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Chapter 07 - Group Influence
Chapter 07
Group Influence
1. According to group dynamics expert Marvin Shaw, one thing that all groups have in
common is that their members
A. share a common goal.
B. have well-defined roles.
C. enjoy free and open communication.
D. interact with one another.
2. According to Marvin Shaw, two or more people who interact and influence one another are
referred to as _____________.
A. a team.
B. co-conspirators.
C. a group.
D. colleagues.
7-1
Chapter 07 - Group Influence
3. Co-actors are
A. four people doing push-ups in an exercise class.
B. two people playing bridge.
C. eight competitors running a 5-kilometre race.
D. three people waiting for at a bus stop.
5. In accordance with the definition of "group" provided in the text, which of the following
does not represent a group?
A. A doctor with her patient
B. Three people who share the same taxi and decide who gets dropped off first
C. Four people working together on a class project
D. Five people riding the city bus
7-2
Chapter 07 - Group Influence
7. On exam day, a student you don't know sits near you. This person is best described as
A. a confederate.
B. a co-actor.
C. an in-group member.
D. a comrade.
8. You are working on a project with three of your classmates at a large table in the cafeteria
and are distracted by five other students sitting at the table, who are laughing and joking
together. According to your text, which of the following statements is most accurate?
A. You and your classmates are a group; the other students are co-actors.
B. You and your classmates are a group; the other students are a group.
C. You and your classmates are co-actors; the other students are a group.
D. You and your classmates and the other students are all co-actors.
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Chapter 07 - Group Influence
11. In one of social psychology's earliest experiments, Norman Triplett found that children
told to wind string on a fishing reel as quickly as possible did their task much faster when
A. competing with other children.
B. each worked alone.
C. they worked in the presence of co-actors.
D. they had first practiced with their teammates.
7-4
Chapter 07 - Group Influence
12. When the mere presence of others strengthens the dominant response, ________________
has occurred.
A. coaction
B. competition
C. social facilitation
D. group polarization
13. Which of the following situations is more likely to result in better performance in the
presence of others?
A. Circling all the vowels on a page filled with text
B. Memorizing nonsense syllables
C. Performing complex multiplication problems
D. Completing a complex maze
14. The social facilitation effect has been found to apply to all except
A. people performing simple motor tasks.
B. chickens eating grain.
C. ants excavating sand.
D. solving complex math problems.
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Chapter 07 - Group Influence
15. In which of the following situations would the social facilitation effect most likely occur?
A. A weak batter hitting a home run in front of a large crowd of fans
B. An inexperienced babysitter getting a young child to behave in a busy shopping mall
C. A new graduate being interviewed for a job by eight high-level executives
D. A top student excelling in a public spelling bee
7-6
Chapter 07 - Group Influence
18. Zajonc resolved the conflicting findings on how the presence of others influences
performance with the help of the well-established principle in experimental psychology that
arousal
A. enhances whatever response tendency is dominant.
B. interferes with the performance of simple tasks.
C. inhibits coordination of efforts.
D. weakens competing motives.
19. The presence of others is likely to lead to better performance in _____________ and to
worse performance in ______________.
A. solving a crossword puzzle; sweeping a sidewalk
B. raking leaves; solving complex mathematical problems
C. playing golf; raking leaves
D. solving complex mathematical problems; solving a crossword puzzle
20. Nearly 300 studies confirm that social arousal ___________ performance on easy tasks
and __________ performance on difficult tasks.
A. hurts; boosts
B. facilitates; boosts
C. boosts; hurts
D. hurts; facilitates
7-7
Chapter 07 - Group Influence
21. Lee scored 99th percentile in the verbal portion of the SAT. She loves to put her verbal
skills to use in solving anagrams. Lee would most likely perform at her best
A. alone.
B. in the mere presence of others also solving anagrams.
C. after receiving positive feedback.
D. after receiving negative feedback.
22. Sharmila hasn't done well on her earlier social psychology exams, and she doesn't feel
confident about her next exam. Is she most likely to perform better if given the opportunity to
answer the questions orally in front of her professor or in a written exam in a room by
herself?
A. A written exam completed in a room by herself
B. An oral exam in front of her professor
C. Neither situation will improve her performance
D. Either situation would improve her performance
7-8
Chapter 07 - Group Influence
23. Studies of athletes have found an advantage for home teams in that they win about 6 in 10
games. According to the research in your text, which statement is the best explanation as to
why this might this be so?
A. Athletes feel more comfortable on their "home turf" and are more relaxed.
B. Athletes perform well-practiced skills, which explains why they perform best when
energized by a supportive crowd.
C. Athletes are not performing their dominant response when they are playing another team
who has the home advantage.
D. Athletes are overly stressed by performing in front of their own fans, and this pressure
causes their performance to only be slightly above chance.
25. How does a supportive audience affect a person's performance on well-practiced skills?
A. It may elicit poorer performance.
B. It may elicit better performance.
C. It may elicit poorer performance on at first, and then the performance may improve.
D. It does not have any effect on the performance of the people.
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Chapter 07 - Group Influence
27. How might having your mother and father at your first piano recital affect your
performance?
A. Their presence won't boost it.
B. Their presence will improve it a lot.
C. Their presence has no impact.
D. Their presence will improve it a little.
28. Barbara is a professor and gives lectures to groups of students ranging from 40 to 100. She
is never anxious, enjoys giving these lectures, and doesn't have many problems speaking in
front of the students. However, at a conference, Barbara has been asked to speak in front of a
group of approximately 1000 of her academic peers. Based on the principles in your text,
Barbara is most likely to
A. experience enhanced performance because she is engaging in a well-learned behaviour.
B. present her speech without much difference between the way she lectures to her students.
C. experience some difficulty during her speech due to anxiety that interferes with her
speaking abilities.
D. experience excessive anxiety and be unable to perform her speech.
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Chapter 07 - Group Influence
29. Freedman and his colleagues had an accomplice listen to a humorous tape or watch a
movie with other participants. When all sat close together, the accomplice
A. was liked less by males and liked more by females.
B. could more readily induce the group to express hostility toward the experimenter.
C. could more readily induce the group to laugh and clap.
D. could more readily distract the group from attending to the tape or movie.
30. Evans tested 10-person groups in either a small, crowded room or a larger, more spacious
room. Those in the crowded room were found to
A. make more errors on both simple and complex tasks.
B. make more errors on complex tasks but not on simple tasks.
C. complete both simple and complex tasks more quickly.
D. complete simple tasks more quickly and complex tasks more slowly.
7-11
Chapter 07 - Group Influence
32. Evidence that contradicts Zajonc's mere presence theory of social facilitation is that when
observers are blindfolded, their presence
A. does not boost performance on a simple task.
B. hinders performance on a complex task.
C. boosts performance on a simple task.
D. is a distraction that leads to poorer performance on both simple and complex tasks.
33. Social psychologists refer to our concern for how others are evaluating us as
A. social fear.
B. evaluation apprehension.
C. evaluation phobia.
D. co-actor anxiety.
34. In one experiment conducted by Worringham & Messick in 1983, joggers on a jogging
path sped up as they came upon a woman seated on the grass, but only if she was
A. facing them.
B. facing away from them.
C. someone they knew.
D. a stranger.
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Chapter 07 - Group Influence
37. Sanders and his colleagues have suggested that we are aroused in the presence of others,
not only because of evaluation apprehension, but because we
A. engage in social comparison.
B. become deindividuated.
C. get distracted.
D. need to belong.
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Chapter 07 - Group Influence
38. According to the "distraction hypothesis," the mere presence of others can cause arousal
because one experiences a conflict between
A. paying attention to the task and paying attention to the other people.
B. wanting to perform well and wanting to complete the task.
C. one's social role and one's personal self-image.
D. following instructions and making one's own decisions.
39. Which of the following statements is true of the presence of others in arousal during a
performance?
A. The presence of others can be arousing only when we are not evaluated.
B. The presence of others can be arousing only if we are not distracted.
C. The presence of others produces some arousal even without evaluation apprehension or
arousing distraction.
D. The presence of others has no impact on performance.
40. According to the text, the idea that the mere presence of others produces some arousal
even without evaluation apprehension or distraction is supported by the finding that
A. some people publicly violate social norms.
B. social facilitation effects occur among strangers.
C. social facilitation effects occur among children.
D. joggers feel energized jogging with someone else, even if they aren't competing or being
evaluated.
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Chapter 07 - Group Influence
41. Which of the following group process theories should be considered by a corporate
planning committee looking into developing the layout for their new office space?
A. groupthink
B. social facilitation
C. social loafing
D. deindividuation
42. Research on social facilitation suggests that the design of new office buildings in which
private offices are replaced with large, open areas may
A. invade privacy and disrupt worker morale.
B. improve communication and build employee morale.
C. disrupt creative thinking on complex tasks.
D. disrupt performance of routine clerical tasks.
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Chapter 07 - Group Influence
45. In a study by Latané and his colleagues, participants were asked to shout and clap as loud
as possible. Participants produced the most noise when they
A. thought they were shouting alone.
B. thought there was one other person shouting with them.
C. thought there were five other people shouting with them.
D. were not feeling any evaluation apprehension.
46. Juanita has been assigned an easy group project with three classmates, where the group
will get one grade for the presentation they make at the end. According to the principles of
social loafing, Juanita will most likely
A. slack off and not work as hard as she would have if she did the project herself.
B. work harder than other group members to compensate for them slacking off.
C. contribute equally to the group to produce the best group output possible.
D. work just as hard as others but her quality will suffer due to evaluation apprehension.
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Chapter 07 - Group Influence
47. In a study by Sweeney (1973), students pumped exercise bicycles more energetically
when they
A. were part of a five-person team.
B. were part of a three-person team.
C. were part of a two-person team.
D. knew they were pulling alone.
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Chapter 07 - Group Influence
50. People who benefit from the group but give little in return are referred to as
A. social facilitators.
B. free-riders.
C. groupthinkers.
D. social leaders.
51. If a teacher does not want social loafing to influence his students' group projects, how
might he choose to evaluate the projects?
A. By grading the group component as well as each student's individual component
B. By not allowing the students to give each other individual grades
C. By giving a common grade to all members of the group
D. By making all group members accountable, rather than individual members.
52. When individual efforts are pooled and not evaluated, evaluation apprehension is
__________ and the probability of social loafing is __________.
A. high; low
B. low; high
C. high; high
D. low; low
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Chapter 07 - Group Influence
53. Buck works in a meat packing plant. Normally, the output of each individual on the
assembly line is collectively evaluated. However, the plant managers are looking at
effectiveness and productivity and decide to identify each individual worker's output. When
being evaluated on an individual basis, Buck's productivity is likely to
A. increase.
B. decrease.
C. stay the same.
D. be the same as that of the other assembly-line workers.
54. Making group members' performance individually identifiable seems to be one effective
strategy for reducing
A. social facilitation.
B. social loafing.
C. minority influence.
D. group polarization.
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Chapter 07 - Group Influence
56. When being observed __________ evaluation concerns, social facilitation occurs; when
being lost in a crowd __________ evaluation concerns, social loafing occurs.
A. increases; decreases
B. decreases; increases
C. increases; increases
D. decreases; decreases
57. For simple tasks, ______________ occurs when observation increases evaluation
apprehension, whereas ______________ occurs when the pooling of effort lowers evaluation
apprehension.
A. social facilitation; social loafing
B. social loafing; group polarization
C. deindividuation; social loafing
D. social loafing; deindividuation
7-20
Chapter 07 - Group Influence
59. When a group believes that if it works hard, its efforts will potentially be rewarded,
A. its members will work hard.
B. its members will be more relaxed and easy going.
C. it does not affect the members' efforts.
D. the members will ask for more time to accomplish the task successfully.
60. You have been assigned two group projects in different classes. For your sociology
project, you are in a group with three other classmates that you don't know very well. For
your psychology project, the professor lets you choose your own group so that you are going
to be working with your friends. Which group project will be associated with less social
loafing?
A. Sociology project
B. Psychology project
C. Both projects will involve people slacking off
D. Both projects will have lower levels of loafing due to the accountability of the group
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Chapter 07 - Group Influence
62. It is likely that people will feel their group contributions are indispensable when
A. working with a small group of people that are equally competent.
B. all members are working collectively and without individual accountability.
C. the rest of the group is not as smart and needs help in getting an acceptable grade.
D. other group members are slacking off and someone has to get the work done.
63. When arousal and diffused responsibility combine and normal inhibitions diminish, this
may result in which of the following behaviours?
A. increasing of restraint
B. conscious and deliberate self-gratification
C. destructive social explosions
D. prosocial behaviour
64. Which of the following is most likely to occur under conditions of deindividuation?
A. police cooperation
B. respect for a referee during a Stanley Cup game
C. stealing
D. group cooperation among members
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Chapter 07 - Group Influence
65. According to the text, what group process may have contributed to the killing of two
Somali boys by Airborne officers in 1993?
A. social facilitation
B. the free-rider effect
C. deindividuation
D. social loafing
66. "It was such an exciting game," your friend insists. "We were all shouting and clapping
together, everyone was in sync. When our team won, I realized I was jumping up and down,
screaming, right along with everyone else. I don't know what got into me!" Your friend's
reactions best illustrate the process of
A. social facilitation.
B. risky shift.
C. deindividuation.
D. groupthink.
67. Research on deindividuation suggests that if concert organizers want to limit "mob
behaviour" by fans, they should
A. choose large stadiums for the concert.
B. arrange for the concert venue to be dimly-lit.
C. do not give fans nametags to wear.
D. be able to identify each person in the audience.
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Chapter 07 - Group Influence
68. People are more likely to bait a person to jump off a bridge when it is dark and
A. the crowd is small.
B. the crowd is large.
C. the crowd is made up of people with authoritarian personalities.
D. the crowd is frustrated.
70. Riots and violence that have been known to accompany championship sports games (both
wins and losses) provide an example of how being in a crowd can lead to
_____________________.
A. deindividuation.
B. social loafing.
C. groupthink.
D. group polarization.
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Chapter 07 - Group Influence
71. Which of the following circumstances inhibits people from becoming deindividuated?
A. They are immersed in a large group.
B. They are physically anonymous.
C. They are involved in arousing, distracting activities.
D. They have personal goals.
72. According to research by Mann (1981), when the crowd was _____________ and exposed
by daylight, people _____________ try to bait a suicidal individual.
A. large; did
B. large; did not
C. small; did
D. small; did not
73. Based on research cited in the text, who is most likely to honk aggressively at someone
stopped at a green light?
A. The male driver of a sport utility vehicle
B. The male driver of a convertible
C. The female drive of a convertible
D. Any driver of a car with the top up
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Chapter 07 - Group Influence
74. Zimbardo reported that women who were masked and hooded in KKK-style (Ku Klux
Klan) hoods and robes tended to ___________________ than women who were visible and
wore name tags.
A. administer longer shocks to a victim
B. engage in greater social loafing
C. make riskier decisions
D. make more contact and reveal more personal information
75. On Halloween night, Diener and colleagues conducted a study of trick-or-treat theft.
Given a chance to steal candy, the children who were __________ were most likely to
commit transgressions.
A. anonymous and alone
B. anonymous and in a group
C. frustrated and alone
D. frustrated and in a group
76. According to the text, one contributing factor to the Canadian Airborne officers'
participation in killing the Somali boys may have been that
A. The officers were distracted by their separation from their families
B. The officers' wearing similar uniforms allowed them to feel anonymous
C. The officers felt an overwhelming sense of responsibility
D. The offence took place in the dark
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Chapter 07 - Group Influence
77. In one study, women who donned white nurses' uniforms and were made anonymous
became __________ than when their names and personal identities were emphasized.
A. less sympathetic to patients' needs
B. more sympathetic to patients' needs
C. less aggressive in administering shock
D. more aggressive in administering shock
7-27
Chapter 07 - Group Influence
81. People who are made self-aware—by acting in front of a mirror or TV camera, for
example—have been found to
A. exhibit increased self-confidence.
B. behave more consistently with their attitudes.
C. be less thoughtful in analyzing complex social issues.
D. be more vulnerable to persuasive appeals that run counter to social norms.
82. A social psychology professor who is trying to diminish the incidence of cheating
behaviour during exams would be most successful if she
A. wore a large name tag while monitoring the exam.
B. alerted her students before the exam that they were being videotaped.
C. gave the students a stern lecture before the exam on the consequences of cheating.
D. had strict timing for writing the exam.
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Chapter 07 - Group Influence
84. Research on group polarization began with the erroneous conclusion that group decision
leads to
A. a risky shift.
B. groupthink.
C. pluralistic ignorance.
D. group moderation.
85. Group polarization occurs when group discussion _________ group members' initial
inclinations.
A. challenges
B. reverses
C. neutralizes
D. strengthens
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Chapter 07 - Group Influence
86. The term "risky shift" was used to refer to the finding of
A. groups being riskier than individuals.
B. individuals being riskier than groups.
C. males being riskier than females.
D. people becoming less risky as they grow older.
87. Individuals who believe that physician-assisted suicide should be legalized meet to discuss
the issue. Research on group interaction suggests that after discussion the individuals will be
A. more likely to question the wisdom of legalizing physician-assisted suicide.
B. even more convinced that physician-assisted suicide should be legalized.
C. sharply divided over whether physician-assisted suicide should be legalized.
D. opposed to the legalization of physician-assisted suicide.
88. Your family is considering buying a new family car. Although it will be expensive, you
really want the new car. Your parents like the idea, but they have doubts about the cost. What
might you do to strengthen their attitudes toward buying a new car?
A. Suggest holding a family discussion
B. Present strong counterarguments
C. Try to convince each of your parents separately
D. Let your parents make the decision
7-30
Chapter 07 - Group Influence
89. The fact that people associate mostly with others whose attitudes are similar to their own
suggests the prevalence of naturally occurring
A. social facilitation.
B. group think.
C. minority influence.
D. group polarization.
90. Investigations of the risky shift eventually led to the conclusion that the group
phenomenon was really a tendency for group discussion to
A. reverse the group's original leanings.
B. accentuate group members' initial leanings.
C. arouse and distract members so their self-awareness is reduced.
D. favour illusory thinking in supporting the group's leader.
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Chapter 07 - Group Influence
93. In a neighbourhood dispute over a new zoning law, some of your neighbours think the
change will be positive, but others are against it. After discussing the issue with your next-
door neighbours, you feel much more strongly against the law than you did before. This can
best be explained by
A. propinquity.
B. group polarization.
C. deindividuation.
D. pluralistic ignorance.
94. John favours the death penalty. In discussing this issue with some like-minded classmates,
he hears arguments for this position that he'd never considered before. After discussion, his
opinion is more extreme. In this example, this outcome is best explained by
A. informational influence processes.
B. normative influence processes.
C. reactance theory.
D. social comparison theory.
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Chapter 07 - Group Influence
95. The phenomenon whereby initial differences among student groups become sharper and
greater with more time in university is known as
A. groupthink.
B. restriction of range.
C. accentuation phenomenon.
D. social facilitation.
96. A gang is __________ dangerous __________ the sum of its individual parts.
A. as; as
B. more; than
C. less; than
D. sometimes less and sometimes more; than
97. Email, search engines, and chat rooms make it easier for groups
A. to rally like-minded people, crystallize diffuse hatreds, and mobilize lethal force.
B. to communicate and express both like-and different-minded views.
C. to avoid the "risky shift" through discussion while not feeling singled out for views.
D. to communicate while maintaining a sense of self-awareness.
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Chapter 07 - Group Influence
98. What underlying processes help to explain the occurrence of group polarization?
A. Informational influence and normative influence
B. Minority influence and social facilitation
C. Psychological reactance and deindividuation
D. Social comparison and self-censorship
99. Evaluating one's opinion and abilities by comparing oneself to others is called
A. social influence.
B. informational influence.
C. social comparison.
D. the accentuation phenomenon.
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Chapter 07 - Group Influence
101. Keisha, who usually votes for the NDP (New Democratic Party), is approached by a co-
worker who tells her that he wants to talk to her about the upcoming election. Thinking that
her co-worker may be campaigning for the Alliance Party, Keisha prepares to
A. offer a weak statement of support for the NDP.
B. consider the merits of the Alliance Party.
C. offer a strong statement of support for the NDP.
D. discuss the merits and weaknesses of both political parties.
103. Research by Vorauer and Ratner (1996) demonstrated that people wanting to begin a
relationship often wait for a positive cue from the other person. Because of ___________,
sometimes this cue never comes and a relationship is not formed.
A. social desirability
B. impression management
C. informational social influence
D. pluralistic ignorance
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Chapter 07 - Group Influence
104. Failing to ask questions in class because you assume everyone else understands best
exemplifies
A. groupthink.
B. pluralistic ignorance.
C. social loafing.
D. self-handicapping.
105. Research on the underlying processes producing group polarization indicates that
persuasive arguments predominate on issues having a(n) _________ basis and social
comparison predominates on issues having a _________ basis.
A. emotional; factual
B. personal; social
C. factual; value-laden
D. economic; psychological
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Chapter 07 - Group Influence
107. According to Janis, the tragedy on the Titanic was likely the result of
A. persuasion.
B. conformity.
C. groupthink.
D. obedience.
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Chapter 07 - Group Influence
111. According to your text, Captain Smith of the Titanic believed that "God himself could
not sink this ship." Which symptom of groupthink is most indicative of his belief?
A. illusion of invulnerability
B. rationalization
C. conformity pressure
D. mindguards
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Chapter 07 - Group Influence
113. The symptoms of groupthink illustrate which of the following social psychological
processes?
A. vulnerability
B. self-censorship
C. nonconformity
D. strong unanimity
114. Pressures toward uniformity are most clearly reflected in which of the following
symptoms of groupthink?
A. an illusion of invulnerability
B. a stereotyped view of the opponent
C. self-censorship
D. rationalization
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Chapter 07 - Group Influence
116. Janet is a very directive leader of a highly cohesive student group on campus. When
discussing important policy decisions, the group will be at greatest risk for groupthink if it is
also
A. isolated from dissenting viewpoints.
B. composed of majority and minority students.
C. composed of only minority students.
D. prone to pluralistic ignorance.
117. Which of the following is not a prescriptive strategy to prevent groupthink from
developing?
A. One or more members should be assigned the position of devil's advocate.
B. Group members should be kept together as one unit and not divided into separate
discussion subgroups.
C. Outsiders should attend the meetings and challenge the group's views.
D. After reaching a preliminary decision, the group should call a second-chance meeting and
ask each member to express remaining doubts.
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Chapter 07 - Group Influence
118. Which of the following comments is most likely to be made in a group characterized by
groupthink?
A. "We have been in agreement on matters in the past and I hope that will continue."
B. "Joe, why don't you play devil's advocate and challenge the course of action most of us
seem to prefer?"
C. "I think we need some outsiders to come in and critique our decision before we proceed."
D. "We have made some stupid mistakes in the past. Let's work carefully and not make the
same errors again."
119. According to the text, faulty ___________ have been linked with disasters such as airline
crashes.
A. group dynamics
B. group influences
C. group communication skills
D. instructions from group leaders
120. Research on brainstorming reveals that people working ______________ will generate
______________ good ideas.
A. alone; fewer
B. alone; more
C. in large groups; more
D. in small group; more
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Chapter 07 - Group Influence
121. Janis's (1982) recommendations for preventing groupthink includes which of the
following:
A. Be partial towards members of your group.
B. Welcome critiques from in-group experts and associates.
C. Occasionally subdivide the group, and then reunite to air differences.
D. Do not assign a "devil's advocate".
123. According to Brown and Paulus (2002), which of the following does NOT enhance
brainstorming?
A. Combining group and solitary brainstorming.
B. Having group members interact by writing.
C. Incorporating electronic brainstorming.
D. Working in large work teams.
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Chapter 07 - Group Influence
124. Tom, a successful foreman in a large furniture factory, emphasizes the attainment of
production goals and sets high standards for the workers under him. Tom's style is an example
of ________________ leadership.
A. normative
B. task
C. autocratic
D. social
125. Tina is excellent at organizing her employees, setting goals, and focusing on achieving
those goals for the company. Tina excels in
A. social leadership.
B. laissez faire leadership.
C. task leadership.
D. masculine leadership.
126. Jan is a highly effective leader who excels in delegating authority, motivating those
under her authority, and providing support. Jan excels in
A. social leadership.
B. laissez faire leadership.
C. task leadership.
D. feminine leadership.
7-43
Chapter 07 - Group Influence
128. ______________ leaders focus on getting to know their subordinates and listening
carefully, while maintaining high expectations of how subordinates will perform.
A. Task
B. Target-oriented
C. Transactional
D. Transformational
7-44
Chapter 07 - Group Influence
130. Research indicates that minorities are most influential when they
A. make use of two-sided rather than one-sided appeals.
B. unswervingly stick to their position.
C. argue positions that are greatly discrepant from the majority position.
D. show respect for the majority position.
132. A minority's following the majority usually reflects __________ and a majority's
following a minority usually reflects __________.
A. public compliance; genuine acceptance
B. genuine acceptance; public compliance
C. public compliance; public compliance
D. genuine acceptance; genuine acceptance
7-45
Chapter 07 - Group Influence
135. Which of the following explains why novice drivers more often fail driving tests when
tested with another to-be-tested person in the car rather than alone?
A. deindividuation
B. group polarization
C. social arousal
D. social loafing
7-46
Chapter 07 - Group Influence
136. Which of the following is NOT true regarding group polarization in terrorist
organizations?
A. Terrorism arises among people whose shared grievances bring them together.
B. Terrorists become progressively more extreme.
C. The violent acts would never be committed apart from the group.
D. Terrorism erupts suddenly.
137. __________ leaders motivate others to identify with and commit themselves to the
group's mission by inspiring people to share their vision.
A. Task
B. Social
C. Transactional
D. Transformational
138. Which of the following is NOT a quality that a transformational leader would have?
A. charisma
B. energy
C. self confidence
D. high expectations
7-47
Chapter 07 - Group Influence
139. In context of determining social arousal in the presence of a crowd, when they sit close
together, friendly people are __________, and unfriendly people are __________.
A. liked more; liked more
B. disliked more; disliked more
C. liked more; disliked more
D. disliked more; liked more
140. The management of the Walkerton, Ontario water crisis in May 2000 shows many
symptoms of which of the following?
A. group polarization
B. groupthink
C. social loafing
D. social facilitation
7-48
Chapter 07 - Group Influence
142. The tendency for people to exert less effort when they pool their efforts toward a
common goal than when they are individually accountable is known as social loafing.
TRUE
144. Susan, working in a group with nine other people, found it hard to focus on
brainstorming different ideas for the group's project. She had a great idea to share with the
group but lost it while awaiting a turn to speak. This is an example of production blocking.
TRUE
145. The tendency for people with minority views to express them less quickly than people in
the majority is known as minority slowness effect.
TRUE
7-49
Chapter 07 - Group Influence
147. A false impression of how other people are thinking, feeling, or responding is known as
pluralistic ignorance.
TRUE
148. Explain the original and current meanings of the social facilitation effect and the role of
arousal in performance. How does this relate to crowding?
7-50
Chapter 07 - Group Influence
149. Explain the role of evaluation apprehension in both social facilitation and social loafing.
150. What are the three main circumstances that elicit deindividuation? Identify and discuss
each.
7-51
Chapter 07 - Group Influence
152. Describe how normative and informational influence processes help us understand group
polarization.
153. Describe how the symptoms of groupthink illustrate self-justification, self-serving bias,
and conformity.
154. Distinguish between task, social, transactional, and transformational leadership styles.
Provide an example of each to clarify.
7-52
Chapter 07 - Group Influence
155. Explain good leadership in terms of what you've learned about minority influence.
156. Explain why minority influence often leads to genuine acceptance rather than simply
public compliance.
7-53
Another random document with
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Ezzel Mariska kisasszonyt karonfogta és vitte magával előre,
Webston pedig mintegy védelmet keresve csatlakozott Éva mellé,
úgy követték az előttük haladó párt.
– Be örülök – mondta tört németséggel – hogy láthatom. Önt,
kisasszony, nagyrabecsülöm és akárhányszor mondtam Mariskának,
hogy vegyen példát önről s viselje magát úgy, mint ön.
– Higyje el, Webston úr, az egész csak temperamentum dolga.
– Éva kisasszony – szólt most Webston úr kitörő nyugtalansággal
– ön iránt olyan határtalan bizalmam van, kérdeznék valamit. Fog-e
őszintén felelni?
– Mit?
– Igérje meg, hogy őszintén fog felelni.
– Mire való ez? Ha bizalma van hozzám, akkor ne kívánjon ilyen
igéretet.
– Igaza van. Lássa kisasszony, nem tagadom, őrülten szeretem
Mariskát. Holnap Helgolandba utazunk, ott meg fogunk esküdni.
Családom nem tud róla semmit s ha megtudnák, hogy szinésznőt
vettem el ebben az idegen országban, kitagadnának és szegény
édes anyámnak megszakadna a szíve. De az mind nem tart vissza.
Öntől kérdezem: Megérdemli-e a Mariska, hogy feleségül vegyem?
Ha ön azt mondja igen, akkor boldog leszek, ha azt mondja nem,
elhagyom, ha belehalok is.
Éva kezdte magát kényelmetlenül érezni.
– Kedves Webston úr, ön sokat kíván tőlem. Azt akarja, hogy én
legyek felelős az ön életeért.
Webston úrból most teljes mértékben kitört a keserűség.
– Ha lelkembe látna, nem adna ily kitérő választ. Megsajnálna és
segítségemre lenne. Szeretem azt a leányt és tele vagyok gyanuval
és féltékenységgel. Minden, amit róla tudok és rajta látok, gyanut
ébreszt. Ahogy vele beszélnek, ahogy ő beszél másokkal, a hely,
ahol megismerkedtem vele, a mód, amelyen él, mind világosan
mutatja, hogy nem tisztességes leány. De ezzel szemben egy
bizonyságom van, az, hogy velem szemben mindig tisztességes volt
s aki velem látja őt, úgy mint én látom másokkal, ugyancsak a
legrosszabbat tenné föl róla, pedig nem történt közöttünk semmi. S
valahányszor erőt vesz rajtam a kétség, mindig azt kérdezem
magamtól: hát mi oka volna, hogy éppen velem tegyen kivételt? Én
is adtam neki pénzt, én is vagyok olyan férfi, mint más, hát miért
tartózkodnék éppen tőlem, ha nem tartózkodik másoktól? Hát
mondja, kisasszony, igazam van-e, vagy sem?
– Igaza van – mondta Éva halkan. Hadd értse ez a szegény
ember, hogy az okoskodásnak ad-e igazat, vagy annak, amire
tényleg értette, a kérdés alaposságának. S elszörnyüködött
magában: lehetséges? A férfiak ilyen együgyüek volnának? Nem
látják, ha játszanak velök, ha kihasználják a vakságukat! Nagyon
sajnálta ezt a szegény embert és nagyon megvetette.
– Köszönöm, kisasszony – folytatta Webston melegen – ez az
egy szava is jólesett, mert önnek hiszek. Ha Mariska olyan volna,
mint ön én volnék a világ legboldogabb embere.
Majd, mint az ittas embereken, kiáradt belőle az őszinteség és
elfogta az a fájó kéjelgés, mit a lélek legtitkosabb rejtelmeinek a
feltárása okoz.
– Lássa, kedves kisasszony, mielőtt Budapestre jöttem, igen
jóravaló, szolid fiatalember voltam. Jó családból való vagyok,
munkára és mértékletességre neveltek. Most a züllés szélén állok.
Nem titkolom. Mariskától függ a további sorsom. Ha jóravaló,
tisztességes asszonyt kapok benne, meg leszek mentve, ha nem,
menthetetlenül elpusztulok. Ide jöttem ebbe a fiatal kis városba,
összeköttetés nélkül, a nyelvüket sem ismerve. Azt gondoltam, majd
csak teszek szert összeköttetésekre, családi ismeretségre. De az
üzletem nem olyan természetű, hogy állandó összeköttetéseket
létesíthetne. Aki egy írógépet megvesz, az odébb áll, míg egy
másodikra nincs szüksége. És az emberek itt olyan különös
zárkózottak, oly nehéz, szinte lehetetlen valakinek a lakásába jutni, a
családjával érintkezni. Törökországról hittem csak, hogy ott
választják el ennyire a családi életet a társas élettől. De ott az
asszonyokat is zár alatt tartják, itt pedig a nők mindenütt ott vannak
és azt tapasztaltam, hogy az idevaló embereknek sok olyan
asszonyismerőse van, akinek az urát sohasem látta. Most nincsenek
ilyen megfigyeléseim, mert egészen eltompultam már, de amikor
idejöttem, egészséges volt a szívem és az eszem egyaránt. Hát mit
csináljon egy olyan magamfajta fiatalember, egészen árván,
társaság és barátság nélkül? Vagy elzárkózik a hónapos szobájába,
vagy keresi azoknak a társaságát, akikhez könnyen juthat. Ó,
kisasszony, higyje el, ez a Budapest rettentő város az idegenre. A
külföldi ember itt menthetetlenül elpusztúl, tönkre teszi az éjjeli élet,
meg az utcai ismeretség.
Éva csak hallgatta és bólogatott a fejével. Mélységesen sajnálta
ezt az embert, aki annyira tisztában van magával és mégis
belemegy a vesztébe. Visszatartsa-e? Lehetetlen. Nincs joga hozzá,
aztán meg fölösleges volna. Látta, hogy Webston úrnak nem tudásra
van szüksége, hanem ellentálló erőre. Ezt pedig nem adhat neki.
– Ne bánkódjék – szólt bátorító hangon – ön még elég fiatal és
mint látom, okos ember is ahhoz, hogy az életét úgy intézze, ahogy
jónak látja.
Webston úr a fejét csóválta és szomoruan mondta:
– Balsejtelmeim vannak, nem tudok megnyugodni. Édes
kisasszony, mért nem szerettem bele magába?
2.