Test Bank for Social Psychology, 6th Edition by Tom Gilovich

Test bank for SocialP
l l l l




sychology

,1. Accordingltolalclassicallconditioninglmodelloflattraction,liflyoulsawlalfunnylfilml
withlsomeone,lyoulwould .
 likelthelpersonlmore


2. Accordingltolthelelaboration-likelihoodlandlthelheuristic-
systematiclmodelsloflpersuasion,ltheltwolkeylfactorslthatlwillldeterminelwhetherlwele
ngagelinleffortfullorleffortlesslprocessingloflinformationlarelone's .
 capacityltolprocesslinformationlandllevelloflmotivation



3. Accordingltolthelprocessloflinstrumentallconditioning,lbehaviourlwilllbeldisplayedlofte
nlbylanlindividuallif .
 itlislreinforced



4. Accordingltoltheltheoryloflplannedlbehaviour,lourlbehaviourallintentionslareldetermined
linlpartlbylourlperceptionslof lwhetherlotherslwilllapprovelorldisapproveloflthelbehaviour,l

ourlattitudesltowardlalparticularlbehaviour,land .
 ourlperceptionsloflourlabilityltolperformlthelbehaviour


5. Accordingltoltheltheoryloflplannedlbehaviour,lourlbehaviourallintentionsl areldeterminedlinl
partlbylourlperceptionsloflwhetherlotherslwilllapprovelorldisapproveloflthelbehaviour,lourlper
ceptionsloflourlabilityltolperformlthelbehaviour,land .
 ourlattitudesltowardlalparticularlbehaviour



6. Accordingltoltheltheoryloflplannedlbehaviour,lourlbehaviourallintentionslarelpartiallyld
eterminedlbylourlattitudesltowardlalparticularlbehaviour,lourlperceptionsloflourlabilityltol
performlthelbehaviour,land .
• ourlperceptionsloflwhetherlotherslwilllapprovelorldisapproveloflthelbehaviour



7. AccordingltolBandura'slsocialllearninglperspective,lpeoplellearn .
 whichlpersonslorlgroupslarelacceptableltargetslforlaggressionlandlwhatlacti
onsljustifylaggressivelbehaviour


8. AccordingltolBandura'slsocialllearninglperspective,lpeoplellearn .
 differentlwaysloflinflictinglharmlonlotherslandlwhatlsituationsltoleratelorlenc
ouragelaggressivelbehaviour


9. AccordingltolDienerl&lOishil(2005),lamonglthelverylbestlpredictorslofllevelloflhapp
inesslamonglthelpopulationlis .
 degreeloflconnectednessltolothers

,10. Accordingltolrecentlresearch,lwhitelmaleslperformedllesslwelllonlanl"athleticlperformanceltask
"lwhenltheylexpectedltolbelcomparedlto males.lWhenlthelsameltasklwaslcalledla
l ,lwhitelmaleslperformedlbetterlwhenltheylexpectedltolbelcomparedlto .
 Black;l"sportslintelligenceltask;"lBlacklmales


11. Accordingltolthelgenerallaggressionlmodel,lrepeatedlexposureltolaggressivelmodelslinlfilm
slorlvideolgameslmaylincreaselalperson'sllevelloflaggressivenesslby .
 strengtheninglknowledgelstructureslsuchlaslbeliefs,lattitudes,landlschemasltha
tlarelrelatedltolaggression


12. Accordingltolthelgenerallaggressionlmodel,lsituationallfactorslandlpersonallfactorslcanlleadltolag
gressivelbehaviourlbecauselofltheirlinfluencelon , ,land _.
 physiologicallarousal;laffectivelstates;lcognitions



13. Accordingltolthelgenerallaggressionlmodel,ltherelareltwolbroadlcategoriesloflvari
ableslthatlinfluencelaggressivelbehaviour: and .
 situationallfactors;lpersonallfactors



14. Accordingltolthelprocessloflinstrumentallconditioning,lbehaviourlwilllbeldisplayedlofte
nlbylanlindividuallif .
 itlislreinforced



15. Accordingltolsociallcomparisonltheory,lwelarelmostllikelyltolcomparelourlabilitiesltolthos
eloflanotherlpersonlwhen .
 therelislnolobjectivelmeasureltoljudgelourselveslby



16. Accordingltolthelsocialllearninglperspective,lpeoplellearn .
 differentlwaysloflinflictinglharmlonlotherslandlwhatlsituationsltoleratelorlencou
ragelaggressivelbehaviour;lwhichlpersonslorlgroupslarelacceptableltargetslfor
laggressionlandlwhatlactionsljustifylaggressivelbehaviour




17. Alconditionlinlwhichlpeoplelreceivelfromlalrelationshiplinlproportionltolwhatltheylgivelt
olitlislcalled .
 Equity


18. Actionslthatlbenefitlotherslwithoutlprovidinglanyldirectlbenefitltolthelactorlarelknownlas
l .

,  prosociallbehaviour



19. Actionltakenlbylanotherlindividuallthatltendsltoltriggerlaggressionlinlthelrecipientloflth
atlactionlis .
 alprovocation


20. Afterlplayinglalparticularlylviolentlvideolgamelforlalfewlhours,lTomlbecamelinvolvedlinlalheatedl
discussionlwithlhislroommate.lWhenlhislroommatelsuddenlylstoodlupltolgoltolanotherlroom,lthe
rebylendingltheldiscussion,lTomlbelievedlthatlhislroommatelwaslaboutltolattacklhim.lThislmisinte
rpretationloflhislroommate'slactionslislprobablylduelto .
 alhostilelexpectationlbias



21. AfterlwatchinglwrestlinglonlTVlforlanlhour,lfive-year-
oldlSamuellwentloutsideltolplay.lWhenlfive-year-
oldlJamie,lwholliveslnextldoor,lcameloutside,lSamuellshovedlhimlandltriedltolgetlhimlinlal
headlock.lThislsituationlcanlbestlbelexplainedlby .
 thelsocialllearninglperspective



22. Thelabovelaverageleffectlis .
 thinkinglthatlwelarelabovelaveragelonlmostlsocialltraits


23. Thelauthor,lwhilelspeculatinglaboutlwhylshelgotlcalledlal"troll"linlalchatlroom,lthoughtlitlwaslb
ecauselsheldidn'tl"knowlthelropes,"lbutlshelalsoldisplayedlsome .
 stigmalconsciousness



24. Adolescentslwholarelbetterlatlempathiclaccuracylare .
 morellikedlandllessllikelyltolbelbullied



25. AfterlthelelectionloflPresidentlObama,lWhitelAmericanslreport .
 lesslsupportlforlpolicieslthatladdresslraciallinequality



26. Aggressionlislbestlexplainedlby .
 alwidelrangeloflsocial,lcultural,lpersonallandlsituationallfactors



27. Ahmedlbelongsltolhisluniversity'slStudentlSenate,lalgrouplthatlislhighlinlentita
tivity.lItlisllikelylthatlAhmedlfeelslthatlthelStudentlSenate .
 isloflgreatlconsequenceltolhim