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Chapter 06
Conformity and Obedience
1. A change in behavior or belief to accord with others is called
A. conciliation.
B. commonality.
C. conformity.
D. deindividuation.
Accessibility: Keyboard Navigation
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Bloom's Level: Remember
Difficulty: Low
Learning Objective: Define conformity, and compare compliance, obedience, and acceptance.
Topic: Conformity
Feedback: What Is Conformity?, 154
2. Even though you really dislike wearing a dress, you decide to wear one to your cousin's wedding. This is an
example of
A. commonality.
B. acceptance.
C. progression.
D. compliance.
APA Learning Outcome: 1.3 Describe applications of psychology
Bloom's Level: Apply
Difficulty: High
Topic: Compliance
3. In Western individualistic societies, the word "conformity" carries

A. a positive connotation.
B. a negative connotation.
C. a neutral connotation.
D. both positive and negative connotations.
Difficulty: Low
Topic: Conformity
4. Conformity that involves publicly acting in accord with an implied or explicit request while privately
disagreeing, is called
A. obedience.
B. acceptance.
C. cohesiveness.
D. compliance.
Difficulty: Low
Topic: Compliance
5. When our behavior is a result of our boss telling us to do something, it is a form of

A. obedience.
B. cohesiveness.
C. progression.
D. reactance.
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Bloom's Level: Understand
Difficulty: Medium
Topic: Obedience
6. If you clean your room only because your parents order you to, your behavior is most likely a form of
A. obedience.
B. cohesiveness.
C. progression.
D. conciliation.
Difficulty: High
Topic: Obedience
7. Acting in accord with a direct order or command is called

A. obedience.
B. cohesiveness.
C. progression.
D. reactance.
Difficulty: Low
Topic: Obedience
8. After hearing a great deal about the benefits of soy products from your friends, you decide to drink soy milk
instead of cow's milk. Your behavior is an example of
A. obedience.
B. acceptance.
C. progression.
D. commonality.
Difficulty: High
Topic: Acceptance
9. Conformity that involves both acting and believing in accord with social pressure is called
A. obedience.
B. acceptance.
C. reactance.
D. compliance.
Difficulty: Low
Topic: Acceptance
10. After hearing so much about the dangers of smoking cigarettes from the media and seeing numbers of people
who quit the habit, Jacob finally realizes that smoking is dangerous and therefore he quits. His behavior is an
example of
A. obedience.
B. acceptance.
C. reactance.
D. compliance.
Difficulty: High
Topic: Acceptance
11. A classmate across the room yawns and then several other students yawn. This is an example of
A. informational influence.
B. the false consensus effect.
C. group cohesion.
D. the chameleon effect.
Difficulty: Medium
Learning Objective: Describe how social psychologists have studied conformity in the laboratory. Explain what their findings reveal about the
potency of social forces and the nature of evil.
Topic: Norm Formation
Feedback: What are the Classic Conformity and Obedience Studies?, 158
12. In his classic study of _____, Sherif had participants in groups call out estimates of the distance that a small
point of light appeared to move in a dark room.
A. obedience
B. group cohesiveness
C. norm formation
D. psychological reactance
Difficulty: Low
13. Which of the following is NOT a reason we yawn?

A. calmness
B. tension release
C. sleepiness
D. see others yawn
Difficulty: Low
14. According to Tanya Chartrand and John Bargh, mimicking someone else's behavior is known as _____.
A. the chameleon effect
B. the looking-glass self-effect
C. the false consensus effect
D. the false uniqueness effect
Difficulty: Low
15. A year after his original study, Sherif’s participants were retested alone and gave answers that supported the
original group’s norm. This suggests that the process involved
A. progression.
B. compliance.
C. obedience.
D. acceptance.
Difficulty: Low
16. In 2006, a character on a Portuguese TV show popular with teenagers suffered from a mysterious illness
involving a rash, dizziness, and difficulty breathing. Soon after the episode aired students at 14 schools reported
the same symptoms. This is an example of
A. the false uniqueness effect.
B. mass hysteria.
C. psychological reactance.
D. attitude polarization.
Difficulty: Low
Feedback: What are the Classic Conformity and Obedience Studies?, 158–159
17. Chartrand and Bargh (1999) found that participants in an experiment who worked alongside another person
who occasionally rubbed her face were unwittingly more likely to rub their face. They called this
A. the chameleon effect.
B. mood linkage.
C. the false consensus effect.
D. automatic processing.
Difficulty: Low
18. Suggestibility to problems that spreads throughout a large group of people is known as
A. collective narcissism.
B. social influence.
C. groupthink.
D. mass hysteria.
Difficulty: Low
19. Sherif is to the study of _____ as Asch is to the study of _____.

A. conformity; compliance
B. compliance; conformity
C. group pressure; norm formation
D. norm formation; group pressure
Difficulty: Low
20. While control participants were correct about line-length judgments more than 99 percent of the time in Asch's
conformity study, his naive participants conformed to the incorrect judgments of others ___ percent of the time.
A. 12
B. 37
C. 65
D. 87
Difficulty: Low
Topic: Conformity Studies
21. Milgram’s studies explored _____; Asch’s studies explored _____.

A. obedience; conformity
B. conformity; norm formation
C. obedience; norm formation
D. conformity; obedience
Difficulty: Low
22. In the context of conformity, Asch’s experiments lacked _____ but did possess _____.
A. experimental realism; mundane realism
B. mundane realism; experimental realism
C. validity; reliability
D. reliability; validity
Difficulty: Low
23. Asch's conformity experiments showed that most people

A. go along with others' decisions.
B. conform even when wrong.
C. tell the truth even when others do not.
D. become confused when confronted.
Difficulty: Medium
24. The results of both the Sherif and Asch studies are startling because their studies did not employ any
A. judgments about ambiguous stimuli.
B. groups larger than four persons.
C. experimental realism.
D. open, obvious pressure to conform.
Difficulty: Medium
25. The most famous, or infamous, experiments in scientific psychology were conducted by
A. Sherif.
B. Milgram.
C. Asch.
D. Watson.
Difficulty: Low
Topic: Obedience Studies
26. The experimenter in Milgram's study used all EXCEPT which of the following verbal prods to encourage
participants to continue?
A. "It is absolutely essential that you continue."
B. "You will be penalized if you refuse to go on."
C. "You have no other choice; you must go on."
D. "The experiment requires that you continue."
Difficulty: Low
27. When participants in Milgram’s experiments wanted to quit, they were given
A. shocks to keep them going.
B. money as an incentive to keep going.
C. up to four verbal prods to keep them going.
D. a reward for being one of the few to disobey.
Difficulty: Low
28. When Milgram asked 110 psychiatrists, college students, and middle-class adults to predict the results of his
experiment, the respondents said that they thought _____.
A. they themselves would never begin to administer the shocks
B. they themselves would disobey by about 135 volts
C. other people would disobey by about 210 volts
D. other people would go all the way to 450 volts
Difficulty: Low
29. When Milgram conducted his first series of experiments with a sample of 20- to 50-year-old men, he found
that over 60 percent of them
A. refused to deliver shocks beyond 150 volts.
B. refused to deliver shocks past the 300-volt level.
C. went all the way to 450 volts.
D. asked to be released from the experiment by 135 volts.
Difficulty: Low
30. In follow-up experiments to his initial study, Milgram made the learner's protests more compelling by having
him complain of a heart condition, then scream and plead for release, and finally refuse to answer. With this added
condition,
A. the majority of participants still fully obeyed the experimenter's demands.
B. teachers were more reluctant to deliver initial shocks.
C. learners became more real and personal to the teacher.
D. fewer participants went to 450 volts.
Difficulty: Low
31. A psychiatrist who interviewed 40 of Milgram's participants a year after their participation concluded that
A. none had been harmed.
B. many were suspicious of all authorities.
C. a minority of them had lowered self-esteem.
D. most regretted having served in Milgram's study.
Difficulty: Low
32. In light of the Milgram studies, which of the following is NOT one of the factors that determined obedience?
A. the victim's similarity to the teacher
B. the victim’s emotional distance
C. the authority's closeness and legitimacy
D. whether or not the authority was institutionalized
Difficulty: Low
33. In a variation of the Milgram study, the learner was in the same room as the teacher. Under these conditions
A. there was no change in resulting shocks.
B. there was a decrease in compliance to shock.
C. there was an increase in compliance to shock.
D. there were less complaints from the victims.
APA Learning Outcome: 2.2 Demonstrate psychology information literacy.
Difficulty: Medium
34. In a variation of the Milgram study, teachers were required to force the learner's hand into contact with a shock
plate. Under these conditions,
A. there was no change in resulting shocks.
B. there was a decrease in compliance to shock.
C. there was an increase in compliance to shock.
D. there were less complaints from the victims.
APA Learning Outcome: 2.2 Demonstrate psychology information literacy.
Difficulty: Medium
35. Consistent with what is known about personalization, Lydon and Dunkel-Schetter (1994) found that expectant
women expressed more _____ to their pregnancies after seeing an ultrasound photo of the fetus.
A. apathy
B. resentment
C. commitment
D. hostility
Difficulty: Low
36. In Milgram's research, when the experimenter gave the commands by telephone instead of in person, full
obedience
A. dropped to zero.
B. dropped to 21 percent.
C. dropped to 50 percent.
D. increased to 73 percent.
Difficulty: Low
37. In one variation of his original experiment, Milgram arranged for a second confederate (posing as a fellow
participant) to assume command in the experimenter’s absence. As a result of this manipulation,
A. most teachers agreed to comply with the orders of their fellow group member.
B. the teachers competed with him and with each other for the role of leader.
C. participants became more positive about their roles in this cohesive group, and some even became enthusiastic.
D. 80 percent of the teachers refused to comply fully.
Difficulty: Low
38. Several restaurant managers complied with orders from a telephone caller, posing as a police officer, to strip
search a customer or employee. This is an example of the power of _____ on compliance.
A. group influence
B. personality factors
C. the closeness of authority
D. the legitimacy of authority
Difficulty: Low
39. In a study by Hofling and his colleagues (1966), 22 hospital nurses were telephoned by an unknown physician
and ordered to administer an obvious drug overdose. Results showed that
A. most would not act on the order unless the caller named a familiar physician as a reference.
B. most nurses refused to comply unless given the order in writing.
C. less experienced nurses complied but more experienced ones challenged the order.
D. all but one proceeded to comply without delay.
Difficulty: Low
40. When Milgram’s experimental series was reenacted in Bridgeport, Connecticut, far from the prestige and
authority of Yale University, the proportion of participants who fully complied with orders to shock the learner
_____ compared to the Yale rate.
A. remained unchanged
B. decreased
C. doubled
D. increased moderately
Difficulty: Low
41. As an example of the liberating effects of group influence, _____ percent of the participants in a variation of
Milgram’s study conformed to the confederate’s behavior when the confederates defied the experimenter.
A. 90
B. 45
C. 20
D. 10
Difficulty: Low
42. When we learn about a person’s death on the news, we tend to feel more sadness especially when the person’s
photograph is displayed on the television many times. This is primarily
A. due to the false uniqueness effect.
B. because of personalization of the victim.
C. due to the victims’ physical distance.
D. because of the false consensus effect.
Difficulty: High
43. Which of following statements is FALSE about the research findings on conformity and obedience?
A. Behavior and attitudes are mutually reinforced.
B. Small acts of evil can foster an attitude that leads to larger acts of evil.
C. Situations can be powerful and can influence acts of heroism.
D. When external influences override inner convictions, attitudes tend to determine behavior.
Difficulty: Medium
44. During the 1970s, the military junta in power in Greece initially selected candidates for officers based on their
submission to authority. The candidates were first asked to guard prisoners, then to observe torture, and then to
eventually practice torture. This process demonstrates how _____ can breed _____.
A. obedience; conformity
B. conformity; obedience
C. compliance; acceptance
D. acceptance; compliance
Difficulty: Medium
Topic: Compliance
45. In the context of group size and conformity, Asch and other researchers found that that there is more
conformity with
A. 1 to 2 people than 3 to 5.
B. 3 to 5 people than 1 to 2.
C. more than 5 people than 3 to 5.
D. 15 or more people (which really increases the conformity).
Difficulty: Low
Learning Objective: Identify situations that trigger much- and little-conformity.
Topic: Conformity
Feedback: What Predicts Conformity?, 174
46. Research on group size and conformity has shown that there is more conformity with
A. 4 people as a group than 2 people in 2 groups.
B. 3 groups of 2 people than 1 group of 6.
C. large number of people grouped together.
D. more groups of smaller number of people.
Difficulty: Medium
Topic: Conformity
47. According to conformity research, a group's social power is deflated when it loses its
A. agenda.
B. anonymity.
C. unanimity.
D. heterogeneity.
Difficulty: Low
Topic: Conformity
48. According to conformity research, a group's social power is deflated when

A. someone disagrees with the majority.
B. there is absence of any minor in-groups.
C. no one differs from the majority.
D. there is homogeneity in the group.
Difficulty: Medium
Topic: Conformity
49. The extent to which members of a group are bound together, such as by attraction to one another, is called
A. group polarization.
B. cohesiveness.
C. compliance.
D. altruism.
Difficulty: Low
Topic: Conformity
50. When appeals for the unborn, for the hungry, or for animal rights are personalized with a compelling
photograph or description, which of the following factors of obedience is most likely influencing a viewer's
compassion towards the victim?
A. victim's distance
B. victim's authority
C. victim's gender
D. victim's ethnicity
Difficulty: Medium
51. Group members who feel attracted to the group are more responsive to its influence. This fact illustrates the
impact of _____ on conformity.
A. belongingness
B. status
C. cohesiveness
D. comorbidity
Difficulty: Low
Topic: Predicting Conformity
52. Mullen and her colleagues (1990) found that the average baseline jaywalking rate _____ in the presence of a
non-jaywalking confederate.
A. increases
B. decreases
C. stays the same
D. increases, then gradually decreases
Difficulty: Low
53. Mullen and her colleagues (1990) found that the average baseline jaywalking rate decreases in the presence of
a non-jaywalking confederate, especially if the non-jaywalker is well dressed. This is an example of the power of
_____ on conformity.
A. unanimity
B. status
C. cohesiveness
D. co-morbidity
Difficulty: Low
54. In experiments, people have been found to conform more when they must _____ than when they must _____.
A. respond publicly; write down their responses in private
B. commit themselves in writing; announce their responses in public
C. think before acting; react spontaneously
D. explain their responses; keep silent
Difficulty: Low
55. After President Bush announced his position regarding a possible war with Iraq, he was unlikely to change his
mind. This most likely reflects the
A. attitude polarization between the political parties.
B. fact that prior commitment reduces susceptibility to social influence.
C. fact that the high status of the office elicits a need for uniqueness.
D. fact that higher-status people are more susceptible to psychological reactance.
Difficulty: Medium
Feedback: What Predicts Conformity?, 177–178
56. In calling sports decisions, umpires and referees rarely change their decisions as a result of a player's objection.
This may be an example of how
A. status produces psychological reactance.
B. people conform more in their public responses than in their private opinions.
C. the umpire or referee seeks to maintain emotional distance from players.
D. prior commitment reduces susceptibility to social influence.
Difficulty: Medium
57. Bearman and Bruckner (2001) found that teens who made a public virginity-till-marriage pledge became
_____ likely to remain sexually abstinent than similar teens who do not make the pledge.
A. somewhat less
B. somewhat more
C. extremely less
D. extremely more
Difficulty: Low
58. Bearman and Bruckner (2001) found that teens who made a public virginity-till-marriage pledge became
somewhat more likely to remain sexually abstinent than similar teens who do not make the pledge. This is an
example of how
A. status produces psychological reactance.
B. there is cohesion in a group.
C. teens seek to maintain emotional distance from would-be sexual partners.
D. prior commitment reduces susceptibility to social influence.
Difficulty: Low
59. Conformity based on a person's desire to fulfill others' expectations, often to gain their acceptance, is called
A. social ostracism.
B. false consensus.
C. normative influence.
D. informational influence.
Difficulty: Low
Learning Objective: Identify and understand the two forms of social influence that explain why people will conform to others.
Topic: Normative Influence
Feedback: Why Conform?, 179
60. Conformity that occurs when people accept evidence about reality that is provided by other people is called
A. social ostracism.
B. false consensus.
Difficulty: Low
Topic: Informational Influence
61. When we go along with the crowd to avoid rejection, or to gain their approval, we are conforming because of
A. false consensus.
B. impact bias.
Difficulty: Low
62. Although he made a promise to himself to not take illegal drugs, Tom gave into peer pressure at a party to
smoke marijuana because he did not want to be rejected by the others. Tom's conformity is a result of
A. impact bias.
B. collective narcissism.
Difficulty: High
63. Conformity is greater when people respond publicly before a group. This pattern reflects
A. impact bias.
Difficulty: Low
64. Normative influence leads to compliance, especially for those

A. who find themselves in ambiguous situations.
B. who are comfortable in their roles.
C. who are seeking to climb a status ladder.
D. who are in positions of authority.
Difficulty: Low
65. A concern for _____ produces normative influence, while a concern for _____ produces informational
influence.
A. social image; being correct
B. being correct; social image
C. being correct; gaining status
D. social roles; authority figures
Difficulty: Low
66. Conformity is greater when people feel incompetent. This pattern reflects
A. immune neglect.
Difficulty: Low
67. Which of the following instances of greater conformity does NOT reflect informational influence?
A. when participants feel incompetent
B. when the task is difficult
C. when subjects are bilingual
D. when people care about being right
Difficulty: Medium
68. Identify the true statement about the relationship between personality and conformity.
A. People higher in agreeableness and conscientiousness are less likely to conform.
B. Individuals who favor disagreements over smooth social experiences are more likely to conform.
C. People high in openness to experience—a personality trait connected to creativity and socially progressive
thinking, are more likely to conform.
D. Novelty seekers, who leap into experiences seeking simulation, are less likely to conform.
Difficulty: Medium
Learning Objective: Describe how conformity varies not only with situations but also with persons. Discuss social contexts in which personality
traits shine through.
Topic: Conformity
Feedback: Why Conforms?, 181
69. In the context of personality, who among the following is most likely to conform?
A. an individual who favors disagreements over smooth social experiences
B. an individual who favors modern beliefs over traditional beliefs
C. an individual who repeatedly violates traffic rules
D. an individual who doubts the existence of free will
Difficulty: Medium
Topic: Conformity
70. In the context of personality, who among the following are least likely to conform?
A. individuals who doubt the existence of free will
B. individuals who are high in openness to experience
C. individuals who follow the rules
D. individuals who favor smooth social experiences over disagreements
Difficulty: Medium
Topic: Conformity
71. Identify a situation in which conformity is the highest.

A. when the response is public and made without prior commitment
B. when a group has less than three people
C. when people are required to give their opinions privately
D. when a group lacks cohesiveness
Difficulty: Medium
72. Cultural values influence conformity. It is more responsive to others’ influences

A. in individualistic countries than collectivistic countries.
B. in collectivistic countries than individualistic countries.
C. in North American countries.
D. in Western European countries.
Difficulty: Medium
Topic: Conformity
73. Which of the following statements is true of conformity and obedience?

A. They are primarily collectivistic phenomena.
B. They are primarily individualistic phenomena.
C. They are universal phenomena that vary by culture.
D. They are universal phenomena that are uninfluenced by culture.
Difficulty: Medium
Topic: Conformity
74. Compared to people in individualistic countries, those in collectivist countries are

A. more likely to express psychological reactance.
B. more likely to be conforming.
C. more susceptible to the fundamental attribution error.
D. more likely to be independent.
Difficulty: Low
Topic: Conformity
75. In conformity research, Stephens (2007) found _____ people tend to prefer being similar to others, while
_____ people strongly prefer to see themselves as unique.
A. working-class; middle-class
B. middle-class; working-class
C. upper-class; lower-class
D. lower-class; upper-class
Difficulty: Low
Topic: Conformity
76. A social role is

A. a cluster of norms.
B. separate from culture.
C. a weak influence on conformity.
D. one that curbs any freedom of interpretation.
Difficulty: Medium
Topic: Conformity
77. When Native American Regina returned to the U.S. after two years in Madagascar, she felt uncomfortable and
out of place. She was most likely experiencing
A. normative social influence.
B. reentry distress.
D. major depression.
Difficulty: High
Topic: Conformity
78. Which statement related to roles and conformity is NOT true?

A. Social roles vary with culture, but the process of influencing behavior varies less.
B. Although countries define teen roles differently, all cultures have role expectations that guide conformity.
C. Role reversal is a form of temporary conformity.
D. Roles don't have any effect on conformity.
Difficulty: Medium
79. High school students Aisha and Jared have been dating each other casually. When Aisha's parents tell her to
stop seeing Jared and ask her to go out with "nicer boys," Aisha announces that she and Jared are actually "in love"
and have decided to go steady. Aisha's behavior most likely illustrates the effects of
A. impact bias.
B. the fundamental attribution error.
C. collective narcissism.
D. psychological reactance.
Difficulty: High
Learning Objective: Explain what can motivate people to actively resist social pressure—by doing Z when compelled to do A.
Topic: Reactance
Feedback: Do We Ever Want To Be Different?, 184
80. Knowing that someone is trying to coerce you may prompt you to do the opposite of that person’s wishes. This
response is predicted by
A. the theory of psychological reactance.
B. the phenomenon of the looking-glass self.
C. Milgram’s theory of obedience.
D. the planning fallacy.
Difficulty: Low
Topic: Reactance
81. In the context of resisting social pressure, the high rate of underage drinking may be related to
A. the planning fallacy.
B. psychological reactance.
C. collective narcissism.
D. informational influences.
Difficulty: Low
Topic: Reactance
82. Ahmed generally likes to go home to visit his family during vacation. However, after his father strictly tells
him that he must be home during spring vacation, Ahmed decides to remain at college. Ahmed’s behavior is best
understood in terms of
A. cognitive dissonance.
B. regression.
D. self-serving bias.
Difficulty: High
Topic: Reactance
83. In the context of resisting social pressure, the motive to protect or restore one’s sense of freedom is known as
A. acceptance.
B. disobedience.
C. compliance.
D. reactance.
Difficulty: Low
Topic: Reactance
84. The psychological reactance theory may help explain

A. why drinking on campus is heavier for underage drinkers than for legal-age drinkers.
B. why people refuse to exercise when it turns into a "must" or "should" activity.
C. why teens eat less fruit when they were told that others believed eating fruit was healthy.
D. all of the above.
Difficulty: Medium
Topic: Reactance
85. The names we choose for our children often express our
A. spotlight effect.
B. desire for uniqueness.
C. planning fallacy.
D. reaction formation.
Difficulty: Low
Topic: Uniqueness
86. In the context of asserting uniqueness, a lone black female lawyer in a group of black and white male lawyers
will be most conscious of being
A. black.
B. female.
C. a lawyer.
D. part of the group.
Difficulty: Low
Topic: Uniqueness
87. In a study by Snyder (1980), students who were told that their personal attitudes were nearly identical to those
of 10,000 other students _____ when they participated in a conformity experiment.
A. were judged most attractive by their fellow participants
B. were more willing to obey the experimenter's request to make a public commitment to a popular cause
C. took on additional attitudes as well as the mannerisms of the majority
D. asserted their individuality by being nonconformist
Difficulty: Low
Topic: Uniqueness
88. Overall, it is revealed that people feel better when they see themselves as
A. extremely unique.
B. moderately unique.
C. similar to others.
D. collectivistic.
Difficulty: Low
Topic: Uniqueness

89. When William McGuire and his Yale University colleagues invited children to "tell us about yourself," they
found that the children were most likely to mention their
A. likes and dislikes.
B. nationality.
C. distinctive attributes.
D. personal characteristics.
Difficulty: Low
Topic: Uniqueness
90. Rivalry between groups is often most intense when the groups
A. closely resemble each other.
B. share a common goal.
C. are very different.
D. are of different ethnic groups.
Difficulty: Low
Topic: Uniqueness
91. David is part of a sales group. On many aspects of the sales strategy he thinks that his group is making a big
mistake, but he decides to give into the pressure and go along with what they decide. In the context of conformity,
this change is best described as
A. compliance.
B. reactance.
C. acceptance.
D. independence.
Difficulty: High
Topic: Compliance
92. Sherif’s study of individuals watching a pinpoint of light indicated that

A. Americans conform less than do persons born in other countries.
B. social influence is strongest among friends rather than strangers.
C. group behavior can be predicted from individual behavior.
D. people conform when they face ambiguous situations.
Difficulty: Medium
93. When Milgram conducted the obedience study with 40 men, he found that
A. very few people are willing to obey another person if it will lead to harm.
B. only authoritarian persons are willing to obey.
C. approximately 65% of his subjects were highly obedient.
D. most people who obeyed did so happily.
Difficulty: Low
94. Bill conforms because he fears that he will be rejected by others in the group if he doesn't. His conformity
results from
A. normative influence.
B. informational influence.
C. obedience.
D. collective narcissism.
Difficulty: Medium
95. Which concept can best explain the following facts: Patricia Hearst became a member of the Symbionese
Liberation Army and later a homemaker; people randomly assigned to be the “boss” in a study solved fewer
problems than did those assigned to be the “assistant”; in Zimbardo’s study guards tended to become more
coercive over time.
A. dissonance
B. social roles
C. group structure
D. self-perception
Difficulty: High
Topic: Conformity
96. A person who both genuinely acts and believes in what the group has influenced him or her to do is most likely
demonstrating
A. regression.
B. compliance.
C. acceptance.
D. progression.
Difficulty: Low
Topic: Acceptance
97. Sherif's study took advantage of

A. the phi phenomenon.
B. the concept of natural selection.
C. the planning fallacy.
D. the autokinetic phenomenon.
Difficulty: Low
98. Johnny is talking to his new roommate, Ken, when Ken starts scratching his nose. Within a few seconds,
Johnny starts scratching his nose too. This behavior is an example of
A. the chameleon effect.
B. the Werther effect.
C. informational influence.
D. normative influence.
Difficulty: High
99. All of the following factors increase the likelihood of obedience EXCEPT
A. the distance of the victim.
B. age and gender of the victim.
C. the closeness of the authority.
D. prestige of the institution/environment.
Difficulty: Low
100. People are LEAST likely to conform when

A. they are in a group of four people.
B. the group is unanimous.
C. they have highest need for uniqueness.
D. when the group is cohesive.
Difficulty: Low
Topic: Uniqueness
101. Who is most likely to be pleased with being called a “conformist?”

A. Becky who lives in New York.
B. Ingrid who lives in England.
C. Amy who lives in Japan.
D. Deborah who lives in Paris.
Difficulty: Medium
Topic: Conformity
102. Although Lenny thinks the speed limit of the highway should be 80 instead of 70 miles per hour, when the
policeman tells him to slow down to 70 he immediately does without questioning him. This is an example of
A. regression.
B. obedience.
C. progression.
D. reactance.
Difficulty: High
Topic: Obedience
103. Which of the following is NOT a reason your textbook gives for why we yawn?
A. tension
B. horror
C. boredom
D. sleepiness
Difficulty: Low
104. Which researcher asked participants to offer judgments of line lengths to test conformity?
A. Milgram
B. Asch
C. Sherif
D. Werther
Difficulty: Low
105. At what point in the study does the “learner” in Milgram’s study refuse to answer any additional questions?
A. 75 volts
B. 150 volts
C. 270 volts
D. 300 volts
Difficulty: Low
106. Which of the following is NOT one of the verbal prods used in Milgram’s studies to keep participants going?
A. Please continue.
B. The experiment requires that you continue.
C. You have no other choice; you must go on.
D. If you do not continue, you will need to take the "learner's" place.
Difficulty: Low
107. What percentage of nurses in Hofling et al.'s (1966) study administered an obvious drug overdose when it was
called in by an unknown physician?
A. 27%
B. 50%
C. 75%
D. 95%
Difficulty: Low
108. What percentage of Milgram's participants regretted having participated in the study?
A. 1%
B. 5%
C. 10%
D. 20%
Difficulty: Low
109. At what point does adding additional group members yield diminishing returns in conformity research?
A. 3 group members
B. 4 group members
C. 5 group members
D. 6 group members
Difficulty: Low
Topic: Conformity
110. Jim decides to change his answer on his math homework after his friends explain to him why his original
answer was incorrect. This is an example of
A. normative influence.
B. informational influence.
C. obedience
D. reactance.
Difficulty: High
111. Identify the similarity between the Asch and the Milgram studies.
A. They acknowledged the absence of the link between behavior and attitudes and the power of the situation.
B. They failed in pressuring people to go against their own consciences. They showed how compliance can take
precedence over moral sense.
C. They desensitized us to moral conflicts in our own lives.
Difficulty: Medium
112. Allison is a middle child, grew up in a middle-income household, has a 3.0 GPA, has red hair, and is 5’4”. In
the context of asserting uniqueness, which of the following is Allison most likely to mention when her blind date
calls her for the first time?
A. that she is the middle child
B. that she has red hair
C. that she is a B-student
D. that she is 5'4"
Difficulty: High
Topic: Uniqueness
113. Paula was feeling sad so she decided to go to a comedy club. After being around happy people for an hour,
Paula left the club feeling much better. This is an example of
A. the autokinetic phenomenon.
B. mood linkage.
D. the chameleon effect.
Difficulty: High
114. Kevin flosses twice a week. If told that other students at his college floss 10 times a week, research by
Schmiege et al. (2010) suggests that Kevin
A. will not believe the researchers.
B. will intend to floss more often but ultimately continue to floss twice a week.
C. will begin flossing more often.
D. will floss less often.
Difficulty: High
115. How did Burger's (2009) replication differ from Milgram's original research?
A. Fewer people obeyed the experimenter and administered 450 volts.
B. More participants were still obeying at the 350-volt point.
C. Burger ended the experiment at the 150-volt point.
D. Burger's participants reported greater distress following the study.
Difficulty: Medium
116. Describe what was done and what was found in Asch's (1955) study.
Answers will vary.
Difficulty: Medium
117. Discuss the ethics of Milgram's study.

Answers will vary.
APA Learning Outcome: 3.1 Apply ethical standards to evaluate psychological science and practice
Difficulty: Medium
118. Describe three of the variations done on Milgram's original obedience experiment. Be sure to discuss how the
results varied as a function of these changes.
Answers will vary.
Difficulty: Medium
119. Briefly summarize the studies by Sherif, Asch, and Milgram by listing the topic and method of each. Be sure
to also provide a real-life example of each study.
Answers will vary.
Difficulty: Medium
120. Group size, unanimity, cohesion, status, public response, and no prior commitment are all factors that
influence people's conformity. Explain each.
Answers will vary.
Difficulty: Medium
121. Define and provide examples of both normative influence and informational influence.
Answers will vary.
Difficulty: Medium
Feedback: Why Conform?, 179–180
122. John wants to go out with Sue, but Sue is playing “hard-to-get.” John is all the more intrigued and motivated
to get a date with Sue. Explain this scenario in terms of the reactance theory.
Answers will vary.
Difficulty: High
Topic: Reactance
123. “Conformity is neither all bad nor all good.” Do you agree? Why or why not?
Answers will vary.
Difficulty: High
Topic: Conformity
Feedback: What is Conformity, 154
Chapter 06 Conformity and Obedience

Category # of Questions
Accessibility: Keyboard Navigation 115
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology 55
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains 47
APA Learning Outcome: 1.3 Describe applications of psychology 18
APA Learning Outcome: 2.2 Demonstrate psychology information literacy. 2
APA Learning Outcome: 3.1 Apply ethical standards to evaluate psychological science and practice 1
Bloom's Level: Apply 19
Bloom's Level: Remember 70
Bloom's Level: Understand 34
Difficulty: High 19
Difficulty: Low 70
Difficulty: Medium 34
Learning Objective: Define conformity, and compare compliance, obedience, and acceptance. 16
Learning Objective: Describe how conformity varies not only with situations but also with persons. Discuss social
contexts in which personality traits shine through. 11
Learning Objective: Describe how social psychologists have studied conformity in the laboratory. Explain what
their findings reveal about the potency of social forces and the nature of evil. 54
Learning Objective: Explain what can motivate people to actively resist social pressure—by doing Z when
compelled to do A. 15
Learning Objective: Identify and understand the two forms of social influence that explain why people will
conform to others. 12
Learning Objective: Identify situations that trigger much- and little-conformity. 16
Topic: Acceptance 4
Topic: Compliance 4
Topic: Conformity 20
Topic: Conformity Studies 10
Topic: Informational Influence 4
Topic: Norm Formation 14
Topic: Normative Influence 9
Topic: Obedience 4
Topic: Obedience Studies 30
Topic: Predicting Conformity 11
Topic: Reactance 7
Topic: Uniqueness 8
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of The house on
Henry Street
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.
Title: The house on Henry Street
Author: Lillian D. Wald
Illustrator: Abram Tromka
Release date: July 17, 2022 [eBook #68546]
Language: English
Original publication: United States: Henry Holt and Company,

1915
Credits: Charlene Taylor and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file
was produced from images generously made available
by The Internet Archive)
*** START OF THE PROJECT GUTENBERG EBOOK THE HOUSE

ON HENRY STREET ***
The House on Henry Street
THE HOUSE ON
HENRY STREET
BY
LILLIAN D. WALD
With Illustrations from Etchings and Drawings by

Abraham Phillips and from Photographs
NEW YORK
HENRY HOLT AND COMPANY
Copyright, 1915,
BY
HENRY HOLT AND COMPANY
November, 1938
Printed in U. S. A.
TO
THE COMRADES
WHO HAVE BUILT THE HOUSE
PREFACE
Much of the material contained in this book has been published in
a series of six articles that appeared in the Atlantic Monthly from
March to August, 1915. And indeed it was due to the kindly
insistence on the part of the editors of that magazine that more
permanent form should be given to the record of the House on Henry
Street that the story was published at all.
During the two decades of the existence of the Settlement there
has been a significant awakening on matters of social concern,
particularly those affecting the protection of children throughout
society in general; and a new sense of responsibility has been
aroused among men and women, but perhaps more distinctively
among women, since the period coincides with their freer admission
to public and professional life. The Settlement is in itself an
expression of this sense of responsibility, and under its roof many
divergent groups have come together to discuss measures “for the
many, mindless, mass that most needs helping,” and often to assert
by deed their faith in democracy. Some have found in the Settlement
an opportunity for self-realization that in the more fixed and older
institutions has not seemed possible.
I cannot acknowledge by name the many individuals who, by gift
of money and through understanding and confidence, through work
and thought and sharing of the burdens, have helped to build the
House on Henry Street. These colleagues have come all through the
years that have followed since the little girl led me to her rear
tenement home. Though we are working together as comrades for a
common cause, I cannot resist this opportunity to express my
profound personal gratitude for the precious gifts that have been so
abundantly given. The first friends who gave confidence and support
to an unknown and unexperimented venture have remained staunch
and loyal builders of the House. And the younger generation with
their gifts have developed the plans of the House and have found
inspiration while they have given it.
In the making of the book, much help has come from these same
friends, and I should be quite overwhelmed with the debt I owe did I
not feel that all of us who have worked together have worked not
only for each other but for the cause of human progress; that is the
beginning and should be the end of the House on Henry Street.
Lillian D. Wald.
CONTENTS
CHAPTER PAGE
I. The East Side Two Decades Ago 1
II. Establishing the Nursing Service 26
III. The Nurse and the Community 44
IV. Children and Play 66
V. Education and the Child 97
VI. The Handicapped Child 117
VII. Children Who Work 135
VIII. The Nation’s Children 152
IX. Organizations within the Settlement 169
X. Youth 189
XI. Youth and Trades Unions 201
XII. Weddings and Social Halls 216
XIII. Friends of Russian Freedom 229
XIV. Social Forces 249
XV. Social Forces, Continued 270
XVI. New Americans and Our Policies 286
Index 313
FULL-PAGE ILLUSTRATIONS
PAGE
The House on Henry Street Frontispiece
Etching by Abraham Phillips
Lillian D. Wald and Mary M. Brewster in Hospital
Uniform, 1893 6
With Prayer-shawl and Phylactery 22
The Nurse in the Tenement 28
A Short Cut over the Roofs of the Tenements 52
And their Ecstasy at the Sight of a Wonderful
Dogwood Tree 78
It Has Been Called the “Bunker Hill” of
Playgrounds 82
The Children Play on Our Roof 82
The Kindergarten Children Learn the Reality of
the Things they Sing About 90
Uses of the Back Yard in One of the Branches of
the Henry Street Settlement 162
Here and There Are Still Found Reminders of Old
New York 170
Esther 182
Drawing by Esther J. Peck
The Neighborhood Playhouse 186
Drawing by Abraham Phillips
In a Club-room 192
After the Long Day 204
An Incident in the Historical Pageant on Henry 214
Street, Commemorating the Twentieth
Anniversary of the Settlement
The Older Generation 218
Prince Kropotkin 234
Babuschka, Little Grandmother 242
The Synagogues Are Everywhere—Imposing or
Shabby-looking Buildings 254
A Mother in Israel 268
The Dramatic Club Presented “The Shepherd” 272
A Region of Overcrowded Homes 298
At Ellis Island There is a Stream of Inflowing Life 308
Photograph by Louis Hines
THE HOUSE ON HENRY
STREET
CHAPTER I
THE EAST SIDE TWO DECADES AGO
A sick woman in a squalid rear tenement, so wretched and so

pitiful that, in all the years since, I have not seen anything more
appealing, determined me, within half an hour, to live on the East
Side.
I had spent two years in a New York training-school for nurses;
strenuous years for an undisciplined, untrained girl, but a wonderful
human experience. After graduation, I supplemented the theoretical
instruction, which was casual and inconsequential in the hospital
classes twenty-five years ago, by a period of study at a medical
college. It was while at the college that a great opportunity came to
me.
I had little more than an inspiration to be of use in some way or
somehow, and going to the hospital seemed the readiest means of
realizing my desire. While there, the long hours “on duty” and the
exhausting demands of the ward work scarcely admitted freedom for
keeping informed as to what was happening in the world outside.
The nurses had no time for general reading; visits to and from
friends were brief; we were out of the current and saw little of life
save as it flowed into the hospital wards. It is not strange, therefore,
that I should have been ignorant of the various movements which
reflected the awakening of the social conscience at the time, or of
the birth of the “settlement,” which twenty-five years ago was giving
form to a social protest in England and America. Indeed, it was not
until the plan of our work on the East Side was well developed that
knowledge came to me of other groups of people who, reacting to a
humane or an academic appeal, were adopting this mode of
expression and calling it a “settlement.”
Two decades ago the words “East Side” called up a vague and
alarming picture of something strange and alien: a vast crowded
area, a foreign city within our own, for whose conditions we had no
concern. Aside from its exploiters, political and economic, few people
had any definite knowledge of it, and its literary “discovery” had but
just begun.
The lower East Side then reflected the popular indifference—it
almost seemed contempt—for the living conditions of a huge
population. And the possibility of improvement seemed, when my
inexperience was startled into thought, the more remote because of
the dumb acceptance of these conditions by the East Side itself. Like
the rest of the world I had known little of it, when friends of a
philanthropic institution asked me to do something for that quarter.
Remembering the families who came to visit patients in the wards,

I outlined a course of instruction in home nursing adapted to their
needs, and gave it in an old building in Henry Street, then used as a
technical school and now part of the settlement. Henry Street then
as now was the center of a dense industrial population.
From the schoolroom where I had been giving a lesson in bed-
making, a little girl led me one drizzling March morning. She had told
me of her sick mother, and gathering from her incoherent account
that a child had been born, I caught up the paraphernalia of the bed-
making lesson and carried it with me.
The child led me over broken roadways,—there was no asphalt,

although its use was well established in other parts of the city,—over
dirty mattresses and heaps of refuse,—it was before Colonel Waring
had shown the possibility of clean streets even in that quarter,—
between tall, reeking houses whose laden fire-escapes, useless for
their appointed purpose, bulged with household goods of every
description. The rain added to the dismal appearance of the streets
and to the discomfort of the crowds which thronged them,
intensifying the odors which assailed me from every side. Through
Hester and Division streets we went to the end of Ludlow; past
odorous fish-stands, for the streets were a market-place,
unregulated, unsupervised, unclean; past evil-smelling, uncovered
garbage-cans; and—perhaps worst of all, where so many little
children played—past the trucks brought down from more fastidious
quarters and stalled on these already overcrowded streets, lending
themselves inevitably to many forms of indecency.
The child led me on through a tenement hallway, across a court
where open and unscreened closets were promiscuously used by
men and women, up into a rear tenement, by slimy steps whose
accumulated dirt was augmented that day by the mud of the streets,
and finally into the sickroom.
All the maladjustments of our social and economic relations
seemed epitomized in this brief journey and what was found at the
end of it. The family to which the child led me was neither criminal
nor vicious. Although the husband was a cripple, one of those who
stand on street corners exhibiting deformities to enlist compassion,
and masking the begging of alms by a pretense at selling; although
the family of seven shared their two rooms with boarders,—who
were literally boarders, since a piece of timber was placed over the
floor for them to sleep on,—and although the sick woman lay on a
wretched, unclean bed, soiled with a hemorrhage two days old, they
were not degraded human beings, judged by any measure of moral
values.
Lillian D. Wald Mary M. Brewster
In hospital uniform, 1893
In fact, it was very plain that they were sensitive to their condition,
and when, at the end of my ministrations, they kissed my hands
(those who have undergone similar experiences will, I am sure,
understand), it would have been some solace if by any conviction of
the moral unworthiness of the family I could have defended myself
as a part of a society which permitted such conditions to exist.
Indeed, my subsequent acquaintance with them revealed the fact
that, miserable as their state was, they were not without ideals for
the family life, and for society, of which they were so unloved and
unlovely a part.
That morning’s experience was a baptism of fire. Deserted were
the laboratory and the academic work of the college. I never returned
to them. On my way from the sickroom to my comfortable student
quarters my mind was intent on my own responsibility. To my
inexperience it seemed certain that conditions such as these were
allowed because people did not know, and for me there was a
challenge to know and to tell. When early morning found me still
awake, my naïve conviction remained that, if people knew things,—
and “things” meant everything implied in the condition of this family,
—such horrors would cease to exist, and I rejoiced that I had had a
training in the care of the sick that in itself would give me an organic
relationship to the neighborhood in which this awakening had come.

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Feedback: What Is Conformity?, 154

Feedback: What Is Conformity?, 154

3. In Western individualistic societies, the word "conformity" carries

Feedback: What Is Conformity?, 154

Feedback: What Is Conformity?, 154

5. When our behavior is a result of our boss telling us to do something, it is a form of

Feedback: What Is Conformity?, 154

Feedback: What Is Conformity?, 154

7. Acting in accord with a direct order or command is called

Feedback: What Is Conformity?, 154

Feedback: What Is Conformity?, 154

Feedback: What Is Conformity?, 154

Feedback: What Is Conformity?, 154

13. Which of the following is NOT a reason we yawn?

19. Sherif is to the study of _____ as Asch is to the study of _____.

21. Milgram’s studies explored _____; Asch’s studies explored _____.

23. Asch's conformity experiments showed that most people

Feedback: What Predicts Conformity?, 174

Feedback: What Predicts Conformity?, 175

Feedback: What Predicts Conformity?, 175

48. According to conformity research, a group's social power is deflated when

Feedback: What Predicts Conformity?, 175

Feedback: What Predicts Conformity?, 176

Feedback: What Predicts Conformity?, 176

Feedback: What Predicts Conformity?, 177

Feedback: What Predicts Conformity?, 177

Feedback: What Predicts Conformity?, 177

Feedback: What Predicts Conformity?, 177–178

Feedback: What Predicts Conformity?, 178

Feedback: What Predicts Conformity?, 178

Feedback: Why Conform?, 179

Feedback: Why Conform?, 179

Feedback: Why Conform?, 179

Feedback: Why Conform?, 179

Feedback: Why Conform?, 180

64. Normative influence leads to compliance, especially for those

Feedback: Why Conform?, 179

Feedback: Why Conform?, 180

Feedback: Why Conform?, 180

Feedback: Why Conform?, 180

Feedback: Why Conforms?, 181

Feedback: Why Conforms?, 181

Feedback: Why Conforms?, 181

71. Identify a situation in which conformity is the highest.

Feedback: What Predicts Conformity?, 174

72. Cultural values influence conformity. It is more responsive to others’ influences

Feedback: Why Conforms?, 182

73. Which of the following statements is true of conformity and obedience?

Feedback: Why Conforms?, 183

74. Compared to people in individualistic countries, those in collectivist countries are

Feedback: Why Conforms?, 182

76. A social role is

Feedback: Why Conforms?, 183

Feedback: Why Conforms?, 183

78. Which statement related to roles and conformity is NOT true?

19. Sherif is to the study of _ as Asch is to the study of _.

21. Milgram’s studies explored _; Asch’s studies explored _.