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Complete Test Bank With Answers
Sample Questions Posted Below
Multiple Choice
1. Prejudice and discrimination based on a person’s racial background, or institutional and cultural practices that promote
the domination of one racial group over another, are most accurately termed
a. racism.
b. implicit racism.
c. modern racism.
d. ambivalent racism.
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 1:07 AM
DATE MODIFIED: 3/17/2016 9:09 AM
2. Prejudice and discrimination based on a person’s gender, or institutional and cultural practices that promote the
domination of one gender (typically men) over another, are most accurately termed
a. sexism.
b. implicit sexism.
c. hostile sexism.
d. ambivalent sexism.
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 1:11 AM
DATE MODIFIED: 3/17/2016 9:09 AM
3. The ABCs of social psychology are affect, behavior, and cognition. Place three major concepts in this ABC order by
considering whether they correspond to affect, behavior, or cognition.
a. stereotyping, prejudice, and discrimination
b. prejudice, discrimination, and stereotyping
c. discrimination, prejudice, and stereotyping
d. stereotyping, discrimination, and prejudice
ANSWER: b
Copyright Cengage Learning. Powered by Cognero. Page 1POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 1:12 AM
DATE MODIFIED: 3/17/2016 9:09 AM
4. Which of the following is not an indicator of discrimination?
a. believing that baby-faced men are harmless
b. declining to allow a girl into an auto repair course in high school
c. signing a petition to keep a minority group out of the neighborhood
d. hiring a thin candidate rather than an obese one with the same credentials
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 1:14 AM
DATE MODIFIED: 3/17/2016 9:09 AM
5. Dr. Charles does not feel that African American students are as academically qualified as other students. He does not
give them as much of his attention, is less willing to make appointments to give them help, and spends less time reading
and making comments on their papers. Dr. Charles is engaging in
toward his African American students.
____
a. subgrouping
b. prejudice
c. stereotyping
d. discrimination
ANSWER: d
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Apply
NOTES: New
DATE CREATED: 3/7/2016 1:17 AM
DATE MODIFIED: 3/18/2016 8:33 AM
Copyright Cengage Learning. Powered by Cognero. Page 26. Bridgette thinks short people are lazy, and Barbara refuses to let short people join her book club. Bridgette is exhibiting
____, whereas Barbara is exhibiting ____.
a. discrimination; prejudice
b. stereotyping; discrimination
c. prejudice; stereotyping
d. prejudice; discrimination
ANSWER: b
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
CTIVES:
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 1:20 AM
DATE MODIFIED: 3/17/2016 9:09 AM
7. Samantha thinks that all social psychology professors are intelligent, attractive, and fabulously good dancers. This is an
example of
a. prejudice.
b. discrimination.
c. social categorization.
d. a stereotype.
ANSWER: d
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
CTIVES:
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 1:22 AM
DATE MODIFIED: 3/17/2016 9:09 AM
8. Bonnie feels very negatively toward lawyers. Whenever she meets a person who is a lawyer, she immediately feels a
strong dislike for them the moment she finds out what they do for a living. This is an example of
a. prejudice.
b. discrimination.
c. social categorization.
d. a stereotype.
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
Copyright Cengage Learning. Powered by Cognero. Page 3HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 1:23 AM
DATE MODIFIED: 3/17/2016 9:09 AM
9. Negative feelings directed at others strictly because of their membership in a certain group is called
a. discrimination.
b. prejudice.
c. a stereotype.
d. the in group homogeneity effect.
ANSWER: b
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 1:24 AM
DATE MODIFIED: 3/17/2016 9:09 AM
10. Stereotypes differ from prejudice and discrimination in that stereotypes concern
a. positive feelings about a social group.
b. negative feelings about a social group.
c. beliefs or associations about a social group.
d. negative behavior directed at members of a social group.
ANSWER: c
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 1:26 AM
DATE MODIFIED: 3/17/2016 9:09 AM
11. Jane is from race X, and Jean is from race Y. Which scenario best demonstrates modern racism?
a. Jane yells racial slurs and spits on Jean who is a stranger.
b. Jane and Jean work together. Jane thinks Jean is not doing her share of the work. For this, Jane gives Jean a
more negative evaluation than is deserved.
Copyright Cengage Learning. Powered by Cognero. Page 4c. Jane and Jean are on the same athletic team. The social norm of the team is for everyone to be friendly and
personable to one another. Jane never talks to Jean.
d. Jane is interviewing Jean as a pianist for her club. Jane is looking for a piano player who will play jazz. Jean
plays classical music. Jane doesn’t hire Jean for the job.
ANSWER: b
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
CTIVES:
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 1:28 AM
DATE MODIFIED: 3/17/2016 9:09 AM
12. A form of prejudice that surfaces in subtle ways when it is safe, socially acceptable, and easy to rationalize is called
a. modern racism.
b. relative deprivation.
c. illusory correlation.
d. reverse discrimination.
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 1:34 AM
DATE MODIFIED: 3/17/2016 9:09 AM
13. The concept that concerns the ambivalence between one’s sincere, fair-minded attitudes and beliefs, and their largely
unconscious and unrealized prejudicial feelings and beliefs, is called
racism.
____
a. modern
b. aversive
c. explicit
d. implicit
ANSWER: b
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Remember
Copyright Cengage Learning. Powered by Cognero. Page 5NOTES: New
DATE CREATED: 3/7/2016 1:35 AM
DATE MODIFIED: 3/17/2016 9:09 AM
14. Although he does not intend to behave in a racist manner, Mark says to his Korean-American classmate during a study
session, “You speak such good English”. This seeming compliment best illustrates the idea of
a. micro aggressions.
b. stigmatization.
c. objectification.
d. explicit discrimination.
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
CTIVES:
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Apply
NOTES: New
DATE CREATED: 3/7/2016 1:37 AM
DATE MODIFIED: 3/18/2016 8:35 AM
15. When teachers were asked how they would respond to misbehavior in their class, Okonofua and Eberhardt (2015)
found that a second incidence of behavior elicited stronger responses from teachers if the student was
a. black.
b. male.
c. female.
d. ANSWER: a
diagnosed with a learning disability.
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 1:39 AM
DATE MODIFIED: 3/18/2016 8:35 AM
16. Racism that operates unconsciously and unintentionally is called
a. modern
racism.
____
b. implicit
c. benevolent
Copyright Cengage Learning. Powered by Cognero. Page 6d. ambivalent
ANSWER: b
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 1:41 AM
DATE MODIFIED: 3/17/2016 9:09 AM
17. Consider the Implicit Association Test in which people are asked to categorize words as well as Caucasian/African-
American names. If you were to design a similar measure to assess implicit associations related to age, and more
specifically, implicit negative beliefs about older people, which pattern of results might your IAT produce to indicate such
ageism?
a. Participants report that they like younger-sounding names (e.g., Dylan, Carter) more than older-sounding
names (e.g., Gladys, Sydney).
b. Participants take longer to pair positive words with older-sounding names and negative words with younger-
sounding names than vice versa.
c. Participants primed with words related to old age (e.g., “Florida,” “Bingo,” “wheelchair”) internalize
stereotypes regarding the elderly and demonstrate slower reaction times to the categorization tasks.
d. Participants are quicker to recognize and categorize photos of young faces than photos of older faces.
ANSWER: b
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
CTIVES:
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 1:42 AM
DATE MODIFIED: 3/17/2016 9:09 AM
18. Implicit racism is correlated with
____
for interactions with a minority group member.
a. reduced eye contact
b. increased eye contact
c. increased warmth
d. better communication
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Copyright Cengage Learning. Powered by Cognero. Page 7LEARNING OBJECTI
VES:
SOCP.KASS.17.5.2
–
perception and interaction.
KEYWORDS: Bloom’s: Understand
Discuss recent psychological findings regarding the processes of interracial
NOTES: New
DATE CREATED: 3/7/2016 1:43 AM
DATE MODIFIED: 3/17/2016 9:09 AM
19. Research indicates that white individuals’ concern about appearing prejudiced during interracial interactions can
a. lead them to try to avoid such interactions altogether.
b. lead them to sit closer to African-American conversation partners in the effort to make a good impression.
c. lead them to go out of their way to demonstrate how often they think about and notice race-related issues.
d. attempt to adopt the behaviors they perceive as being associated with a non-dominant culture.
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTI
SOCP.KASS.17.5.2
–
Discuss recent psychological findings regarding the processes of interracial
VES:
perception and interaction.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 1:46 AM
DATE MODIFIED: 3/17/2016 9:09 AM
20. A meta stereotype refers to a
a. person’s thoughts about the stereotypes out group members might hold about their own group.
b. person’s thoughts about the acceptability of a stereotype that applies to a large number of out groups.
c. stereotype that is positive in nature.
d. stereotype that is widely held.
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTI
VES:
SOCP.KASS.17.5.2
–
perception and interaction.
KEYWORDS: Bloom’s: Remember
Discuss recent psychological findings regarding the processes of interracial
NOTES: New
DATE CREATED: 3/7/2016 1:48 AM
DATE MODIFIED: 3/18/2016 8:37 AM
21. A study by Goff, Steele, and Davies (2008) found that white male students sat farther away from black students than
from other white students, but only when
a. b. c. d. the professor of the class was white.
the professor of the class was black.
they had not been previously acquainted with either the white or black classmates.
they thought the discussions would involve racially sensitive topics.
Copyright Cengage Learning. Powered by Cognero. Page 8ANSWER: d
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 1:51 AM
DATE MODIFIED: 3/17/2016 9:09 AM
22. Research by Album, et al. (2008) indicates that when it comes to norms regarding the acknowledgment of race
a. the older white children get, the more comfortable they are discussing race.
b. 8- and 9-year-old children are more concerned about political correctness than 10- and 11-year-olds.
c. it is not until early adulthood that people start to develop concerns about race-related norms.
d. unlike younger children, older children are sometimes willing to sacrifice task performance for the goal of
avoiding uncomfortable race-related conversation.
ANSWER: d
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTI
SOCP.KASS.17.5.2
–
Discuss recent psychological findings regarding the processes of interracial
VES:
perception and interaction.
KEYWORDS: Bloom’s: Understand
NOTES: New
DATE CREATED: 3/7/2016 1:55 AM
DATE MODIFIED: 3/17/2016 9:09 AM
23. Gender stereotypes are prescriptive. This means that gender stereotypes
a. b. c. d. identify what men and women should be like.
predict when men and women are likely to behave in stereotype-consistent ways.
are more accurate than other kinds of stereotypes.
are less influenced by cultural standards than other stereotypes.
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.3
–
understanding discrimination based on gender.
KEYWORDS: Bloom’s: Understand
Discuss the role of ambivalent sexism and double standards when it comes to
DATE CREATED: 3/7/2016 2:00 AM
Copyright Cengage Learning. Powered by Cognero. Page 9DATE MODIFIED: 3/17/2016 9:09 AM
24. Ambivalent sexism consists of
elements.
____
a. two
b. three
c. four
d. five
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.3
–
understanding discrimination based on gender.
KEYWORDS: Bloom’s: Remember
Discuss the role of ambivalent sexism and double standards when it comes to
NOTES: New
DATE CREATED: 3/7/2016 2:03 AM
DATE MODIFIED: 3/17/2016 9:09 AM
25. Negative and resentful feelings directed at women’s abilities, values, and ability to challenge the power of men are
referred to as
sexism.
____
a. ambivalent
b. modern
c. benevolent
d. hostile
ANSWER: d
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.3
–
understanding discrimination based on gender.
KEYWORDS: Bloom’s: Remember
Discuss the role of ambivalent sexism and double standards when it comes to
DATE CREATED: 3/7/2016 2:06 AM
DATE MODIFIED: 3/17/2016 9:09 AM
26. Affectionate feelings toward women based on the belief that women need protection are referred to as
a. ambivalent
sexism.
____
b. patronizing
c. benevolent
d. hostile
ANSWER: c
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
Copyright Cengage Learning. Powered by Cognero. Page 10QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.3
–
understanding discrimination based on gender.
KEYWORDS: Bloom’s: Remember
Discuss the role of ambivalent sexism and double standards when it comes to
DATE CREATED: 3/7/2016 2:08 AM
DATE MODIFIED: 3/17/2016 9:09 AM
27. In their study of sexism in 19 different countries, Glick et al. (2000) found that countries with the greatest degree of
political and economic inequality exhibited
a. the highest levels of both hostile and benevolent sexism.
b. the lowest levels of both hostile and benevolent sexism.
c. high levels of hostile sexism but low levels of benevolent sexism.
d. low levels of hostile sexism but high levels of benevolent sexism.
ANSWER: a
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.3
–
understanding discrimination based on gender.
KEYWORDS: Bloom’s: Remember
Discuss the role of ambivalent sexism and double standards when it comes to
DATE CREATED: 3/7/2016 2:09 AM
DATE MODIFIED: 3/17/2016 9:09 AM
28. Stankiewicz and Roselle (2008) found that about
objects.
____
of advertisements depicting women featured them as sex
a. one-quarter
b. half
c. two-thirds
d. three-quarters
ANSWER: b
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.3
–
understanding discrimination based on gender.
KEYWORDS: Bloom’s: Remember
Discuss the role of ambivalent sexism and double standards when it comes to
NOTES: New
DATE CREATED: 3/7/2016 2:11 AM
DATE MODIFIED: 3/17/2016 9:09 AM
29. Lo Sass and colleagues (2011) studied pay disquiet between men and women and found that new female physicians in
Copyright Cengage Learning. Powered by Cognero. Page 11New York state averaged about
____
less pay than their male counterparts.
a. $4,000
b. $11,000
c. $17,000
d. $24,000
ANSWER: c
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.1
–
Define the concepts of stereotyping, prejudice, discrimination, and modern and
implicit racism, and explain how each is measured empirically.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 2:12 AM
DATE MODIFIED: 3/17/2016 9:09 AM
30. In a study by Phelan and colleagues (2008), participants read about male and female candidates for a managerial
position. Compared to comparable male candidates, female candidates who emphasized their independence and leadership
ability were rated as
a. lower in competence and in social skills.
b. lower in competence but higher in social skills.
c. higher in competence but lower in social skills.
d. higher in both competence and social skills.
ANSWER: c
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.3
–
understanding discrimination based on gender.
KEYWORDS: Bloom’s: Remember
Discuss the role of ambivalent sexism and double standards when it comes to
DATE CREATED: 3/7/2016 2:14 AM
DATE MODIFIED: 3/17/2016 9:09 AM
31. Tilcsik (2011) sent pairs of resumes in response to 1,800 job postings. The resumes were nearly identical, except that
one mentioned that the job candidate volunteered for a gay campus organization. The results of this study showed that
a. the two resumes were equally likely to receive interview invitations.
b. the resume with gay campus organization experience was 15 percent less likely to receive an interview
invitation.
c. the resume with gay campus organization experience was 40 percent less likely to receive an interview
invitation.
d. the resume with the gay campus organization experience was 15 percent more likely to receive an interview
invitation.
ANSWER: c
Copyright Cengage Learning. Powered by Cognero. Page 12POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTI
VES:
SOCP.KASS.17.5.4
–
Sexuality, and Other Targets.
KEYWORDS: Bloom’s: Remember
Discuss the implication of Beyond Racism and Sexism: Age, Weight,
NOTES: New
DATE CREATED: 3/7/2016 2:15 AM
DATE MODIFIED: 3/17/2016 9:09 AM
32. Being persistently stereotyped, perceived as deviant, and devalued in society because of membership in a particular
social group or because of a particular characteristic is the definition of being
a. sublimated.
b. ambivalent.
c. threatened.
d. stigmatized.
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
The Nature of the Problem: Persistence and Change
LEARNING OBJECTIVES: SOCP.KASS.17.5.5
–
Discuss being stigmatized.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 2:18 AM
DATE MODIFIED: 3/17/2016 9:09 AM
33. According to research by Crocker and colleagues (1991), black students who received positive interpersonal feedback
from a white student experienced
____
if there was suspicion that the feedback had been received due to race.
a. an increase in level of anger
b. no change in self-esteem
c. a reduction in self-esteem
d. an increase in self-esteem
ANSWER: c
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
The Nature of the Problem: Persistence and Change
LEARNING OBJECTIVES: SOCP.KASS.17.5.5
–
Discuss being stigmatized.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 2:21 AM
DATE MODIFIED: 3/17/2016 9:09 AM
34. Stigmatized targets are at increased risk for
Copyright Cengage Learning. Powered by Cognero. Page 13a. short-term mental health problems.
b. long-term mental health problems.
c. short-term physical health problems.
d. long-term physical and mental health problems.
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
The Nature of the Problem: Persistence and Change
LEARNING OBJECTIVES: SOCP.KASS.17.5.5
–
Discuss being stigmatized.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 2:23 AM
DATE MODIFIED: 3/18/2016 8:38 AM
35. A stereotype exists in many cultures that men are better than women at math. Ramie is about to take a diagnostic
achievement test in math. According to research on stereotype threat, under which condition is Ramie most likely to
perform poorly on the test?
a. Ramie does not believe that the test is an accurate measure of math ability.
b. Ramie is asked to indicate her sex at the beginning of the test.
c. Ramie does not include math as an important part of her identity.
d. Ramie is unaware of the cultural stereotype concerning sex and math
ANSWER: b
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.6
–
Explain stereotype threat.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 2:29 AM
DATE MODIFIED: 3/17/2016 9:09 AM
36. Research on stereotype threat suggests that underperformance by African Americans in academic settings may be due
to
a. b. c. d. a fear of confirming negative stereotypes of African Americans.
an overemphasis on super ordinate goals in instruction.
receiving negative feedback based on racist motives.
the desegregation that tends to occur even in so-called integrated schools.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
The Nature of the Problem: Persistence and Change
LEARNING OBJECTIVES: SOCP.KASS.17.5.6
–
Explain stereotype threat.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 2:32 AM
DATE MODIFIED: 3/17/2016 9:09 AM
Copyright Cengage Learning. Powered by Cognero. Page 1437. Which experimental procedure would a researcher investigating stereotype threat be least likely to use?
a. having women complete a math test
b. having non-English-speaking students complete a verbal skills test in English
c. having African Americans complete an athletic task
d. having individuals with a history of mental illness complete a logical reasoning task
ANSWER: c
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.6
–
Explain stereotype threat.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 2:37 AM
DATE MODIFIED: 3/17/2016 9:09 AM
38. Which statement describes an essential requirement for stereotype threat to occur?
a. The individual in question must be a member of a minority group.
b. The individual in question must be aware of negative stereotypes about his or her group.
c. The individual in question must have below-average ability for the task in question.
d. The individual in question must regularly participate in activities that draw racial disapproval from others.
ANSWER: b
POINTS: 1
REFERENCES: The Nature of the Problem: Persistence and Change
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.6
–
Explain stereotype threat.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 3:19 AM
DATE MODIFIED: 3/17/2016 9:09 AM
39. Social categorization is advantageous because it
a. leads to more accurate social perception.
b. encourages us to take longer to make judgments about others.
c. frees up cognitive resources.
d. is generally based on realistic assumptions.
ANSWER: c
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 3:21 AM
Copyright Cengage Learning. Powered by Cognero. Page 15DATE MODIFIED: 3/17/2016 9:09 AM
40. Social categorization leads people to
a. perceive group members more accurately.
b. perceive others as individuals rather than group members.
c. overestimate differences between groups.
d. overestimate differences within groups.
ANSWER: c
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 3:24 AM
DATE MODIFIED: 3/17/2016 9:09 AM
41. All of the following result from social categorization except an
a. b. c. d. overestimation of differences between groups.
underestimation of differences within groups.
increased confidence that differences between groups are biologically based.
increased tendency to notice behaviors inconsistent with group stereotypes.
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 3:27 AM
DATE MODIFIED: 3/17/2016 9:09 AM
42. Groups with which an individual feels a sense of membership, belonging, and identity are called ____, and groups
with which an individual does not feel a sense of membership, belonging, or identity are called ____.
a. in groups; out groups
b. social categories; group biases
c. implicit categories; explicit categories
d. self-groups; social-groups
ANSWER: a
POINTS: 1
Copyright Cengage Learning. Powered by Cognero. Page 16REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 3:29 AM
DATE MODIFIED: 3/17/2016 9:09 AM
43. The tendency to perceive members of an out group as less variable, or more similar to one another, than members of
the in group, is called the
a. minimal group effect.
b. out group homogeneity effect.
c. in group homogeneity effect.
d. contrast effect.
ANSWER: b
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 3:32 AM
DATE MODIFIED: 3/17/2016 9:09 AM
44. The belief that “they’re all the same” best epitomizes the
a. minimal group effect.
b. out group homogeneity effect.
c. in group homogeneity effect.
d. contrast effect.
ANSWER: b
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 3:34 AM
DATE MODIFIED: 3/17/2016 9:09 AM
Copyright Cengage Learning. Powered by Cognero. Page 1745. Buffy is a member of a sorority. She considers the stereotypes about her sorority to be gross overgeneralizations, but
claims that the stereotypes about other sororities seem to have a kernel of truth. Buffy’s thinking best illustrates
a. the out group homogeneity effect.
b. realistic conflict.
c. reverse discrimination.
d. social-role theory.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 3:36 AM
DATE MODIFIED: 3/17/2016 9:09 AM
46. Ingroup members are believed to display the outgroup homogeneity effect because
a. b. c. d. both groups always compete for shared resources.
they lack familiarity with members of the outgroup.
they lack sufficient information to judge the variability of their own group.
they usually encounter the most typical members of the outgroup.
ANSWER: b
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 3:38 AM
DATE MODIFIED: 3/18/2016 8:43 AM
47. Which factor does not contribute to the outgroup homogeneity effect?
a. Ingroup members have little information concerning outgroup members.
b. Ingroup members are unlikely to have frequent contact with outgroup members.
c. Ingroup members accurately perceive the lack of diversity within the outgroup.
d. Ingroup members interact with a non-representative sample of outgroup members.
ANSWER: c
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
Copyright Cengage Learning. Powered by Cognero. Page 18HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 3:41 AM
DATE MODIFIED: 3/18/2016 8:44 AM
48. Charles is a Red Sox fan who does not think highly of Yankees fans. Which statement that Charles made in the past
week is most consistent with the concept of out group homogeneity?
a. “Obnoxious, rude, and prone to throwing batteries… if you’ve seen one Yankees fan, you’ve seen them all.”
b. “I knew one Yankees fan who wasn’t bad, but his wife was a Red Sox fan, so he doesn’t count.”
c. “The thing about Yankees fans is that some of them just jump on the bandwagon and root for their team
through good times and bad times.”
d. “My two favorite teams are the Red Sox and anyone who’s playing against the Yankees.”
ANSWER: a
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.7
–
CTIVES:
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 3:46 AM
DATE MODIFIED: 3/17/2016 9:09 AM
49. Arnold is not a cheerleader and doesn’t know any cheerleaders personally, but when he sees them at the football
games, they are always smiling. Arnold is likely to
a. b. c. d. think about specific cheerleaders rather than the group stereotype.
notice the ways in which each cheerleader is unique.
be able to distinguish cheerleaders from one another only if they are smiling.
think that all cheerleaders are happy.
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 3:49 AM
DATE MODIFIED: 3/17/2016 9:09 AM
Copyright Cengage Learning. Powered by Cognero. Page 1950. Which part of the brain is likely to show greater activation when you see an unfamiliar person who is described as a
member of your ingroup as opposed to being a member of an outgroup?
a. the orbit frontal cortex
b. the corpus call sum
c. the ventral tegmentum
d. the dorsolateral insular
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 3:50 AM
DATE MODIFIED: 3/18/2016 8:45 AM
51. When Nazi propaganda depicted Jewish individuals as “disease spreading rats,” it was an attempt to solidify prejudice
and hatred against that group through the use of
a. dehumanizing.
b. stereotype threat.
c. confirmatory biases.
d. the ingroup homogeneity effect.
ANSWER: a
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.7
–
CTIVES:
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 3:52 AM
DATE MODIFIED: 3/18/2016 8:46 AM
52. Hugenberg and Corneille (2009) exposed participants to the faces of unfamiliar people who were of the same race as
the participants but who were either ingroup (attending the same university) or outgroup (attending a rival university)
members. They found that, compared to faces of outgroup members, faces of ingroup members were processed more
a. slowly.
b. holistically.
c. sequentially.
d. reluctantly.
ANSWER: b
POINTS: 1
Copyright Cengage Learning. Powered by Cognero. Page 20REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 3:55 AM
DATE MODIFIED: 3/18/2016 8:49 AM
53. Research findings regarding dehumanization indicate that
a. people tend to process out group faces in a manner similar to their processing of nonhuman objects.
b. dehumanization of out groups is typically associated with reactions of greater empathy.
c. only members of the racial majority tend to be aware of cultural associations between racial minority group
members and particular animal characteristics.
d. it has occurred in every culture in every time era in recorded history.
ANSWER: a
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.7
–
CTIVES:
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 3:58 AM
DATE MODIFIED: 3/17/2016 9:09 AM
54. Being asked to think about one’s mortality tends to
a. decrease ingroup bias.
b. increase ingroup bias.
c. have no impact on ingroup bias.
d. promote intergroup harmony.
ANSWER: b
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Understand
NOTES: New
DATE CREATED: 3/7/2016 4:00 AM
Copyright Cengage Learning. Powered by Cognero. Page 21DATE MODIFIED: 3/18/2016 8:49 AM
55. Individuals with a strong social dominance orientation are least likely to
a. prefer to live in a racially and socially equal society.
b. strongly identify with their ingroup.
c. want their ingroup to be of higher status than other groups.
d. endorse government policies that oppress outgroups.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 4:07 AM
DATE MODIFIED: 3/18/2016 8:54 AM
56. System-justifying beliefs are
a. more likely to be held by groups in power.
b. rarely if ever found in collectivist cultures.
c. associated with decreased levels of ingroup/outgroup bias.
d. more common among women than men in most cultures.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 4:09 AM
DATE MODIFIED: 3/18/2016 8:57 AM
57. The stereotype content model groups stereotypes along the two dimensions of
a. intelligence and morality.
b. competence and warmth.
c. directness and indirectness.
d. dehumanization and impulsivity.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
Copyright Cengage Learning. Powered by Cognero. Page 22QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 4:14 AM
DATE MODIFIED: 3/17/2016 9:09 AM
58. According to the stereotype content model, migrant farm workers who move to an area with a shortage of farming
jobs would likely be viewed as
a. high in warmth and low in competence.
b. low in warmth and high in competence.
c. low in warmth and low in competence.
d. high in warmth and high in competence.
ANSWER: c
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 4:15 AM
DATE MODIFIED: 3/17/2016 9:09 AM
59. A shared goal that can be achieved only through cooperation among individuals or groups is said to be
a. subordinate.
b. super ordinate.
c. competitive.
d. passive.
ANSWER: b
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 4:16 AM
DATE MODIFIED: 3/17/2016 9:09 AM
Copyright Cengage Learning. Powered by Cognero. Page 2360. Which goal is an example of a super ordinate goal?
a. a girl trying to set a new school record for running the mile who is cheered by competitors
b. two friends playing tennis against each other
c. a man trying to pick up a woman at a bar
d. athletes who normally compete against each who are now on the same relay team
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
CTIVES:
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Apply
NOTES: New
DATE CREATED: 3/7/2016 4:19 AM
DATE MODIFIED: 3/17/2016 9:09 AM
61. Michigan and Ohio State are rival universities. Students at the two schools only interact when the athletic teams they
play for compete against each other. Sheriff’s Robbers Cave experiment suggests that the students will
a. limit their competition to the playing field and behave cooperatively off the field.
b. only change their negative stereotypes once they have interacted on the playing field.
c. develop positive views of one another and behave in a friendly manner.
d. develop negative views of one another and behave in a hostile manner.
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
CTIVES:
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 4:20 AM
DATE MODIFIED: 3/17/2016 9:09 AM
62. A junior high coach decides to separate his basketball players into an A team and a B team. These two teams regularly
play each other and compete for rewards, such as time at the drinking fountain and use of the new basketballs. The
Robbers Cave experiment would suggest that the coach’s new arrangement is likely to
a. promote team unity.
b. lead to animosity between the A team and the B team.
c. encourage the development of leadership skills.
d. lead to less vigorous practices.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
Copyright Cengage Learning. Powered by Cognero. Page 24HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 4:22 AM
DATE MODIFIED: 3/17/2016 9:09 AM
63. The Robbers Cave experiment demonstrated that
a. ingroup favoritism is inevitable.
b. group categorization is automatic.
c. prejudice is a function of social class.
d. prejudice can result from intergroup competition.
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 4:23 AM
DATE MODIFIED: 3/18/2016 8:58 AM
64. The Jets and the Sharks are two groups of local youths who regularly—and belligerently—compete against each other.
The Robbers Cave experiment would suggest that one way of healing the rift between these groups is to
a. allow the youths to date each other.
b. encourage them to “air” their differences.
c. have them work together on a goal that requires cooperative efforts.
d. have each group note the good qualities of the other group.
ANSWER: c
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 4:25 AM
DATE MODIFIED: 3/17/2016 9:09 AM
65. One conclusion that can be drawn from the Robbers Cave study is that
a. propaganda is not a particularly effective means of eliminating group conflict.
b. imaginary competition does not lead to group conflict.
c. the best way to reduce intergroup conflict is simply to bring group members together
Copyright Cengage Learning. Powered by Cognero. Page 25d. young boys exhibit greater aggressive tendencies than young girls.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 4:27 AM
DATE MODIFIED: 3/17/2016 9:09 AM
66. The results of the Robbers Cave experiment can be extrapolated to suggest that prejudice between groups can be
increased when the groups are placed in a situation where
a. they compete against one another.
b. appropriate ways of interacting are unclear.
c. the groups communicate with one another.
d. groups must jointly carry out multiple tasks.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 4:28 AM
DATE MODIFIED: 3/17/2016 9:09 AM
67. Which of the following best exemplifies realistic conflict theory?
a. the conflict over land ownership between Arabs and Israelis in the Middle East
b. the conflict between Protestants and the Catholics in Ireland due to religious differences
c. the conflict between Democrats and Republicans regarding U.S. political ideology
d. the conflict over whether abortion should be legal or illegal
ANSWER: a
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
CTIVES:
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 4:30 AM
Copyright Cengage Learning. Powered by Cognero. Page 26DATE MODIFIED: 3/17/2016 9:09 AM
68. Realistic conflict theory proposes that
a. conflict between groups is a function of interpersonal hostility.
b. intergroup hostility arises from competition among groups for scarce but valued resources.
c. intergroup conflict is largely a function of how realistically groups view one another.
d. realistic groups do not have to worry about intergroup conflict.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
CTIVES:
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 4:32 AM
DATE MODIFIED: 3/17/2016 9:09 AM
69. Some border-town residents dislike illegal immigrants because they fear that the immigrants will take jobs away from
them. These feelings can best be explained by
a. social-role theory.
b. social identity theory.
c. social categorization theory.
d. realistic conflict theory.
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
CTIVES:
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 4:37 AM
DATE MODIFIED: 3/17/2016 9:09 AM
70. James is not satisfied with his $5 million annual salary because he feels that other basketball All-Stars are paid far
more money. James’ dissatisfaction is most likely the result of
a. realistic conflict theory.
b. in group favoritism.
c. out group homogeneity.
d. relative deprivation.
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
Copyright Cengage Learning. Powered by Cognero. Page 27QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 4:38 AM
DATE MODIFIED: 3/17/2016 9:09 AM
71. Which statement concerning the relationship between competition and prejudice is false?
a. Imagined competition can lead to prejudice just as much as actual competition.
b. The perception that one is not doing as well as out group members is sufficient to produce prejudice.
c. Prejudice can result from competitive threat to the in group as well as the individual.
d. Super ordinate goals help diffuse conflict between children, but not adults.
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
CTIVES:
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 4:40 AM
DATE MODIFIED: 3/17/2016 9:09 AM
72. Minimal groups are groups
a. consisting of only two people.
b. that occupy low-status positions in society.
c. based on trivial distinctions of minor importance.
d. with a long history of competition and antagonism.
ANSWER: c
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJEC
SOCP.KASS.17.5.9
–
TIVES:
of ideology in social identity and prejudice.
KEYWORDS: Bloom’s: Remember
Explain how social identity theory accounts for ingroup favoritism, and the role
DATE CREATED: 3/7/2016 4:41 AM
DATE MODIFIED: 3/17/2016 9:09 AM
73. Research using minimal groups has demonstrated that
a. competition for limited resources is necessary for ingroup favoritism.
b. in group favoritism will not occur in trivial laboratory groups.
c. in group cohesion is necessary to produce ingroup favoritism.
Copyright Cengage Learning. Powered by Cognero. Page 28d. ANSWER: d
mere categorization is sufficient to produce ingroup favoritism.
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJEC
SOCP.KASS.17.5.9
–
TIVES:
of ideology in social identity and prejudice.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 4:44 AM
Explain how social identity theory accounts for ingroup favoritism, and the role
DATE MODIFIED: 3/18/2016 9:01 AM
74. According to social identity theory, people display ingroup favoritism
a. as a way of displacing negative feelings toward the outgroup.
b. as a means of increasing self-esteem.
c. because they expect to be treated unfairly by outgroup members.
d. because intergroup competition demands it.
ANSWER: b
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJEC
SOCP.KASS.17.5.9
–
TIVES:
of ideology in social identity and prejudice.
KEYWORDS: Bloom’s: Understand
Explain how social identity theory accounts for ingroup favoritism, and the role
DATE CREATED: 3/7/2016 4:46 AM
DATE MODIFIED: 3/18/2016 9:02 AM
75. Fein and Spencer (1997) conducted a study in which participants evaluated a job applicant whom they believed to be
either Jewish or non-Jewish. Which statement about this study is false?
a. Participants were more likely to discriminate against the Jewish applicant when they had previously been
given negative feedback about their own abilities.
b. Participants who were able to avoid discriminating against the Jewish applicant demonstrated the biggest
boost to their own self-esteem.
c. The study was conducted on a campus where negative stereotypes about Jewish women were pervasive.
d. Their results provide supporting evidence for one of the basic predictions of social identity theory.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJEC
SOCP.KASS.17.5.9
–
Explain how social identity theory accounts for ingroup favoritism, and the role
TIVES:
of ideology in social identity and prejudice.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 4:47 AM
Copyright Cengage Learning. Powered by Cognero. Page 29DATE MODIFIED: 3/17/2016 9:09 AM
76. Which of the following is not predicted by social identity theory?
a. Self-esteem is derived from positive ingroup associations.
b. Threats to self-esteem tend to decrease ingroup favoritism.
c. Expressions of ingroup favoritism tend to increase self-esteem.
d. Self-esteem is increased to the extent that the ingroup is perceived as better than the outgroup.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJEC
SOCP.KASS.17.5.9
–
Explain how social identity theory accounts for ingroup favoritism, and the role
TIVES:
of ideology in social identity and prejudice.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 4:49 AM
DATE MODIFIED: 3/18/2016 9:03 AM
77. Zone just learned that she did not get into the college of her choice. She comes upon Alec, a resident of a nearby
neighborhood and one that most outsiders find distasteful. It is likely that the news Zone just received will cause her to
judge Alec more ____, making her feel
about herself.
____
a. positively; worse
b. negatively; worse
c. positively; better
d. negatively; better
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJEC
SOCP.KASS.17.5.9
–
Explain how social identity theory accounts for ingroup favoritism, and the role
TIVES:
of ideology in social identity and prejudice.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 4:51 AM
DATE MODIFIED: 3/17/2016 9:09 AM
78. Cross-cultural research indicates that people from collectivist cultures are
____
likely to boost their self-esteem
through enhancing their ingroups and
____
likely to draw sharp distinctions between ingroup and outgroup members than
are people from individualist cultures.
a. more; more
b. more; less
c. less; more
d. less; less
ANSWER: c
Copyright Cengage Learning. Powered by Cognero. Page 30POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.10
–
Discuss the role of cultural factors in social identity and prejudice, and explain
how individual motives affect issues related to prejudice and status.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 4:53 AM
DATE MODIFIED: 3/18/2016 9:05 AM
79. Which statement best epitomizes the role of socialization in explaining stereotypes?
a. Larry tends to sort objects into groups rather than thinking of each item as unique, and he does the same thing
when perceiving other people.
b. Cheryl relies on stereotypes because it saves her cognitive effort and energy.
c. Jeff thinks that all Italians are loud and easily excited because he has heard his father describe them in this
manner.
d. Susie responds to threats to her self-esteem by stereotyping other groups to make herself feel better.
ANSWER: c
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.11
–
Examine the impact of socialization and social role theory on the development
CTIVES:
of gender stereotypes, and discuss the stereotype content model.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 4:57 AM
DATE MODIFIED: 3/17/2016 9:09 AM
80. Socio cultural factors that influence stereotyping include all of the following except
a. the effects of priming.
b. popular images of groups in the media.
c. one’s peers.
d. social roles.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.11
–
Examine the impact of socialization and social role theory on the development
of gender stereotypes, and discuss the stereotype content model.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 5:00 AM
DATE MODIFIED: 3/17/2016 9:09 AM
Copyright Cengage Learning. Powered by Cognero. Page 3181. Which of the following does not demonstrate the influence of gender stereotypes?
a. Parents see their newborn sons as stronger than their newborn daughters.
b. Parents underestimate the crawling ability of their infant girls and overestimate that of their infant boys.
c. When a baby boy cries in response to a toy, he is thought to be angry. When a baby girl exhibits the same
response, she is thought to be afraid.
d. Newborn boys tend to be taller and weigh more than newborn girls.
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.11
–
Examine the impact of socialization and social role theory on the development
CTIVES:
of gender stereotypes, and discuss the stereotype content model.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 5:08 AM
DATE MODIFIED: 3/17/2016 9:09 AM
82. Germane Alexander’s (2003) research on children’s sex-based preferences for toys indicates that, in addition to being
affected by socialization, such preferences are affected by
a. the availability of engaging toys.
b. prenatal exposure to sex hormones.
c. whether the toys are high tech.
d. media exposure to stereotypes.
ANSWER: b
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.11
–
Examine the impact of socialization and social role theory on the development
of gender stereotypes, and discuss the stereotype content model.
KEYWORDS: Bloom’s: Understand
NOTES: New
DATE CREATED: 3/7/2016 5:10 AM
DATE MODIFIED: 3/17/2016 9:09 AM
83. According to social role theory, gender differences in social behavior are magnified by
a. the unequal gender-based division of labor.
b. unrealistic expectations about how men and women should behave.
c. biologically based differences in social dominance.
d. the forces of natural selection.
ANSWER: a
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
Copyright Cengage Learning. Powered by Cognero. Page 32HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.11
–
Examine the impact of socialization and social role theory on the development
of gender stereotypes, and discuss the stereotype content model.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 5:11 AM
DATE MODIFIED: 3/17/2016 9:09 AM
84. According to social role theory, gender differences that arise from social roles provide a continuing basis for
a. minimal groups.
b. jigsaw classrooms.
c. old-fashioned racism.
d. gender stereotypes.
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.11
–
Examine the impact of socialization and social role theory on the development
of gender stereotypes, and discuss the stereotype content model.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 5:13 AM
DATE MODIFIED: 3/17/2016 9:09 AM
85. Both Jorge and Jocelyn are applying for two residencies after medical school: orthopedic surgery (a traditionally male-
dominated residency) and pediatrics (a traditionally female-dominated residency). If Jorge and Jocelyn have similar
academic records, it is likely that
a. Jorge will get more interviews for both types of residencies.
b. Jocelyn will get more interviews for both types of residencies.
c. Jorge will get more orthopedic surgery interviews and Jocelyn will get more pediatric interviews.
d. Jocelyn will get more orthopedic surgery interviews and Jorge will get more pediatric interviews.
ANSWER: c
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.11
–
Examine the impact of socialization and social role theory on the development
CTIVES:
of gender stereotypes, and discuss the stereotype content model.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 5:14 AM
DATE MODIFIED: 3/17/2016 9:09 AM
86. Adelphi was watching a series of commercials in which women were portrayed as having relatively low self-
confidence, less independence, and fewer career aspirations than men do. As a result, Adelphi will probably
____
women who watched commercials portraying women in counter-stereotypical fashion.
Copyright Cengage Learning. Powered by Cognero. than
Page 33a. perform better on a math test
b. perform worse on a math test
c. feel more powerful
d. feel less powerful
ANSWER: b
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.11
–
Examine the impact of socialization and social role theory on the development
of gender stereotypes, and discuss the stereotype content model.
KEYWORDS: Bloom’s: Apply
NOTES: New
DATE CREATED: 3/7/2016 5:16 AM
DATE MODIFIED: 3/17/2016 9:09 AM
87. All of the following are mechanisms that perpetuate stereotypes except
a. illusory correlations.
b. the jigsaw classroom.
c. subtyping.
d. self-fulfilling prophecies.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.12
–
Explain how stereotypes distort perceptions and resist change.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 5:18 AM
DATE MODIFIED: 3/18/2016 9:06 AM
88. You think all professors are a bit nerdy and have abstract interests. You find out that your social psychology professor
can sing the theme song to any television show that aired in the 1970s or 1980s, and is also fluent in the Star Trek
language of Kingdom. You believe that your stereotype has been confirmed by this professor. This is an example of
a. confirmation bias.
b. implicit personality theory.
c. self-fulfilling prophecy.
d. fundamental attribution error.
ANSWER: a
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.12
–
Explain how stereotypes distort perceptions and resist change.
KEYWORDS: Bloom’s: Apply
Copyright Cengage Learning. Powered by Cognero. Page 34DATE CREATED: 3/7/2016 5:21 AM
DATE MODIFIED: 3/17/2016 9:09 AM
89. All port and Postman’s (1947) study using a photograph of a subway car demonstrated how racial stereotypes
a. evolve over generations.
b. facilitate memory accuracy and conserve cognitive energy.
c. can be controlled.
d. distort social perception and memory.
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJECTIVES: SOCP.KASS.17.5.12
–
Explain how stereotypes distort perceptions and resist change.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 5:23 AM
DATE MODIFIED: 3/17/2016 9:09 AM
90. Kashima and others (2013) had Australian students transmit a story about a football player from one person to the
next. Their results indicated that as the story went from person to person,
a. b. c. d. the stereotype-inconsistent information was eventually weeded out.
the stereotype-inconsistent information was eventually exaggerated.
the stereotype-consistent information was often distorted.
its content remained relatively consistent.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJECTIVES: SOCP.KASS.17.5.12
–
Explain how stereotypes distort perceptions and resist change.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 5:25 AM
DATE MODIFIED: 3/17/2016 9:09 AM
91. Self-fulfilling prophecies perpetuate stereotypes by
a. increasing the likelihood that perceivers create subtypes.
b. eliciting stereotype-confirming behavior from targets.
c. threatening individual self-esteem.
d. reducing in group favoritism.
ANSWER: b
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.12
–
KEYWORDS: Bloom’s: Understand
Copyright Cengage Learning. Powered by Cognero. Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
Explain how stereotypes distort perceptions and resist change.
Page 35DATE CREATED: 3/7/2016 5:27 AM
DATE MODIFIED: 3/17/2016 9:09 AM
92. The tendency to overestimate the extent to which members of stereotyped groups possess attributes and perform
behaviors consistent with the group stereotype results from
a. subtyping.
b. illusory correlations.
c. stereotype threat.
d. in group favoritism.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.12
–
Explain how stereotypes distort perceptions and resist change.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 5:29 AM
DATE MODIFIED: 3/18/2016 9:07 AM
93. The tendency to interpret, seek, and create information that is consistent with pre-existing expectations is called the
bias.
____
a. implicit stereotype
b. representativeness
c. availability
d. confirmation
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.7
–
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 5:31 AM
DATE MODIFIED: 3/17/2016 9:09 AM
94. Gunner thinks that Jews are particularly funny. He overestimates the association between being a stand-up comedian
and being Jewish because both characteristics are very distinctive from the normal population. This demonstrates
a. a contrast effect.
b. the outgroup homogeneity effect.
c. an illusory correlation.
d. social-role theory.
ANSWER: c
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
Copyright Cengage Learning. Powered by Cognero. Page 36QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.13
–
Describe the ways in which stereotypes are perpetuated, including illusory
correlation, attribution processes, subtyping, and confirmation bias.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 5:33 AM
DATE MODIFIED: 3/18/2016 9:09 AM
95. Participants in an experiment learn about eight positive and four negative behaviors performed by members of group
A. They also learn about four positive and two negative behaviors performed by members of group B. Which pattern of
results is most likely?
a. Group B will be liked more because they performed the fewest number of negative behaviors.
b. Group A and B will be liked equally well because the ratio of positive to negative behaviors is the same.
c. Group A will be liked less because of a perceived link between the distinctive events of membership in the
larger group and performing more negative behaviors.
d. Group B will be liked less because of a perceived link between the distinctive events of membership in the
smaller group and performing fewer negative behaviors.
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.13
–
Describe the ways in which stereotypes are perpetuated, including illusory
CTIVES:
correlation, attribution processes, subtyping, and confirmation bias.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 5:36 AM
DATE MODIFIED: 3/17/2016 9:09 AM
96. The tendency to overestimate the extent to which members of stereotyped groups possess attributes and perform
behaviors consistent with the group stereotype results from
a. subtyping.
b. illusory correlations.
c. stereotype threat.
d. ingroup favoritism.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.13
–
Describe the ways in which stereotypes are perpetuated, including illusory
CTIVES:
correlation, attribution processes, subtyping, and confirmation bias.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 5:37 AM
DATE MODIFIED: 3/18/2016 9:09 AM
Copyright Cengage Learning. Powered by Cognero. Page 3797. Subtyping is least likely when confronted with a group member who
a. is dramatically different from the group.
b. causes observers to bring to mind others who confirm the stereotype.
c. is perceived to have violated a stereotype for situational reasons.
d. deviates from the stereotype on only a few dimensions.
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.13
–
Describe the ways in which stereotypes are perpetuated, including illusory
correlation, attribution processes, subtyping, and confirmation bias.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 5:43 AM
DATE MODIFIED: 3/18/2016 9:10 AM
98. Palma thinks that all gay men have a superior fashion sense. She knows that her chemistry professor is gay, and
notices that he is not a particularly snappy dresser. She rationalizes this by saying, “Well, he’s a gay professor—they
don’t know how to dress that well.” This is an example of how
a. subtyping can lead to stereotype perpetuation.
b. social identity can influence stereotyping.
c. intergroup contact can alter stereotype exceptions.
d. social categorization can color stereotype formation.
ANSWER: a
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.13
–
Describe the ways in which stereotypes are perpetuated, including illusory
CTIVES:
correlation, attribution processes, subtyping, and confirmation bias.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 5:44 AM
DATE MODIFIED: 3/18/2016 9:10 AM
99. Forming subtypes for individuals who do not conform to a group stereotype
a. makes it easier to change the content of the stereotype.
b. serves to protect the stereotype from change.
c. prevents the stereotype from being applied to other group members.
d. has the greatest impact on atypical group members.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Copyright Cengage Learning. Powered by Cognero. Page 38LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.13
–
Describe the ways in which stereotypes are perpetuated, including illusory
correlation, attribution processes, subtyping, and confirmation bias.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 5:46 AM
DATE MODIFIED: 3/17/2016 9:09 AM
100. You think all professors are uncoordinated, but then you see your social psychology professor make a diving catch
down the left-field line at an intramural softball game against the Arts Department team. You also notice that your
professor hits lead-off for the team and is able to score from second base on a ground-out. You maintain your original
stereotype of professors as uncoordinated by deciding that this one individual is an exception to the rule because he is a
“young professor.” This is an example of
a. social identity theory.
b. implicit personality theory.
c. subtyping.
d. a self-fulfilling prophecy.
ANSWER: c
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.13
–
Describe the ways in which stereotypes are perpetuated, including illusory
CTIVES:
correlation, attribution processes, subtyping, and confirmation bias.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 5:49 AM
DATE MODIFIED: 3/18/2016 9:11 AM
101. A method of presenting material so faintly and rapidly that people do not have any conscious awareness of having
been exposed to it is called
____
presentation.
a. subliminal
b. supraliminal
c. superordinate
d. subordinate
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJECTIVES: SOCP.KASS.17.5.14
–
Explain automatic stereotype activation.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 5:51 AM
DATE MODIFIED: 3/18/2016 9:12 AM
102. Which of the following was not an argument of Devine’s (1989) early work on the automatic activation of
stereotypes?
Copyright Cengage Learning. Powered by Cognero. Page 39a. Exposure to a member of a stereotyped group is sufficient to activate the stereotype.
b. Stereotype activation is automatic, but stereotypes cannot influence judgments without conscious intent.
c. Exposure to some content of the stereotype will activate the general stereotype.
d. Automatic stereotype activation biases subsequent judgments in the direction of the activated stereotype.
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.14
–
Explain automatic stereotype activation.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 5:54 AM
DATE MODIFIED: 3/18/2016 9:14 AM
103. Which of the following has been demonstrated in research on the automatic nature of stereotypes?
a. Exposure to stereotype content influences subsequent judgments for both high and low prejudiced
individuals.
b. Exposure to category labels influences subsequent judgments for both high and low prejudiced individuals.
c. Automatic activation effects are less likely to occur if self-esteem is threatened.
d. Stereotypes influence subsequent judgment only when people are aware that the stereotype has been
activated.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJECTIVES: SOCP.KASS.17.5.14
–
Explain automatic stereotype activation.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 5:56 AM
DATE MODIFIED: 3/17/2016 9:09 AM
104. Whose judgments are least likely to be influenced by automatic stereotype activation?
a. a highly sexist person exposed to the label “woman”
b. a non-sexist person exposed to the label “woman”
c. a highly sexist person exposed to information consistent with negative stereotypes regarding women
d. a non-sexist person exposed to information consistent with negative stereotypes regarding women
ANSWER: b
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.14
–
Explain automatic stereotype activation.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 5:58 AM
DATE MODIFIED: 3/17/2016 9:09 AM
Copyright Cengage Learning. Powered by Cognero. Page 40105. Which factor increases the probability of automatic activation of stereotypes?
a. b. c. d. exposure to neutral information about a group or target
a personal motivation to avoid prejudice
a low prevalence of the stereotype in the culture
subliminal exposure to prejudicial messages
ANSWER: d
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJECTIVES: SOCP.KASS.17.5.14
–
Explain automatic stereotype activation.
KEYWORDS: Bloom’s: Apply
NOTES: New
DATE CREATED: 3/7/2016 6:00 AM
DATE MODIFIED: 3/17/2016 9:09 AM
106. Stereotypes appear to bias perceptions
a. even when we do not endorse them.
b. for outgroup members, but not for ingroup members.
c. only when we are aware that the stereotype was activated.
d. only when the stereotype was unconsciously activated.
ANSWER: a
POINTS: 1
REFERENCES: QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.15
–
Identify factors that can impact whether or not stereotypes influence social
judgment, and discuss the implications of automatic or intentional stereotyping for real-world events.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 6:07 AM
DATE MODIFIED: 3/18/2016 9:15 AM
107. In the aftermath of the Amado Dialog shooting, several psychologists have investigated the influence that a suspect’s
race might play in police decisions to shoot or not shoot. The results of these studies suggest that
a. race does not influence police officers who have been trained to look past a suspect’s skin color.
b. race can influence the thought processes of police officers, but very rarely their actual behavior.
c. police will react differently to an African-American suspect depending on their own level of racial prejudice.
d. mere awareness of racial stereotypes is enough to influence police behavior, even if the officers do not
endorse these stereotypes.
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE SOCP.KASS.17.5.15
–
Identify factors that can impact whether or not stereotypes influence social
Copyright Cengage Learning. Powered by Cognero. Page 41CTIVES: KEYWORDS: Bloom’s: Understand
judgment, and discuss the implications of automatic or intentional stereotyping for real-world events.
DATE CREATED: 3/7/2016 6:12 AM
DATE MODIFIED: 3/17/2016 9:09 AM
108. Payne (2001) was among the first to conduct research into the “shooter bias.” He found that participants were more
likely to mistake a harmless weapon for a gun if the image was preceded by a picture of a black face than it was if it was
preceded by a white face. This shows the influence of
____
on our interpretation of stimuli in our environments.
a. explicit stereotypes
b. self-fulfilling prophecies
c. priming
d. subtyping
ANSWER: c
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.7
–
CTIVES:
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 6:18 AM
DATE MODIFIED: 3/18/2016 9:16 AM
109. Hightower is a new recruit in the police academy, and is about to begin his very first day of training with a computer
simulation task in which Caucasian and African-American men are portrayed holding ambiguous, weapon-like objects.
Research on race and the perceptions of police officers would predict that Hightower
a. would have little trouble distinguishing between Caucasian and African-American targets in such a
simulation.
b. would respond differently to the simulation depending on his personal endorsement of race-related
stereotypes and prejudicial attitudes.
c. demonstrate more and more bias in his responses the longer his training went on.
d. would have a bias that was consistent with racial stereotypes.
ANSWER: d
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.15
–
Identify factors that can impact whether or not stereotypes influence social
CTIVES:
judgment, and discuss the implications of automatic or intentional stereotyping for real-world events.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 6:27 AM
DATE MODIFIED: 3/17/2016 9:09 AM
110. The idea that, under certain conditions, direct contact between hostile groups can reduce prejudice is most consistent
Copyright Cengage Learning. Powered by Cognero. Page 42with
a. the theory of minimal groups.
b. contrast effects.
c. illusory correlation.
d. the contact hypothesis.
ANSWER: d
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.17
–
Discuss intergroup friendships and extended contact.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 6:29 AM
DATE MODIFIED: 3/17/2016 9:09 AM
111. Which condition is not deemed ideal for contact to serve as a treatment for racism?
a. equal status
b. cooperative activities
c. personal interaction
d. pleasant environmental conditions
ANSWER: d
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.17
–
Discuss intergroup friendships and extended contact.
KEYWORDS: Bloom’s: Understand
NOTES: New
DATE CREATED: 3/7/2016 6:32 AM
DATE MODIFIED: 3/17/2016 9:09 AM
112. Linley is trying to reduce racism by having children of different races work on projects together. Each student is
given information critical to the project and has to collaborate with their different-race group members by sharing that
information to earn a good grade on the project. The classroom norms are supportive of cross-race interaction. Which
condition is essential to the success of the contact hypothesis is missing?
a. equal status
b. social norms
c. cooperative activities
d. personal interaction
ANSWER: d
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.17
–
Discuss intergroup friendships and extended contact.
KEYWORDS: Bloom’s: Apply
Copyright Cengage Learning. Powered by Cognero. Page 43NOTES: New
DATE CREATED: 3/7/2016 6:33 AM
DATE MODIFIED: 3/17/2016 9:09 AM
113. Two neighboring high schools have been feuding since the annual football game ended in a tie. The principals of the
schools decide that the tension may subside if the two schools participate in joint activities, such as assemblies that would
allow the students to hear a local band. The strategy is likely to be ineffective, however, because the
a. two groups have equal status.
b. students at the two schools know each other too well.
c. students at the two schools are unlikely to have personal contact.
d. principals have established the wrong social norm.
ANSWER: c
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.17
–
Discuss intergroup friendships and extended contact.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 6:36 AM
DATE MODIFIED: 3/17/2016 9:09 AM
114. One possible explanation for the failure of school desegregation to promote better racial relations is that it was
a. a simplistic idea with no chance of working.
b. carried out on too large a scale.
c. often carried out without supportive social norms.
d. a strategy that provided too much racial contact.
ANSWER: c
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.17
–
Discuss intergroup friendships and extended contact.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 6:38 AM
DATE MODIFIED: 3/17/2016 9:09 AM
115. Mr. Belding wants to reduce prejudice toward incoming minority students at his elementary school. Before the
minority students arrive, Mr. Belding puts up posters showing children of all nationalities holding hands. Next, he plans a
scavenger hunt in which incoming students are mixed with current students and divided into small groups. Each student
receives a secret clue critical to his or her group’s success in finding the treasure. Mr. Belding’s actions reflect his
understanding of
a. primacy effects.
b. social identity theory.
c. social-role theory.
d. the contact hypothesis.
ANSWER: d
POINTS: 1
Copyright Cengage Learning. Powered by Cognero. Page 44REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.17
–
Discuss intergroup friendships and extended contact.
KEYWORDS: Bloom’s: Apply
DATE CREATED: 3/7/2016 6:39 AM
DATE MODIFIED: 3/17/2016 9:09 AM
116. Imagine a person high in implicit prejudice having to interact with a person of a different race in a laboratory setting
over several meetings. Research by Page-Gould and others (2008) suggests that for this individual, cortical levels will
a. b. c. d. be highest at the first meeting and decrease over time.
be lowest at the first meeting and increase over time.
remain level across all meetings.
wax and wane over the course of all meetings.
ANSWER: a
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.17
–
Discuss intergroup friendships and extended contact.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 6:41 AM
DATE MODIFIED: 3/17/2016 9:09 AM
117. Knowing that an ingroup friend has a close relationship with a member of an outgroup can produce positive
intergroup benefits. This is called the
effect.
____
a. confirmation
b. extended contact
c. self-fulfilling prophecy
d. illusory correlation
ANSWER: b
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.17
–
Discuss intergroup friendships and extended contact.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 6:43 AM
DATE MODIFIED: 3/18/2016 9:17 AM
118. A cooperative learning method used to reduce racial prejudice through interaction in group efforts is called the
a. jigsaw classroom.
b. self-affirmation group.
c. indirect contact method.
Copyright Cengage Learning. Powered by Cognero. Page 45d. Robbers Cave strategy.
ANSWER: a
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJEC
TIVES:
SOCP.KASS.17.5.18
–
Explain the contact hypothesis, the jigsaw puzzle, and the conditions that
enable intergroup contact to reduce prejudice.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 6:44 AM
DATE MODIFIED: 3/17/2016 9:09 AM
119. Research on the jigsaw method has found that jigsaw classrooms saw a(n)
a. improvement in minority group test scores.
b. decline in majority group test scores.
c. decline in minority group test scores.
d. improvement in minority group and maintenance of test scores for the majority group.
ANSWER: d
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJEC
TIVES:
SOCP.KASS.17.5.18
–
Explain the contact hypothesis, the jigsaw puzzle, and the conditions that
enable intergroup contact to reduce prejudice.
KEYWORDS: Bloom’s: Understand
NOTES: New
DATE CREATED: 3/7/2016 6:46 AM
DATE MODIFIED: 3/17/2016 9:09 AM
120. Aronson’s jigsaw classroom work is similar to Sheriff’s Robbers Cave experiment because both illustrate how
a. social roles can influence the use of stereotypes.
b. super ordinate goals can reduce prejudice.
c. social identification with a group can increase in group favoritism.
d. overcoming feelings of relative deprivation can decrease prejudice.
ANSWER: b
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJEC
TIVES:
SOCP.KASS.17.5.18
–
Explain the contact hypothesis, the jigsaw puzzle, and the conditions that
enable intergroup contact to reduce prejudice.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 6:49 AM
DATE MODIFIED: 3/17/2016 9:09 AM
Copyright Cengage Learning. Powered by Cognero. Page 46121. What process does the Common In group Identity Model emphasize?
a. re-categorization
b. self-affirmation
c. thought suppression
d. stigmatization
ANSWER: a
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJEC
SOCP.KASS.17.5.18
–
Explain the contact hypothesis, the jigsaw puzzle, and the conditions that
TIVES:
enable intergroup contact to reduce prejudice.
KEYWORDS: Bloom’s: Understand
NOTES: New
DATE CREATED: 3/7/2016 6:51 AM
DATE MODIFIED: 3/17/2016 9:09 AM
122. Shortly after 9/11/01, even though a bitterly contested election had recently occurred, many Americans put aside
their political differences in reaction to the national tragedy that occurred that day, viewing “American” as their primary
identity rather than Republican or Democrat. This change is consistent with what the
____
proposes is necessary to reduce
prejudice.
a. Common Ingroup Identity Model
b. social identity theory
c. Social Categorization Model
d. realistic conflict theory
ANSWER: a
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJEC
SOCP.KASS.17.5.18
–
Explain the contact hypothesis, the jigsaw puzzle, and the conditions that
TIVES:
enable intergroup contact to reduce prejudice.
KEYWORDS: Bloom’s: Apply
NOTES: New
DATE CREATED: 3/7/2016 6:53 AM
DATE MODIFIED: 3/18/2016 9:19 AM
123. Research on stereotype threat indicates that
a. only a handful of minority groups experience such threats.
b. they can be attenuated by expressing positive expectations of the potential targets.
c. stereotypes are just as likely to improve the math scores of women as to harm them.
d. it is an exclusively American phenomenon.
ANSWER: b
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
Copyright Cengage Learning. Powered by Cognero. Page 47HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.19
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 6:55 AM
DATE MODIFIED: 3/17/2016 9:09 AM
–
Discuss trust, belonging, and reducing stereotype threat.
124. Research on stereotype threat implies that females at an all-girls school may
mixed-sex school.
a. perform better
b. perform worse
c. perform similarly
d. be less confident, but perform better
ANSWER: a
in mathematics than females at a
____
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.19
–
Discuss trust, belonging, and reducing stereotype threat.
KEYWORDS: Bloom’s: Understand
NOTES: New
DATE CREATED: 3/7/2016 6:57 AM
DATE MODIFIED: 3/17/2016 9:09 AM
125. Lash on is an African-American student who believes that intelligence is fixed. Persuading him that intelligence is
malleable may
a. b. c. d. decrease his tendency to experience stereotype threat.
make him less prejudiced against out group members.
reduce his performance on an academic task.
increase the probability of him dropping out of school.
ANSWER: a
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.19
–
Discuss trust, belonging, and reducing stereotype threat.
KEYWORDS: Bloom’s: Apply
NOTES: New
DATE CREATED: 3/7/2016 6:59 AM
DATE MODIFIED: 3/17/2016 9:09 AM
126. Research on age and stereotype suppression indicates that
a. younger and older individuals are equally successful at suppressing stereotypes.
b. younger individuals have less success with stereotype suppression than older individuals.
c. older individuals have less success with stereotype suppression than younger individuals.
d. older people are more successful at stereotype suppression than younger individuals.
ANSWER: c
Copyright Cengage Learning. Powered by Cognero. Page 48POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.19
–
Discuss trust, belonging, and reducing stereotype threat.
KEYWORDS: Bloom’s: Remember
DATE CREATED: 3/7/2016 7:01 AM
DATE MODIFIED: 3/17/2016 9:09 AM
127. Research by Bodenhausen (1990) on the cognitive functioning of “morning people” vs. “night people” demonstrates
that the influence of stereotypes depends on the
a. personal information a perceiver has about a target.
b. motivation of the perceiver.
c. age of the perceiver.
d. cognitive resources available to the perceiver.
ANSWER: d
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: SOCP.KASS.17.5.20
–
Discuss exerting self-control.
KEYWORDS: Bloom’s: Understand
DATE CREATED: 3/7/2016 7:03 AM
DATE MODIFIED: 3/17/2016 9:09 AM
128. People can counter the potentially negative effects of stereotype activation by
a. b. c. d. taking the perspective of a member of the stereotyped group.
trying very hard not to think about the stereotype.
thinking about the stereotyped group as a whole.
thinking about recent instances in which they made fair judgments.
ANSWER: a
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTI
VES:
SOCP.KASS.17.5.21
–
stereotyping and prejudice.
KEYWORDS: Bloom’s: Remember
Explain how changing cognitions, cultures, and motivations can reduce
DATE CREATED: 3/7/2016 7:06 AM
DATE MODIFIED: 3/17/2016 9:09 AM
129. Not wanting to appear prejudiced to others is a(n)
a. externally driven
b. internally driven
c. relative
d. modern
Copyright Cengage Learning. Powered by Cognero. ____
motivation to control prejudiced responses and behaviors.
Page 49ANSWER: a
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTI
VES:
SOCP.KASS.17.5.21
–
stereotyping and prejudice.
KEYWORDS: Bloom’s: Understand
Explain how changing cognitions, cultures, and motivations can reduce
NOTES: New
DATE CREATED: 3/7/2016 7:08 AM
DATE MODIFIED: 3/17/2016 9:09 AM
130. According to the self-regulation of prejudiced responses model,
____
their prejudices
____
effectively over time.
a. internally; more
b. internally; less
c. externally; more
d. externally; evenly
ANSWER: a
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTI
SOCP.KASS.17.5.21
–
VES:
stereotyping and prejudice.
KEYWORDS: Bloom’s: Remember
NOTES: New
DATE CREATED: 3/7/2016 7:11 AM
DATE MODIFIED: 3/17/2016 9:09 AM
motivated individuals may learn to control
Explain how changing cognitions, cultures, and motivations can reduce
131. Pluck’s (2009) field experiment in Rwanda in which civilians listened to a radio soap opera demonstrates the
a. b. c. d. intractability of many intergroup conflicts.
cross-cultural differences in how prejudice manifests itself.
potential influence of media on shaping norms related to intergroup relations.
automaticity of many stereotypical beliefs.
ANSWER: c
POINTS: 1
REFERENCES: Reducing the Problem: Social Psychological Solutions
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTI
VES:
SOCP.KASS.17.5.21
–
stereotyping and prejudice.
KEYWORDS: Bloom’s: Understand
Explain how changing cognitions, cultures, and motivations can reduce
DATE CREATED: 3/7/2016 7:13 AM
DATE MODIFIED: 3/17/2016 9:09 AM
Copyright Cengage Learning. Powered by Cognero. Page 50Essay
132. Describe two ways in which gender stereotypes are strengthened and maintained.
ANSWER: Gender stereotypes are strengthened and maintained through cultural institutions and social roles,
among other mechanisms. Cultural institutions, particularly the media, portray women (as well as
members of others groups) in a stereotypic fashion. These portrayals can have a cumulative effect on
people’s views of women. Although social roles may have begun as a division of labor based in part
on biology and in part on social factors, over time, many people act in ways that are consistent with
their roles. In turn, the behaviors that result from these roles often come to justify the original division
of labor.
POINTS: 1
REFERENCES: QUESTION TYPE: Essay
HAS VARIABLES: False
The Nature of the Problem: Persistence and Change
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.3
–
understanding discrimination based on gender.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 7:15 AM
Discuss the role of ambivalent sexism and double standards when it comes to
DATE MODIFIED: 3/17/2016 9:09 AM
133. Describe the Robbers Cave experiment, and explain how it relates to realistic conflict theory.
ANSWER: The Robbers Cave experiment, conducted at several summer camps, investigated the interactions
among adolescent boys who were divided into two groups. Sheriff found that competition between the
two groups led to hostility and intense dislike that even propaganda could not eliminate. Peace was
restored to some extent when the two groups worked together on tasks with super ordinate goals that
could be achieved only through cooperation from both groups. Simply bringing the two groups
together under noncompetitive circumstances or exposing them to positive propaganda concerning the
other group did not alleviate the conflict. The study suggests that group animosity can grow out of
competition—the main tenet of realistic conflict theory.
POINTS: 1
REFERENCES: QUESTION TYPE: Essay
HAS VARIABLES: False
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.8
–
Explain how prejudice differs from stereotyping, and describe the significance
of realistic conflict theory—as well as the Robbers Cave study—for understanding prejudice.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 7:17 AM
DATE MODIFIED: 3/17/2016 9:09 AM
134. Explain how social identity theory accounts for ingroup favoritism.
ANSWER: Social identity theory proposes that people favor their own group over others in order to maintain a
positive image of their group. The theory further argues that people seek to have a positive image of
their group in order to promote positive self-esteem. When their self-esteem is challenged, people are
more likely to be prejudiced toward others, a tendency that then restores positive self-regard.
POINTS: 1
REFERENCES: QUESTION TYPE: Essay
Copyright Cengage Learning. Powered by Cognero. Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
Page 51HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.9
–
of ideology in social identity and prejudice.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 7:18 AM
DATE MODIFIED: 3/18/2016 9:20 AM
Explain how social identity theory accounts for ingroup favoritism, and the role
135. Describe three mechanisms that help explain why stereotypes persist even when people are presented with
stereotype-inconsistent information.
ANSWER: Illusory correlation is one mechanism that can lead to the maintenance of stereotypes even in the
presence of disconfirming information. It results from the tendency of people to see a relationship
between infrequent events and negative events. People tend to think that groups that are in the
minority are more likely to engage in infrequent acts. Because stereotypes are often about minority
groups and because negative events are usually infrequent, illusory correlation can lead to the
maintenance of negative evaluations of minority groups. A second mechanism is sub typing, the
process whereby people refine a stereotype to include inconsistent individual members of a group
while maintaining the overall negative evaluation of the group. Throughout this process, although
evaluations of an individual member may not be consistent with the stereotype, evaluations of the
group remain the same. A third mechanism is the confirmation bias, which causes people to seek out
and pay more attention to stereotype-consistent information than to stereotype-inconsistent
information. Confirmation biases lead people to discount information that is inconsistent with the
stereotype, to interpret ambiguous information in an expectation-consistent manner, and even to elicit
behavior that confirms their expectations.
POINTS: 1
REFERENCES: QUESTION TYPE: Essay
HAS VARIABLES: False
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.12
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 7:21 AM
DATE MODIFIED: 3/17/2016 9:09 AM
Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
–
Explain how stereotypes distort perceptions and resist change.
136. Name at least three strategies that can be employed to reduce stereotype threat.
ANSWER: Stereotype threat can be reduced with a number of situational changes, some of which are very minor.
First, simply telling a test-taker that the task is not indicative of his or her intellectual abilities can
reduce stereotype threat. Second, encouraging students to think of intelligence as malleable rather
than fixed can make those students less vulnerable to stereotype threat. Finally, simply asking
students to think about the values and interests that are very important to them (and that are not under
threat) can reduce the risk of them falling prey to stereotype threat on an assessment.
POINTS: 1
REFERENCES: QUESTION TYPE: Essay
HAS VARIABLES: False
Reducing the Problem: Social Psychological Solutions
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.18
–
Explain the contact hypothesis, the jigsaw puzzle, and the conditions that
enable intergroup contact to reduce prejudice.
KEYWORDS: Bloom’s: Analyze
NOTES: New
Copyright Cengage Learning. Powered by Cognero. Page 52DATE CREATED: 3/7/2016 7:23 AM
DATE MODIFIED: 3/17/2016 9:09 AM
137. Discuss some of the research that has been done with police officers related to the “shooter bias.” How has that
research been interpreted?
ANSWER: Fortunately, several researchers have conducted these experiments with police officers as participants
(Corral et al., 2007b; Perches & Plant, 2006). In some of this research, police officers have shown a
similar bias to mistakenly “shoot” a black than white target, and in some they have shown little or no
racial bias in the decision to shoot. Even in the studies in which the officers’ decisions were not as
racially biased, however, racial bias was evident in the officers’ response times, indicating that they
were quicker to decide to shoot armed black than white targets and slower to decide to not shoot
unarmed black than white targets. In addition, several studies have also found that for both civilians
and police officers, training designed specifically to curtail these biases can be effective, at least to
some degree. Reviewing all these studies, Joshua Corral and others (2014) concluded that stereotypes
certainly can alter perceptions about the presence of weapons and the decision to shoot. In addition,
even though police officers are able to avoid these biases under testing conditions, when officers must
make these decisions under conditions of fatigue, high stress, and distraction—the conditions officers
often face when having to make real shoot-or-not decisions—their ability to overcome stereotype-
based biases are compromised, thus increasing the likelihood of the mistakes seen in the tragic
incidents that sparked all this research.
POINTS: 1
REFERENCES: Causes of the Problem: Intergroup, Motivational, Cognitive, and Cultural Factors
QUESTION TYPE: Essay
HAS VARIABLES: False
LEARNING OBJE
SOCP.KASS.17.5.7
–
CTIVES:
Explain the different ways in which stereotypes form, and describe the human
tendencies toward and repercussions of social categorization, dehumanization, and ingroup/outgroup
distinctions.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 7:25 AM
DATE MODIFIED: 3/17/2016 9:09 AM
138. Distinguish between benevolent sexism and hostile sexism, and give at least one example of each. How are these two
concepts related to ambivalent sexism? Finally, what are some of the impacts of these forms of sexism?
ANSWER: These contradictions are reflected in Peter Glick and Susan Fiske’s (2001, 2012) concept of
ambivalent sexism. Ambivalent sexism consists of two elements: hostile sexism, characterized by
negative, resentful feelings about women’s abilities, value, and challenge to men’s power (e.g.,
“Women seek special favors under the guise of equality”), and benevolent sexism, characterized by
affectionate, chivalrous feelings founded on the potentially patronizing belief that women need and
deserve protection (e.g., “Women should be cherished and protected by men”). Benevolent sexism, on
the surface, does not strike many women or men as terribly troubling, but the two forms of sexism are
positively correlated. Benevolent sexism is associated in particular with negative reactions toward
women who defy traditional gender roles and stereotypes.
Both types of sexism are associated with supporting gender inequality in a variety of ways, and both
predict many kinds of discriminatory behaviors and negative consequences (Duran et al., 2011; Maser
et al., 2010; Rudman & Fetter of, 2014). For example, Allison Skinner and others (2015) found that,
depending on the context, hostile and benevolent sexism each predicted more negative judgments of
the driver in an accident if the driver was said to be a woman rather than a man. Kristen Salomon and
colleagues (2015) found that being the target of either type of sexism triggered negative
cardiovascular responses in the women in their study.
POINTS: 1
Copyright Cengage Learning. Powered by Cognero. Page 53REFERENCES: QUESTION TYPE: Essay
HAS VARIABLES: False
The Nature of the Problem: Persistence and Change
LEARNING OBJE
CTIVES:
SOCP.KASS.17.5.3
–
understanding discrimination based on gender.
KEYWORDS: Bloom’s: Analyze
DATE CREATED: 3/7/2016 7:27 AM
Discuss the role of ambivalent sexism and double standards when it comes to
DATE MODIFIED: 3/18/2016 9:21 AM
Copyright Cengage Learning. Powered by Cognero. Page 54
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