence effects.
C. coactor effects.
D. deindividuation.
QT: Definition
71. Riots and violence that have been known to accompany championship sports games (both
(p. 228) wins and losses) provide an example of how being in a crowd can lead to
_____________________.
A. deindividuation.
B. social loafing.
C. groupthink.
QT: Conceptual
72. Which of the following circumstances contributes to people becoming deindividuated?

(p. 228-
231)
A. They are immersed in a large group

B. They are physically anonymous
C. They are involved in arousing, distracting activities
QT: Definition
73. Zimbardo explained the greater vandalism of an abandoned car left in New York than one left
(p. 228) in Palo Alto in terms of the greater ___________ of the large city.
A. poverty
B. frustration
C. anonymity
D. competitiveness
QT: Factual
74. Based on research cited in the text, who is most likely to honk aggressively at someone
(p. 229) stopped at a green light?
A. The male driver of a sport utility vehicle

B. The male driver of a convertible
C. The female drive of a convertible
D. Any driver of a car with the top up
QT: Conceptual
75. Zimbardo reported that women who were masked and hooded in KKK-style hoods and robes
(p. 228- tended to ___________________ than women who were visible and wore name tags.
229)
A. administer longer shocks to a victim

B. engage in greater social loafing
C. make riskier decisions
D. make more contact and reveal more personal information
QT: Factual
76. On Halloween night, Diener and colleagues conducted a study of trick-or-treat theft. Given a
(p. 229) chance to steal candy, the children who were __________ were most likely to commit
transgressions.
A. anonymous and alone

B. anonymous and in a group
C. frustrated and alone
D. frustrated and in a group
QT: Factual
77. According to the text, one contributing factor to the Canadian Airborne officers' participation in
(p. 229- the beating death of a Somali boy may have been that
230)
A. The officers were distracted by their separation from their families

B. The officers' wearing similar uniforms allowed them to feel anonymous
C. The officers felt an overwhelming sense of responsibility
D. The offence took place in the dark
QT: Factual
78. In one study, women who donned white nurses' uniforms and were made anonymous became
(p. 231) __________ than when their names and personal identities were emphasized.
A. less sympathetic to patients' needs

B. more sympathetic to patients' needs
C. less aggressive in administering shock
D. more aggressive in administering shock
QT: Factual
79. The example in your text of the "choo-choo" chant given by a cult observer demonstrates how
(p. 231)
A. chanting is relaxing and lulls individuals into a state of enlightened self-control.

B. group activities enhance individual's sense of self-awareness.
C. engaging in a unifying group activity enhances group cohesion.
D. arousing and distracting activities can help in deindividuation.
QT: Factual
80. Compared to self-aware people, deindividuated people are

(p. 231)
A. less responsive to the situation.

B. less likely to act without thinking about their own values.
C. less self-regulated.
D. more restrained.
QT: Factual
81. In which of the following groups is deindividuation least likely to occur?
(p. 228-
231)
A. In a jury where a guilty verdict requires unanimous agreement

B. At a Ku Klux Klan rally where new members are being inducted
C. In a high school pep rally attended by almost all students
D. In the audience at a Canada Day parade
QT: Conceptual
82. Which of the following pairs are most clearly opposites?

(p. 231)
A. group polarization and group consensus

B. groupthink and the accentuation phenomenon
C. minority influence and leadership
D. deindividuation and self-awareness
QT: Conceptual
83. People who are made self-aware—by acting in front of a mirror or TV camera, for example—
(p. 231) have been found to
A. exhibit increased self-confidence.

B. behave more consistently with their attitudes.
C. be less thoughtful in analyzing complex social issues.
D. be more vulnerable to persuasive appeals that run counter to social norms.
QT: Factual
84. A social psychology professor who is trying to diminish the incidence of cheating behaviour
(p. 231) during exams would be most successful if she
A. wore a large name tag while monitoring the exam.

B. alerted her students before the exam that they were being videotaped.
C. gave the students a stern lecture before the exam on the consequences of cheating.
D. either A or B.
QT: Conceptual
85. In recognizing the dangers of becoming deindividuated, a parent's parting advice to a teenager
(p. 231- setting off for a party may well be, "Have fun, and ________."
232)
A. remember who you are

B. stay with the group
C. remember, you are only young once
D. don't worry about being popular
QT: Conceptual
86. Research on group polarization began with the erroneous conclusion that group discussion
(p. 232) leads to
A. a risky shift.
B. groupthink.
C. pluralistic ignorance.
D. group moderation.
QT: Factual
87. Group polarization occurs when group discussion _________ group members' initial
(p. 232) inclinations.
A. challenges
B. reverses
C. neutralizes
D. strengthens
QT: Definition
88. The term "risky shift" was used to refer to the finding of
(p. 233)
A. groups being riskier than individuals.

B. individuals being riskier than groups.
C. males being riskier than females.
D. people becoming less risky as they grow older.
QT: Factual
89. Individuals who believe that physician-assisted suicide should be legalized meet to discuss the
(p. 232- issue. Research on group interaction suggests that after discussion the individuals will be
233)
A. more likely to question the wisdom of legalizing physician-assisted suicide.

B. even more convinced that physician-assisted suicide should be legalized.
C. sharply divided over whether physician-assisted suicide should be legalized.
D. opposed to the legalization of physician-assisted suicide.
QT: Conceptual
90. Your family is considering buying a new family car. Although it will be expensive, you really
(p. 234) want the new car. Your parents like the idea, but they have doubts about the cost. What might
you do to strengthen their attitudes toward buying a new car?
A. Suggest holding a family discussion

B. Present strong counterarguments
C. Try to convince each of your parents separately
QT: Conceptual
91. The fact that people associate mostly with others whose attitudes are similar to their own
(p. 234- suggests the prevalence of naturally occurring
235)
B. groupthink.
QT: Conceptual
92. Investigations of the risky shift eventually led to the conclusion that this group phenomenon
(p. 233) was really a tendency for group discussion to
A. reverse the group's original leanings.

B. accentuate group members' initial leanings.
C. arouse and distract members so their self-awareness is reduced.
D. favour illusory thinking in supporting the group's leader.
QT: Factual
93. Bishop and Myers found that the discussion among like-minded students
(p. 234-
235)
A. decreased the gap between the two groups.

B. increased the gap between the two groups.
C. both A and B.
QT: Factual
94. Which of the following describes the accentuation phenomenon?

(p. 235)
A. Initial differences among student groups become less marked over time in university as a
result of exposure to new information.
B. Initial differences among student groups become sharper and greater with more time in
university.
C. Discussions with like-minded others stimulate creative thought and reduce the extremism of
opinions.
D. The benefits of group membership become more apparent the longer one is part of the
group.
QT: Definition
95. Which of the following is an example of group polarization in one's community?

(p. 235)
A. Gang delinquency
B. Cheering wildly at a football game
C. An isolated, troubled teenager shooting his classmates
QT: Factual
96. In a neighbourhood dispute over a new zoning law, some of your neighbours think the change
(p. 235) will be positive, but others are against it. After discussing the issue with your next-door
neighbours, you feel much more strongly against the law than you did before. This can best be
explained by
A. propinquity.
B. group polarization.
C. deindividuation.
D. pluralistic ignorance.
QT: Conceptual
97. John favours the death penalty. In discussing this issue with some like-minded classmates, he
(p. 236) hears arguments for this position that he'd never considered before. After discussion, his
opinion is more extreme. In this example, this outcome is best explained by
A. informational influence processes.

B. normative influence processes.
C. reactance theory.
D. social comparison theory.
QT: Conceptual
98. The text suggests that the extremism of terrorist organizations is very likely the result of the
(p. 235) naturally occurring process of
A. group polarization.
C. social loafing.
D. social facilitation.
QT: Factual
99. A gang is __________ dangerous __________ the sum of its individual parts.
(p. 235)
A. as; as
B. more; than
C. less; than
D. some times less and some times more; than
QT: Factual
100. Email, search engines, and chat rooms make it easier for groups
(p. 235)
A. to rally like-minded people, crystallize diffuse hatreds, and mobilize lethal force.
B. to communicate and express both like- and different-minded views.
C. to avoid the "risky shift" through discussion while not feeling singled out for views.
D. to communicate while maintaining a sense of self-awareness.
QT: Factual
101. What underlying processes help to explain the occurrence of group polarization?
(p. 236-
237)
A. Informational influence and normative influence

B. Minority influence and social facilitation
C. Psychological reactance and deindividuation
D. Social comparison and self-censorship
QT: Factual
102. Evaluating one's opinion and abilities by comparing oneself to others is called
(p. 237)
A. social influence.
B. informational influence.
C. social comparison.
D. the accentuation phenomenon.
QT: Definition
103. According to Festinger, it is human nature to want to evaluate our opinions by

(p. 237)
A. comparing ourselves with others.

B. designing everyday tests of their validity.
C. engaging in frequent introspection.
D. actively studying the results of scientific research.
QT: Factual
104. Keisha, who usually votes for the NDP, is approached by a co-worker who tells her that he
(p. 236- wants to talk to her about the upcoming election. Thinking that her co-worker may be
237)
campaigning for the Alliance Party, Keisha prepares to
A. offer a weak statement of support for the NDP.

B. consider the merits of the Alliance Party.
C. offer a strong statement of support for the NDP.
D. discuss the merits and weaknesses of both political parties.
QT: Conceptual
105. Pluralistic ignorance is
(p. 237)
A. a false impression of how other people are thinking.

B. a wrong impression of how people respond.
C. an erroneous impression of how people feel.
QT: Definition
106. Research by Baron and colleagues (1996) demonstrated that merely hearing one's opinion
(p. 237) about the comforts of a dental chair corroborated by another led to
A. more extreme ratings of the chair.

B. a moderation of opinion about the chair.
C. informational influence among dental students.
D. more positive ratings of both the dental chair and the dentist.
QT: Factual
107. Research by Vorauer and Ratner (1996) demonstrated that people wanting to begin a
(p. 237) relationship often wait for a positive cue from the other person. Because of ___________,
sometimes this cue never comes and a relationship is not formed.
A. social desirability
B. impression management
C. informational social influence
D. pluralistic ignorance
QT: Factual
108. Failing to ask questions in class because you assume everyone else understands best
(p. 237) exemplifies
A. groupthink.
C. social loafing.
D. self-handicapping.
QT: Conceptual
109. Research on the underlying processes producing group polarization indicates that persuasive
(p. 238) arguments predominate on issues having a(n) _________ basis and social comparison
predominates on issues having a _________ basis.
A. emotional; factual
B. personal; social
C. factual; value-laden
D. economic; psychological
QT: Factual
110. Norman Triplett is to ________________ as Irving Janis is to __________________.

(p. 217;
240)

B. deindividuation; group polarization
C. groupthink; social loafing
D. social facilitation; groupthink
QT: Conceptual
111. According to Janis, the tragedy on the Titanic was likely the result of
(p. 240)
A. persuasion.
B. conformity.
C. groupthink.
QT: Factual
112. Which of the following is not a symptom of groupthink?

(p. 241-
242)
A. an illusion of invulnerability.
B. unquestioned beliefs in the group's morality.
C. rationalization.
D. closure.
QT: Factual
113. Closed-mindedness is most clearly fostered by which of the following symptoms of
(p. 241) groupthink?
A. rationalization
B. unquestioned belief in the group's morality
C. an illusion of unanimity
D. conformity pressure
QT: Factual
114. Groupthink can be defined as

(p. 240)
A. a tendency to suppress dissent in the interests of group harmony.

B. a tendency to sacrifice group cohesiveness in favour of task orientation and problem focus.
C. enhancement of problem-solving capacity as a result of several persons joining together to
work on the same problem.
D. reduced self-awareness as a result of group immersion and social anonymity.
QT: Definition
115. According to your text, Captain Smith of the Titanic believed that "God himself could not sink
(p. 240- this ship." Which symptom of groupthink is most indicative of his belief?
241)
A. illusion of invulnerability
B. rationalization
C. conformity pressure
D. mindguards
QT: Factual
116. According to the text, groupthink symptoms can be viewed as

(p. 241)
A. most likely to emerge in collectivistic cultures.

B. a collective form of moral failure.
C. a collective form of dissonance reduction.
D. a collective form of informational influence.
QT: Factual
117. The symptoms of groupthink illustrate which of the following social psychological processes?
(p. 240-
242)
A. self-serving bias
B. self-justification
C. conformity
QT: Conceptual
118. Pressures toward uniformity are most clearly reflected in which of the following symptoms of
(p. 242) groupthink?
A. an illusion of invulnerability
B. a stereotyped view of the opponent
C. self-censorship
D. rationalization
QT: Factual
119. "Mindguards" protect group leaders from

(p. 242)
A. unfair criticism.
B. disagreeable facts.
C. susceptibility to illusions.
D. stereotyped views of the opponents.
QT: Factual
120. Janet is a very directive leader of a highly cohesive student group on campus. When
(p. 240) discussing important policy decisions, the group will be at greatest risk for groupthink if it is
also
A. isolated from dissenting viewpoints.

B. composed of majority and minority students.
C. composed of only minority students.
D. prone to pluralistic ignorance.
QT: Conceptual
121. Which of the following is not a prescriptive strategy to prevent groupthink from developing?
(p. 244)
A. One or more members should be assigned the position of devil's advocate.

B. Group members should be kept together as one unit and not divided into separate
discussion subgroups.
C. Outsiders should attend the meetings and challenge the group's views.
D. After reaching a preliminary decision, the group should call a second-chance meeting and
ask each member to express remaining doubts.
QT: Factual
122. Which of the following comments is most likely to be made in a group characterized by
(p. 243- groupthink?
244)
A. "We have been in agreement on matters in the past and I hope that will continue."
B. "Joe, why don't you play devil's advocate and challenge the course of action most of us
seem to prefer?"
C. "I think we need some outsiders to come in and critique our decision before we proceed."
D. "We have made some stupid mistakes in the past. Let's work carefully and not make the
same errors again."
QT: Conceptual
123. According to the text, faulty ___________ have been linked with disasters such as airline
(p. 244) crashes.
A. group dynamics
B. group influences
C. group communication skills
QT: Factual
124. Research on brainstorming reveals that people working ______________ will generate
(p. 246- ______________ good ideas.
247)
A. alone; fewer
B. alone; more
C. in large groups; more
D. in small group; more
QT: Factual
125. Janis's (1982) recommendations for preventing groupthink includes which of the following:
(p. 244)
A. Be impartial—do not endorse any position.

B. Welcome critiques from outside experts and associates.
C. Both A and B.
D. None of these choices.
QT: Factual
126. Face-to-face brainstorming generates

(p. 246)
A. more creative ideas than do the same people working alone.

B. less creative ideas than do the same people working alone.
C. both A and B.
QT: Factual
127. According to Brown and Paulus (2002), which of the following enhance(s) brainstorming:
(p. 247)
A. Combining group and solitary brainstorming.

B. Having group members interact by writing.
C. Incorporating electronic brainstorming.
D. All of these choices.
QT: Factual
128. Tom, a successful foreman in a large furniture factory, emphasizes the attainment of
(p. 248) production goals and sets high standards for the workers under him. Tom's style is an example
of ________________ leadership.
A. normative
B. task
C. autocratic
D. Type A
QT: Conceptual
129. Tina is excellent at organizing her employees, setting goals, and focusing on achieving those
(p. 248) goals for the company. Tina excels in
C. task leadership.
D. masculine leadership.
QT: Conceptual
130. Jan is a highly effective leader who excels in delegating authority, motivating those under her
(p. 248) authority, and providing support. Jan excels in
C. task leadership.
D. feminine leadership.
QT: Conceptual
131. Task leadership is to a __________ style as social leadership is to a __________ style.

(p. 248)
A. democratic; directive
B. directive; democratic
C. feminine; masculine
D. collectivistic; individualistic
QT: Factual
132. ______________ leaders focus on getting to know their subordinates and listening carefully,
(p. 249) while maintaining high expectations of how subordinates will perform.
A. task
B. social
C. transactional
D. transformational
QT: Factual
133. Effective, charismatic leaders typically have
(p. 249)
A. a compelling vision of some desired state of affairs.

B. an ability to communicate goals in clear and simple language.
C. enough optimism and faith in the group to inspire members to follow them.
QT: Definition
134. Research indicates that minorities are most influential when they
(p. 251)
A. make use of two-sided rather than one-sided appeals.

B. unswervingly stick to their position.
C. argue positions that are greatly discrepant from the majority position.
D. show respect for the majority position.
QT: Factual
135. Minority influence is most likely to have an impact through

(p. 251-
252)
A. central route persuasion.

B. peripheral route persuasion.
C. normative influence processes.
D. the foot-in-the-door principle.
QT: Factual
136. Moscovici believes that a minority's following the majority usually reflects __________ and a
(p. 251- majority's following a minority usually reflects __________.
252)
A. public compliance; genuine acceptance

B. genuine acceptance; public compliance
C. public compliance; public compliance
D. genuine acceptance; genuine acceptance
QT: Factual
137. According to your text, a minority group of one
(p. 251)
A. has little chance of influencing a majority.

B. has a good chance of influencing a majority.
C. is usually well-respected.
D. often becomes a "great person" leader.
QT: Factual
138. Which of the following is not a determinant of minority influence?

(p. 251-
252)
A. defections from the majority

B. self-confidence
C. consistency
D. open-mindedness
QT: Factual
139. Explain the original and current meanings of the social facilitation effect and the role of arousal
(p. 217- in performance. How does this relate to crowding?
220)
Answers will vary
140. Explain the role of evaluation apprehension in both social facilitation and social loafing.
(p. 221-
225)
Answers will vary
141. What are the three main circumstances that elicit deindividuation? Identify and discuss each.
(p. 228-
231)
Answers will vary

142. "Self-awareness is the opposite of deindividuation." Explain.
(p. 231-
232)
Answers will vary
143. Describe how normative and informational influence processes help us understand group
(p. 236- polarization.
237)
Answers will vary
144. Describe how the symptoms of groupthink illustrate self-justification, self-serving bias, and
(p. 241- conformity.
243)
Answers will vary
145. Distinguish between task, social, transactional, and transformational leadership styles. Provide
(p. 248- an example of each to clarify.
252)
Answers will vary
146. Explain good leadership in terms of what you've learned about minority influence.
(p. 248-
252)
Answers will vary

147. Explain why minority influence often leads to genuine acceptance rather than simply public
(p. 250- compliance.
252)
Answers will vary

c7 Summary
Category # of Questions
Myers - Chapter 07 147
QT: Conceptual 47
QT: Definition 16
QT: Factual 75
Another random document with
no related content on Scribd:
the author states, were private concerts 'auf dem Spinnet oder
Klavicymbel.' No announcements of public concerts appear in the
Philadelphia newspapers until 1757, when the 'Pennsylvania
Gazette' announces one under the direction of Mr. John Palma. The
same gentleman gave another concert a few months later, as we find
from the ledger of George Washington, who bought tickets for it. No
more public concerts appear before 1764 and, indeed, they seem to
have been far from common until after the war. During the last years
of the century the musical life of Philadelphia was extremely rich,
both as to public concerts and otherwise.
We know nothing about the concert of 1764 except that it was under
the direction of James Bremner.[31] Another concert under the same
direction was given in the following year. It was announced as a
'Performance of Solemn Music,' the 'vocal parts chiefly by young
Gentlemen educated in this Seminary' (College of Philadelphia), and
accompanied by the organ. It was a very fine concert, and the fact
that it was highly successful is eloquent of the state of musical
culture in Philadelphia at that time. Besides a chorus and airs set to
scriptural texts the program included a Stamitz overture, the Sixth
Concerto of Geminiani, an overture by the Earl of Kelly, Martini's
Second Overture, the overture to Arne's 'Artaxerxes,' a sonata on the
harpsichord, and a solo on the violin. Two orations were added for
good measure. A series of subscription concerts was inaugurated on
Thursday, January 19, 1764, and continued every Thursday until
May 24 following. Apparently these also were under the direction of
James Bremner and there is prima facie evidence that Francis
Hopkinson was connected with them in some capacity. A second
series was advertised to begin on Thursday, November 8, 1764, and
to be continued until March 14 following. The programs of these
concerts were not printed in the newspapers, as admission was
confined to subscribers, and it seems to have been customary to
print programs for distribution with the tickets—an eminently sane
and praiseworthy custom which fortunately still survives in America.
A concert given in 1764 by Stephen Forrage for his own benefit and
that of other 'assistant performers at the Subscription Concert,' may
be mentioned, were it only for the fact that Mr. Forrage appeared as
soloist on Benjamin Franklin's 'famous Armonica, or Musical
Glasses, so much admired for their great Sweetness and Delicacy of
its tone.' We trust he had more respect for the musical proprieties
than he evidently entertained for the grammatical ones. After 1765
no concerts appear until November, 1769, when Giovanni Gualdo
gave a 'Grand Concert of Vocal and Instrumental Musick ... directed
by Mr. Gualdo, after the Italian method'—whatever that may have
been. Most of the program consisted of compositions by Mr. Gualdo,
and there were two overtures by the Earl of Kelly.[32] In the same
month a subscription series was started—'The Vocal Music by
Messieurs Handel, Arne, Giardini, Jackson, Stanley, and others. The
instrumental Music by Messieurs Geminiani, Barbella, Campioni,
Zanetti, Pellegrino, Abel, Bach, Gualdo, the Earl of Kelly and others.'
Gualdo gave two benefit concerts in 1770 and one in 1771. He died
soon after. In the latter year also Mr. John McLean, instructor on the
German flute, gave a concert 'performed by a full Band of Music,
with Trumpets, Kettle Drum, and every instrument that can be
introduced with Propriety,' and 'interspersed with the most pleasing
and select Pieces, composed by approved authors.' A concert of
popular songs by a Mr. Smith in 1772 was apparently the only public
attempt to break the musical monotony of Philadelphia until Signior
Sodi, 'first dancing master of the opera in Paris and London,' gave a
grand affair at which a Mr. Vidal, 'musician of the Chambers of the
King of Portugal,' played 'on divers instruments of music,' while
Signior Sodi, Miss Sodi, and Mr. Hullett (of New York) danced
minuets, a louvre, a 'new Philadelphia cotillion,' a rigadoon, an
allemande, a jigg, and a hompipe. In the same year 'Mr. Victor,
musician to her late Royal Highness the Princess of Wales and
Organist of St. George's, London,' advertised a performance on 'his
new musical instruments ... the one he calls tromba doppio con
tympana, on which he plays the first and second trumpet and a pair
of annexed kettle drums with the feet, all at once; the other is called
cymbaline d'amour, which resembles the musical glasses played by
harpsichord keys, never subject to come out of tune, both of his own
invention.'
From all of which appears that for a short time before the war
musical life in Philadelphia degenerated sadly. Presumably the
people were too much interested in the big and burning issues of the
day to lend substantial support to concert givers. Likewise during the
war they were too much occupied with more vital and disturbing
affairs. While Lord Howe's army occupied Philadelphia there were,
according to Capt. Johann Heinrich of the Hessian Jäger Corps,
'assemblies, concerts, comedies, clubs, and the like,' but it would
hardly be patriotic to consider these activities of the enemy. Apart
from them there were no public performances during the war until,
on December 11, 1781, Lucerne, the French minister, gave an
'elegant concert' in honor of Generals Washington and Greene 'and
a very polite circle of gentlemen and ladies,' at which was performed
Francis Hopkinson's patriotic 'oratorial entertainment "Temple of
Minerva".'
After the war, however, the musical life of Philadelphia awoke with a
bound. The revival was inaugurated by a fortnightly series of city
concerts in 1783 under the leadership of John Bentley. A second
series under the same leadership followed in 1784. Bentley
promised for his second season 'a more elegant and perfect
entertainment than it was possible (from the peculiar circumstances
of the time) to procure during the last winter,' and he felt encouraged
in his enterprise by 'the rising taste for music, and its improved state
in Philadelphia.' Bentley discontinued his concerts in 1785-86 and
apparently that season was barren of such entertainments. In 1786,
however, there came the advent of Alexander Reinagle. Together
with Henri Capron, William Brown, and Alexander Juhan he started
in that year a series of twelve fortnightly concerts, the programs of
which were all announced in the newspapers. Certainly there could
have been no lack of musical culture among the Philadelphians
when they supported an extended series of such concerts as were
given by Reinagle et al. The concerts were continued in the winter of
1787-88 and then apparently discontinued until 1792, when they
were revived by Messrs. Reinagle and Capron in conjunction with
John Christopher Moller. In these the high standard of the preceding
concerts was well maintained.
Meanwhile a Mr. Duplessis, who kept an English school for young
gentlemen, started a series of fourteen concerts on his own account
in 1786, but we do not know how many he succeeded in giving. In
the same year an amateur subscription series was started,
apparently under the auspices of a society called the 'Musical Club,'
and was continued every season until 1790-91. Then, it seems,
there was a consolidation of amateurs and professionals in 1794,
with Reinagle as the guiding spirit. They gave a season of six
subscription concerts with programs devoted largely to Haydn,
Pleyel, and Handel. No further subscription series are discoverable
before the end of the century, with the exception of those given by
Mrs. Grattan, who, in 1797, announced eight subscription concerts.
As she referred to these as 'the second Ladies Concert' the
inference is that she had already given a series in 1796. Mrs.
Grattan confined her activities chiefly to chamber and vocal music,
but as we find Handel, Haydn, Pleyel, Paesiello, Viotti, and Sacchini
figuring on her programs, it is evident that the public taste had not
degenerated. She gave another season in 1797-98, after which she
left Philadelphia for Charleston, appearing later in New York. In
addition to regular subscription concerts there were, after the
Revolution, an increasing number of affairs given for private profit,
for charity, and for other purposes. Especially noteworthy are the
activities of Andrew Adgate, who was a real pioneer of artistic choral
music in Philadelphia. In 1784 Adgate founded by subscription 'The
Institution for the Encouragement of Church Music,' which became
known in 1785 as the Uranian Society and in 1787 as the Uranian
Academy of Philadelphia.
In the preceding chapter we mentioned the Grand Concert given on

May 4, 1786, with a chorus of 230 and an orchestra of 50, as well as
the concert of April 12, 1787. Both were given under the auspices of
the Uranian Society, with Adgate as conductor. It is worthy of note
that the syllabus of the second concert was accompanied by
remarks on the pieces to be performed—probably the first example
of annotated programs in America. The Uranian Academy was
actually opened in 1787 and its second annual concert was held in
1788. How long afterward it survived we cannot say, as no further
references to it are found in the newspapers. According to Scharf
and Westcott's 'History of Philadelphia,' however, it was active until
after 1800.
After 1788 the sacred choral concerts—or 'oratorios,' as they were

called—gradually approximated the style of the purely secular vocal
and instrumental concerts, and after 1790 they seem to have
disappeared altogether.
The arrival in 1790 of the French company of which we have already

spoken introduced a strikingly novel note into the concert life of
Philadelphia. In contrast to the style of thing done by Bremner,
Hopkinson, Reinagle, and other men of severe taste their programs
do not strike us too favorably. Indeed, their concerts marked the
beginning of a curious corruption in the public taste and of a
tendency toward indiscriminate program-making which has not yet
completely disappeared from our midst. From this time until the end
of the century hardly a program appears that does not contain a
theatrical composition of Monsigny, Paesiello, Sacchini, Cimarosa,
Cherubini, or some other operatic writer of this period, and, as we
draw nearer to the nineteenth century, the more miscellaneous
become the programs. During those years the concert-life of
Philadelphia was dominated largely by French musicians, most of
whom, it would appear, were men who had received the best
European training. We notice, for instance, that Joseph César was 'a
pupil of the celebrated Signor Viotti and first violin of the theatre in
Cape François,' and that Victor Pelissier was 'first French horn in the
theatre in Cape François.' Perhaps the fact that so many of the
French musicians were virtuosi inspired the making of programs
devoted to medleys, ariettes, 'favourite sonatas,' and concertos for
every instrument that could possibly be employed solo. Yet even
such a thorough artist as Alexander Reinagle descended—perforce,
we presume—to the inclusion in his programs of such vocal gems as
'Kiss me now or never,' 'Poor Tom Bowling,' 'My Poll and my partner
Joe,' 'A Smile from the girl of my heart,' and so forth. Mr. and Mrs.
Hodgkinson, Mrs. Pownall, Miss Broadhurst and others gave
concerts with programs equally miscellaneous, and it must be
admitted that all this points to a distinct musical retrogression in
Philadelphia during the last decade of the eighteenth century.
There remain to be mentioned the summer concerts given in public

gardens which became very popular toward the beginning of the
nineteenth century. They were inaugurated, it would seem, by a Mr.
Vincent M. Pelosi, proprietor of the Pennsylvania Coffee House, who
proposed for the summer season of 1786 'to open a Concert of
Harmonial Music,' to be continued weekly from the first Thursday of
June to the last Thursday of September. His example was followed
in 1789 by Messrs. George and Robert Gray, proprietors of 'Gray's
Gardens,' who gave weekly concerts from May to October, and
continued that feature until about 1793. As their programs included
compositions of Haydn, Stamitz, Martini, and Abel, it may be seen
that they adhered to the prevailing standard. George Esterley started
concerts at his 'Vauxhall Harrowgate' in 1789, engaging as soloist 'a
lady from Europe who has performed in all the operas in the theatres
Royal of Dublin and Edinburgh.' The announcement has a very
modern ring. As far as we know Esterley continued his enterprise at
least until 1796, presenting somewhat the same programs as
Messrs. Gray. In 1797 Messrs. Bates and Darley opened Bush Hill or
Pennsylvania Tea Gardens with vocal and instrumental music as a
feature, but were obliged to dissolve partnership in the same year.
John Mearns, proprietor of the Centre House Tavern and Gardens,
announced in 1799 that he would add 'to the entertainment his
house afforded ... at a very great expense ... a grand organ of the
first power and tone, which [would] be played every Monday,
Wednesday and Friday evening during the summer.' He added
regular concerts in the following summer.
IV
It is not a far-fetched surmise that concerts, in the broadest
acceptation of the term, were known in the South earlier than in any
other part of the country. The colonial cavalier, who, after the fashion
of English gentlemen at the time, kept a chest of viols in his house,
must occasionally have found among his visitors a sufficient number
of competent players to form an ensemble of some sort. As the
population increased and the opportunities for social intercourse
improved these occasions undoubtedly became frequent, and,
without any sacrifice of historical probability, one can easily imagine
social gatherings at which the most skillful musicians performed
concerted pieces for the entertainment of the other guests. The
picture is quite in accord with what we know of English and Southern
colonial society in the late seventeenth and early eighteenth century.
Certainly, in Charleston and other centres of Southern society and
culture, it is hard to imagine that private musical affairs were not
quite common at the beginning of the eighteenth century. Indeed, a
large proportion of the earlier public concerts in Charleston were
given by amateurs with the assistance of professional musicians,
and it is reasonable to assume that a habit of giving private concerts
preceded the custom of giving public ones.
The first public concert we find trace of in Charleston was a benefit

given for Mr. John Salter in 1732. Several other benefit concerts
were given in the same year. We know nothing about them except
that they consisted of vocal and instrumental music and were usually
followed by a ball. Mr. Sonneck thinks it probable that they were
devoted to 'more or less skillful renditions of Corelli, Vivaldi, Purcell,
Abaco, Handel, Geminiani, and such other masters whose fame was
firmly established in Europe.' Probably subscription concerts started
in 1732 or 1733, for in the latter year we find 'N. B.'s' to concert
advertisements to the effect that 'This will be the last Concert' and
'This is the first time on the subscription.' These subscription
seasons apparently continued until 1735. From that year until 1751
there are no concerts advertised except a benefit for John Salter and
one for Charles Theodore Pachelbel. A benefit concert in 1751, one
in 1755, and one in 1760 brings us through years of famine to 1765
and Mr. Thomas Pike. Mr. Pike was a talented person who played
the French horn and the bassoon, and also taught ladies and
gentlemen 'very expeditiously on moderate terms in Orchesography
(or the art of dancing by characters and demonstrative figures)'. He
gave a concert in 1765 with the assistance of 'gentlemen of the
place,' and was obliging enough to publish the program, which was
devoted to horn, violoncello, harpsichord, and bassoon concertos, a
song, a trio, and the overture of Handel's 'Scipio.'
In 1767 Messrs. Bohrer, Morgan and Comp started weekly concerts

at their Charleston Vauxhall. They did not include tea and coffee in
the price of the tickets, but on one extraordinary occasion when 'four
or five pieces' were exhibited between the parts of the concert 'by a
person who is confident very few in town ever saw, or can equal, his
performance,'—on that extraordinary occasion tea and coffee were
included in the expense 'till the person above mentioned begins.'
Unfortunately we do not know the nature of the person's
performance. He was, it seems, a very exclusive person and refused
to appear more than once in Charleston, 'unless by the particular
desire of a genteel company.' Nevertheless the enterprise of Messrs.
Bohrer, Morgan and Comp does not seem to have succeeded. Peter
Valton gave a benefit concert in 1768 and a subscription concert in
1769. In the meantime the St. Cæcilia Society, which was founded in
1762, had been giving regular subscription seasons since 1766 or
perhaps earlier. That these St. Cæcilia Concerts were important
affairs is evident from an advertisement inserted by the society in the
New York, Philadelphia, and Boston papers in 1771, calling for a first
and second violin, two hautboys, and a bassoon, and offering to
such, if 'properly qualified,' a one-, two-, or three-year contract. The
society continued to give regular concerts all during the century, but
we have no information as to their nature.
Outside the St. Cæcilia concerts we find in 1772 only one, 'the vocal
part by a gentleman, who does it merely to oblige on this occasion,'
and, in 1773, two at which a Mr. Saunders exhibited 'his highest
dexterity and grand deception.' In 1774 a Mr. Francheschini, who
seems to have been a violinist of the St. Cæcilia Society, announced
a concert for his benefit by express permission of that organization.
Mr. Van Hagen, of Rotterdam, who afterward appeared in New York
and Boston, gave a concert in the same year, at which Signora
Castella performed on the musical glasses. Then the war intervened,
putting practically a complete quietus on music for the time being.
So far, the concert-life of Charleston, from what we know of it, does

not at all compare with that of contemporary New York, Philadelphia,
or Boston. After the war it improved somewhat, but the intrusion of
theatrical people into the concert field immediately following the war
was very unfortunate from a musical point of view. With the
exception of a subscription series started in 1786 by Joseph Lafar,
and concerning which we have no particulars, there do not appear to
have been any concerts worthy of the name until after 1790. They
were simply scrappy theatrical entertainments, disguised sufficiently
to evade the law which seems to have existed in restraint of such.
The following advertisement shows the modus operandi, which is
very suggestive of the 'Sacred Concerts' given on Sundays in many
of our present-day vaudeville houses. 'On Saturday evening at the
Lecture Room, late Harmony Hall, will be a Concert, between the
parts will be rehearsed (gratis) the musical piece of Thomas and
Sally. To which will be added, a pantomime, called Columbia, or
Harlequin Shipwreck'd.'
Even acrobatic performances were introduced into the concerts of

this period. Several concerts for charity were given in 1791, and may
have been real concerts, though we have no particulars concerning
them. George Washington attended one in that year, at which, he
says, 'there were at least 400 ladies the number and appearance of
which exceeded anything of the kind I had ever seen.' Excusably
enough, perhaps, he was not sufficiently interested in the music to
say anything about it.
From 1793 on, however, the concert-life of Charleston was very rich.
Resides the subscription concerts of the St. Cecilia[33] Society, there
were regular series by the Harmonic Society, which appeared in
1794, as well as frequent concerts given by individual musicians.
Much of this activity was due to the influx of French musicians
following the revolutions in France and St. Domingo. We find most of
the benefit concerts from 1793 to the end of the century given by
people with French names, and there is a decided leaning toward
French composers, such as Grétry, Gossec, Davaux, Michel, La
Motte, Guenin, and Gluck. However, the concerts on the whole were
sufficiently eclectic, featuring also the compositions of Haydn, Pleyel,
Stamitz, Gyrowetz, Corelli, Giornovichi, Hoffmeister, Viotti, Martini,
dementi, Sacchini, Jarnovick, Krumpholtz. Handel, Cimarosa, and
even Mozart.[34] Certainly the music lovers of Charleston did not
suffer from lack of variety.
Mrs. Pownall, whom we have already met, gave a concert in 1796

which was somewhat out of the ordinary. It was advertised as a
Grand Concert Spiritualé[!], and was devoted almost exclusively to
'overtures, songs and duets, selected from the most celebrated of
Handel's oratorios: the "Messiah," "Judas Maccabæus," "Esther,"
etc., etc.' In the same year there was advertised a 'Grand Musical
Festival,' which is interesting for many reasons. Probably it was the
first musical affair in America to which the term 'Festival' was
applied; it employed an orchestra of over thirty performers, which
was an unusually large ensemble for that time, and it included
among the numbers on its program the overture to Gluck's Iphigénie
en Aulide and Haydn's Stabat Mater—'the celebrated Stabat Mater
of Doctor Haydn,' as the announcement puts it. Apart from these,
there were no further concerts in the last decade of the century
which call for special mention. Two attempts were made to revive the
Vaux Hall, one by 'Citizen' Cornet in 1795 and one by Mons. Placide
in 1799, but they do not seem to have added much of value to the
musical life of the city. On the whole, in Charleston, as elsewhere in
America, the beginning of the nineteenth century saw a perceptible
decline in the public demand for music of the best kind.
Our information on early concert-life in other Southern cities does not

enable us to say much about it. In Maryland, Annapolis probably
took the lead musically until after the middle of the century, but no
sources have been disclosed which would supply us with any details
of its musical life. We are a little better informed on musical affairs in
Baltimore subsequent to the year 1780 and it would seem that
toward the end of the century that city resembled Charleston very
closely in the number and quality of its concerts. Also to Baltimore as
to Charleston there was a large influx of French musicians after
1790, and with similar results. We know nothing about concerts in
Baltimore prior to the year 1784, when William Brown demonstrated
his 'superior talents on the German flute.' A couple of concerts, one
of instrumental music only, are advertised for 1786, and in the same
year we find the first notice of a subscription season. As far as we
can discover subscription concerts were a regular feature of the
musical life of the city until the end of the century. In 1790 Ishmail
Spicer, who conducted a singing school for the improvement of
church music, exhibited his pupils in a concert of sacred music. Then
came the French musicians with their overtures of Grétry and their
ariettes of Dalayrac. Like their compatriots in Charleston, they
proved commendably catholic in their tastes, and, in addition to
French compositions, gave frequent examples of Haydn, Pleyel,
Stamitz, Bach, and Gyrowetz (whose name they never succeeded in
spelling correctly). Though they practically monopolized musical
affairs in Baltimore for many years, they collaborated freely with
English, German, and Italian musicians, all of which made for the
musical good of the city. It may be mentioned that Alexander
Reinagle gave some concerts in Baltimore in 1791 and 1792, with
programs of a quality which might be expected from an artist of his
superior attainments, and he seems to have been the only non-
French musician who counted much in the concert life of Baltimore in
the last decade of the century. As elsewhere in America, there were
open-air concerts in summer at such resorts of the Baltimore
fashionables as Gray's Gardens and Chatsworth Gardens, and, as
elsewhere in America, the musical life of the people degenerated
sadly with the opening of the nineteenth century.
Williamsburg, Fredericksburg, Petersburg, Norfolk, Richmond,

Alexandria, Savannah and other Southern cities apparently had a
musical life as rich as could reasonably be expected in communities
of their size. We possess little information concerning them, but
there have been unearthed by Mr. Sonneck a number of references
to concerts in these cities, sometimes with programs quoted in full,
which show that they heard the best contemporary music
occasionally, and perhaps even frequently. Many of the concerts
were given by visiting musicians, such as Mrs. Pick, Mrs. Sully, Mrs.
D. Hemard, Mr. Graupner, Mr. Shaw, and others whose names
appear on the concert programs of Charleston, Philadelphia, and
Roston. Rut it is certain that there was also in most of these cities a
musical life which functioned quite independently of such visitors.
Fredericksburg, we know, had a Harmonic Society in 1784, which
gave concerts 'the third Wednesday evening in each month,' and it is
not improbable that similar societies existed in other towns where
there was much social intercourse between people of culture,
refinement and exceeding leisure. Among the music-loving,
pleasure-loving, gregarious gentlefolk of the old South, unhampered
by the fetters of occupation and confronted merely with the task of
making life pass as pleasantly as possible, the formation of such
societies must have been inevitable. Perhaps among the families of
their descendants scattered all over the country there may be
preserved many old documents that would throw a welcome light on
their musical life, but until such documents do appear we must rest
content with the surmise, based upon the little information we
possess, that musical culture in the South, if it did not quite reach the
standard attained in Boston, New York, and Philadelphia, was at
least more widely diffused than elsewhere in America.
A comparison between the eighteenth-century concert life of

America and of Europe will easily show that this country, even
considering its many disadvantages, was not very far behind the
older continent. Paris, London, Vienna, Berlin, and perhaps a few
other German cities like Mannheim and Hamburg, were ahead of
New York, Boston, Philadelphia, and Charleston in the quality of their
concerts, but not so very far ahead as to make the American cities
look provincial in comparison. When we consider the wealth of
tradition behind the musical life of Europe and the many difficulties
which confronted early concert givers in America the difference
appears still less. But, as we pointed out in the last chapter, there
was one very profound and important difference—the European
cities were productive, the American cities were not. And, after all,
the artistic stature of a country must finally be measured not by what
it appreciates, but by what it creates. Thus measured, America of the
eighteenth century was still a musical infant.
W. D. D.
FOOTNOTES:
[25] The only published work devoted specifically to this subject is O. G.
Sonneck's 'Early Concert Life in America,' which seems to have exhausted all
available sources of information. We have used it freely as our authority for the
facts on early American concerts set forth in this and the preceding chapters.
[26] The Concert Hall was probably built in 1754, though the exact date of its
erection is unknown. It was torn down in 1869 to allow the widening of Hanover
Street.
[27] Carl Ditters von Dittersdorf.
[28] Samuel Felsted. Practically nothing is known about his life. His oratorio,
'Jonah,' was published in London in 1775.
[29] By Martini il Tedesco (1741-1816), whose real name was Paul Ægidius
Schwartzenburg. His opera, 'Henri IV,' was produced in 1774.
[30] In Mr. Sonneck's opinion the 'Ode on Masonry' was unquestionably composed
by Tuckey.
[31] Bremner was a relative of the Scottish music publisher, composer, and editor,
Robert Bremner. He came to Philadelphia in 1763, conducted a music school, was
for a time organist of Christ Church, and was the teacher of Francis Hopkinson.
[32] Thomas Alexander Erskine, sixth earl of Kelly (1732-81), pupil of Stamitz and
an amateur composer and violinist of some celebrity in his day. He wrote a
number of minuets, overtures and symphonies, the most popular of which was an
overture called 'The Maid of the Mill' (1765).
[33] So spelled after 1790.
[34] The appearance of a Mozart symphony on a program of 1797 is distinctly

noteworthy. Hippeau in Berlioz et son temps quotes from the Journal des Débats
of 1801 to the effect that the best orchestra in France, after ten rehearsals, found
a symphony of Mozart beyond its power, setting a precedent for the orchestra of
the Vienna Opera House, which succumbed to the difficulties of Tristan und Isolde
after forty-seven rehearsals—if we remember rightly.
CHAPTER IV
EARLY MUSICAL ORGANIZATIONS
Origin of musical societies—The South; The St. Cecilia of

Charleston; Philadelphia and New York in the eighteenth century
—The Euterpean Society, the New York Choral Society; Sacred
Music Society; other New York Societies—New England in the
eighteenth century; the Stoughton Musical Society of Boston;
other societies in Boston and elsewhere.
All over the country in the last decade of the eighteenth century there
is noticeable a decline in the musical taste of the American people
as represented in their public musical life. This was due probably to
a variety of causes, chief among which seems to have been the
influx, after the Revolution, of a flood of immigrants lacking the
culture which the colonists had inherited or through long-settled and
prosperous residence acquired. The second decade of the
nineteenth century, however, saw a renaissance of musical activity,
which was developed into vigorous life chiefly through the agency of
definitely constituted musical organizations. The concerts of the
eighteenth century, on the whole, were rendered possible by a
coöperation between people of culture, which in itself constituted a
loose sort of organization. This coöperation, indeed, crystallized
about the middle of the century into a number of avowedly musical
societies. The history of the earliest of these is wrapped in
considerable obscurity and there is an impressive number of them
claiming to be called the first. The claim can never satisfactorily be
determined, for it is quite impossible to define categorically the limits
of a musical organization. Broadly, the term covers any number of
people coöperating for a musical purpose, and would include a
singing class of half a dozen members as fittingly as a modern
orchestra or a musical society of hundreds.
We may, however, define a musical society in the modern sense as a

body of people regularly and permanently organized for the carrying
out of a definite program of musical education, study or performance.
Such societies in America have been an evolution. They have
evolved, on the one hand, from coöperation between cultured
amateurs for the purpose of giving musical performances and, on the
other, from the formation of singing classes for cultivating a proper
skill in rendering the psalms. There is, consequently, considerable
justification for the course taken by some historians in looking upon
these singing classes as the first of our musical organizations,
though, as will appear later, they had nothing to do with the formation
of our earliest musical societies properly so called, such as the St.
Cecilia Society of Charleston, the Musical Society of Boston or the
Harmonic Society of New York.
I
As far as we know, the first avowedly musical organization in
America was the Orpheus Club, which is said to have existed in
Philadelphia in 1759. We possess no information concerning it.
Philadelphia at that time contained a goodly number of music lovers.
Such men as John Penn, James Brenner, Dr. Kuhn, and Francis
Hopkinson, were then engaged in breathing the spirit of life into the
dead body of musical Philadelphia. How well they succeeded we
have seen in our chapter on early concerts. Musical gatherings were
frequent at their homes and it is not impossible that they were
prominently concerned in the formation of the Orpheus Club. If they
were, the activities of that organization must have been very
interesting and we can only regret that no record of them has seen
the light.
In default of unimpeachable evidence even of the existence of the
Orpheus Club at the time mentioned we must award the title of
pioneer among American musical organizations to the St. Cecilia
Society of Charleston.[35] This society was founded in 1762.
According to the rules, which were 'agreed upon and finally
confirmed' in 1773, it consisted of one hundred and twenty members
and its main purpose apparently was to give concerts. Until well into
the nineteenth century it was the centre of the concert life of
Charleston and for many years it seemed indeed to have almost a
monopoly of the musical talent, amateur and professional, in the city.
It even went as far as Boston to gather properly qualified performers
into its fold. In addition to a yearly concert on St. Cecilia's Day, the
society gave regular fortnightly concerts during the season. The
orchestra was composed of gentlemen performers and professional
musicians—the latter engaged by the year. It was the nearest
approach to a permanent orchestra that existed in America outside
the theatres before the nineteenth century and there is every
likelihood that its performances reached a high standard of technical
and artistic excellence.
An Orpheus Society apparently existed in Charleston in 1772 and

there has been found an allusion to an Amateur Society in 1791. A
Harmonic Society also appeared there in 1794. All these societies
gave concerts, but there are so few references to them in the
contemporary press that we know nothing else definite about them.
Probably their activities were to a large extent private and their
concerts were confined to members. This would easily account for
the absence of their names from the newspaper advertisement.
There was a musical society in Baltimore in 1799 and a Harmonic
Society in Fredericksburg, Va., in 1784. We know nothing about the
former, but the latter, we gather, was 'peculiarly intended for
benevolent purposes' and gave concerts on the third Wednesday
evening of each month. Whether musical societies also existed in
other Southern towns, such as Williamsburg, Richmond, Alexandria,
Norfolk, and Petersburg, it is impossible to say. Probably they did. All
the chief Virginia towns were of about equal size and importance,
and social conditions in all of them were strikingly alike. The
existence of a musical society in one of them is prima facie evidence
of its existence in the others.
Considering the great activity apparent in the musical life of

Philadelphia during the second half of the eighteenth century, the
dearth of musical organizations is surprising. There appears to have
been a musical club under the auspices of which subscription
concerts, known collectively as the 'Amateur Concert,' were given
between 1787 and 1789. This and the Orpheus Club already
mentioned were the only musical societies existing in Philadelphia
during the eighteenth century as far as we can discover. The Uranian
Society is hard to classify, but it was really more an educational
institution than a musical society in the accepted meaning of the
term. It was founded in 1784 by Andrew Adgate, as an 'Institution for
the Encouragement of Church Music,' an 'Institution for promoting
the knowledge of psalmody' and an 'Institution for diffusing more
generally the knowledge of Vocal Music.' Evidently there was some
confusion in Mr. Adgate's mind as to the exact purpose of his
institution. It was a somewhat Utopian scheme, contemplating the
establishment of a free school for the study of vocal music, open to
all denominations and subsisting on public bounty. The institution
became known as the Uranian Society in 1785 and as the Uranian
Academy in 1787. The plan of the academy, as finally formulated in
the latter year, shows that its purpose had definitely narrowed down
to the teaching of church music. The country was not yet ripe for
such an undertaking and the enterprise failed, but between 1785 and
1787 it was responsible for a number of choral concerts on a scale
hitherto unequalled in America.
Considering that there was an active concert life in New York at least
as early as 1754, it might be presumed that musical societies of
some sort existed there at that date, but we have no evidence on the
subject. The first mention we find of a musical society in New York is
contained in the advertisement of a concert in 1773 at which some of
the instrumental parts were played by gentlemen of the Harmonic
Society. Possibly the Harmonic Society had already been in
existence for some years, but up to 1773 it escaped mention in the
newspapers. How long it lasted we cannot say. In 1786 we find in the
New York 'Daily Advertiser' an announcement that 'the Society for
promoting vocal music meet at six o'clock this evening at Mr. Halett's
School Room in Little Queen Street, agreeable to adjournment.' No
further mention of the society appears and there is no clew to its
name or to the length of its existence. Obviously it was not identical
with the Harmonic, for the gentlemen of that society seem to have
been devoted chiefly to instrumental music.
There was in New York a St. Cecilia Society, founded apparently in

1791, 'with a view to cultivate the science of music and good taste in
its education' (?). Instrumental music was its main consideration and
it held weekly concerts, the nature of which we have been unable to
discover. We know only that 'the principal professors of music' were
'members and performers at these concerts.' The society lasted until
1799, when it was amalgamated with the Harmonical Society, which
had been founded in 1796 'for the purpose of cultivating the
knowledge of vocal and instrumental music.' The result of the
amalgamation was the Philharmonic Society which held its first
annual concert at the Tontine Hotel on Broadway in December, 1800,
'with a variety of vocal and instrumental music by the most
celebrated performers in the city.' It is impossible to say how long the
Philharmonic lasted, but probably it survived until well into the
nineteenth century.
In 1793 there appears a mention of a Uranian Musical Society, which

'was instituted for improvement in sacred vocal music.' Meetings
were held every Wednesday, and, judging from the number of
prominent New Yorkers included in its membership, the society must
have exercised considerable influence. The last mention of it
appears in 1798, but there is no evidence that it ceased to exist in
that year. Of the Polyhymnia Society, founded in 1799, and the
Euterpean Society, which probably first appeared in 1800, we know
nothing. According to Ritter, the latter was considered as 'perhaps
the oldest musical society in the United States,' and 'as the lineal
descendant of the old Apollo.' There is absolutely no evidence to
support either of these statements. Mr. Sonneck quotes from the

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Social Psychology 11th Edition David Myers Test Bank

A. share a common goal.

2. Which of the following characteristics define(s) what a group is?

A. Other's mere presence

3. Coactors are, for example,

A. four people doing push-ups in an exercise class.

4. Which of the following is a defining characteristic of a group?

A. Two or more people belong to it

A. A doctor with her patient

9. A coactor is someone who

A. does the same task as you at the same time.

10. Who among the following would be considered coactors?

A. Twenty people doing sit-ups in an exercise class

A. competing with other children.

A. Circling all the vowels on a page filled with text

14. The social facilitation effect has been found to apply to

A. people performing simple motor tasks.

A. A weak batter hitting a home run in front of a large crowd of fans

17. The presence of others would be least likely to improve performance in

A. enhances whatever response tendency is dominant.

A. solving a crossword puzzle; sweeping a sidewalk

A. A written exam completed in a room by herself

24. Being in a crowd intensifies

A. It may elicit poorer performance on challenging tasks.

A. Their presence will likely not improve it.

A. experience enhanced performance because she is engaging in a well-learned behaviour.

A. was liked less by males and liked more by females.

A. make more errors on both simple and complex tasks.

31. The primary effect of a crowd is that it

A. does not boost performance on a simple task.

A. They facilitate concentration

A. engage in social comparison.

39. According to research,

A. some people publicly violate social norms.

A. invade privacy and disrupt worker morale.

43. Social loafing refers to the tendency for people to

A. perform an unfamiliar task more poorly when others are present.

44. Social loafing occurs in situations in which people

A. pool their efforts toward a common goal.

A. thought they were shouting alone.

A. were part of a five-person team.

48. "Giving one-hundred-and-ten percent" is to "they'll pick up the slack" as ____________ is to

49. Social loafing would be most likely to occur in

A. By grading the group component as well as each student's individual component

A. in a boys' club trying to raise money by holding a Saturday car wash.

A. social facilitation; social loafing

58. People in groups will loaf less when

A. the task is challenging.

A. its members will work hard.

61. People in groups loaf less when

A. all group members have comparable levels of self-esteem.

62. Research suggests that social loafing does not occur in

A. Israel's kibbutz farms.

A. working with a small group of people that are equally competent.

131.Task leadership is to a style as social leadership is to a style.