A. conformity B. obedience C. aggression D. groupthink A. Milgram B. Skinner C. Asch D. Bandura A. conformity B. deception C. groupthink D. individuals who could handle anxiety producing situations A. the use of deception and research B. conducting research in laboratory settings C. the use of numerous conditions D. the use of a WEIRD sample A. the presence of an authority figure B. it was easier to shock someone you could not see C. participants wanted to do a good job for the experimenter D. participants accepted responsibility for their own actions A. women inflicted less harm then men did B. there where extreme sex differences between men and women participants C. women inflicted harm in similar percentages to men participants D. women inflicted less harm than men and later studies A. confounding factors B. conformity factors C. independence factors D. dependent factors A. there were significant gender differences between men and women B. social and historical changes altered the situational factors that created obedience to authority for Milgram C. Burger’s sample behaved similarly to Milgram’s sample D. almost 90% of all participants were willing to continue in Burger sample A. Burger and Milgram used similar end points for maximum shock levels B. Burger and Milgram used participants from similar generations C. Burger used only Asian participants from California D. Burger’s participants were less accepting of violence then Milgram’s were A. delivering shocks to the participant B. interrupting a job applicant who needed to take a test for the posted position C. asking individuals to problem solve collaboratively D. a panel discussing an applicant’s qualifications A. they use similar situational factors as Milgram B. they found no gender differences C. their participants were very comfortable with the task D. their participants transferred responsibility to the experimenter similar to Milgram’s participants A. Blass found extreme differences in participant obedience levels B. Blass found no cultural differences in obedience levels C. Blass found sex differences to be significant D. Blass found that participant obedience levels were similar across different countries A. interdependence and group cohesion B. independence and obedience C. independence and humility D. interdependence and self-restraint A. sensitivity to others B. interdependence C. self-restraint D. obedience A. middle income, American parents and Chinese parents both have a desire to instill independence in their children B. the Chinese parents and her sample valued obedience more than the American parents did C. only Chinese parents valued independence in their children D. only American parents valued independence in their children A. World Values Survey (WVS) B. Cultural Values Survey C. Cultural Values Assessment D. American Values Survey A. parents worldwide share similar values for their children B. no cultural differences between regions C. American parents valued obedience less than the Chinese parents did D. Chinese parents valued independence less than American parents did A. independence and obedience may have different meanings in different cultural contexts B. both groups of parents interpreted independence as connecting to self-expression C. both groups of parents interpreted independence as connecting to self sufficiency D. Chinese parents emphasized independence as it connects to personal freedom A. obedience B. conformity C. aggression D. peer pressure A. obedience B. peer pressure C. aggression D. conformity A. social influence B. obedience C. aggression D. social loafing A. social loafing B. social influence D. aggression A. Milgram B. Skinner C. Asch D. Bandura A. people seek other people’s approval B. people seek to please the experimenter C. people want others to accept them D. people desire to control others A. social influence B. informational influence C. conformity D. obedience to authority A. social influence B. obedience to authority C. conformity D. informational influence A. conformity and the United States has increased since the mid-20th century B. collectivist countries in general produced lower levels of conformity then individualistic countries did C. no cultural differences D. individualistic countries produced lower levels of conformity than collectivist countries did A. no connection between conformity and illness B. a positive connection between infectious agents and conformity C. regions with a high risk of disease and infection would have lower rates of conformity D. regions with a low risk of disease and infection would have higher rates of conformity A. conformity B. obedience C. peer pressure D. informational influence A. peer pressure B. obedience C. conformity D. informational influence A. obedience B. informational influence C. aggression D. social influence A. it has only positive outcomes B. it has only negative outcomes C. it helps us develop our identity and sense of self D. peer pressure is only effective on young children A. peer pressure only negatively connected to young men’s drinking habits B. peer pressure only positively connected young men’s drinking habits C. peer pressure to engage in unsafe behavior positively connected with alcohol use D. peer pressure had no positive outcomes on young men’s drinking behavior A. Swedish freshmen reported less harmful drinking behaviors then American students did B. American students living on campus had higher drinking rates than Swedish students living on campus C. Swedish women reported less harmful drinking than American students did D. Swedish men reported less harmful drinking than American students did A. social influence B. informational influence C. conformity D. aggression A. direct aggression B. relational aggression C. emotional aggression D. instrumental aggression A. direct aggression B. relational aggression C. emotional aggression D. instrumental aggression A. direct aggression B. relational aggression C. emotional aggression D. instrumental aggression A. direct aggression B. hostility C. emotional aggression D. violence A. hostility B. instrumental aggression C. direct aggression D. violence A. it can be an advantage when they compete against others for mates B. it can help explain the biological causes for aggression C. it can help explain the connection between testosterone and aggression D. it can help explain how we learn aggression by observing a role model A. warriors B. aggression C. cooperation D. direct aggression A. Japan had high rates of violent acts compared to other world regions B. Jamaica had extremely high rates of violent acts compared to other world regions C. the US had higher rates of violent acts compared to Jamaica and Japan D. there was no difference between the regions with respect to violent acts A. climate B. environmental pressures C. parenting practices D. economic factors A. aggressive and violent acts decrease during the summer B. aggressive and violent acts are more likely to occur in colder months and lower temperatures C. aggressive and violent acts are more likely to occur in sparsely populated rural areas D. aggressive and violent acts are more likely to occur in warmer months and higher temperatures A. child abuse B. child inaction C. child maltreatment D. physical abuse A. child abuse B. child neglect C. physical abuse D. physical neglect A. child abuse B. child neglect C. physical abuse D. physical neglect A. highlights the importance of obtaining cultural knowledge before pursuing accusations of child abuse B. defines the different types of child abuse C. explains how to prosecute child abusers D. advocates for more severe penalties for child abuse A. used interviews as his primary method B. used a culture specific approach C. connected parental attitudes towards physical punishment and the type of child abuse that appeared in a given region D. relied on communities from only one continent A. child abuse produced no negative outcomes for children from any region B. he found low percentages of psychological abuse in Yemen and Vietnam C. African countries had the highest percentage of types of child abuse D. high instances of abuse in Albania and Bosnia A. there was a connection between parental practices and physical punishment and child abuse B. parental practices connected to the child’s age C. parental practices connected to poverty in that region D. parental practices connected to a countries political organization A. social solutions B. economic solutions C. parenting skills solutions D. legal solutions A. social solutions B. economic solutions C. parenting skills solutions D. legal solutions A. therapy-based solutions B. economic solutions C. parenting skills solutions D. legal solutions A. child maltreatment B. child abuse C. bullying D. instrumental aggression A. physical bullying typically involves younger boys B. physical bullying typically involves older girls C. girls are more likely to engage in gossip and social exclusion D. boys are more likely to engage in gossip and social exclusion A. a child with high-self efficacy B. a child with an interdependent sense of self C. a child who lives in a community that does not reinforce violence and aggression D. a child with an independent sense of self A. cyberbullying B. child maltreatment C. aggression D. instrumental aggression A. child abuse B. relational aggression C. instrumental aggression D. direct aggression A. the United States B. Western Europe C. the Middle East D. Asia A. Chinese teens reported more instances of cyber aggression than Japanese and Indian teens did B. Indian teens reported more instances of cyber aggression then Chinese and Japanese teens did C. Japanese teens reported more instances of cyber aggression then Chinese and Indian teens did D. Chinese, Japanese, and Indian teens reported similar instances of cyber aggression A. bullying B. child abuse C. child maltreatment D. instrumental aggression A. increased rural-urban contact B. these acts symbolically shame an entire community C. violence against women serves a purpose in ethnic conflicts D. there are strict penalties for such acts A. women hold power in their community B. the cultural importance placed upon chastity in a society and the outcome when one violates this norm C. tension between minority and majority groups D. shame is a more powerful factor in communities that have an independent sense of self A. lack of resources B. environmental pressures C. oppression D. aggressive impulses A. fear of the other B. environmental pressures C. economic pressures D. lack of resources A. there is social equality B. there is gender equality C. there is not a strong sexual division of labor D. women have low social status and experience oppression A. war B. genocide C. direct aggression D. hostile aggression A. children believe army life will be better than their lived reality B. political oppression C. forced displacement D. children make good soldiers |
Which of the following best describes the role of circumstances in assessing individual differences quizlet?
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