(Download PDF) Social Psychology Canadian 1st Edition Sanderson Test Bank Full Chapter

You might also like

Download as pdf or txt
Download as pdf or txt
You are on page 1of 69

Social Psychology Canadian 1st Edition

Sanderson Test Bank


Go to download the full and correct content document:
https://testbankfan.com/product/social-psychology-canadian-1st-edition-sanderson-te
st-bank/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

THINK Social Psychology Canadian 1st Edition Duff Test


Bank

https://testbankfan.com/product/think-social-psychology-
canadian-1st-edition-duff-test-bank/

Social Psychology 1st Edition Heinzen Test Bank

https://testbankfan.com/product/social-psychology-1st-edition-
heinzen-test-bank/

Social Psychology Canadian 6th Edition Myers Test Bank

https://testbankfan.com/product/social-psychology-canadian-6th-
edition-myers-test-bank/

Social Psychology Canadian 7th Edition Myers Test Bank

https://testbankfan.com/product/social-psychology-canadian-7th-
edition-myers-test-bank/
Social Psychology Canadian 2nd Edition Kassin Test Bank

https://testbankfan.com/product/social-psychology-canadian-2nd-
edition-kassin-test-bank/

Social Psychology Canadian 5th Edition Aronson Test


Bank

https://testbankfan.com/product/social-psychology-canadian-5th-
edition-aronson-test-bank/

Social Psychology Canadian 4th Edition Myers Test Bank

https://testbankfan.com/product/social-psychology-canadian-4th-
edition-myers-test-bank/

Social Psychology Canadian 5th Edition Myers Test Bank

https://testbankfan.com/product/social-psychology-canadian-5th-
edition-myers-test-bank/

Social Psychology Canadian 6th Edition Aronson Test


Bank

https://testbankfan.com/product/social-psychology-canadian-6th-
edition-aronson-test-bank/
Social Psychology

Test Bank

Chapter 7: Persuasion

CHAPTER STUDY OBJECTIVES

1. How do we process persuasive messages? This section described two distinct routes to persuasion:
central route processing and peripheral route processing. It also described the factors that influence
which route we use when processing a persuasive message, including our ability to focus and our
motivation to focus, and which message is more effective in different cases. You also learned that
messages delivered at a fast pace can be effective even if they consist of weak arguments.

2. What factors influence persuasion? This section described the factors that influence persuasion—the
source, the message, and the audience. Source factors that influence persuasion include attractiveness,
similarity, and credibility. Message factors include the length of the message, the discrepancy of the
message, and the emotions aroused by the message. Audience factors that influence the persuasiveness
of the message include demographic factors and personality. You also learned that people who drink
coffee are much more critical of research describing the health risks of caffeine than those who don’t
drink coffee. Because they’re more critical, they feel much less threatened by the information.

3. How can subtle factors influence persuasion? This section described how subtle factors can influence
persuasion. You learned about how both negative appeals, such as those based on fear, and positive
appeals, such as those based on happiness and positive emotion, can be persuasive. This section also
described how subliminal processing can sometimes lead to persuasion. You also learned that providing
a bill on a tray with a credit card emblem leads to higher rates of tipping.

4. How can you resist persuasion? This section described the strategies for resisting persuasion. You
learned about forewarning (letting someone know a persuasion attempt is coming), reactance (the
tendency to resist persuasion attempts), inoculation (the benefits of exposure to weak versions of a
persuasive message in allowing us to overcome persuasion attempts), and attitude importance (how
attitudes that we consider important are more resistant to persuasion attempts). You also learned that
including warning labels on violent films leads to increased interest in seeing those films.

5. How does culture influence persuasion? This section described how culture influences persuasion.
You learned that the types of persuasive messages used are different in different cultures, with
messages in individualistic cultures emphasizing uniqueness and messages in collectivistic cultures
emphasizing conformity. The effectiveness of different persuasive messages also differs across cultures.
7–2 Test Bank for Social Psychology, Canadian Edition

In turn, messages that emphasize uniqueness are seen as more persuasive in collectivistic cultures, and
those emphasizing conformity are seen as more persuasive in individualistic cultures.
Persuasion 7–3

MULTIPLE CHOICE QUESTIONS

1. All of the following are examples of persuasion, EXCEPT


a) A television commercial for the iPhone.
b) A friend's argument for the iPhone over the Blackberry.
c) The user's guide for the iPhone.
d) A magazine advertisement for the iPhone.

Answer: c
Difficulty: Easy
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

2. You are going to be involved in a debate, but you are aware that some of your arguments are rather
weak. What should you do during the debate?
a) Present your strong and weak arguments at a normal rate of speech.
b) Present your strong arguments at a fast rate of speech.
c) Present your weak arguments at a fast rate of speech.
d) Concentrate more on your appearance than your arguments.

Answer: c
Difficulty: Easy
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

3. When your communication is intended to influence someone's attitude, then you are utilizing
a) cognitive dissonance.
b) persuasion.
c) social comparison.
d) affirmations.

Answer: b
Difficulty: Easy
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

4. If you are persuaded by the strength of the arguments in a message, you are using
a) peripheral route.
b) heuristic route.
c) cardinal route.
d) central route.
7–4 Test Bank for Social Psychology, Canadian Edition

Answer: d
Difficulty: Easy
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

5. Before she bought a dog, Barbara explored information on breeds, she visited several breeders, and
then she evaluated the dogs' needs and what she had to offer. Barbara was using what type of route of
persuasion?
a) central
b) peripheral
c) cardinal
d) heuristic

Answer: a
Difficulty: Easy
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

6. Providing a list of product benefits, advertisers are using the


a) heuristic route of persuasion.
b) peripheral route of persuasion.
c) cardinal route of persuasion.
d) central route of persuasion.

Answer: d
Difficulty: Medium
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

7. As he entered the Burger Shack, featuring 30 different types of burgers, Carlton selected the one
featured on the front of the menu. Carlton used the _______ route of persuasion.
a) systematic
b) central
c) cardinal
d) peripheral

Answer: d
Difficulty: Medium
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?
Persuasion 7–5

8. If you are influenced by superficial characteristics and are NOT thinking carefully about the contents
of the message, you are using
a) central route.
b) cardinal route.
c) systematic route.
d) peripheral route.

Answer: d
Difficulty: Medium
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

9. After seeing her favourite television actor driving a Prius automobile, Barbara decided to purchase a
Prius. Barbara was using what route of persuasion?
a) cardinal.
b) peripheral.
c) central.
d) systematic.

Answer: b
Difficulty: Medium
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

10. Using celebrity endorsements for their product, advertisers are using the
a) peripheral route to persuasion.
b) central route to persuasion.
c) cardinal route to persuasion.
d) systematic route to persuasion.

Answer: a
Difficulty: Easy
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

11. The model describing two distinct routes of persuasion, central and peripheral, is known as
a) elaboration likelihood model.
b) Big 5 persuasion model.
c) cardinal trait model.
d) routing model.
7–6 Test Bank for Social Psychology, Canadian Edition

Answer: a
Difficulty: Easy
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

12. According to the Elaboration Likelihood Model of persuasion, the route one uses to form attitudes is
based on the level of an individuals'
a) ability and motivation.
b) self-esteem.
c) elaboration.
d) goal.

Answer: a
Difficulty: Easy
Page #: 219
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

13. In the elaboration likelihood model, one selects a route to persuasion based on both the _____ to
focus and the _____ to focus.
a) opportunity; motivation
b) ability; opportunity
c) option; desire
d) ability; motivation

Answer: d
Difficulty: Easy
Page #: 219
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

14. Needing to select a burger quickly, Cara selected the one featured on the front of the menu. Cara
used the peripheral route of persuasion due to
a) limited time/focus.
b) attractive colors.
c) peer pressure.
d) dispositional factors.

Answer: a
Difficulty: Easy
Page #: 219
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?
Persuasion 7–7

15. According to the elaboration likelihood model, distractions during persuasion encourage an
individual to use which route to persuasion?
a) cardinal
b) peripheral
c) systematic
d) central

Answer: b
Difficulty: Medium
Page #: 220
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

16. Which of the following cues is NOT an influence in persuading someone with little or no motivation?
a) length of the message.
b) content of the message.
c) source of the message.
d) speed at which the message is delivered.

Answer: b
Difficulty: Medium
Page #: 220
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

17. If you are uninterested or uninvolved in the message, one could say you lack the
a) opportunity to focus.
b) ability to focus.
c) desire to focus.
d) motivation to focus.

Answer: d
Difficulty: Medium
Page #: 220
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

18. For longer lasting and more resistance to future persuasion efforts, you should change attitudes
through
a) central route of persuasion.
b) cardinal route of persuasion.
c) peripheral route of persuasion.
d) heuristic route of persuasion.
7–8 Test Bank for Social Psychology, Canadian Edition

Answer: a
Difficulty: Medium
Page #: 222
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

19. When a person is influenced by the strength of the arguments, that person is using the ___________
route to persuasion.
a) peripheral
b) likelihood
c) central
d) heuristic

Answer: c
Difficulty: Easy
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

20. Madison wants to buy an MP3 player. She chooses a brand for which her favourite movie star does
the advertisements. Madison is using which route to persuasion?
a) systematic
b) peripheral
c) inadvertent
d) central

Answer: b
Difficulty: Medium
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

21. Kayla is planning a trip to Hawaii. She reads hotel reviews on various travel websites before she
books one. According to the elaboration likelihood model, what can we say about Kayla's motivation
and ability to focus on searching for a hotel?
a) Her ability and motivation are high.
b) Her ability and motivation are average.
c) Her ability and motivation are low.
d) The elaboration likelihood model does not discuss ability and motivation.

Answer: a
Difficulty: Medium
Page #: 219
Learning Objective: How we process persuasive messages.
Persuasion 7–9

Section Reference: How Do We Process Persuasive Messages?

22. Jaden is trying to pick out a frozen meal in the grocery store. While he does so, his three-year-old
son tugs on his leg and repeatedly screams, “Let's go home! Let's go home!” Which of the following
frozen meals is Jaden most likely to pick?
a) A meal that he has seen endorsed by his favourite football star.
b) A meal that he has seen advertised as healthy and delicious.
c) A meal that has “healthy” in its title and that lists its nutritional benefits right on the front of the box.
d) He is likely to choose no meal.

Answer: a
Difficulty: Medium
Page #: 219
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

23. How has caffeine been found to impact the persuasion process?
a) A person who has ingested caffeine is LESS likely to be persuaded by the central route than someone
who has not ingested caffeine.
b) A person who has ingested caffeine is JUST AS likely to be persuaded by the central route as someone
who has not ingested caffeine.
c) A person who has ingested caffeine is MORE likely to be persuaded by the central route than
someone who has not ingested caffeine.
d) This question has not yet been researched.

Answer: c
Difficulty: Medium
Page #: 220
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

24. Martin et al. (2005) found that when participants were given a drink containing caffeine and then
read a counter-attitudinal message
a) their ability to focus was increased and they used central route processing of the message.
b) their ability to focus was decreased and they used central route processing of the message.
c) their ability to focus was increased and they used peripheral route processing of the message.
d) their ability to focus was decreased and they used peripheral route processing of the message.

Answer: a
Difficulty: Medium
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

25. A person who has no motivation to focus on carefully processing messages is likely to rely on all of
7–10 Test Bank for Social Psychology, Canadian Edition

the following EXCEPT


a) the source of the message.
b) the length of the message.
c) the content of the message.
d) the speed at which the message is delivered.

Answer: c
Difficulty: Easy
Page #: 220
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

26. What types of messages did Howard (1997) find are most persuasive to someone who is low in
involvement with a message?
a) Catchy phrases
b) Familiar phrases
c) Intelligent phrases
d) Original phrases

Answer: b
Difficulty: Medium
Page #: 220
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

27. In their study on personal involvement and persuasion (Petty, Cacioppo & Goldman, 1981), what was
found about participants who were NOT highly involved with the message?
a) They were more persuaded by weak arguments, especially when the speaker was not an expert.
b) They were more persuaded by strong arguments, regardless of speaker.
c) They were more persuaded by an expert speaker than by a strong argument.
d) None of these.

Answer: c
Difficulty: Medium
Page #: 221
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

28. In their study on personal involvement and persuasion (Petty, Cacioppo & Goldman, 1981), what was
found about participants who were highly involved with the message?
a) They were more persuaded by strong arguments, regardless of speaker.
b) They were more persuaded by weak arguments, especially when the speaker was not an expert.
c) They were more persuaded by an expert speaker than by a strong argument.
d) None of these.
Persuasion 7–11

Answer: a
Difficulty: Medium
Page #: 221
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

29. Hafer et al. (1996) found that when a persuasive message is difficult to comprehend, people
a) were persuaded by strong arguments.
b) were persuaded by weak arguments.
c) were persuaded by the status of the person making the arguments.
d) were persuaded by the attractiveness of the person making the arguments.

Answer: c
Difficulty: Medium
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

30. What is true of attitude change that is based on central route processing as compared to peripheral
route processing?
a) It is developed faster.
b) It is longer lasting.
c) It is more resistant to future persuasion efforts.
d) Both b and c.

Answer: d
Difficulty: Easy
Page #: 222
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

31. Which of the following statements regarding central and peripheral routes to persuasion is FALSE?
a) The peripheral and central routes are effective in different ways for different people.
b) The same cue can be processed either centrally or peripherally.
c) Messages that are high in personal relevance are processed peripherally rather than centrally.
d) Both the peripheral and central routes are effective at changing people's attitudes.

Answer: c
Difficulty: Medium
Page #: 222
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

32. When examining motivation to focus on a message and the influence on persuasion, researchers had
two groups of participants, one with an incentive that encouraged a high involvement with the message,
7–12 Test Bank for Social Psychology, Canadian Edition

a desirable incentive, and another with a less desirable incentive. The researchers found that when
the participants were exposed to phrases with identical meaning, but one phrase was more familiar than
the other, those participants with
a) high involvement were more persuaded by literal, but non-familiar phrases.
b) high involvement were more persuaded by familiar phrases, than non-familiar phrases.
c) low involvement were more persuaded by literal, but non-familiar phrases.
d) low involvement were more persuaded by familiar phrases, than non-familiar phrases.

Answer: d
Difficulty: Hard
Page #: 221
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

33. Participants with low involvement with the message were more persuaded by familiar phrases, than
by literal, but non-familiar phrases, demonstrating
a) participants with low involvement depended upon peripheral cues.
b) participants with low involvement depended upon central cues.
c) participants with high involvement depended upon peripheral cues.
d) participants with high involvement were more likely to utilize the peripheral route for persuasion.

Answer: a
Difficulty: Medium
Page #: 221
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

34. In research examining persuasion (Petty, et al., 1981), participants were asked to listen to a talk
promoting the benefits of mandatory exams for all students before college graduation. The
researchers were interested in the personal involvement of the participants and the influence of the
expertise of the speaker and the strength of the article. The researchers found all of the following,
EXCEPT
a) those with low involvement were more influenced by the expertise of the speaker.
b) those with low involvement demonstrated peripheral processing of the talk.
c) those with high involvement were more influenced by the strength of the argument.
d) the strength of the argument represented the peripheral route of processing.

Answer: d
Difficulty: Medium
Page #: 221
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

35. Research on messages to promote recycling (Werner et al., 2004) examined the use of persuasive
messages through three conditions; control condition, no message, validation condition, acknowledging
Persuasion 7–13

any inconvenience and thanking those who comply, and the persuasion message about the importance
of recycling. Which of the following statements is true?
a) The persuasion message was the only condition that increased recycling.
b) The validation message was the only condition that increased recycling.
c) Use of messages significantly increased recycling, including the control group.
d) The use of either validation or persuasion message increased recycling significantly.

Answer: d
Difficulty: Medium
Page #: 222
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

SHORT ANSWER QUESTIONS

36. Communication that is designed to influence one's attitudes is known as _______.

Answer: persuasion
Difficulty: Easy
Page #: 218
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

37. A person who is persuaded by strong arguments is using ____________ route processing.

Answer: central (or systematic)


Difficulty: Easy
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

38. Jacob bought an expensive watch that he saw advertised in a magazine, but now can’t understand
why he made his purchase. Jacob seems to have used ____________ route processing.

Answer: peripheral (or heuristic)


Difficulty: Easy
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

39. If you have high ability and motivation to process the message, you will likely use ____________
route processing.
7–14 Test Bank for Social Psychology, Canadian Edition

Answer: central (or systematic)


Difficulty: Easy
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

40. The length of a persuasive message, the source of the message and the speed at which a message is
delivered are all examples of _____________ cues.

Answer: peripheral
Difficulty: Easy
Learning Objective: How we process persuasive messages.
Section Reference: How Do We Process Persuasive Messages?

MULTIPLE CHOICE QUESTIONS

41. Which of the following is NOT a factor about the person(s) who deliver a message that influences the
persuasiveness?
a) proximity to you
b) attractiveness of source
c) similarity to you
d) credibility of source

Answer: a
Difficulty: Easy
Page #: 223
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

42. All of the following are factors that influence the effectiveness of persuasive messages, EXCEPT the
a) audience receiving the message.
b) source delivering the message.
c) content of the message.
d) proximity of the source of the message.

Answer: d
Difficulty: Easy
Page #: 223
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

43. We are more persuaded when the source of the message is all of the following, EXCEPT
a) competent.
Persuasion 7–15

b) trustworthy.
c) credible.
d) celebrity.

Answer: d
Difficulty: Easy
Page #: 224
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

44. You would be more likely persuaded to buy tennis shoes recommended by
a) your weekly tennis partner.
b) Serena Williams, the Wimbledon tennis champion.
c) the tennis pro from the club in the next town.
d) a sports commentator.

Answer: a
Difficulty: Medium
Page #: 224
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

45. An important factor in assessing credibility of the source of a message is


a) lack of ulterior motive.
b) proximity of source.
c) the case of the presentation of the message.
d) the length of the message

Answer: a
Difficulty: Medium
Page #: 225
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

46. We assess credibility based on all of the following factors, EXCEPT


a) the frequency of the message.
b) comparison with credibility of previous sources.
c) people who argue unexpected positions.
d) proximity of source.

Answer: d
Difficulty: Hard
Page #: 225
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?
7–16 Test Bank for Social Psychology, Canadian Edition

47. Daniel couldn't remember the source of the warning about using cell phones at gas pumps but now,
weeks after first hearing the message, the message is more persuasive. This is a phenomenon known as
a) source effect.
b) sleeper effect.
c) revitalized credibility.
d) credibility effect.

Answer: b
Difficulty: Hard
Page #: 226
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

48. An effective strategy for persuasion in the legal system is “stealing the thunder”. This means
a) presenting a case with no hidden information.
b) positive information is presented by the opposing attorney.
c) information that may be negative is presented by the opposing attorney.
d) ignoring negative information.

Answer: c
Difficulty: Hard
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

49. Messages that are too discrepant from our original attitudes tend to be refuted, and as a result, our
attitudes
a) remain constant.
b) become more extreme over time.
c) conflict with our behaviours.
d) are challenged and eventually change.

Answer: b
Difficulty: Easy
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

50. Which of the following is NOT a way in which the length of the message may influence persuasion?
a) Longer strong messages are more effective when processed centrally.
b) Long messages with weak or irrelevant messages are more effective when processed centrally.
c) Long messages that are weak and processed peripherally are less effective.
d) Short, strong and focused messages are more effective than long weak messages that are irrelevant.
Persuasion 7–17

Answer: b
Difficulty: Hard
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

51. People tend to see evidence that supports their view as strong and more convincing and evidence
that opposes their view as weak, resulting in
a) greater attitude extremes.
b) attitude constancy.
c) attitude consistency.
d) attitude conflict.

Answer: a
Difficulty: Easy
Page #: 228
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

52. What did Bruckner and Bearman (2005) find in research examining the relationship between
virginity pledges and the occurrence of sexually-transmitted diseases (STDs)?
a) People who made virginity pledges stayed virgins until they married.
b) People who made virginity pledges had sex earlier than those who did not make a pledge.
c) People who made virginity pledges had more sexual partners than those who did not make a pledge.
d) There was no difference in STD rates between the people who made virginity pledges and those who
didn’t.

Answer: d
Difficulty: Medium
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

53. Cell phone users often reject research that suggests a link between cell phone use and brain cancer.
Why?
a) The research findings are biased.
b) People tend to ignore evidence that is discrepant with their attitudes.
c) People don’t understand the findings from the studies.
d) The research findings are inconsistent.

Answer: b
Difficulty: Medium
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?
7–18 Test Bank for Social Psychology, Canadian Edition

54. Which of the following factors about the audience does NOT influence the effectiveness of
persuasive messages?
a) age
b) gender
c) personality traits
d) size of audience

Answer: d
Difficulty: Easy
Page #: 229
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

55. All of the following are explanations as to why late adolescents and early adult years are most
responsive to persuasive messages, EXCEPT
a) college students have less stable attitudes.
b) older adults show a preference for messages focused on meaningful goals; younger adults show no
preference.
c) middle-aged adults are confident of their own knowledge and correctness.
d) college students have a stronger tendency to comply with authority.

Answer: d
Difficulty: Hard
Page #: 229
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

56. Which of the following is FALSE regarding the impact of gender on strategies to influence others?
a) Men tend to use direct and assertive strategies of influence.
b) Women tend to use indirect and less assertive strategies of influence.
c) Women report using direct and assertive strategies, but actually tend to use submissive strategies.
d) There are no gender differences in influence.

Answer: c
Difficulty: Medium
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

57. People who are high in need for cognition are more persuaded by
a) heuristic route of processing.
b) cardinal route of processing.
c) peripheral route of processing.
d) central route of processing.
Persuasion 7–19

Answer: d
Difficulty: Medium
Page #: 230
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

58. People who are low in need for cognition are more influenced by all of the following factors, EXCEPT
a) expertise of the speaker.
b) strong messages.
c) reaction of other people.
d) length of the message.

Answer: b
Difficulty: Medium
Page #: 230
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

59. In a study on the impact of self-monitoring and the influence of an image-based or an


information-based persuasive message, Snyder & DeBono (1985) found
a) there was no difference based on self-monitoring.
b) high self-monitors prefer image ads.
c) high self-monitors prefer informational ads.
d) low self-monitors prefer image ads.

Answer: b
Difficulty: Medium
Page #: 230
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

60. Which of the following features of a source of a videotaped message is NOT persuasive?
a) An attractive person
b) Someone who is credible
c) An unlikable person
d) Someone who is similar to the audience

Answer: c
Difficulty: Easy
Page #: 223
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

61. Glen is choosing a new car. Of the following people, whose car-related opinion is Glen likely to find
7–20 Test Bank for Social Psychology, Canadian Edition

most persuasive?
a) President Barack Obama
b) Aaron, Glen's best friend
c) Cyndi, a world-famous supermodel
d) Leon, Glen's favourite professional basketball player

Answer: b
Difficulty: Medium
Page #: 223
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

62. Manny learns that the persuasive essay he has been reading was written by someone who shares his
name and his birth date. Compared to someone who did not share these features with the essay writer,
what is Manny likely to think of the persuasive essay?
a) Manny is likely to find it more persuasive.
b) Manny is likely to find it just as persuasive.
c) Manny is likely to find it less persuasive.
d) Sharing a name and birth date is not enough to impact persuasion, but further similarities would be.

Answer: a
Difficulty: Medium
Page #: 224
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

63. Sources who are “credible” are those who are


a) competent.
b) trustworthy.
c) attractive.
d) Both a and b.

Answer: d
Difficulty: Easy
Page #: 224
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

64. The CEO of Coca-Cola produces a statement that says he is highly impressed by Pepsi's new soft
drink and will be drinking it himself. Would this be a persuasive endorsement of Pepsi's new drink?
a) Yes, because the CEO of Coca-Cola would seem very credible since he is arguing against his own
self-interest.
b) Yes, because the CEO of Coca-Cola is very similar to his audience.
c) Maybe, depending on how attractive the CEO of Coca-Cola is.
d) No, because we are suspicious of a CEO who speaks out for a competitor's product.
Persuasion 7–21

Answer: a
Difficulty: Hard
Page #: 225
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

65. What is the sleeper effect?


a) The tendency for unattractive sources to seem more attractive over time.
b) The tendency for non-credible sources to become more persuasive over time.
c) The tendency for a drowsy source to seem highly credible.
d) The tendency for audience members to fall asleep when the message is too long.

Answer: b
Difficulty: Easy
Page #: 226
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

66. Why does the sleeper effect occur?


a) Because we tend to find long, detailed messages to be overwhelming.
b) Because we tend to remember speakers for a long period of time.
c) Because we tend to forget the content of a message within two to three weeks.
d) Because we tend to remember the message longer than we remember the source of that message.

Answer: d
Difficulty: Medium
Page #: 226
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

67. In research on persuasion in courtroom settings, when does “stealing the thunder” occur?
a) When there is no hidden information in the case.
b) When a lawyer volunteers the weaknesses in their own case.
c) When a lawyer presents the weaknesses in their opponent's case.
d) None of these.

Answer: b
Difficulty: Medium
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

68. Which of the following statements about message length and persuasion is TRUE?
7–22 Test Bank for Social Psychology, Canadian Edition

a) Short, strong, focused messages are least effective when a person is processing it centrally.
b) Long messages are more effective than short ones if the message is particularly irrelevant.
c) Long messages are always more persuasive than short ones.
d) Long messages are more effective than short ones if the message is processed centrally.

Answer: d
Difficulty: Medium
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

69. Jeremiah drinks three beers every night. Which of the following messages might be most effective at
changing his attitude about drinking?
a) People should never drink.
b) Drinking three beers a day is good for the heart.
c) Drinking should be banned in America.
d) Alcohol consumption in moderation can be a healthy and effective way to release stress, but drinking
heavily every night may cause more problems than it solves.

Answer: d
Difficulty: Hard
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

70. Which of the following statements about virginity pledges is FALSE?


a) Both people who make pledges and those who don't have sex prior to marriage.
b) People who make virginity pledges are more likely to use a condom when they first have sex than
those who don't make a pledge.
c) People who make virginity pledges become sexually active later than those who don't make such a
pledge.
d) There are no differences in STD rates between people who make pledges and those who don't.

Answer: b
Difficulty: Hard
Page #: 228
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

71. What does reading both sides of an issue typically lead to?
a) It makes people who are on the pro- side of the argument become even more extremely pro-.
b) It makes people who are on the pro- side of the argument become anti-.
c) It makes people who are on the anti- side of the argument become even more extremely anti-.
d) Both a and c.
Persuasion 7–23

Answer: d
Difficulty: Medium
Page #: 228
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

72. Which of the following people is most likely to be persuaded?


a) Charleen, a 20-year-old
b) Barbara, a 45-year-old
c) Donna, a 65-year-old
d) We cannot tell because age does not relate to ability to be persuaded.

Answer: a
Difficulty: Easy
Page #: 229
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

73. The tendency to change one's attitudes and behaviour to fit the situation is called
a) self-perception
b) self-monitoring
c) self-reliance
d) self-relevance

Answer: b
Difficulty: Easy
Page #: 230
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

74. Which of the following is TRUE of people who are high in need for cognition?
a) They are more likely to provide evaluative thoughts when looking at new things.
b) They are less likely to give no opinion responses on surveys.
c) They are more persuaded by strong messages.
d) All of these.

Answer: d
Difficulty: Medium
Page #: 230
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

75. Sahara is low in need for cognition. Which of the following would be LEAST likely to persuade her?
a) The favourable response of the audience to the speaker
7–24 Test Bank for Social Psychology, Canadian Edition

b) The expertise of the speaker


c) The strength of the speech
d) The attractiveness of the speaker

Answer: c
Difficulty: Medium
Page #: 230
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

76. Juan likes to conserve his mental resources. He can be described as


a) low in need for cognition.
b) high in self-monitoring.
c) high in need for evaluating.
d) low in self-perception.

Answer: a
Difficulty: Easy
Page #: 230
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

77. Leiberman & Chaiken (1992) gave coffee drinkers and non-coffee drinkers a report on a fictitious
disease that reportedly had a link to drinking coffee. The report was either a strong report (medical
research suggesting a strong link), or a weak report (including research that disproved the link). The
researchers found that the coffee drinkers were less convinced by either of the reports, suggesting all of
the following, EXCEPT
a) the information was more relevant to the coffee drinkers.
b) drinking coffee makes you less persuaded by messages about coffee.
c) the information was more threatening to the coffee drinkers than the non-coffee drinkers.
d) coffee drinkers may have processed the message in a much more defensive way.

Answer: b
Difficulty: Easy
Page #: 223
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

78. All of the following are examples of sources of persuasion, EXCEPT


a) person giving a speech in support of a political candidate.
b) an actor endorsing a product.
c) a newspaper ad for a given product.
d) a spokesperson for a given product.

Answer: c
Persuasion 7–25

Difficulty: Easy
Page #: 223
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

79. Sources who are most persuasive are also most


a) attractive.
b) accessible.
c) familiar.
d) near to us.

Answer: a
Difficulty: Easy
Page #: 223
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

80. When evaluating a source on a television advertisement as opposed to a newspaper ad, it is more
likely on the television ad that the source is
a) familiar.
b) accessible.
c) likable.
d) male.

Answer: c
Difficulty: Easy
Page #: 223
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

81. If you are interested in buying a new camera, you are most likely influenced by
a) friends who have similar expertise using cameras.
b) professionals who have specific expertise using cameras.
c) actors that imply specific expertise using cameras.
d) articles written by professional photographers.

Answer: a
Difficulty: Easy
Page #: 224
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

82. Students who hear a message from a student from their university are more likely to be persuaded
than those who hear a message from a student from another university (Mackie, et al., 1992). This is
7–26 Test Bank for Social Psychology, Canadian Edition

because we are more persuaded by those


a) who are in closer proximity.
b) have in-group status.
c) have out-group status.
d) are more credible.

Answer: b
Difficulty: Easy
Page #: 224
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

83. Similarity with the source of persuasion does not have to be limited to group membership. In a
study by Silvia (2005), students were more persuaded when the source
a) had the same first name and birth date.
b) drove the same model of car.
c) attended the same university.
d) had the same major.

Answer: a
Difficulty: Easy
Page #: 224
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

84. Which of the following sources is most likely to be viewed as more persuasive?
a) a famous actor endorsing a beer
b) a housewife endorsing a college
c) a doctor endorsing a pain reliever
d) a football player endorsing a car

Answer: c
Difficulty: Easy
Page #: 224
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

85. When considering the length of the message and its influence on persuasion, which of the following
is NOT a factor one needs to also consider?
a) the strength of the message
b) the frequency of the message
c) whether the message is processed centrally or peripherally
d) the relevance of the message

Answer: b
Persuasion 7–27

Difficulty: Medium
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

86. Long messages have proven to be LESS persuasive when


a) they are processed peripherally.
b) they have a strong message.
c) they have a relevant message.
d) they are processed centrally.

Answer: a
Difficulty: Easy
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

87. In which of the following situations is the message likely to be persuasive?


a) The message is very discrepant from the listeners' attitudes.
b) The message is aimed right at the peoples' current attitudes.
c) The message seems to disconfirm our current pattern of behaviour.
d) The message supports our current belief.

Answer: d
Difficulty: Medium
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

88. Which of the following statements was NOT found in the research on the persuasiveness of virginity
pledges (Buckner & Bearman, 2005)?
a) The majority of those who make pledges do not have sex before marriage.
b) Those who make virginity pledges tend to have sex at a later age than those who do not pledge.
c) Those who make a pledge are less likely to use a condom when they initially have sex.
d) There is no significant difference in the number of sexually transmitted diseases between those who
make the pledge and those who do not.

Answer: a
Difficulty: Medium
Page #: 228
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

89. Farah did Omar a favour last week. When she asks him to drive her to a party on Saturday, he
7–28 Test Bank for Social Psychology, Canadian Edition

agrees. His compliance is called


a) weakness.
b) reciprocation.
c) rebound effect.
d) co-dependence.

Answer: b
Difficulty: Medium
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

90. We comply with a request if similar others are also complying. This is termed
a) self-monitoring.
b) reciprocation.
c) social validation.
d) self-perception.

Answer: c
Difficulty: Medium
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

91. Cialdini (2001) suggests that once we decide on a position, we tend to comply with requests that are
________________ with that position.
a) contrary
b) reciprocal
c) socially valid
d) consistent

Answer: d
Difficulty: Easy
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

92. The ad announcing the sale of the flat-screen TV says that there are only 100 TVs available per store.
According to Cialdini (2001), this ad would be effective because of
a) availability of the product.
b) technology of the product.
c) scarcity of the product.
d) price of the product.

Answer: c
Difficulty: Medium
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?
Persuasion 7–29

TRUE-FALSE STATEMENTS

93. Attractive and likeable sources are more persuasive then unattractive and less likeable sources.

Answer: True
Difficulty: Easy
Page #: 223
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

94. When you have limited ability to focus, it is more difficult to concentrate on central messages.

Answer: True
Difficulty: Easy
Page #: 219
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

95. Messages that are very discrepant from people's attitudes tend to be most persuasive.

Answer: False
Difficulty: Medium
Page #: 227
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

96. The age at which people are most influenced by persuasive messages is over 60 years of age.

Answer: False
Difficulty: Medium
Page #: 229
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

SHORT ANSWER QUESTIONS

97. A message that is initially NOT particularly persuasive becomes more persuasive over time in a
7–30 Test Bank for Social Psychology, Canadian Edition

phenomenon known as the _______ _______.

Answer: sleeper effect


Difficulty: Medium
Page #: 226
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

98. The tendency to change one's attitude and behaviour to fit the situation is known as
________________________.

Answer: self-monitoring
Difficulty: Easy
Page #: 230
Learning Objective: What factors influence persuasion.
Section Reference: What Factors Influence Persuasion?

MULTIPLE CHOICE QUESTIONS

99. To demonstrate the influence of subtle cues on persuasion, McCall & Belmont (1996) had wait staff
present bills on either a plain tray or one with a credit card logo. The researchers demonstrated
a) the plain black tray prompted more cash payments.
b) the plain black tray prompted larger tips.
c) the presence of the logo prompted larger tips.
d) there was no difference in the behaviour of customers who received the plain tray and the customers
who received the tray with the logo.

Answer: c
Difficulty: Medium
Page #: 232
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

100. The use of negative emotion, particularly fear-based appeals are designed to do all of the following
EXCEPT
a) create the threat of impending danger by engaging in a particular behaviour.
b) create the threat of harm by not engaging in a particular behaviour.
c) create the feeling of vulnerability.
d) activate long-term conscious thinking about a particular behaviour.

Answer: d
Difficulty: Medium
Page #: 232
Persuasion 7–31

Learning Objective: How subtle factors can impact persuasion.


Section Reference: How Can Subtle Factors Influence Persuasion?

101. One of the most effective uses of a fear message to influence behaviour change in regard to health
matters is to
a) force people to imagine having the disease.
b) focus on stark graphic representations.
c) encourage people to consider long term consequences.
d) focus on scary verbal messages.

Answer: a
Difficulty: Hard
Page #: 233
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

102. To encourage personal vulnerability in negative fear messages all of the following are effective,
EXCEPT
a) encourage people to imagine having a particular problem.
b) provide an opportunity to self-affirm.
c) use of personal testimonies.
d) use of objective factual statistics.

Answer: d
Difficulty: Medium
Page #: 233
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

103. A major reason why fear messages are NOT particularly effective with teenagers is that they
a) use graphics that can be ignored.
b) focus on long term consequences of the behaviours.
c) create a feeling of vulnerability.
d) create a threat of harm or danger.

Answer: b
Difficulty: Easy
Page #: 234
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

104. Which of the following is NOT a reason why people in a good mood are more easily persuaded?
a) use of heuristics and peripheral cues
b) tendency to process information less carefully
7–32 Test Bank for Social Psychology, Canadian Edition

c) desire to maintain positive mood by agreeing with the message


d) use of systematic processing

Answer: d
Difficulty: Medium
Page #: 235
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

105. Which of the following is NOT a strategy that wait staff have used to increase their tips?
a) leaving a joke card with the bill
b) leaving the bill when the entree is served
c) leaving a message on the bill to promote a good mood
d) ensuring that the diners learn the wait staff's name

Answer: b
Difficulty: Easy
Page #: 236
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

106. Subliminal persuasion occurs when stimuli are presented


a) repeatedly over an extended period.
b) verbally without visual graphics.
c) intentionally and systematically.
d) at a rapid and unconscious level.

Answer: d
Difficulty: Easy
Page #: 236
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

107. When stimuli are presented so rapidly that viewers are NOT conscious of having seen them, this is
termed
a) subliminal persuasion.
b) systematic persuasion.
c) central persuasion.
d) cardinal persuasion.

Answer: a
Difficulty: Medium
Page #: 236
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?
Persuasion 7–33

108. Subliminal persuasion can be shown to have all of the following EXCEPT
a) limited effects on behaviour.
b) short-term effects.
c) influence on memory through audio cues.
d) influence on consumer preferences.

Answer: c
Difficulty: Medium
Page #: 238
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

109. A public service announcement (PSA) shows a group of teenagers walking together down train
tracks. Suddenly a train speeds up on them and one of the friends is crushed. What tactic is this PSA
using to persuade teenagers to NOT walk on train tracks?
a) Self-monitoring appeal
b) Fear-based appeal
c) Subliminal persuasion
d) Positive emotion appeal

Answer: b
Difficulty: Medium
Page #: 232
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

110. Which of the following is FALSE about Project DARE, a common drug prevention program for
children?
a) It is typically more effective than programs that focus on social skills.
b) It has little effect on preventing drug abuse.
c) It is a fear-based program.
d) It has little effect on reducing drug use.

Answer: a
Difficulty: Medium
Page #: 232
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

111. When are fear messages most likely to work?


a) when they do not force the audience to imagine themselves having the problem
b) when they are highly graphic
c) when they are highly discrepant from the audience's original attitudes
7–34 Test Bank for Social Psychology, Canadian Edition

d) when they make the audience members feel highly vulnerable

Answer: d
Difficulty: Medium
Page #: 233
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

112. Providing the opportunity to _______________ can lead to greater acceptance of fear messages.
a) self-alienate
b) subliminally process
c) self-affirm
d) self-monitor

Answer: c
Difficulty: Medium
Page #: 233
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

113. Fear appeals that focus on the ____________ consequences of a behaviour are most effective.
a) social
b) long-term
c) positive
d) short-term

Answer: d
Difficulty: Easy
Page #: 234
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

114. Which of the following people is most likely to be persuaded?


a) Mary, who is in a bad mood because she just got dumped by her boyfriend
b) Diane, who is in a great mood because she just got a raise
c) Loretta, who is in a neutral mood
d) They are equally liked to be persuaded.

Answer: b
Difficulty: Easy
Page #: 234
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?
Persuasion 7–35

115. Barry is a waiter looking to increase his tips. Which of the following should he NOT do?
a) Put the customers in a good mood.
b) Write messages of solidarity on the check.
c) Introduce himself by name.
d) Be completely unobtrusive and anonymous.

Answer: d
Difficulty: Medium
Page #: 235
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

116. When people are in a good mood, which of the following occurs?
a) Argument strength affects persuasion only for positive messages.
b) Argument strength affects persuasion, regardless of whether the message is positive or negative.
c) Argument strength affects persuasion only for negative messages.
d) None of these.

Answer: a
Difficulty: Medium
Page #: 235
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

117. What happens in the brain while listening to a political candidate?


a) The brain areas responsible for reasoning show increased activity.
b) The brain areas responsible for musical processing show increased activity.
c) The brain areas responsible for emotions show increased activity.
d) Both a and c.

Answer: c
Difficulty: Hard
Page #: 236
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

118. If brand-name products are presented in movies and television shows at an unconscious level, this
is a form of
a) Subliminal persuasion.
b) Self-monitoring.
c) Central processing.
d) Fear appeal.

Answer: a
Difficulty: Easy
7–36 Test Bank for Social Psychology, Canadian Edition

Page #: 236
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

119. What can be concluded about subliminal persuasion?


a) It has both short-term and long-term effects.
b) It has only long-term effects.
c) It has only short-term effects.
d) The length of its effects vary by gender.

Answer: c
Difficulty: Medium
Page #: 238
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

120. Your best friend has bought a series of subliminal tapes that are supposed to help her lose weight.
She asks you what you think of her purchase. What do you say?
a) “Great purchase! Those will really help you!”
b) “That's stupid. Subliminal persuasion does not work at all.”
c) “Sorry but subliminal persuasion only works in the short-term, not in the long-term.”
d) “They might help. Subliminal persuasion can sometimes work in the long-term.”

Answer: c
Difficulty: Hard
Page #: 238
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

121. In a study to demonstrate that subtle factors may influence our persuasion, McCall & Belmont
(1996) presented diners with a tray that either featured a credit card emblem or a blank tray. The
researchers found
a) customers who were presented with the emblem were more likely to pay with a credit card.
b) customers who were presented with the emblem were more likely to pay with cash.
c) customers who were presented with the emblem, tipped significantly more.
d) customers who were presented with the emblem were more likely to linger longer before paying.

Answer: c
Difficulty: Medium
Page #: 232
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

122. One common, though NOT always effective, way to persuade people to change health-related
Persuasion 7–37

behaviours is to use
a) fear-based messages.
b) messages that emphasis positive emotion.
c) status related messages.
d) messages that emphasis life satisfaction.

Answer: a
Difficulty: Medium
Page #: 232
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

123. Although Ian was not aware of the message “Drink Acme Cola” that was flashed on the movie
screen, during the intermission, he realized he was thirsty and bought a large-size Acme drink. This is an
example of the influence of
a) central persuasion.
b) subliminal persuasion.
c) systematic persuasion.
d) cardinal persuasion.

Answer: b
Difficulty: Medium
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

TRUE-FALSE STATEMENTS

124. The use of fear-based messages to increase people's feeling of vulnerability to health problems is
NOT particularly effective.

Answer: False
Difficulty: Medium
Page #: 233
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

125. People who receive high fear messages report being influenced, but show lower levels of attitude
and behaviour change than those who receive positive approaches.

Answer: True
Difficulty: Medium
Page #: 233
Learning Objective: How subtle factors can impact persuasion.
7–38 Test Bank for Social Psychology, Canadian Edition

Section Reference: How Can Subtle Factors Influence Persuasion?

126. People in a good mood are more easily persuaded than those in a less good mood.

Answer: True
Difficulty: Medium
Page #: 235
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

127. People who nod their head while listening to a persuasive message are more likely to be
persuaded, compared to people who shake their head side-to-side.

Answer: True
Difficulty: Medium
Page #: 235
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

128. People in a sad mood trend to use the peripheral route of processing a persuasive message.

Answer: False
Difficulty: Medium
Page #: 236
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

SHORT ANSWER QUESTIONS

129. Persuasion that occurs in response to stimuli presented in a rapid and unconscious level is known
as _______ _______.

Answer: subliminal persuasion


Difficulty: Easy
Page #: 236
Learning Objective: How subtle factors can impact persuasion.
Section Reference: How Can Subtle Factors Influence Persuasion?

MULTIPLE CHOICE QUESTIONS


Persuasion 7–39

130. Which of the following is NOT a factor that influences our ability to resist persuasion?
a) forewarning
b) reactance
c) inoculation
d) initiation

Answer: d
Difficulty: Easy
Page #: 239
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

131. If you know a persuasive message will soon be received you have experienced
a) reactance.
b) forewarning.
c) inoculation.
d) initiation.

Answer: b
Difficulty: Easy
Page #: 239
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

132. A method of resisting persuasion in which people are made aware that they are about to receive a
persuasive message is referred to as
a) inoculation.
b) initiation.
c) forewarning.
d) reactance.

Answer: c
Difficulty: Easy
Page #: 239
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

133. All of the following are examples of reactance, EXCEPT


a) students drink more alcohol after receiving a high threat message on the dangers of alcohol
consumption.
b) Children will find ways to interact with people their parents forbid them to interact with.
c) College students taught to evaluate source credibility are more resistant to persuasion.
d) Banning violence on television increases the public's interest in this program.
7–40 Test Bank for Social Psychology, Canadian Edition

Answer: c
Difficulty: Hard
Page #: 239
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

134. Research on reactance indicates that the most effective messages are those that
a) forbid specific behaviours.
b) suggest moderation in terms of behaviour.
c) present a clear and strong threat.
d) promoting expression of future intentions.

Answer: b
Difficulty: Medium
Page #: 240
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

135. Practicing resistance to persuasion by exposure to weak messages is known as


a) forewarning.
b) reactance.
c) initiation.
d) inoculation.

Answer: d
Difficulty: Easy
Page #: 240
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

136. Which of the following statements is FALSE regarding inoculation?


a) First exposure must be a strong message.
b) Practice allows people to better defend against a stronger message later.
c) It increases attitude certainty.
d) Previous challenges serve as practice for future challenges.

Answer: a
Difficulty: Medium
Page #: 240
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

137. Kelly is a strong advocate for health care and despite messages contrary to her position, she
remains committed for all of the following reasons, EXCEPT
Persuasion 7–41

a) health care reform is very important to Kelly.


b) she is aware of how important this reform effort is to her.
c) she had to expend great efforts for self control during a particularly rowdy town meeting.
d) she relates the reform efforts to her own values.

Answer: c
Difficulty: Medium
Page #: 241
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

138. ________________ refers to making people aware that they will soon see a persuasive message.
a) Self-monitoring
b) Reactance
c) The sleeper effect
d) Forewarning

Answer: d
Difficulty: Easy
Page #: 239
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

139. Pamela has been told that she cannot drive until she is 19, well past the legal age in her state.
Starting when she is 16, she goes out every weekend and drives her friends' cars. Why is Pamela
behaving like this?
a) due to forewarning
b) due to reactance
c) due to peripheral processing
d) due to self-monitoring

Answer: b
Difficulty: Medium
Page #: 239
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

140. Romeo and Juliet came from warring families and were forbidden to be romantically involved.
However, they fell in love anyway, a good example of
a) forewarning.
b) inoculation.
c) impulsiveness.
d) reactance.

Answer: d
7–42 Test Bank for Social Psychology, Canadian Edition

Difficulty: Medium
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

141. Which of the following is NOT a factor that influences our ability to resist persuasion?
a) Reactance
b) Forewarning
c) Attitude importance
d) All of these are.

Answer: d
Difficulty: Easy
Page #: 239
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

142. Reggie gives a speech against welfare. When he later encounters persuasive messages about why
welfare works, he is better able to resist the persuasion than if he had not given the speech first. Why?
a) Reactance
b) Inoculation
c) Forewarning
d) Cognitive dissonance

Answer: b
Difficulty: Medium
Page #: 240
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

143. Attitudes that are of _____________ importance to us are more resistant to persuasion.
a) low
b) average
c) high
d) None of these; attitude importance is unrelated to persuasion resistance.

Answer: c
Difficulty: Easy
Page #: 240
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

144. In research by Siegel et al. (2008) on persuading people to become organ donors, which of the
following appeals led to the most organ donation registrations?
a) An appeal that described the emotional impact on people's lives.
Persuasion 7–43

b) An appeal that emphasized the inconsistency of believing organ donation is good but failing to sign
up.
c) An appeal that refuted organ-donation myths.
d) An appeal that emphasized acting on one's desire.

Answer: c
Difficulty: Hard
Page #: 241
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

145. All of the senior class students knew that the last assembly of the school year was a presentation
on the dangers of drinking and driving. The students are probably more resistant to the persuasion of
the assembly due to
a) initiation.
b) reactance.
c) forewarning.
d) inoculation.

Answer: c
Difficulty: Easy
Page #: 239
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

SHORT ANSWER QUESTIONS

146. Making people aware that they will soon receive a persuasive message is referred to as
____________.

Answer: forewarning
Difficulty: Easy
Page #: 239
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

147. ___________ is the idea that people react to threats to their freedom to engage in a behaviour by
becoming even more likely to engage in that behaviour.

Answer: Reactance
Difficulty: Medium
Page #: 239
Learning Objective: How we can resist persuasive messages.
7–44 Test Bank for Social Psychology, Canadian Edition

Section Reference: How Can You Resist Persuasion?

148. __________ is the idea that exposure to a weak version of a persuasive message strengthens
people's ability to resist that message in the future.

Answer: Inoculation
Difficulty: Medium
Page #: 240
Learning Objective: How we can resist persuasive messages.
Section Reference: How Can You Resist Persuasion?

MULTIPLE CHOICE QUESTIONS

149. Describing a watch in an advertisement as “A reminder of relationships” would be more popular in


a(n)
a) individualistic culture.
b) collectivist culture.
c) independent culture.
d) Western culture.

Answer: b
Difficulty: Easy
Page #: 243
Learning Objective: How culture influences persuasion.
Section Reference: How Does Culture Influence Persuasion?

150. Describing a watch in an advertisement as “The art of being unique” would be more popular in a(n)
a) individualistic culture.
b) collectivist culture.
c) interdependent culture.
d) Eastern country.

Answer: a
Difficulty: Easy
Page #: 243
Learning Objective: How culture influences persuasion.
Section Reference: How Does Culture Influence Persuasion?

151. In a study that asked Japanese and American individuals to describe the personalities of various
brands, which of the following attributes was only mentioned by Japanese?
a) Sophistication
b) Peaceful
Persuasion 7–45

c) Excitement
d) Competence

Answer: b
Difficulty: Hard
Page #: 243
Learning Objective: How culture influences persuasion.
Section Reference: How Does Culture Influence Persuasion?

152. Which of the following appeals for a soft drink would most likely create the best brand appeal for
Chinese individuals?
a) This is the soft drink that gives you the courage to brave the world on your own!
b) This is the soft drink that brings families together!
c) This soft drink brings out the inner you!
d) This soft drink will make you one-of-a-kind!

Answer: b
Difficulty: Medium
Page #: 243
Learning Objective: How culture influences persuasion.
Section Reference: How Does Culture Influence Persuasion?

153. In research to demonstrate the importance of cultural values in persuasive messages, Marin, et al.
(1990) examined the factors that influenced the decision to quit smoking among Hispanic and
non-Hispanic White smokers in the United States and found
a) fear inducing messages were the greatest influence on non-Hispanic White participants.
b) messages that projected a positive life satisfaction were the greatest influence on non-Hispanic White
participants.
c) family-related attitudes were the greatest influence on Hispanic participants.
d) effects of withdrawal were the greatest influence on Hispanic participants.

Answer: c
Difficulty: Hard
Page #: 243
Learning Objective: How culture influences persuasion.
Section Reference: How Does Culture Influence Persuasion?

154. Advertisements that appeal to conformity values are more likely to be from _______ cultures;
while those that appeal to uniqueness are more likely to be from _______ cultures.
a) individualistic; collectivist
b) collectivist; individualistic
c) interdependent; collectivist
d) independent; individualistic

Answer: b
7–46 Test Bank for Social Psychology, Canadian Edition

Difficulty: Medium
Page #: 242
Learning Objective: How culture influences persuasion.
Section Reference: How Does Culture Influence Persuasion?

TRUE-FALSE STATEMENTS

155. “Be all you can be” is an advertising slogan that best represents an individualistic culture.

Answer: True
Difficulty: Easy
Page #: 242
Learning Objective: How culture influences persuasion.
Section Reference: How Does Culture Influence Persuasion?

ESSAY QUESTIONS

156. Describe the elaboration likelihood model of persuasion, and what factors will affect the chosen
route for processing persuasive messages.

Answer:

157. Describe and give an example of how audience, message and source are persuasive.

Answer:

158. In this chapter, you have learned how certain types of persuasive appeals to change health-related
behaviours are more effective than others. Outline how you would design an advertising campaign to
help new mothers to quit smoking.

Answer:

159. Describe four strategies for resisting persuasion, and give an example of each of them.

Answer:

160. Imagine that you are with an advertising agency and your new client wants you to create ads that
Persuasion 7–47

showcase their product, designer raincoats. Describe your advertising strategies for both domestic and
international markets.

Answer:
Another random document with
no related content on Scribd:
Treasurer, Edward Aborn Greene; Executive Committee, President
John C. Pegram and Governor-elect Aram J. Pothier as ex-officio
members, and Dr. J. M. Peters, Dr. G. Alder Blumer and William P.
Sheffield; Delegates to National Red Cross, Senator George
Peabody Wetmore and President John C. Pegram; Alternates,
Congressmen Adin B. Capron and D. L. D. Granger.
In a portion of his address the President, Mr. Pegram, said:
“The obduracy of this generous American people to the appeals of
this national and international charity for substantial, for adequate
support, is incomprehensible. The merits of the plan under the
immediate supervision of the War Department are so plain, the
means of acquiring membership and thus helping the cause are so
easy (any man, woman or child in America may become an annual
member by the payment of one dollar yearly) that it seems incredible
that a people who in one small city in one day—‘Tag Day’—should
contribute between $16,000 and $17,000 to a local charity, should
not long ago have enrolled themselves universally throughout the
country as members of this noble institution. I cannot but believe that
the day must soon come when it will seem as natural to pay the
small annual due of the Red Cross as to pay a poll or a registry tax
to qualify a voter—God speed that day.”

SOUTH CAROLINA.
The South Carolina Branch held its annual meeting on November
25th at which its president, Mr. A. C. Kaufman, read an interesting
report on the work for the relief of the flood sufferers, which report is
given elsewhere in this Bulletin.
Mr. A. C. Kaufman was again chosen president of the South
Carolina Red Cross, Mr. John B. Reeves was elected treasurer, and
Mr. A. W. Litschgi was elected secretary to succeed Mr. George Hoyt
Smith, resigned. The following is the executive committee, which
was yesterday elected: Henry P. Archer, Charleston; John F.
Bennett, Charleston; the Rev. A. J. S. Thomas, D. D., Greenville;
Julius D. Koster, A. W. Litschgi, Charleston; B. M. Lebby, M. D.
Sumter.
The delegates elected to the annual meeting of the National Red
Cross are: Governor M. F. Ansel, Capt. Henry Buist, Jr., and Col. G.
G. Greenough, U. S. A.

TEXAS.
Miss Nellie Chapman and Miss Annie Swinskey, enrolled Red
Cross nurses, have taken an active part in the Texas Branch Red
Cross work ever since this Branch was organized. They are both
most popular and efficient nurses, receiving calls from the doctors all
over the State to take charge of difficult cases, but busy as both of
these nurses are, they are both so loyal to the Texas Branch that
unselfishly, for it means a large pecuniary loss, they have always
been ready and willing to work actively for the good of humanity and
the upbuilding of the Red Cross whenever needed. They again had
charge of the Red Cross Emergency Hospital during the State fair in
October. This hospital was thoroughly equipped with the latest
surgical appliances, wards for men and women and reception and
rest room. The Red Cross during these fairs has been a popular
feature, and all of the leading doctors take great pride in it and
willingly give their services when required.
Miss Annie Swinskey, Miss Nellie Chapman, In Charge of Red Cross
Hospital at Texas State Fair.

ARGENTINE.
The Argentine Red Cross, though only lately organized, shows in
its report of funds and value of property some $36,000. The Society
receives from Congress an appropriation of $40 a month, and this
will probably be increased. One of the members of its Central
Committee belongs to the Senate and another is President of the
House of Representatives, and both have shown much interest in
the Society. A committee of women has been created whose duty it
is to instruct the public in simple hygenic laws.

CANADA.
The Secretary of the American Red Cross received lately the
following letter:

Toronto, October, 26th, 1908.


Dear Sir:
As the Council of the Canadian Red Cross Society is
considering the matter of reorganizing, I would thank you very
much if you would kindly furnish us with about twenty copies
of the Constitution of your Society in order that I may send
one to each of the members of the Council, as personally I
feel that the Canadian Society should be run upon lines
somewhat similar to our sister Society in the United States. I
would also thank you if you would kindly send me a set of the
Bulletins that I may have them bound and kept on file in this
office. Thanking you in anticipation of an early and favorable
reply, believe me,
Yours very sincerely,
CHAS. A. HODGETH, M. D., Major A. M. C.
Honorary President of the Canadian Red Cross Society.

The desired literature was promptly and gladly sent. The American
Red Cross feels naturally a strong bond of sympathy with that of the
Society of so close a neighbor as Canada.

FRANCE.
In recognition of the services of M. De Valence, representative of
the French Red Cross in Morocco, the President of the French
Republic has conferred upon him the cross of Knight of the Legion of
Honor. The Society has granted diplomas to 3,294 women, who
have received instructions in nursing at its dispensary schools. At the
Chateau of Amboise, now the Hospital of Enghien and Orleans,
fifteen beds for convalescent soldiers and sailors have been placed
at the disposition of the Society by the Duke de Chartres.

GERMANY.
The first International Life Saving Congress was held at Frankfort,
Germany, in June, 1908. The Red Cross department was devoted to
reports, practical demonstrations of life saving by its Relief Columns.
These columns in Germany have a trained membership of 53,300
men, who during 1907 rendered first aid in 91,701 cases.

GREAT BRITAIN.
The British Red Cross has devoted much time to the forming of
committees whose duty it is to arrange for the creation of temporary
hospitals in time of war.

ITALY.
The funds and value of the Italian Red Cross Society amount to
over a million and a half dollars. The active personnel of the Society
is permitted to take part in the regular army manoeuvres.

JAPAN.
In a letter lately received from Baron Ozawa, Vice-President of the
Japanese Red Cross, he says:
“Ever since my return to Japan, our institute has been trying to
enlarge its scope by establishing the Red Cross Hospitals in the
Empire, which today number ten altogether. In fact, my idea is to
encourage our members, numbering to this date over 1,400,000, to
render their service in time of peace for all kinds of charity work.”
During the late war the Russian Red Cross dispensed nearly
seventeen million dollars and at the end was left with a war reserve
fund of some six million dollars. The Society provided hospital ships
and trains, reserve and field hospital besides a large personnel and
great quantities of supplies.
*** END OF THE PROJECT GUTENBERG EBOOK THE
AMERICAN RED CROSS BULLETIN (VOL. IV, NO. 1, JANUARY
1909) ***

Updated editions will replace the previous one—the old editions


will be renamed.

Creating the works from print editions not protected by U.S.


copyright law means that no one owns a United States copyright
in these works, so the Foundation (and you!) can copy and
distribute it in the United States without permission and without
paying copyright royalties. Special rules, set forth in the General
Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.

START: FULL LICENSE


THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the


free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.

Section 1. General Terms of Use and


Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree to
abide by all the terms of this agreement, you must cease using
and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only


be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project
Gutenberg™ works in compliance with the terms of this
agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms
of this agreement by keeping this work in the same format with
its attached full Project Gutenberg™ License when you share it
without charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project


Gutenberg:

1.E.1. The following sentence, with active links to, or other


immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the United


States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it
away or re-use it under the terms of the Project Gutenberg
License included with this eBook or online at
www.gutenberg.org. If you are not located in the United
States, you will have to check the laws of the country where
you are located before using this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is


derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of the
copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is


posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project


Gutenberg™ License terms from this work, or any files
containing a part of this work or any other work associated with
Project Gutenberg™.
1.E.5. Do not copy, display, perform, distribute or redistribute
this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must, at
no additional cost, fee or expense to the user, provide a copy, a
means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original “Plain Vanilla ASCII” or other
form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,


performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or


providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who


notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of


any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project


Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend


considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite
these efforts, Project Gutenberg™ electronic works, and the
medium on which they may be stored, may contain “Defects,”
such as, but not limited to, incomplete, inaccurate or corrupt
data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other
medium, a computer virus, or computer codes that damage or
cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES -


Except for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU
AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE,
STRICT LIABILITY, BREACH OF WARRANTY OR BREACH
OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH
1.F.3. YOU AGREE THAT THE FOUNDATION, THE
TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER
THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR
ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE
OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF
THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If


you discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person or
entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set


forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS
OR IMPLIED, INCLUDING BUT NOT LIMITED TO
WARRANTIES OF MERCHANTABILITY OR FITNESS FOR
ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied


warranties or the exclusion or limitation of certain types of
damages. If any disclaimer or limitation set forth in this
agreement violates the law of the state applicable to this
agreement, the agreement shall be interpreted to make the
maximum disclaimer or limitation permitted by the applicable
state law. The invalidity or unenforceability of any provision of
this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the


Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and
distribution of Project Gutenberg™ electronic works, harmless
from all liability, costs and expenses, including legal fees, that
arise directly or indirectly from any of the following which you do
or cause to occur: (a) distribution of this or any Project
Gutenberg™ work, (b) alteration, modification, or additions or
deletions to any Project Gutenberg™ work, and (c) any Defect
you cause.

Section 2. Information about the Mission of


Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new
computers. It exists because of the efforts of hundreds of
volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the


assistance they need are critical to reaching Project
Gutenberg™’s goals and ensuring that the Project Gutenberg™
collection will remain freely available for generations to come. In
2001, the Project Gutenberg Literary Archive Foundation was
created to provide a secure and permanent future for Project
Gutenberg™ and future generations. To learn more about the
Project Gutenberg Literary Archive Foundation and how your
efforts and donations can help, see Sections 3 and 4 and the
Foundation information page at www.gutenberg.org.

Section 3. Information about the Project


Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-
profit 501(c)(3) educational corporation organized under the
laws of the state of Mississippi and granted tax exempt status by
the Internal Revenue Service. The Foundation’s EIN or federal
tax identification number is 64-6221541. Contributions to the
Project Gutenberg Literary Archive Foundation are tax
deductible to the full extent permitted by U.S. federal laws and
your state’s laws.

The Foundation’s business office is located at 809 North 1500


West, Salt Lake City, UT 84116, (801) 596-1887. Email contact
links and up to date contact information can be found at the
Foundation’s website and official page at
www.gutenberg.org/contact

Section 4. Information about Donations to


the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission
of increasing the number of public domain and licensed works
that can be freely distributed in machine-readable form
accessible by the widest array of equipment including outdated
equipment. Many small donations ($1 to $5,000) are particularly
important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws


regulating charities and charitable donations in all 50 states of
the United States. Compliance requirements are not uniform
and it takes a considerable effort, much paperwork and many
fees to meet and keep up with these requirements. We do not
solicit donations in locations where we have not received written
confirmation of compliance. To SEND DONATIONS or
determine the status of compliance for any particular state visit
www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states


where we have not met the solicitation requirements, we know
of no prohibition against accepting unsolicited donations from
donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot


make any statements concerning tax treatment of donations
received from outside the United States. U.S. laws alone swamp
our small staff.

Please check the Project Gutenberg web pages for current


donation methods and addresses. Donations are accepted in a
number of other ways including checks, online payments and
credit card donations. To donate, please visit:
www.gutenberg.org/donate.

Section 5. General Information About Project


Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could
be freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose
network of volunteer support.

Project Gutenberg™ eBooks are often created from several


printed editions, all of which are confirmed as not protected by
copyright in the U.S. unless a copyright notice is included. Thus,
we do not necessarily keep eBooks in compliance with any
particular paper edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,


including how to make donations to the Project Gutenberg
Literary Archive Foundation, how to help produce our new
eBooks, and how to subscribe to our email newsletter to hear
about new eBooks.

You might also like