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QE AS Core Studies Revision Quiz

Total questions: 120

Worksheet time: 1hrs 7mins

Name
Class
Date
1.

How did the length of REM periods relate to the subjective duration of dreams?

a)

There was a positive correlation between REM period length and dream duration

b)

There was a negative correlation between REM period length and dream duration

c)

There was no correlation between REM period length and dream duration

d)

The length of REM periods did not affect dream duration

2.

What did the eye movement patterns during dreaming represent?

a)

The visual experience of dreaming

b)

Random motor discharge of the central nervous system

c)

The depth of sleep during the night

d)

The occurrence of gastric contractions

3.

What was the main advantage of using objective measurements of eye movements to study dreaming?

a)

Objective measurements provided more accurate data than subjective dream recall

b)

Objective measurements allowed for the study of environmental changes on dreaming

c)

Objective measurements eliminated the need for awakening subjects during sleep

d)

Objective measurements provided information about the depth of sleep

4.

What is the purpose of determining when dreaming occurs?

a)

To study the relationship between dreaming and physiological variables

b)

To measure the depth of sleep during the night

c)

To determine the frequency of eye movements during sleep

d)

To investigate the effects of environmental changes on dreaming

5.

The study concluded that:

a)

Dreaming primarily occurs in n-REM sleep

b)

There is a strong correlation between REM sleep and dreaming

c)

Dreaming occurs during wakefulness

d)

Dreaming is unrelated to sleep stages

6.

what were the 3 areas of the brain that Holzel focused on

a)

cerrebelluem, temporal lobe, prefrontal cortex

b)

cerebellum, temporal lobe, left hippocampus

c)

posterior junction, left hippocampus, brain stem

d)

cerebellum, posterior junction, left hippocampus

7.

particpants practised what MBSR teqniques

a)

mindful yoga, mediation, body scans

b)

mindful yoga, nature walks, hypnosis

c)

meditation, nature walks, hypnosis

d)

meditation, body scans, breath work

8.

the experimental design of Holzel's study

a)

independant measures

b)

matched pairs

c)

repeated measures

9.

this study had high day to day generalizability

a)

because they chose S's from all different types of life

b)

because MBSR was incorporated in S's everyday life with HW

c)

because it was a large sample

d)

because MBSR doesn't have to be practiced in a lab

10.

followed ethical code because

a)

S's were given accommodated therapy after

b)

control group was given MBSR after study was complete

c)

S's were payed finical compensation

d)

S's had right to withdrawal at any time

11.

What are toy preferences in monkeys?

a)

Monkeys show preferences for toys that are colorful, have different textures, make noise, or can be manipulated easily.

b)

Monkeys like toys that are silent and immovable.

c)

Monkeys show no interest in toys with different textures.

d)

Monkeys prefer toys that are black and white.

12.

What were the research findings on monkey toy choices in the Hassett et al. study?

a)

Male monkeys preferred toy trucks, while female monkeys preferred action figures.

b)

Male monkeys preferred toy trucks, while female monkeys preferred dolls.

c)

Male monkeys preferred dolls, while female monkeys preferred toy trucks.

d)

Male monkeys preferred toy cars, while female monkeys preferred action figures.

13.

What factors influence a monkey's choice of toys?

a)

Color of the toys

b)

Natural behavior, preferences, past experiences, social interactions, and environmental enrichment.

c)

Price of the toys

d)

Size of the toys

14.

How do researchers ensure the validity of results in studies on monkey toy preferences?

a)

By conducting surveys with monkey owners

b)

By conducting controlled experiments, using randomization, minimizing bias, and analyzing data statistically.

c)

By guessing based on personal opinions

d)

By asking monkeys directly for their preferences

15.

How do researchers measure the preferences of monkeys for different toys?

a)

Researchers measure monkey toy preferences by asking them directly

b)

Researchers measure monkey toy preferences by flipping a coin

c)

Researchers measure monkey toy preferences by analyzing their dreams

d)

Researchers measure the preferences of monkeys for different toys by conducting preference tests and observing which toys the monkeys interact with more frequently or for longer durations.

16.

Which Psychology approach is the Andrade et. al study?

a)

Biological

b)

Social

c)

Cognitive

d)

Learning

17.

Which of the following was true about the sample for this study?

a)

They were a random sample from the college

b)

most were female

c)

they had an interest in Psychology

d)

They were an opportunistic sample

e)

They were paid

18.

Participants in the doodling group

a)

colored shapes while listening

b)

made note sketches while listening

c)

drew in the margins while listening

d)

took detailed notes while listening

19.

Participants did not know

a)

that the study had to do with psychology

b)

what to listen for

c)

how to doodle

d)

there would be a memory test

20.

What was the main aim of Andrade's study?

a)

To determine if doodling can improve artistic skills

b)

To investigate whether doodling improves or hinders attention to primary task

c)

To assess the impact of doodling on long-term memory

d)

To explore the relationship between doodling and intelligence

21.

Which of the following best describes the experimental design of Andrade's study?

a)

Correlational design

b)

Longitudinal design

c)

Randomized control trial

d)

Case study

22.

What method was used to collect data in Andrade's study?

a)

Interviews

b)

Observations

c)

Memory tests

d)

Questionnaires

23.

Baron-Cohen et al (1997) suggest those on the autistic spectrum struggle with communication and social development due to an absence of ______.

a)
Theory of Mind
b)
Theory of the Unconscious
c)
Theory of Psychosexual development
d)
Theory of perception
24.
Baron-Cohen et al (1997) aimed to study whether _____ adults with autism and Asperger Syndrome would struggle with a more difficult test for theory of mind, the eyes test.
a)
high functioning
b)
high maintenance
c)
highly strung
d)
high intelligence
25.

Why were the AS/HFA group participants asked to judge the gender of each person in each photo?

a)

Acts as a control task to show that Ps in Group 1 could identify characteristics of the eyes used in the test that were not dependent on gender

b)

Acts as a control task to show that Ps in Group 1 could identify characteristics of the eyes used in the test that were not dependent on having a theory of mind.

c)

Acts as an experimental task to show that Ps in Group 1 could identify characteristics of the eyes used in the test that were not dependent on having a theory of mind.

d)

Acts as an experimental task to show that Ps in Group 1 could identify characteristics of the eyes used in the test that were dependent on social intelligence

26.

Why were the normal participants not asked to do the gender recognition task in the experiment?

a)

The researchers believed that the gender recognition task was irrelevant to the study's objectives.

b)

Pilot tests had shown that 'normal' adults consistently scored 100% on the gender recognition task.

c)

The gender recognition task was considered too difficult for 'normal' adults to perform accurately.

d)

The researchers assumed that 'normal' participants would not be interested in completing the gender recognition task.

27.

Results show no correlation between Revised Eyes Test scores and what other factors?

a)

IQ

b)

AQ

c)

Gender

d)

Socioeconomic background

28.

Which of the following is the primary aim of Pozzulo et al. study?

a)

To examine the accuracy of adults in identifying target faces in lineups.

b)

To investigate the impact of cartoon characters on children's cognitive development.

c)

To explore the role of social and cognitive factors in children's identification of target faces in lineups.

d)

To compare children's identification accuracy with adults in target-absent lineups.

29.

Why were cartoon characters chosen as stimuli in Pozzulo et al study?

a)

To challenge children's cognitive abilities and improve their recognition skills.

b)

To familiarize children with fictional characters for entertainment purposes.

c)

To minimize cognitive factors and allow children to identify them as accurately as adults.

d)

To assess children's preference for cartoons over other types of visual stimuli.

30.

What was the primary research method employed in the study conducted by Pozzulo et al.?

a)
Survey
b)
Experiment
c)
Observation
d)
Interview
31.

What were the two levels for the "line-up type" independent variable in the study?

a)

Identification versus rejection

b)

Target-present versus target-absent

c)

Controlled versus uncontrolled

d)

Familiar versus unfamiliar

32.

In the study, what served as the dependent variable to measure participants' responses?

a)

Age of the participant

b)

Familiarity of the target

c)

Lineup type

d)

Correct identification of the target or empty silhouette

33.

Where were the child participants recruited from?

a)

Public schools in Western Ontario, Canada

b)

Pre-kindergarten/kindergarten classes in three private schools in Eastern Ontario, Canada

c)

Community centers in Southern Ontario, Canada

d)

Daycare centers in Northern Ontario, Canada

34.

How long were the video clips for the human and cartoon face targets?

a)

1 second

b)

3 seconds

c)

6 seconds

d)

10 seconds

35.

Which cartoon characters were used as targets for the videos?

a)

SpongeBob SquarePants and Mickey Mouse

b)

Dora the Explorer and Go, Diego, Go!

c)

Superman and Batman

d)

Scooby-Doo and Shaggy

36.

Why were all photographs presented in black and white?

a)

To make the images less visually appealing

b)

To mimic real-life lighting conditions

c)

To avoid potential focus on cartoon character colors

d)

To maintain aesthetic values

37.

After completing the experiment, how were child participants rewarded?

a)

With a certificate of participation

b)

With a cash incentive

c)

With crayons and a coloring book

d)

With a promise of another experiment in the future

38.

What type of variables were manipulated in the study design?

a)

Cartoon Face Foils

b)

Age, type of target, and lineup type

c)

Correct identification rates

d)

Human face foils

39.

What is a false positive in Pozzulo et al.?

a)

The tendency to identify someone as the perpetrator of a crime or the target of an identification task when they are not the actual perpetrator or target. For example, a child selecting the wrong person from a line-up of suspects because they are similar in appearance to the actual perpetrator

b)

The mistake of identifying someone as someone else or identifying someone as having committed a crime when they are not the perpetrator. For example, a witness mistakenly identifying the wrong person in a police line-up as the person who robbed a convenience store.

c)

A line-up of suspects in which the actual perpetrator or target is included. For example, a line-up of three foils and one target in Pozzulo et al.'s study.

d)

The level of exposure or experience that a person has with a particular object, task, concept, or person. For example, a person may have a high level of familiarity with their favorite brand of cereal because they have been eating it for years.

40.

Which Psychology is being investigated in the study by Bandura et al?

a)

concentration

b)

memory recall

c)

social learning theory

d)

classical conditioning

e)

operant conditioning

41.

Which of the following was the research method used in the Bandura et al study?

a)

laboratory experiment

b)

laboratory experiment & Observation

c)

independent measures

d)

matched pairs design

42.

What was the sampling technique used in the study by Bandura et al?

a)

Volunteer sampling

b)

opportunity sampling

c)

random sampling

43.
Bandura et al.'s (1961) study was also interested in gender-specific behaviour as previous research had shown _____.
a)
children are sensitive to gender-stereotyped behaviour
b)
children are insensitive to gender-stereotyped behaviour
c)
adolescents are sensitive to gender-stereotyped behaviour
d)
children are sensitive to general-stereotyped behaviour
44.
Another aim of Bandura et al.'s (1961) study was to see if _______.
a)
boys would be more inclined than girls to imitate aggression
b)
girls would be more inclined than boys to imitate aggression
c)
boys would be less inclined than girls to imitate aggression
d)
boys would be more reluctant than girls to imitate aggression
45.

A total of 72 participants, 36 males and 36 females aged between 37 - 69 months, were selected from a nursery school at _______.

a)
Stanford University
b)
Harvard University
c)
Yale University
d)
Cornell University
46.
In all, there were 8 conditions in Bandura et al.'s (1961) study. Each participant was exposed to only one condition meaning an _____ was used.
a)
independent groups design
b)
correlational design
c)
matched pairs design
d)
repeated measures design
47.
The participants in each condition were matched on which characteristic?
a)
aggression level
b)
passivity
c)
agreeableness
d)
attention
48.

In the aggressive condition the participant was brought to a room in which they observed an adult demonstrating which types of aggression towards a Bobo doll?

a)
Kicking it
b)
Hitting it
c)
Saying aggressive things to it
d)
All other options
49.
One finding of Bandura et al.'s (1961) study was children who had witnessed an aggressive model were ______.
a)
significantly more aggressive themselves
b)
not significantly more aggressive themselves
c)
significantly less aggressive themselves
d)
somewhat more aggressive themselves
50.
One conclusion of Bandura et al.'s (1961) study is witnessing aggression in a _____ can be enough to produce aggressive behaviour in _______.
a)
model; an observer
b)
model; a bystander
c)
model; a friend
d)
model; a victim
51.
Another conclusion of Bandura et al.'s (1961) study is children selectively imitate ________ behaviour.
a)
gender-specific
b)
age-specific
c)
gender-spontaneous
d)
gender-stereotyped
52.
A limitation of Bandura et al.'s (1961) study is the sample size because of ________.
a)
the small number of participants in each condition
b)
the young age of participants in each condition
c)
the small number of ethnicities in each condition
d)
the small number of observers in each condition
53.
Bandura et al.'s (1961) research could be deemed unethical because by deliberately not allowing particpants to play with the attractive toys could have _____.
a)
caused mild distress
b)
made particpants angry
c)
resulted in partipants withdrawing from the study
d)
parents complainting
54.
  1. What was the main aim of Fagen et al.'s study?

a)

To train elephants for trunk wash using SPR techniques

b)

To compare traditional and modern training techniques

c)

To study the social behaviour of elephants

d)

To test the intelligence of elephants

55.
  1. How many elephants were involved in the study?

a)

Three

b)

Four

c)

Five

d)

Six

56.
  1. What type of reinforcer was used in the SPR technique?

a)

Physical punishment

b)

Verbal commands

c)

A whistle blow

d)

Visual signals

57.
  1. Which of the following was NOT one of the basic behavioural tasks taught to the elephants?

a)

Trunk up

b)

Trunk down

c)

Bucket

d)

Blow

58.
  1. What was the primary reinforcer used in the training?

a)

Water

b)

Bananas

c)

Peanuts

d)

Fresh green grass

59.
  1. What was the role of the mahouts during the training sessions?

a)

Active training

b)

Providing security

c)

Observing and recording data

d)

They were not present

60.
  1. Which of the following best describes the training environment?

a)

A laboratory setting

b)

The elephants’ natural habitat

c)

A closed indoor facility

d)

A public zoo area

61.
  1. What method was used to introduce the syringe and sample fluid to the elephants?

a)

Punishment

b)

Desensitization and counterconditioning

c)

Forced interaction

d)

Ignoring the elephants’ reactions

62.
  1. What was a key finding of the study?


a)

All elephants rejected the training

b)

Four out of five elephants successfully learned the trunk wash

c)

Elephants prefer traditional training methods

d)

Only adult elephants could be trained

63.
  1. What aspect of the study could affect its generalisability?

a)

The use of positive reinforcement

b)

Limited sample size and diversity

c)

The involvement of mahouts

d)

The natural setting of the training

64.

What was the primary purpose of the trunk wash for the elephants?

a)

To train the elephants

b)

To provide a treat for the elephants

c)

To test for tuberculosis

d)

To clean the elephants' trunks

65.

Which technique involves waiting for the animal to perform a natural behavior and then marking and rewarding it repeatedly?

a)

None of the above

b)

Shaping technique

c)

Lure technique

d)

Capture technique

66.

Evaluate the reliability of the study.

a)

Good reliability due to the use of a standardised procedure

b)

Poor reliability due to the use of a standardised procedure

c)

Poor reliability due to the use of subjective measurements

d)

Good reliability due to the use of subjective measurements

67.

Evaluate the generalizability of the study.

a)

Good generalisability to all elephants

b)

Poor generalisability due to the sample size

c)

Good generalisability to male elephants

d)

Good generalisability to African elephants

68.

What is the application of the study's results in the captive management of other species?

a)

Could be useful in circus performances

b)

Could be useful in training wild animals

c)

Could be useful in disease testing of other animals

d)

No application to other species

69.

What is the significance of the study's results in the conservation of elephant populations?

a)

Could be useful in managing elephant populations in captivity

b)

Could be useful in controlling elephant behavior in the wild

c)

Could be useful in monitoring elephant migration patterns

d)

No significance in the conservation of elephant populations

70.

Which of these was an aim of Saavedra and Silverman?

a)

To traumatize a child by showing him buttons.

b)

To investigate the effects of a button phobia in a child.

c)

To investigate the causes of a button phobia in a child.

d)

To attempt to treat a child's phobia of buttons by modelling.

71.

This study follows which research method best?

a)

Observation

b)

Case Study

c)

Questionnaire

d)

Correlation

72.

Which book was used to diagnose the child with button phobia?

a)

DSM-IV

b)

MRI

c)

EEG

d)

BPT

73.

How did the therapists measure the boy's distress level?

a)

A disgust chart

b)

They observed his movements

c)

A feelings thermometer

d)

Counted how many buttons he kept

74.

What did Saavedra and Silverman NOT have the child imagine?

a)

How the buttons tasted

b)

How the buttons smelled

c)

How the buttons felt

d)

How the buttons looked

75.

How did the boy develop his button phobia?

a)

He got trapped in a sinking car when his button-up shirt got caught on the seatbelt

b)

He believed the buttons look like bugs, which he was also afraid of

c)

He swallowed a button and was hospitalized

d)

He spilled a bowl of buttons in art class

76.

Which ethical guidelines were not broken?

a)

Harm

b)

Informed Consent

c)

Deception

d)

Confidentiality

77.

When did Saavedra and Silverman do their follow-ups?

a)

They did not follow up.

b)

12 and 24 months after the study

c)

1 and 2 months after the study

d)

6 and 12 months after the study

78.

Which is a result of the study?

a)

Since a child was used, we cannot say that this would work for adults.

b)

The boy was cured of his phobia of buttons

c)

The boy still had a phobia of buttons

d)

The boy never wore buttons but was no longer scared.

79.

This study is a part of which approach to Psychology?

a)

Learning

b)

Social

c)

Cognitive

d)

Biological

80.

What is classical conditioning?

a)

A form of learning in which a unconditioned response becomes linked to a previously neutral stimulus to create a learned association.

b)

A form of learning where people are made to imagine scenarios so that the effects can be judged by researchers without directly interacting with the scenario.

c)

A form of learning in which observations of one or more individuals leads to a behavior being repeated naturally later on.

d)

A form of learning that uses rewards and punishment to modify behavior.

81.

What is operant conditioning?

a)

A form of learning in which a unconditioned response becomes linked to a previously neutral stimulus to create a learned association.

b)

A form of learning where people are made to imagine scenarios so that the effects can be judged by researchers without directly interacting with the scenario.

c)

A form of learning in which observations of one or more individuals leads to a behavior being repeated naturally later on.

d)

A form of learning that uses rewards and punishment to modify behavior.

82.

Which two types of therapy did Saavedra and Silverman use?

a)

Negative reinforcement therapy and Imagery exposure therapy

b)

Positive reinforcement therapy and Imagery exposure therapy

c)

Operant conditioning and Imagery exposure therapy

d)

Negative reinforcement therapy and classical conditioning

83.

Which two factors did Saavedra and Silverman find which were linked to phobias?

a)

Distress and Disgust

b)

Fear and Courage

c)

Courage and Trauma

d)

Distress and Trauma

84.

These buttons were the MOST distressing to the child.

a)

Small plastic buttons (clear)

b)

Small plastic buttons (coloured)

c)

large denim jean buttons

d)

large plastic buttons (coloured)

e)

large plastic buttons (clear)

85.

In Stanley Milgram's experiment on obedience and authority, many participants administered the shocks because:

a)

they believed the shocks weren't real

b)

they respected the professor's authority

c)

they were told that they had no choice

d)

they were misled regarding the strength of the shocks

86.

What percentage of participants in Stanley Milgram's study on obedience and authority continued to administer 450-volt shocks at the insistence of the authority figure?

a)

75%

b)

15%

c)

50%

d)

65%

87.

What did the results of Milgram's famous experiment show?

a)

that people aren't important in experiments

b)

that people were willing to obey orders to hurt others

c)

that ethics in science don't matter

d)

that guards are mean to prisoners

88.

The results of the experiment showed that...

a)

people are likely to obey orders and commit attrocities if they recongize the authority as having moral or legal rights over them

b)

soldiers obey orders from their superiors without questioning; ordinary people do not

c)

some people are more likely to obey orders than others because they feel no empathy for those who suffer

d)

many people just wanted to be famous and went along with the entire experiment

89.

Explain one reason why some participants decided to stop before 450 volts.

a)

they got bored

b)

they were told to stop the experiment

c)

they felt guilty about "pain" caused to the subject

d)

there was no 450 volt shock listed in the shock generator

90.

In the original experiment, all of the participants were...

a)

men

b)

women

c)

children

d)

the elderly

91.

True or False: Participants were not actually shocked during the Milgram experiment

a)

True, they were not shocked.

b)

False, they definitely were shocked!

92.

Why was debriefing an ethical concern in this study?

a)

People who were shocked did not get full compensation

b)

People who were the 'teachers' often left feeling like they caused harm to another person

c)

The experimenter did not allow the participant to leave.

93.

What are the aims of obedience? Pick three

a)

Obedience guarantees that orders will be followed

b)

Allows the hierarchy structure to function

c)

Makes establishing conformity easier

d)

To create individuals who do what they are told when they are told without questioning the orders

94.

The number of participants used was

a)

20

b)

30

c)

40

d)

50

95.

How many participants went up to 300 volts

a)

All of them

b)

30 of them

c)

20 of them

d)

10 of them

96.

The participants all volunteered believing they were to do

a)

A study on aggression

b)

A study on power

c)

A study on memory and learning

d)

A study on electricity

97.

How much were the participants paid for turning up to participate in the study?

a)

ϵ\epsilon  4.30

b)

$4.50

c)

$4.00

d)

$450

98.

Who was "Mr Wallace"? What was his part in the experiment

a)

The "experimenter" who was a confederate

b)

The "learner" who was a participant

c)

The "experimenter" who was a participant

d)

The "learner" who was a confederate

99.

Which of these phrases was not a verbal prod used by Milgram?

a)

Please continue

b)

The experiment requires you to continue

c)

It is absolutely essential that you continue

d)

The experiment will be useless if you do not continue

100.

In Milgram's study on obedience to authority, what procedure were done?

a)

Learners took a real exam

b)

'Learners' received and electric shock from "teachers"

c)

Participants were paid $10 for participating

d)

A teacher taught a real student

101.

The ______ (stooge) was in on the Milgram experiment while the ______  (victim) was not.

a)

Teacher, Learner

b)

Learner, Teacher

102.

The voltage levels displayed on the shock generator ranged from ___.


a)

15-400

b)

15-425

c)

10-450

d)

15-450

103.

Milgram's studies on obedience to authority the procedures showed that

a)

the majority of the people were able to resist the experimenter's pressure to shock the 'learner.'

b)

obedience was strongly linked to the subject's background.

c)

subjects did not care about what was happening to the 'learner.'

d)

most 'teachers' delivered the maximum amount of shock to the 'learner.'

104.

The shock generator had voltage levels ranging from _________.


a)

Slight Shock to Danger Shock

b)

Slight Shock to Severe Shock

c)

Slight Shock to Danger: Severe Shock

d)

slight to severe

105.

Out of 40 subjects, ___ obeyed the orders of the experimenter to the end, proceeding to punish the victim.

a)

26

b)

15

c)

10

d)

31

106.

In conclusion, why did people tend to obey the experimenter? 

a)

People were scared to disobey

b)

People trusted the experimenter 

c)

People were scared of the consequences 

d)

People tend to obey orders from other people if they recognize their authority as morally right

107.

What is the phenomenon of bystander apathy?

a)

When observers of an emergency situation do not intervene

b)

When bystanders take responsibility for helping in an emergency

c)

When bystanders feel personally responsible for helping in an emergency

d)

When observers of an emergency situation are motivated to help

108.

What is diffusion of responsibility?

a)

The phenomenon where people are less likely to offer help if other people are present

b)

The phenomenon where people feel equally responsible for helping in a group

c)

The phenomenon where people feel personally responsible for helping in a group

d)

The phenomenon where people are more likely to offer help if other people are present

109.

What was the aim of the study conducted by Piliavin et al.?

a)

To investigate bystander apathy in a laboratory setting

b)

To study bystander behavior in a realistic setting

c)

To examine the diffusion of responsibility in a controlled environment

d)

To analyze the impact of race on helping behavior

110.

What were the four independent variables in the study?

a)

Victim's responsibility, victim's race, presence of a model, number of bystanders

b)

Victim's responsibility, victim's age, presence of a model, number of trials

c)

Victim's responsibility, victim's race, presence of a helper, number of trials

d)

Victim's responsibility, victim's age, presence of a helper, number of bystanders

111.

What was the dependent variable in the study?

a)

The amount of people who helped

b)

The speed at which people helped

c)

The number of bystanders present

d)

The race of the victim

112.

What was the dependent variable in the study?

a)

The amount of people who helped

b)

The speed at which people helped

c)

The number of bystanders present

d)

The race of the victim

113.

What was the sampling technique used in the study?

a)

Opportunity Sampling

b)

Random Sampling

c)

Stratified Sampling

d)

Systematic Sampling

114.

What was the racial mix of the participants in the study?

a)

55% white and 45% black

b)

45% white and 55% black

c)

70% white and 30% black

d)

30% white and 70% black

115.

What was the mean number of people in each train car?

a)

43

b)

8.5

c)

60

d)

103

116.

What did the study propose as a model to explain people's responses to an emergency situation?

a)

The Altruistic Model

b)

The Cost-Reward Model

c)

The Situational Model

d)

The Individual Model

117.

What is the impact of group size on bystander apathy?

a)

Group size has no impact on bystander apathy

b)

As group size increases, bystander apathy decreases

c)

As group size increases, bystander apathy increases

d)

Group size impacts bystander apathy only in certain situations

118.

What was the methodology used by Piliavin et al. in their study?

a)

They conducted a laboratory experiment

b)

They conducted a field experiment

c)

They conducted a survey

d)

They conducted a case study

119.

’Diffusion of Responsibility’ means people are more likely to help if there are others present

a)

True

b)

False

120.

How many participants were in the sample?

a)

3600

b)

2730

c)

5300

d)

4450