Homework answers / question archive / Say one thing that you have learned from Social Psychology that you thought was interesting: i) define it/describe it ii) provide an example of how this topic is directly related to your life iii) define/describe what it means to "operationalize" a concept in social psychology (hint: why you read the methods section of articles) iv) then attempt to "operationalize" this thing that you have learned in this class 2

Say one thing that you have learned from Social Psychology that you thought was interesting: i) define it/describe it ii) provide an example of how this topic is directly related to your life iii) define/describe what it means to "operationalize" a concept in social psychology (hint: why you read the methods section of articles) iv) then attempt to "operationalize" this thing that you have learned in this class 2

Sociology

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Say one thing that you have learned from Social Psychology that you thought was interesting: i) define it/describe it ii) provide an example of how this topic is directly related to your life iii) define/describe what it means to "operationalize" a concept in social psychology (hint: why you read the methods section of articles) iv) then attempt to "operationalize" this thing that you have learned in this class 2. Actions by individuals that help others, often, with no immediate benefit to the helpers is known as ________. A. kin selection B. heroism C. self interest D. altruism E. prosocial behavior 3. Students from one school were asked to help students at another school. When the school to be helped had performed lower than the school asked to provide help, the superior performing school offered more help to the inferior school. This is called _______. A. reciprocal altruism B. kinship selection C. empathic joy D. competitive altruism E. defensive helping 4. Research has indicated that individuals are more likely to help a ________ victim as compared to a ________ victim. A. crime; non-crime B. dissimilar; similar C. unattractive; attractive D. dissimilar; attractive E. similar; dissimilar 5. The idea that we sometimes engage in helping behaviors to reduce negative emotions that we might be experiencing from any cause is known as ________. A. the empathic joy hypothesis B. the implicit bystander effect C. the empathy-altruism hypothesis D. reciprocal altruism E. the negative-state relief model 6. The bystander effect is ________. A. the observation that the probability of a prosocial response to an emergency is influenced by the number of bystanders present B. an exclusive concern with one's own personal needs and welfare C. the relatively equal sharing of responsibility to help by all of the bystanders present during an emergency D. cooperative behavior among unrelated individuals that provides benefit to both individuals E. a helpful action that benefits other people without necessarily providing direct benefit to the bystanders 7. A bystander may ultimately decide not to help when confronted with an emergency situation if the ________. A. bystander believes the person who needs help is not responsible for the situation B. person who needs help has the same facial expression as the bystander C. bystander likes the person who needs help D. bystander was in a particularly positive mood before encountering the emergency E. bystander fears potential interpersonal or personal negative consequences of trying to help 8. Jenny, a five-year-old, may be MOST likely to exhibit helping behavior after playing ________. A. a violent video game B. no video games C. any video game D. a prosocial video game E. logical video game 9. Behavior that is intended to harm another is known as ________. A. Type B behavior B. provocation C. aggression D. Type A behavior E. frustration 10. The social learning perspective on aggression suggests that ________. A. the motive to harm or injure others is an innate human drive that cannot be easily controlled or eliminated B. people acquire their aggressive behaviors from direct experiences or from observing aggressive models C. frustration leads to the arousal of an aggression drive which is usually expressed in socially acceptable ways D. people are born with aggressive tendencies which are displayed in some social settings E. frustration causes the activation of our fighting instincts 11. Action taken by another individual that tends to trigger aggression in the recipient of that action is ________. A. bullying B. a provocation C. an aggression D. frustration E. a hostile attribution 12. Exposure to violence on TV or in movies has been shown to ________. A. increase aggressive behavior for a short time only B. decrease aggressive behavior because of the catharsis effect C. have no long-term effects on aggressive behavior D. increase the probability of aggressive behavior in people who watch them E. increase aggressive behavior in children, but not in adults 13. Research on desensitization showed that individuals who ________ watch violent films showed ________ as measured by ________. A. frequently; more arousal; skin conductance B. frequently; less arousal; brain activity C. rarely; less arousal; heart rate D. frequently; less arousal; skin conductance E. rarely; less arousal; skin conductance 14. People high in the hostile attribution bias are likely to ________. A. believe that everyone they meet is “out to get them” in some way B. believe that everyone they meet is very friendly C. always be ready for a physical altercation D. have a Type B behavior pattern E. have an incompatible response 15. In ________ groups, the norm is to value standing out from the group and to be different from others. A. individualistic B. collectivist C. selective D. pre-Christian E. any social 16. Multicomponent models include school-wide efforts to prevent bullying through ________. A. involving bystanders who witness bullying, increasing the involvement of parents, and involving counselors who can help increase bullies’ awareness of the inappropriateness and harm of their behavior B. counseling individuals identified as either bullies or victims, supervising behavior in playgrounds, and involving counselors who can help increase bullies’ awareness of the inappropriateness and harm of their behavior C. counseling individuals identified as either bullies or victims, increasing the involvement of parents, and providing potential or actual victims the means for dealing with bullying D. counseling individuals identified as either bullies or victims, increasing the involvement of parents, and involving counselors who can help increase bullies’ awareness of the inappropriateness and harm of their behavior E. training teachers to recognize bullying, increasing the involvement of parents, and tailoring programs to reflect children’s initial reactions to prevention techniques 17. The response when people simultaneously become aggressive, seek revenge, and feel threatened when others question their overblown views of themselves is termed as ________. A. narcissistic rage B. direct aggression C. a Type A personality D. catharsis E. the hostile attributional bias 18. Research findings indicate that following strong provocation, males are ________ likely to respond with some form of aggression compared to females. A. moderately B. less C. equally D. More 19. The four conditions that must be met for punishment to be effective are ________, ________, ________, and ________. A. it must be delayed for a brief period of time; it must be relatively likely to occur; it must be mild; and it must be perceived by recipients as deserved B. it must be prompt; it must be certain to occur; it must be strong; and it must be perceived by recipients as deserved C. it must be delayed for a brief period of time; it must be relatively likely to occur; it must be mild; and it must be perceived by all parties to the punishment as deserved D. it must be delayed for a brief period of time; it must be certain to occur; it must be strong; and it must be perceived by recipients as deserved E. it must be delayed for a brief period of time; it must be relatively likely to occur; it must be strong; and it must be perceived by recipients as deserved 20. The catharsis hypothesis suggests that providing people with an opportunity to express aggressive impulses in a safe manner will decrease their tendencies to engage in unacceptable forms of aggressive behavior. What does research on this hypothesis demonstrate/suggest? A. Catharsis is effective with adults but not with children. B. Catharsis has no effect on aggressive behavior. C. Catharsis decreases inappropriate aggressive behavior. D. Catharsis may actually increase aggressive behavior. E. Catharsis is effective with children but not with adults. 21. Entitativity refers to ________. A. a psychological state marked by reduced self-awareness and reduced social identity B. the factors that cause group members to remain in the group C. the collection of goals and outcomes that is common to all group members D. the extent to which a group is perceived as being a coherent entity E. the extent to which different groups are like one another in meaningful ways 22. One's position or rank within a group is one's ________. A. norm B. situation C. office D. status E. authority 23. In collectivist cultures, people tend to work harder when in a group than they do when alone because ________. A. men are more likely to be part of a work team B. individual accomplishment is more highly valued than the collective good C. women are more likely to be part of a work team D. there is little concern for the welfare of others E. the collective good is more highly valued than individual accomplishment 24. We may value belonging to a highly selective group because it allows us to ________. A. engage in realistic conflict with others B. easily leave our current group memberships C. reject the high-power group D. engage in self-enhancement E. focus on the collective good 25. George has been asked to join a "secret society" (similar to a small fraternity) at his college. This group's initiation rituals are quite severe and somewhat dangerous. In addition, members tend to identify strongly with the group. If George decides to join, he can expect that ________. A. higher-status members tend to break away from the group more easily than do low-status members B. the group is not very cohesive C. members are very unlikely to leave the group after they have joined D. members tend to leave the group shortly after being initiated as members E. members tend to belong to the group for a while, then drift away 26. An individual's choice to withdraw from a group is based in part on the conclusion that the group has changed sufficiently, such that ________. A. it can longer help them to reach their goals B. they conclude it can no longer be seen as representing “us” C. they no longer feel accepted uncritically D. it has not changed their support of the group E. they no longer feel highly valued 27. According to Zajonc's drive theory of social facilitation, an audience increases our level of physiological arousal. This, in turn, increases the likelihood that ________. A. social responses will occur B. dominant responses will occur C. recessive responses will occur D. any responses will occur E. nondominant responses will occur 28. Social loafing is ________. A. a reduction in motivation and effort when individuals work collectively in a group B. avoided when individual-level accountability for group performance is absent C. an increase in motivation and effort when individuals work collectively in a group D. a reward for being part of a highly cohesive group E. a disincentive for being part of a highly cohesive group 29. Roger, Sabiha, Emily, and George are working on a group paper for a class. How would one go about reducing the likelihood of Emily engaging social loafing? A. Convince Emily that her contribution is unique and matters. B. Convince Emily to quit worrying about the eventual quality of the paper. C. Limit Emily's input into group decision-making processes. D. Ask Emily to demonstrate her competence to complete the task. E. Have Sabiha confront Emily about her performance. 30. Bargaining is a process in which ________. A. opposing sides exchange token gifts in order to facilitate negotiations B. opposing sides exchange offers, counteroffers, and concessions, either directly or through representatives C. one individual or group attempts to strengthen its relatively weak position by offering a concession to the dominant individual or group D. opposing sides attempt to resolve conflicts by maximizing the rewards received by both sides, either directly or through representatives E. opposing sides attempt to argue for the other's position in order to develop more effective counterarguments 31. Distributive justice refers to individuals' judgments ________. A. about whether the decisions relating to the distribution of rewards have been adequately explained and distribution was courteous B. about whether the rewards they receive are proportionate to the contributions they have made C. concerning the fairness of the procedures used to distribute available rewards to group members D. about whether the rewards they receive are the same as the rewards received by other group members E. about the individuals who decide which group members receive rewards and the ways in which those rewards are presented 32. Procedural justice involves individuals' judgments ________. A. about whether the decisions relating to the distribution of rewards have been adequately explained and distribution was courteous B. about the individuals who decide which group members receive rewards and the ways in which those rewards are presented C. about whether the rewards they receive are proportionate to the contributions they have made D. about whether the rewards they receive are the same as the rewards received by other group members E. concerning the fairness of the procedures used to distribute available rewards among group members 33. Transactional justice involves individuals' judgments ________. A. about whether the rewards they receive are proportionate to the contributions they have made B. about whether the rewards they receive are the same as the rewards received by other group members C. about the individuals who decide which group members receive rewards and the ways in which those rewards are presented D. concerning the fairness of the procedures used to distribute available rewards among group members E. about whether the decisions relating to the distribution of rewards have been adequately explained and distribution was courteous 34. Deciding whether we have been treated fairly in our relations with others is difficult because ________ and ________. A. we rarely have all the information; fairness is subjective B. fairness is subjective; personal biases C. the self-serving bias; we rarely have all the information D. we rarely have all the information; we lack the effort needed to consider the fairness E. their internal; personal biases 35. If you would like for your student government to pass a bill putting more lights along major walkways, how could you use the availability heuristicto persuade them? A. Give them one instance in which someone was afraid walking home at night but include many details. B. Ask them to generate 10 instances in which the lack of lighting led to student harm. C. Have them generate 6 newspaper stories in which students were harmed on campus at night. D. Ask them to come up with 3 good reasons not to fund the project. E. Ask them to think of 3 instances in which the lack of lighting made them or someone they know feel fearful while walking on campus after dark. 36. Similarity is important to relationships, particularly when it regards ____________ similarity. A. job B. actual C. background D. beliefs E. perceived 37. Does correlation imply causation? A. None of the above. B. Yes, it does. C. No, I have at least learned that much! D. Sometimes. E. Maybe? No, I have at least learned that much! 38. ______________ is the capacity to experience, vicariously, the emotions and feelings of other persons. 39. ______________, i.e., venting our feelings of pent-up frustration in a safe manner, generally does not help reduce inappropriate aggressive behavior. 40. Most people tend to perform relatively simple, over-learned tasks ______________ when they have an attentive audience. 41. _______________ involves an exchange of offers, counteroffers, and concessions. 42. Contrary to the idea of deindividuation, anonymity in a crowd actually induces more ________ behavior. 43. Using the general aggression model (GAM) explain what factors may influence an individual’s likelihood of engaging in intimate partner violence and how. Do not just provide definitions, make sure you are relating this directly to the example of intimate partner violence. 44. Envision you recently completed a group project that required working together with classmates on a presentation for a specific topic. Respond to the following: a. b. Pick any two dilemmas you’d experienced as a group (or in other groups you have worked with in the past) and provide a definition and example. i. (Hint: You can discuss Social Loafing, Social Facilitation, Cooperation/Conflict, Groupthink, Group Polarization) Explain what useful techniques you could use to help reduce these effects.