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WorksheetsIFP Social Psychology Chapters 1.1-2.2
Total questions: 126
Worksheet time: 1hrs 3mins
Name
Class
Date
1.
The scientific study of the way in which people's thoughts, feelings and behaviors are influenced by the real or imagined presence of other people. (Allport, 1985)
a)
Social Psychology:
b)
Experimental method
c)
Independent variable
d)
Probability level (p-value)
e)
Random assignment to condition
2.
An approach that sees the total as more than just the sum of parts. For example, while dealing with disorders, researchers should take into account mental, emotional & social factors rather than just the symptoms of the disorder.
a)
Holism:
b)
Social Psychology:
c)
Experimental method
d)
Independent variable
e)
Probability level (p-value)
3.
It's the process of explaining complex psychological phenomena by reducing them to their component parts, focusing only on those parts & ignoring other factors.
a)
Reductionism:
b)
Holism:
c)
Social Psychology:
d)
Experimental method
e)
Independent variable
4.
Studying a topic with an open mind and not letting your own personal feelings or opinions affect the flow of the research.
a)
Objectivity:
b)
Reductionism:
c)
Holism:
d)
Social Psychology:
e)
Experimental method
5.
The extent to which a method measures what it intends to measure (truthful/accurate data).
a)
Validity:
b)
Objectivity:
c)
Reductionism:
d)
Holism:
e)
Social Psychology:
6.
The extent to which a study can be replicated collecting the same or similar results.
a)
Reliability:
b)
Validity:
c)
Objectivity:
d)
Reductionism:
e)
Holism:
7.
Keeping all tasks, procedures, & instructions in order and the exact same for all participants to ensure a fair test.
a)
Standardization:
b)
Reliability:
c)
Validity:
d)
Objectivity:
e)
Reductionism:
8.
When all the variables are defined clearly, precisely and mean the same to everyone, in order to draw results that are able to be analyzed.
a)
Operationalization:
b)
Standardization:
c)
Reliability:
d)
Validity:
e)
Objectivity:
9.
The effect that the words, actions, or mere presence of other people have on our thoughts, feelings, attitudes, or behavior.
a)
Social influence:
b)
Operationalization:
c)
Standardization:
d)
Reliability:
e)
Validity:
10.
Establishing laws or generalizations that apply to all people.
a)
Nomothetic:
b)
Social influence:
c)
Operationalization:
d)
Standardization:
e)
Reliability:
11.
Focus on the individual and emphasize the unique personal experience of human nature. They aim to see what makes individuals unique.
a)
Idiographic:
b)
Nomothetic:
c)
Social influence:
d)
Operationalization:
e)
Standardization:
12.
An individual's subjective interpretation of a stimulus, whether the stimulus is a choice set, a situation, another person or group or people, a survey, or an experimental intervention.
a)
Construal:
b)
Idiographic:
c)
Nomothetic:
d)
Social influence:
e)
Operationalization:
13.
It is a testable statement: a prediction made at the beginning of an investigation about what the researcher expects to happen. Educated guess.
a)
Hypothesis:
b)
Construal:
c)
Idiographic:
d)
Nomothetic:
e)
Social influence:
14.
Cognitive, biological, learning/developmental and social.
a)
Types of Psychology:
b)
Hypothesis:
c)
Construal:
d)
Idiographic:
e)
Nomothetic:
15.
How we grow, learn and change over time, looking at social emotional & cognitive development.
a)
Learning Psychology:
b)
Types of Psychology:
c)
Hypothesis:
d)
Construal:
e)
Idiographic:
16.
An approach concerned with how individuals differ from one another and with what makes an individual unique amongst other people. It is the acknowledgement that not all people are the same and that there are differences in life experience, intelligence, etc.
a)
Individual differences approach:
b)
Learning Psychology:
c)
Types of Psychology:
d)
Hypothesis:
e)
Construal:
17.
Guidelines set by the APS or BPS in order to guide psychologists onto considering the welfare of participants and wider society.
a)
Ethical Guidelines:
b)
Individual differences approach:
c)
Learning Psychology:
d)
Types of Psychology:
e)
Hypothesis:
18.
Refers to the extent to which the settings of a study can be similar to a real life setting. High ecological validity means that the findings of a study can be generalized to real life settings.
a)
Ecological Validity:
b)
Ethical Guidelines:
c)
Individual differences approach:
d)
Learning Psychology:
e)
Types of Psychology:
19.
Refers to the extent to which an experimental situation can be similar to a real life situation or event (task). High mundane realism means that the findings can be generalized to real life situation (related to materials and procedures).
a)
Mundane Realism:
b)
Ecological Validity:
c)
Ethical Guidelines:
d)
Individual differences approach:
e)
Learning Psychology:
20.
This refers to the contribution that psychology makes to human welfare.
a)
Application to real life:
b)
Mundane Realism:
c)
Ecological Validity:
d)
Ethical Guidelines:
e)
Individual differences approach:
21.
1) That all behaviors in a social context, even when nobody else is physically present. 2) People's behavior, thought processes, and emotions are all a result of other people and the society surrounding them, which they gave created.
a)
Assumptions:
b)
Application to real life:
c)
Mundane Realism:
d)
Ecological Validity:
e)
Ethical Guidelines:
22.
Field, lab, surveys/questionnaires, observation.
a)
Methods:
b)
Assumptions:
c)
Application to real life:
d)
Mundane Realism:
e)
Ecological Validity:
23.
Numerical data which indicates the quantity of a psychological measure. Involves describing human behavior and experience using numbers and statistical analysis rather than focusing on meaning and experience.
a)
Quantitative data:
b)
Methods:
c)
Assumptions:
d)
Application to real life:
e)
Mundane Realism:
24.
In depth detailed information that is not numerical. Consists of pictures, word meanings, descriptions and texts, which allow psychologists to reach deep understanding about the causes and reasons behind different disorders.
a)
Qualitative data:
b)
Quantitative data:
c)
Methods:
d)
Assumptions:
e)
Application to real life:
25.
A study in which people of different ages, identity, socio-economic status etc. are compared with one another.
a)
Cross-sectional:
b)
Qualitative data:
c)
Quantitative data:
d)
Methods:
e)
Assumptions:
26.
Can be interviews or questionnaires/surveys.
a)
Self-report:
b)
Cross-sectional:
c)
Qualitative data:
d)
Quantitative data:
e)
Methods:
27.
Pre-panned written questions given to respondents in order to fill them out and answer questions about a specific topic. They can be sent via post, email etc.
a)
Questionnaires:
b)
Self-report:
c)
Cross-sectional:
d)
Qualitative data:
e)
Quantitative data:
28.
Face-to-face communication. Questions are in spoken form and the interviewer notes down the responses.
a)
Interview:
b)
Questionnaires:
c)
Self-report:
d)
Cross-sectional:
e)
Qualitative data:
29.
This is a research method where data is collected through observing and watching participants with the aim of recording the behavior that is witnessed.
a)
Observations:
b)
Interview:
c)
Questionnaires:
d)
Self-report:
e)
Cross-sectional:
30.
A study in which the observer records only a limited range of behaviors.
a)
Structured observation:
b)
Observations:
c)
Interview:
d)
Questionnaires:
e)
Self-report:
31.
A study in which the observer records a whole range of possible behaviors.
a)
Unstructured observation:
b)
Structured observation:
c)
Observations:
d)
Interview:
e)
Questionnaires:
32.
When the observer/researcher becomes a member of the community or group being investigated, becoming totally involved & engaged in all their activities.
a)
Participant observation:
b)
Unstructured observation:
c)
Structured observation:
d)
Observations:
e)
Interview:
33.
When the observer/researcher does not become involved with the people/situation being investigated. This can be achieved by watching the participants through a one-way mirror or being apart from the group being investigated.
a)
Non-participant observation:
b)
Participant observation:
c)
Unstructured observation:
d)
Structured observation:
e)
Observations:
34.
When the group are aware that they are being observed, as the role of the observer is obvious.
a)
Overt observation:
b)
Non-participant observation:
c)
Participant observation:
d)
Unstructured observation:
e)
Structured observation:
35.
When the group are unaware that they are being observed, as the role of the observer is not obvious (they may be hidden/disguised).
a)
Covert observation:
b)
Overt observation:
c)
Non-participant observation:
d)
Participant observation:
e)
Unstructured observation:
36.
When participants change their behavior when observed which renders data collected invalid.
a)
Hawthorne effect:
b)
Covert observation:
c)
Overt observation:
d)
Non-participant observation:
e)
Participant observation:
37.
the use of multiple methods to study one research question to increase validity.
a)
Triangulation:
b)
Hawthorne effect:
c)
Covert observation:
d)
Overt observation:
e)
Non-participant observation:
38.
Sadness, happiness, fear, anger, disgust, surprise
a)
6 basic emotions:
b)
Triangulation:
c)
Hawthorne effect:
d)
Covert observation:
e)
Overt observation:
39.
People may want to be seen positively by the researcher which may affect their responses.
a)
Social desirability bias:
b)
6 basic emotions:
c)
Triangulation:
d)
Hawthorne effect:
e)
Covert observation:
40.
Qestions are pre-prepared and scripted, respondents are all asked the same questions in the same order without variance or difference, there may be instructions for how to dress/sit/speak to increase standardization.
a)
Structured interview (formal):
b)
Social desirability bias:
c)
6 basic emotions:
d)
Triangulation:
e)
Hawthorne effect:
41.
Resemble an informal conversation with no pre-prepared questions & questions are asked depending on the direction in which the discussion goes. This is a very flexible technique & it may be hard to compare
a)
Unstructured interview:
b)
Structured interview (formal):
c)
Social desirability bias:
d)
6 basic emotions:
e)
Triangulation:
42.
Where there are some structured questions & some unstructured open questions, and the interviewer can ask them in different order or ask different questions to help clarify a participant's response
a)
Semi-structured interviews:
b)
Unstructured interview:
c)
Structured interview (formal):
d)
Social desirability bias:
e)
6 basic emotions:
43.
Form of group interview where the researcher asks a question & allows the respondents to discuss the topic amongst each other. The researcher is present to listen & make notes. The researcher may have to deal with silent & reluctant speakers or those who talk too much.
a)
Focus group interviews:
b)
Semi-structured interviews:
c)
Unstructured interview:
d)
Structured interview (formal):
e)
Social desirability bias:
44.
The interviewer's expectations may lead them to ask leading questions, which suggest the direction of the answer / focus on aspects that meet their expectations.
a)
Interviewer bias:
b)
Focus group interviews:
c)
Semi-structured interviews:
d)
Unstructured interview:
e)
Structured interview (formal):
45.
Items put into a questionnaire, interview or test to disguise the aim of the study by hiding the important questions among irrelevant ones so that participants are less likely to alter their behaviour by working out the aims.
a)
Filler questions:
b)
Interviewer bias:
c)
Focus group interviews:
d)
Semi-structured interviews:
e)
Unstructured interview:
46.
Any extraneous variable that has a consistent effect is called a confounding variable, as they confound (i.e. confuse) the results. A confounding variable is when an experimenter does not know whether the change in the D.V is due to the I.V or some other external variable. They either work against the effect of the I.V or increase its apparent effect.
a)
Confounding variables:
b)
Filler questions:
c)
Interviewer bias:
d)
Focus group interviews:
e)
Semi-structured interviews:
47.
A confounding variable caused by an aspect of the environment or situation in which the participants are in (Ex: the amount of light or noise).
a)
CV 1 - Situational variables:
b)
Confounding variables:
c)
Filler questions:
d)
Interviewer bias:
e)
Focus group interviews:
48.
These are relevant individual differences, experiences & characteristics of participant which might affect the DV. (Ex: level of motivation / intelligence / memory). This can be solved by making the sample as large as possible, Changing the design & Random Allocation.
a)
CV 2 - Participant variables:
b)
CV 1 - Situational variables:
c)
Confounding variables:
d)
Filler questions:
e)
Interviewer bias:
49.
Where the presence of the researchers themselves may affect the outcome of the experiment.
a)
CV 3 - Experimenter variables
b)
CV 2 - Participant variables:
c)
CV 1 - Situational variables:
d)
Confounding variables:
e)
Filler questions:
50.
This is where participants get cues from the experimenter / features of the setting, which enables them to guess the aim of the study. They may try to help please the experimenter or deliberately confound the result; thus changing the natural behaviour.
a)
Demand characteristics:
b)
CV 3 - Experimenter variables
c)
CV 2 - Participant variables:
d)
CV 1 - Situational variables:
e)
Confounding variables:
51.
Occurs when an experimenter who wants to achieve a particular outcome may consciously or unconsciously give different 'signals' or 'signs' to participants.This can be fixed using standardization / having a team of researchers.
a)
Experimenter bias:
b)
Demand characteristics:
c)
CV 3 - Experimenter variables
d)
CV 2 - Participant variables:
e)
CV 1 - Situational variables:
52.
In an experiment, the independent variable is manipulated in order to see the effect on the dependent variable. The main idea behind experiments is to see the effect of two factors (cause & effect). They look for a difference to test the hypothesis. The researcher needs to control any variables that might affect the dependent variable such as situational & participant variables.
a)
Experiment:
b)
Experimenter bias:
c)
Demand characteristics:
d)
CV 3 - Experimenter variables
e)
CV 2 - Participant variables:
53.
They are experiments that are carried out in a highly controlled, artificial laboratory environment. They allow the researcher to exert a high level of control over the IV, & to eliminate or control any confounding variables. The IV is manipulated to observe the effect on the DV under controlled conditions (Ex: Milgram's study of obedience).
a)
Laboratory experiments:
b)
Experiment:
c)
Experimenter bias:
d)
Demand characteristics:
e)
CV 3 - Experimenter variables
54.
An experiment that is carried out in a more natural environment of the individuals being studied. The field is anywhere outside the artificial environment of the laboratory. The experimenter has some level of control over the I.V, but not a high level of control (Ex: Subway samaritans).
a)
Field experiments:
b)
Laboratory experiments:
c)
Experiment:
d)
Experimenter bias:
e)
Demand characteristics:
55.
A conflict between what the researcher needs in order to conduct useful & meaningful research & the rights of participants. They are conflicts about what is acceptable.
a)
Ethical issue:
b)
Field experiments:
c)
Laboratory experiments:
d)
Experiment:
e)
Experimenter bias:
56.
This involves asking a group of people who are like the participants whether they would agree to take part in the study.
a)
Presumptive consent:
b)
Ethical issue:
c)
Field experiments:
d)
Laboratory experiments:
e)
Experiment:
57.
Participants should not be deceived about the aims of the study & should not be deliberately misled about any aspect of the study. For example, the use of a stooge or confederate would be considered deception. Sometimes it is necessary to use deception as informing participants about the aims of the research would invalidate the study due to demand characteristics. However, deception can lead people to see psychologists as untrustworthy & it may make participants not want to take part in psychological research again.
a)
Deception:
b)
Presumptive consent:
c)
Ethical issue:
d)
Field experiments:
e)
Laboratory experiments:
58.
At the end of a study participants should be told what has happened, asked if they have any concerns & given any explanations they require. Participants can be fully debriefed after the study and offered opportunity to withhold their data.
a)
Dealing with deception - Debriefing:
b)
Deception:
c)
Presumptive consent:
d)
Ethical issue:
e)
Field experiments:
59.
The need for deception can be approved by an ethics committee weighing up the benefits of the study against the cost to participants
a)
Dealing with deception - Ethics committee:
b)
Dealing with deception - Debriefing:
c)
Deception:
d)
Presumptive consent:
e)
Ethical issue:
60.
Participants & the data they provide should be kept anonymous unless they have given their full consent to make their data public. Therefore, the participant's data should not be identifiable as theirs.
a)
Confidentiality:
b)
Dealing with deception - Ethics committee:
c)
Dealing with deception - Debriefing:
d)
Deception:
e)
Presumptive consent:
61.
People expect to be able to control information about themselves. This means: not being asked questions deemed to be intrusive, not having information about their private life revealed without their permission, and not being observed by others in certain situations.
a)
Privacy:
b)
Confidentiality:
c)
Dealing with deception - Ethics committee:
d)
Dealing with deception - Debriefing:
e)
Deception:
62.
Bateson's cube concept basically suggests that animal research should only be conducted if it can be justified in terms of balance between 1. High certainty of benefit, 2. Low suffering, 3. High quality of research
a)
Bateson's cube:
b)
Privacy:
c)
Confidentiality:
d)
Dealing with deception - Ethics committee:
e)
Dealing with deception - Debriefing:
63.
A pilot study is a small-scale trial run of a research investigation done before the actual study to identify any problems with either the research plan or research device. It is good practice as it can help you save time & money later and ensure that you get the best data possible.
a)
Pilot study:
b)
Bateson's cube:
c)
Privacy:
d)
Confidentiality:
e)
Dealing with deception - Ethics committee:
64.
Animals should be protected from pain, e.g. relating to surgery using appropriate anesthesia & analgesia, & they should be euthanized (put to death humanely) if they suffer lasting pain. Pain: An unpleasant sensory or emotional experience associated with actual or potential tissue damage. Anesthesia: A total loss of sensation in a part of or in the entire body. Analgesia: A complete loss of sensation to pain Euthanasia Causing death without pain.
a)
Dealing with animals and pain:
b)
Pilot study:
c)
Bateson's cube:
d)
Privacy:
e)
Confidentiality:
65.
Conduct research and collect data within the scope of the work -> Analyze the data -> Share the data analyses with team members at group workshops -> Receive feedback to identify synergies, wastes, and other opportunities for savings and efficiency across all of the disciplines -> create/refine design
a)
Iterative cycle:
b)
Dealing with animals and pain:
c)
Pilot study:
d)
Bateson's cube:
e)
Privacy:
66.
The tendency to overestimate the extent to which people's behavior is due to internal, dispositional factors and to underestimate the role of situational factors.
a)
Fundamental attribution error:
b)
Iterative cycle:
c)
Dealing with animals and pain:
d)
Pilot study:
e)
Bateson's cube:
67.
A school of psychology maintaining that to understand human behavior, one need only consider the reinforcing properties of the environment.
a)
Behaviorism:
b)
Fundamental attribution error:
c)
Iterative cycle:
d)
Dealing with animals and pain:
e)
Pilot study:
68.
A school of psychology stressing the importance of studying the subjective way in which an object appears in people's minds rather than the objective, physical attributes of the object.
a)
Gestalt psychology:
b)
Behaviorism:
c)
Fundamental attribution error:
d)
Iterative cycle:
e)
Dealing with animals and pain:
69.
A process ensuring that all participants have an equal chance of taking part in any condition of an experiment; through random assignment, researchers can be relatively certain that differences in the participants' personalities or backgrounds are distributed evenly across conditions.
a)
Random Assignment to Condition:
b)
Gestalt psychology:
c)
Behaviorism:
d)
Fundamental attribution error:
e)
Iterative cycle:
70.
A number calculated with statistical techniques that tells researchers how likely it is that the results of their experiment occurred by chance and not because of the independent variable or variables; the convention in science, including social psychology, is to consider results significant (trustworthy) if the probability level is less than 5 in 100 that the results might be due to chance factors and not the independent variables studied.
a)
Probability Level (p-value):
b)
Random Assignment to Condition:
c)
Gestalt psychology:
d)
Behaviorism:
e)
Fundamental attribution error:
71.
Making sure that nothing besides the independent variable can affect the dependent variable; this is accomplished by controlling all extraneous variables and by randomly assigning people to different experimental conditions.
a)
Internal validity
b)
Probability Level (p-value):
c)
Random Assignment to Condition:
d)
Gestalt psychology:
e)
Behaviorism:
72.
The extent to which the results of a study can be generalized to other situations and to other people.
a)
External validity:
b)
Internal validity
c)
Probability Level (p-value):
d)
Random Assignment to Condition:
e)
Gestalt psychology:
73.
The extent to which the psychological processes triggered in an experiment are similar to psychological processes that occur in everyday life.
a)
Psychological realism:
b)
External validity:
c)
Internal validity
d)
Probability Level (p-value):
e)
Random Assignment to Condition:
74.
The extent to which the psychological processes triggered in an experiment are similar to psychological processes that occur in everyday life.
a)
Cover story:
b)
Psychological realism:
c)
External validity:
d)
Internal validity
e)
Probability Level (p-value):
75.
Agreement to participate in an experiment, granted in full awareness of the nature of the experiment, which has been explained in advance.
a)
Informed consent:
b)
Cover story:
c)
Psychological realism:
d)
External validity:
e)
Internal validity
76.
A group made up of at least one scientist, one nonscientist, and one member not affiliated with the institution that reviews all psychological research at that institution and decides whether it meets ethical guidelines; all research must be approved by the IRB before it is conducted.
a)
Institutional Review Board (IRB):
b)
Informed consent:
c)
Cover story:
d)
Psychological realism:
e)
External validity:
77.
Where neither the participants nor the stooges/confederate are aware of what is going on/the aim of the study.
a)
Double-blind technique:
b)
Institutional Review Board (IRB):
c)
Informed consent:
d)
Cover story:
e)
Psychological realism:
78.
An attempt to control for participant variables in an independent groups design which ensures that each participant has the same chance of being in one condition as any other.
a)
Random allocation
b)
Double-blind technique:
c)
Institutional Review Board (IRB):
d)
Informed consent:
e)
Cover story:
79.
a hypothesis that makes a specific prediction about the direction of the relationship between two variables. Usually something that has been studied before and therefore there is already some sort of basis to this prediction.
a)
Directional hypothesis
b)
Random allocation
c)
Double-blind technique:
d)
Institutional Review Board (IRB):
e)
Informed consent:
80.
Predicts the existence of a relationship, not its direction.
a)
Non-directional hypothesis
b)
Directional hypothesis
c)
Random allocation
d)
Double-blind technique:
e)
Institutional Review Board (IRB):
81.
It provides a statement which is contrary to the hypothesis. It's a negative statement, and there is no relationship between independent and dependent variables.
a)
Null hypothesis
b)
Non-directional hypothesis
c)
Directional hypothesis
d)
Random allocation
e)
Double-blind technique:
82.
The process of translating social observations into meaning that is accessible to the observer.
a)
Social interpretation
b)
Null hypothesis
c)
Non-directional hypothesis
d)
Directional hypothesis
e)
Random allocation
83.
Refers to any behavior that occurs as a result of other's influence. It is related to compliance and obedience.
a)
Conformity
b)
Social interpretation
c)
Null hypothesis
d)
Non-directional hypothesis
e)
Directional hypothesis
84.
A social psychology theory that states that individuals are less likely to offer help to a victim when other people are around.
a)
The bystander effect
b)
Conformity
c)
Social interpretation
d)
Null hypothesis
e)
Non-directional hypothesis
85.
It is a social psychology phenomenon whereby a person feels a diminished sense of responsibility for action or inaction when other bystanders or witnesses are present.
a)
Diffusion of responsibility
b)
The bystander effect
c)
Conformity
d)
Social interpretation
e)
Null hypothesis
86.
Based on evidence and measurement of phenomena rather than theories.
a)
Empirical
b)
Diffusion of responsibility
c)
The bystander effect
d)
Conformity
e)
Social interpretation
87.
Participants who act according to the experimenter's secret instructions.
a)
Confederates
b)
Empirical
c)
Diffusion of responsibility
d)
The bystander effect
e)
Conformity
88.
Conformity based on one's desire to fulfil other's expectations and gain acceptance. Peer pressure is a classic example of normative conformity.
a)
Normative influence
b)
Confederates
c)
Empirical
d)
Diffusion of responsibility
e)
The bystander effect
89.
Refers to new information or arguments provided in a group discussion that change a group member's attitudes, beliefs or behavior. It leads to conformity based on one's desire to be correct. It typically happens because we assume that others know something we do not.
a)
Informational influence
b)
Normative influence
c)
Confederates
d)
Empirical
e)
Diffusion of responsibility
90.
A sense that you are a person in your own right, unique in certain ways, & capable of thinking & acting in a conscious manner.
a)
Feeling of the self
b)
Informational influence
c)
Normative influence
d)
Confederates
e)
Empirical
91.
The process of examining one's own feelings, thoughts & reasons for doing things.
a)
Introspection
b)
Feeling of the self
c)
Informational influence
d)
Normative influence
e)
Confederates
92.
It represents the 'concept' aspect of the self, an important part of our sense of self that relates also to our identity. This part of the self can be considered a cognitive one.
a)
Self-concept
b)
Introspection
c)
Feeling of the self
d)
Informational influence
e)
Normative influence
93.
The idea that humans often compare their behaviour to their own internal standards, values & the representation of the self.
a)
Self-awareness theory
b)
Self-concept
c)
Introspection
d)
Feeling of the self
e)
Informational influence
94.
A theoretical perspective in which society is viewed as composed of symbols that people use to establish meaning, develop their views of the world, and communicate with one another.
a)
Symbolic interactionism
b)
Self-awareness theory
c)
Self-concept
d)
Introspection
e)
Feeling of the self
95.
A way of defining oneself in terms of one's own internal thoughts, feelings, & actions & not in terms of the thoughts, feelings, & actions of other people.
a)
Independent view of the self
b)
Symbolic interactionism
c)
Self-awareness theory
d)
Self-concept
e)
Introspection
96.
A way of defining oneself in terms of one's relationships to other people, recognizing that one's behavior is often determined by the thoughts, feelings, & actions of others.
a)
Interdependent view
b)
Independent view of the self
c)
Symbolic interactionism
d)
Self-awareness theory
e)
Self-concept
97.
A theory that argues that when we are uncertain about our feelings or preferences, we tend to conclude about these aspects of our self-concept by observing our own behaviour & the situation in which it occurs.
a)
Self-perception theory
b)
Interdependent view
c)
Independent view of the self
d)
Symbolic interactionism
e)
Self-awareness theory
98.
The tendency for people to view their behavior as caused by compelling extrinsic reasons, making them underestimate the extent to which it was caused by intrinsic reasons.
a)
Overjustification effect
b)
Self-perception theory
c)
Interdependent view
d)
Independent view of the self
e)
Symbolic interactionism
99.
When we want to understand what our behaviour says about our self, we tend to look around us & compare it to the behaviour of people close to us or people who we know are in a similar situation.
a)
Social comparison theory
b)
Overjustification effect
c)
Self-perception theory
d)
Interdependent view
e)
Independent view of the self
100.
When we refer to the views & behaviors of our friends & we end up adopting them as if they were own. Social psychologists believe this demonstrates an important lack of people's conscious control over their actions.
a)
Social tuning
b)
Social comparison theory
c)
Overjustification effect
d)
Self-perception theory
e)
Interdependent view
101.
The desire to engage in an activity because we enjoy it or find it interesting, not because of external rewards or pressures.
a)
Intrinsic motivation
b)
Social tuning
c)
Social comparison theory
d)
Overjustification effect
e)
Self-perception theory
102.
The desire to engage in an activity because of external rewards or pressures, not because we enjoy the task or find it interesting.
a)
Extrinsic motivation
b)
Intrinsic motivation
c)
Social tuning
d)
Social comparison theory
e)
Overjustification effect
103.
What makes up the self - the different physical, psychological, moral features of a the person, such as being tall, nice, liking music etc.
a)
'Content' aspect of the self
b)
Extrinsic motivation
c)
Intrinsic motivation
d)
Social tuning
e)
Social comparison theory
104.
The process of learning who we are, becoming aware of the 'content' of the self.
a)
'Process' aspect of the self
b)
'Content' aspect of the self
c)
Extrinsic motivation
d)
Intrinsic motivation
e)
Social tuning
105.
Having the ability to be responsible for our own decisions.
a)
Autonomy
b)
'Process' aspect of the self
c)
'Content' aspect of the self
d)
Extrinsic motivation
e)
Intrinsic motivation
106.
Generalizations about the self, which evolve from past experience. For example, if you have to give a speech in one of your classes, your self-schema might be that you are shy in situations where you have to speak in public.
a)
Self-schemas
b)
Autonomy
c)
'Process' aspect of the self
d)
'Content' aspect of the self
e)
Extrinsic motivation
107.
When we compare ourselves to people who are worse than us.
a)
Downward social comparison
b)
Self-schemas
c)
Autonomy
d)
'Process' aspect of the self
e)
'Content' aspect of the self
108.
When we evaluate our capacities in light of those who achieve more than us.
a)
Upward social comparison
b)
Downward social comparison
c)
Self-schemas
d)
Autonomy
e)
'Process' aspect of the self
109.
Rewards that are based on how well we perform a task.
a)
Performance-contingent rewards
b)
Upward social comparison
c)
Downward social comparison
d)
Self-schemas
e)
Autonomy
110.
Rewards that are given for performing a task, no matter how well it is performed.
a)
Task-contingent rewards
b)
Performance-contingent rewards
c)
Upward social comparison
d)
Downward social comparison
e)
Self-schemas
111.
Individuals choose to participate in the study.
a)
Self-selected/volunteer sampling
b)
Task-contingent rewards
c)
Performance-contingent rewards
d)
Upward social comparison
e)
Downward social comparison
112.
A sample of participants produced by selecting people who are most easily available at the time of the study.
a)
Opportunity sampling
b)
Self-selected/volunteer sampling
c)
Task-contingent rewards
d)
Performance-contingent rewards
e)
Upward social comparison
113.
A sample that fairly represents a population because each member has an equal chance of inclusion.
a)
Random sampling
b)
Opportunity sampling
c)
Self-selected/volunteer sampling
d)
Task-contingent rewards
e)
Performance-contingent rewards
114.
A type of probability sampling in which the population is divided into groups with a common attribute and a random sample is chosen within each group.
a)
Stratified sampling
b)
Random sampling
c)
Opportunity sampling
d)
Self-selected/volunteer sampling
e)
Task-contingent rewards
115.
Attitude change resulting from thinking about the reasons for one's attitudes; people assume that their attitudes match the reasons that are plausible and easy to verbalize.
a)
Reasons-generated attitude change
b)
Stratified sampling
c)
Random sampling
d)
Opportunity sampling
e)
Self-selected/volunteer sampling
116.
Theories about the causes of one's own feelings and behaviors; often we learn such theories from our culture (e.g., "absence makes the heart grow fonder").
a)
Causal theories
b)
Reasons-generated attitude change
c)
Stratified sampling
d)
Random sampling
e)
Opportunity sampling
117.
The idea that we have a set amount of an ability that cannot change.
a)
Fixed mindset
b)
Causal theories
c)
Reasons-generated attitude change
d)
Stratified sampling
e)
Random sampling
118.
The idea that our abilities are malleable qualities that we can cultivate and grow.
a)
Growth mindset
b)
Fixed mindset
c)
Causal theories
d)
Reasons-generated attitude change
e)
Stratified sampling
119.
People's predictions about how they will feel in response to a future emotional event.
a)
Affective forecasts
b)
Growth mindset
c)
Fixed mindset
d)
Causal theories
e)
Reasons-generated attitude change
120.
The idea that when people feel their freedom to perform a certain behavior is threatened, an unpleasant state of resistance is aroused, which they can reduce by performing the prohibited behavior.
a)
Reactance theory
b)
Affective forecasts
c)
Growth mindset
d)
Fixed mindset
e)
Causal theories
121.
A school of psychology stressing the importance of studying the subjective way in which an object appears in people's minds rather than the objective, physical attributes of the object.
a)
Gestalt psychology
b)
Reactance theory
c)
Affective forecasts
d)
Growth mindset
e)
Fixed mindset
122.
The variable a researcher measures to see if it is influenced by the independent variable the researcher hypothesizes that the dependent variable will depend on the level of the independent variable.
a)
Dependent variable
b)
Gestalt psychology
c)
Reactance theory
d)
Affective forecasts
e)
Growth mindset
123.
A process ensuring that all participants have an equal chance of taking part in any condition of an experiment; through random assignment, researchers can be relatively certain that differences in the participants' personalities or backgrounds are distributed evenly across conditions.
a)
Random assignment to condition
b)
Dependent variable
c)
Gestalt psychology
d)
Reactance theory
e)
Affective forecasts
124.
A number calculated with statistical techniques that tells researchers how likely it is that the results of their experiment occurred by chance and not because of the independent variable or variables; the convention in science, including social psychology, is to consider results significant (trustworthy) if the probability level is less than 5 in 100 that the results might be due to chance factors and not the independent variables studied.
a)
Probability level (p-value)
b)
Random assignment to condition
c)
Dependent variable
d)
Gestalt psychology
e)
Reactance theory
125.
The variable a researcher changes or varies to see if it has an effect on some other variable.
a)
Independent variable
b)
Probability level (p-value)
c)
Random assignment to condition
d)
Dependent variable
e)
Gestalt psychology
126.
The method in which the researcher randomly assigns participants to different conditions and ensures that these conditions are identical except for the independent variable (the one thought to have a causal effect on people's responses).
a)
Experimental method
b)
Independent variable
c)
Probability level (p-value)
d)
Random assignment to condition
e)
Dependent variable
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