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QUESTION 3 Explicit attitudes are (A) aperson’s conscious views towards people objects or concepts. (B) learned ideas we hold about ourselves others objects and experiences. (C) positive and negative evaluations that are not accessible to our conscious awareness. (D) oversimplified images of people who belong to a particular group causing them to appear more similar than they are.
QUESTION 5 An investigation by Minard (1952) found that below ground 80% of white miners were friendly towards black miners whereas above ground this dropped to 20%. The behaviour of the miners above ground demonstrates (A) cognitive dissonance. (B) discrimination. (C) stereotyping. (D) prejudice.
QUESTION 6 Experiments by Tajfel (1970) demonstrated that dividing participants into arbitrary groups produces 1n-group favouritism — the tendency to respond more positively say with rewards to the people from in-groups (‘us’) than people from out-groups (‘them’). Which stage of social identity theory do these experiments demonstrate? (A) social categorisation (B) social identification (C) social comparison (D) social evaluation
QUESTION 12 Primary socialisation occurs (A) mainly outside the home environment. (B) mainly during adolescence and into adulthood. (C) when achild learns appropriate attitudes values and actions from family members. (D) when achild learns appropriate behaviours as a member of a small group within a larger society.
QUESTION 13 In the experiment by Haney Banks and Zimbardo (1973) the guards had greater power than the prisoners. The difference in power was because of the (A) authority of the experimenter. (B) personalities of the participants. (C) social roles of the participants and the social environment of the prison. (D) ability of the prisoners to withdraw from the experiment at their leisure.
QUESTION 14 Aronson and Worchel (1966) led participants to believe that the person with whom they had interacted either liked them or disliked them. The results indicated that ‘liking’ had a significant effect on the participants’ feelings for the other person. Which origin of attraction do the results of this investigation support? (A) proximity (B) similarity (C) familiarity (D) reciprocity
QUESTION 23 The components of the tri-component model are known as affective behavioural and (A) active. (B) physical. (C) cognitive. (D) emotional.
QUESTION 24 Blaming a person or group for the actions of others or for conditions not of their making is known as (A) scapegoating. (B) group prejudice. (C) direct experience. (D) personal discrimination.
QUESTION 25 Conversational distance refers to how close people stand to each other when talking and is related to the idea of intimate space. Conversational distance is one measure that characterises differences in (A) accommodation. (B) assimilation. (C) pluralism. (D) culture.
QUESTION 26 Explicit racism is characterised by (A) the unequal treatment of some people who should have the same rights as others. (B) any speech or behaviour that demonstrates a conscious awareness of prejudicial attitudes. (C) schemas and qualities ascribed to a group of people based on qualities such as ethnicity or gender. (D) unconscious biases expectations or tendencies that exist within an individual regardless of ill will or any self-aware prejudices.
QUESTION 27 Select the row in the table that best describes the differences between pluralism and multiculturalism. Many subcultures within a dominant culture | Lack of a dominant culture Lack of a dominant culture Several dominant cultures
QUESTION 28 Which of the following best describes culture shock? (A) (B) (C) (D) absorption into the dominant culture and abandonment of the traditional culture shared goals that groups or individuals cannot achieve alone or without the other person or group feelings of disorientation and anxiety that occur as people from one culture encounter and adapt to another culture shared rules that govern the behaviour of a group of people and enable members of that group to co-exist and survive
QUESTION 32 (1 mark) Describe how influence can lead to a sense of community according to McMillan and Chavis (1986).
QUESTION 34 (2 marks) Describe how intergroup contact can reduce prejudice using an example.
QUESTION 38 (3 marks) Contrast self-serving and confirmation biases. Give an example of each.
QUESTION 39 (3 marks) Compare social learning and biology-based theories of gender role formation.
QUESTION 40 (4 marks) Discuss the general aggression model (GAM) by providing an argument for and against the model. Provide an example for each argument.
QUESTION 2 (7 marks) This question refers to the experiments by Cialdini et al. (2006). a) b) c) Identify a factor that may have reduced the antisocial behaviour of the participants in the experiments. Give a reason for your judgment. [2 marks] Describe social responsibility as a factor that may have increased the prosocial behaviour of participants in the experiments. [2 marks] In a follow-up study signs were placed at the entry to a beach where dune regeneration was required after a cyclone. The words on the signs were ‘Please do not walk on the dunes.’ and ‘The vast majority of beach goers have avoided the dunes allowing their regeneration.’ Predict which sign will be more effective. Give reasons for your response based on the findings of the original experiments. [3 marks]
QUESTION 3 (13 marks) This question refers to the study by Darley and Latane (1968). a) b) c) d) Describe how empathy as a personal characteristic may have increased the prosocial behaviour of the participants in the study. Describe situational and dispositional attributions and then identify how each could be used to explain the behaviour of participants in the study. Describe the three stages of the model of bystander intervention using examples from the study for each stage. Participants who failed to report the emergency showed signs of extreme concern when the experimenter entered the room to terminate the study. Many showed physical signs of nervousness and seemed more emotionally charged than those who did report the emergency. Infer why this group of participants may have reacted this way. [2 marks] [4 marks] [6 marks] [1 mark]
QUESTION 3 A conclusion that could be drawn from the analysed result is (A) the number of elderly primes had no effect on walking time. (B) the number of elderly primes had little effect on walking time. (C) as the number of elderly primes increased walking time increased. (D) as the number of elderly primes increased walking time decreased.
QUESTION 4 Personal prejudice is (A) blaming a group for the actions of others. (B) attitudes held to conform with group views. (C) negative thoughts stereotypes and actions towards others based on race. (D) an opinion of another person based on their real or perceived group membership.
QUESTION 5 According to Duck’s stages of dissolution in the dyadic phase individuals (A) (B) (C) (D) retrospectively make sense of the relationship’s history by developing an account that casts the individual in a favourable light. reveal their concerns regarding the relationship to their partner and attempt to redefine the relationship. internalise reflections on the state of the relationship generally and the partner specifically. recognise that relationships are embedded in social networks.
QUESTION 6 Self-serving bias is the tendency for people to (A) (B) (C) (D) attribute their own behavioural successes to personal factors that are in their control. infer that a person’s behaviour is due to the situation or environment they are in. infer that self-serving factors are the cause of an event or behaviour. search for approval for what they believe.
QUESTION 11 Superordinate goals reduce prejudice through (A) dependence on one another to meet each person’s goals. (B) shared goals that a group or individuals cannot achieve alone or without other groups or individuals. (C) prolonged and involved cooperative activity in order to meet goals rather than a casual and purposeless contact. (D) social interaction occurring at the same level in order to meet goals without obvious differences in power or status.
QUESTION 12 Robinson and O’Leary-Kelly (2017) investigated antisocial behaviour at work. They found a positive relationship between the level of antisocial behaviour exhibited by an individual and that exhibited by their co-workers. What factor most likely affected the antisocial behaviour in this investigation? (A) social influence (B) audience inhibition (C) cost-benefit analysis (D) diffusion of responsibility
QUESTION 13 Implicit racism is characterised as negative (A) (B) (C) (D) treatment of people based on race. stereotypes about members of another racial group. overt actions towards members of a particular cultural group. unconscious actions towards members of another racial group.
QUESTION 17 These results are from an investigation in which smoke was introduced into a room while different groupings of participants completed a questionnaire. Condition Reporting smoke (%) Alone 75 Two passive confederates 10 Three naive subjects 38 Darley and Latane’s (1968) model of bystander intervention would attribute these results to (A) a loss of social identity and inhibition. (B) the tendency for an individual to reduce their effort in a group. (C) the presence of others reducing the likelihood of prosocial behaviour. (D) individuals changing their behaviour as a result of real or implied pressure from others.
QUESTION 18 Associating people’s behaviour with their internal characteristics is (A) situational bias. (B) correspondence bias. (C) _ situational attribution. (D) dispositional attribution.
QUESTION 20 Social learning theories of gender development assume that (A) cognitive processes play a key role in the development of gender identity and gender roles. (B) gender roles are attained through the observation of same-sex models direct tuition and modelling. (C) gender schemas develop through role identity and children’s ability to label themselves as boys or girls. (D) humans are born with innate predispositions to act and feel feminine or masculine due to the presence or absence of prenatal androgens.
QUESTION 21 According to McMillan and Chavis (1986) the feeling that members’ desires will be met by the resources received through their involvement in a group is described as (A) influence. (B) membership. (C) shared emotional connection. (D) integration and fulfilment of needs.
QUESTION 22 Competence can lead to prosocial behaviour as a person (A) believes they have the skills and abilities required to solve the problem. (B) has the capacity to understand another person’s experiences both cognitively and emotionally. (C) has relatively extended emotional states that do not shift attention or disrupt ongoing activities. (D) behaves in a way that helps another person with no apparent gain or with potential cost to oneself.
QUESTION 29 (1 mark) Describe why assimilation is a psychological challenge of immigration.
QUESTION 36 (2 marks) Identify one strength and one limitation of social identity theory.
QUESTION 2 (11 marks) This question refers to the experiment conducted by Asch (1951). a) Describe explicit and implicit attitudes with reference to the experiment. [4 marks] b) Describe the type of group social influence displayed. Provide an example from the experiment to support your response. [2 marks] In another study researchers replicated Asch’s methodology. However half the participants were instructed to state their responses publicly and the other half privately. c) Predict the behaviour of participants in the public group. Give a reason for your response. —_/2 marks] d) Infer whether the participants in Asch’s experiment would have experienced cognitive dissonance. Give a reason for your response. [2 marks] e) Identify the significance of Asch’s experiment for social psychological research. [1 mark]
QUESTION 3 (8 marks) This question refers to the cross-cultural study conducted by Buss et al. (1990). a) b) C) d) Education intelligence Pleasing disposition One of the conclusions from the research was that ‘more than females males prefer mates who are physically attractive. More than males females prefer mates who show ambition-industriousness and other signs of earning potential.’ Describe one biological theory of attraction and give two examples from the study that support this theory. [3 marks] Describe ‘culture’ and provide an example from the study. [2 marks] Identify how similarity as an origin of attraction is relevant to the study. [1 mark] The graph displays the locations of each sample in the first two studied dimensions (‘modern’ versus ‘traditional’ and ‘education intelligence and refinement’ versus ‘pleasing disposition’). Identify one piece of evidence that is consistent and one piece of evidence that is inconsistent with similarity as an origin of attraction. [2 marks] India e and refinement e Australia New Zealand e e Bulgaria e Israel Finland e e e Norway Sweden e Ireland e Japan e Estonia 2 Traditional
QUESTION 5 Adolescents often see social media personalities as role models. In this context social media personalities are (A) attending to and reproducing the behaviours of adolescents. (B) vicariously reinforced by the behaviours of adolescents. (C) agents of secondary socialisation. (D) displaying primary socialisation.
QUESTION 6 In an investigation students in shared accommodation were given questionnaires at two different times during the semester. The questionnaires asked about early and later attraction to other students. The results showed that in the first few weeks of the semester students reported being most attracted to people they shared accommodation with. However as the semester progressed students reported being most attracted to people who held compatible attitudes. Identify the type of attraction experienced by students later in the semester. (A) similarity (B) proximity (C) familiarity (D) reciprocity
QUESTION 8 Researchers investigating unfriending behaviours on a social media platform found that most people communicated their concerns in an effort to fix issues before ending the relationship. Which stage of Duck’s stages of dissolution does this represent? (A) social (B) dyadic (C) intrapsychic (D) grave-dressing
QUESTION 9 McMillan and Chavis (1986) found that four factors combine to create a sense of community. Along with membership these factors are (A) influence investment and shared emotional connection. (B) shared emotional connection spiritual bonds and investment. (C) integration and fulfilment of needs influence and shared emotional connection. (D) integration and fulfilment of needs spiritual bonds and shared emotional connection.
QUESTION 10 Consider two theories. Theory 1 proposes that children act as mere observers in an environment and as a result their role in their own gender development is passive. Theory 2 proposes that children form mental categories for gender and then acquire gender-related knowledge around these categories. Based on this information which type of gender role formation theory do these theories represent? Gender schema-based Cognitive developmental
QUESTION 11 Assimilation occurs when (A) there is no dominant culture and diverse religious ethnic or cultural groups co-exist within a society. (B) aminority group’s cultural markers such as language tradition and food are maintained. (C) there is a dominant culture and minority groups participate fully in the dominant society. (D) aminority group gradually loses all of the markers that set it apart as a separate culture.
QUESTION 12 Discrimination is (A) a preconceived opinion that is not based on reason or experience. (B) an unconscious unfavourable belief about a group of people. (C) anegative overt thought about members of a cultural group. (D) the behavioural manifestation of a prejudicial attitude.
QUESTION 15 An implication of the social psychological research conducted by Milgram (1963) is that (A) social pressure can increase obedience. (B) obedience increases if a command has authority. (C) obedience decreases if commands are given in quick succession. (D) the proximity of an authority figure does not influence obedience.
QUESTION 16 Ross (1971) examined the reactions of 36 undergraduates who were presented with emergency situations in the presence of two non-responding adult confederates or two non-responding child confederates. It was found that participants responded more quickly in the presence of children. Researchers were investigating (A) cost-benefit analysis and empathy. (B) diffusion of responsibility and competence. (C) bystander intervention and social responsibility. (D) the reciprocity principle and audience inhibition.
QUESTION 19 In an experiment participants were asked to select statements expressing how much they favoured one category of people over another. An example was ‘I strongly prefer young people to old people’. This experiment was investigating (A) discrimination and scapegoating. (B) stereotypes and direct experience. (C) explicit attitudes and group prejudice. (D) implicit attitudes and the prejudiced personality.
QUESTION 22 (3 marks) Explain how advertising video games and social media can influence aggression.
QUESTION 25 (1 mark) Contrast self-serving bias and confirmation bias.
QUESTION 27 (3 marks) Describe prejudice and provide two examples.
QUESTION 28 (2 marks) Describe altruism and provide an example of this behaviour.
QUESTION 30 (2 marks) Identify one strength and one limitation of social identity theory.
QUESTION 31 (5 marks) Miller (1984) asked groups of middle-class adults and children aged 8 11 and 15 from two different cultures to narrate antisocial behaviours and explain what prompts them. The proportion of dispositional attributions for each culture are shown. Describe dispositional attributions and identify two observed differences between cultures | and 2. Use data to explain your reasoning.
QUESTION 1 (8 marks) This question refers to the investigation by Barlow et al. (2012). Researchers surveyed 441 participants from one dominant racial group about the amount of positive and negative contact they had with a minority racial group and the dominant racial group’s prejudicial attitudes towards them. The results included that: * negative contact generally occurred less frequently than positive contact * participants who had more negative contact with the minority racial group reported more prejudicial attitudes and were more likely to avoid culture-based topics of conversation and face-to-face contact * negative contact was a strong predictor of increased prejudice * positive contact was a weaker predictor of reduced prejudice. a) Explain how prejudice can lead to discrimination and provide two examples from the investigation. [3 marks] b) Identify the type of racism experienced in the investigation and describe two ways to reduce this form of prejudice. [3 marks] c) Infer why positive contact may not have reduced the prejudicial attitudes of some members of the dominant racial group. [2 marks]
QUESTION 3 (8 marks) This question refers to the investigation by Haney Banks and Zimbardo (1973). a) Describe how power operated for each group in the investigation. [4 marks] b) Describe the role of identification in group social influence and provide an example of it from the investigation. [2 marks] c) Identify another factor that may have influenced the antisocial behaviour of the participants and provide an example from the investigation. [2 marks]
QUESTION 5 (6 marks) This question refers to a modified investigation based on the methodology of Bargh Chen and Burrows (1996). The investigation (Experiment 2) was designed to test whether there is a relationship between stereotype activations and behaviour using the time taken to climb a set of stairs. Researchers predicted that there would be no relationship between stereotype activation and behaviour (time taken). Participants were instructed to work on a scrambled sentences task as part of a language proficiency experiment. The scrambled sentences task contained 0 2 4 6 8 or 10 primes relevant to an athletic stereotype (fit strong active etc.) or a non-athletic stereotype (frail weak uncoordinated etc.). Researchers then recorded the time taken for each participant to walk up the set of stairs outside the room. The results are shown. 9.4 9.2 9.0 2 88 < oO S 8.6 EB 84 ep 8.2 < ZB 8.0 7.8 7.6 7.4 Number of primes Key A Average time taken (athletic) [Average time taken (non-athletic) Condition Spearman’s rank correlation coefficient a) Identify the level of measurement used in the investigation. [1 mark] b) Identify the two relationships in the graph. [2 marks] c) Infer whether the prediction made by researchers was correct. Justify your response using data in the table. [3 marks]
QUESTION 2 Buss et al. (1990) interviewed participants from 37 cultures and found evidence of universal traits for mate selection. This supports (A) social theories of attraction. (B) cultural theories of attraction. (C) cognitive theories of attraction. (D) biological theories of attraction.
QUESTION 4 An example of discrimination 1s (A) (B) (C) (D) holding a negative attitude towards people born in a different country. avoiding interactions with people from a different race. believing that men are better drivers than women. thinking that young people are unreliable.
QUESTION 5 Guards in the Stanford prison experiment (Haney Banks and Zimbardo 1973) changed their attitudes and behaviours to align more closely with their perception of a typical prison guard. As a group the guards had the ability to influence the behaviour of prisoners. In social psychology these are examples of (A) roles and power. (B) internalisation and prejudice. (C) compliance and socialisation. (D) obedience and discrimination.
QUESTION 6 Japanese guests removing their shoes when they enter a home is an expression of (A) culture. (B) pluralism. (C) collectivism. (D) individualism.
QUESTION 7 Secondary socialisation (A) involves a permanent change in beliefs and attitudes. (B) is essential for early physical and mental development. (C) conflicts with the norms learnt during primary socialisation. (D) does not require in-person interaction with the socialising agent.
QUESTION 12 Cramton (2002) found that work groups in different locations formed in-groups and out-groups based on location. This increased the tendency to attribute behaviour of out-group members to their personal qualities especially when this presented them in a bad light. Which two processes in social psychology does this reflect? (A) prejudice and self-serving bias (B) discrimination and confirmation bias (C) social identification and situational attributions (D) social comparison and the fundamental attribution error
QUESTION 13 The expectation that you will help a person who has previously helped you is known as (A) altruism. (B) empathy. (C) reciprocity. (D) cost-benefit analysis.
QUESTION 14 In an experiment by Darley and Latane (1968) participants in groups of two to six people sat in individual cubicles connected by intercoms to allow for group discussion. An experimental accomplice faked a severe epileptic seizure and the percentage of participants who sought help was measured. As interpreted by the authors the results of this investigation were that increasing group size (A) reduced an individual’s feelings of responsibility and decreased the percentage of participants who sought help. (B) increased an individual’s feelings of responsibility and increased the percentage of participants who sought help. (C) had no effect on an individual’s feelings of responsibility resulting in an inconsistent pattern of participants who sought help. (D) only had an effect in groups larger than three otherwise participants’ sense of responsibility and percentage who sought help were unaffected.
QUESTION 18 Kutner Wilkins and Yarrow (1952) had a group comprised of one African-American and two white participants enter different restaurants in a predominantly white suburb in the United States. All were served a meal. Weeks later experimenters called each restaurant to make a table reservation for a mixed-race group and more than half of the restaurants refused this booking. Restaurants were inconsistent in which component of the tri-component model of attitudes? (A) experience (B) behaviour (C) cognition (D) affect
QUESTION 19 Groups working together to achieve a shared objective reduces prejudice. This is known as (A) mutual interdependence. (B) equal-status contact. (C) intergroup contact. (D) sustained contact.
QUESTION 24 (2 marks) Explain how social media can influence aggression using an example.
QUESTION 25 (3 marks) Van der Meer et al. (2020) recruited participants with strong views on certain social issues to view eight headlines relevant to those issues. The headlines came from media outlets with different political orientations. Participants were asked to rate the likelihood that they would read each article. The study found that participants more often rated articles consistent with their views as ‘highly likely to read’. a) Describe a source of cognitive dissonance from this study. [1 mark] b) Contrast confirmation bias and self-serving bias. Identify which bias was responsible for how participants rated articles. [2 marks]
QUESTION 26 (3 marks) Describe culture shock and explain two ways to reduce it.
QUESTION 28 (2 marks) Describe ageism and identify a behaviour that may result from it.
QUESTION 29 (2 marks) Explain how perceived competence can lead to increased prosocial behaviour by bystanders in emergencies. Use an example in your response.
QUESTION 31 (3 marks) Describe multiculturalism and pluralism and identify a difference between them.
QUESTION 1 (4 marks) This question refers to the theory of cognitive dissonance proposed by Festinger (1957). a) Describe implicit attitudes and explain how cognitive dissonance may reveal them. [2 marks] b) Describe identification as a form of social influence and explain how it could lead to cognitive dissonance. [2 marks]
QUESTION 4 (6 marks) This question refers to the social psychological research conducted by Milgram (1963). a) Draw aconclusion about obedience using evidence from the research. [2 marks] People interpreting the findings of this experiment may conclude that the participants were cruel. b) Describe fundamental attribution errors and explain why this interpretation can be seen as a fundamental attribution error. [2 marks] In a variation on the Milgram experiment (Slater et al. 2006) participants administered a series of word association memory tests to a female virtual character referred to as ‘the Learner’. They were instructed to deliver electric shocks to the Learner in response to errors on the tests. Group 1 saw and heard the Learner as an animation on a screen whereas Group 2 communicated with her only through a text interface. Despite all participants knowing that both the Learner and the shocks were not real they tended to behave as if the situation was real. c) Predict whether the two groups were likely to demonstrate similar levels of obedience. Justify your prediction based on Milgram’s (1963) findings. [2 marks]
QUESTION 6 (4 marks) This question refers to an investigation by Simpson (1987) into the romantic relationships of university students. Participants completed initial surveys about their current relationships addressing elements like satisfaction closeness duration availability of alternative partners and exclusivity. Three months later participants were asked if they were still dating the same person. If participants answered ‘no’ and were not yet seeking a relationship a second survey was completed focusing on the difficulty of emotional adjustment after the dissolution. The results demonstrated that individuals experienced more intense and prolonged distress when they were closer to the former partner had dated them for longer and believed they would have difficulty finding a suitable alternative partner. a) Identify the phase of Rollie and Duck’s (2005) stages of dissolution that the participants completing the second survey were most likely in. Justify your response by referring to the theory. [2 marks] b) Predict which phase of dissolution completing the initial surveys may have triggered in some of the relationships. Justify your prediction by referring to the theory. [2 marks]
QUESTION 4 The general aggression model (GAM) examines how (A) (B) (C) (D) aggressive responses can be learnt by reinforcement imitation or modelling. aggression is inherited and biological in nature and is expressed both overtly and covertly. person and situation variables influence aggression through the cognitions emotions and arousal they generate. people exposed to aversive situations often experience negative affect and physiological arousal in response to those events.
QUESTION 5 occurs when a gathering of people with an agenda makes problematic decisions because its members value harmony and coherence over accurate analysis and critical evaluation. (A) Groupthink (B) Audience inhibition (C) Cost—benefit analysis (D) Diffusion of responsibility
QUESTION 9 The shared rules that govern the behaviour of a group of people and enable members of that group to coexist are referred to as (A) culture. (B) assimilation. (C) acculturation. (D) culture shock.
QUESTION 10 Prejudice is defined as (A) the discrepancy between attitudes and behaviours. (B) evaluations or attitudes towards members of particular groups. (C) negative emotional attitudes toward members of a social group. (D) the initial perceptions of another person that affect future beliefs about that person.
QUESTION 11 Scapegoating is defined as (A) prejudice held because of conformity with group views. (B) attitudes formed through direct behavioural experience. (C) apersonality characteristic defined by rigidity inhibition and prejudice. (D) blaming a person or a group for the actions of others or for conditions not of their making.
QUESTION 18 The phenomenon where people tend to see themselves in a more positive light than others see them 1s known as (A) _ self-serving bias. (B) confirmation bias. (C) _ situational attribution. (D) fundamental attribution error.
QUESTION 19 Darley and Latane’s (1968) model of bystander intervention was developed as a result of the story of Kitty Genovese. The New York Times reported that out of 38 observers to parts of the attack no one came to Kitty’s assistance. According to this model which of the following limited the observers’ tendency to respond? (A) They did not notice the attack as an event. (B) They believed the attack was not an emergency. (C) They thought the personal costs outweighed the benefits. (D) They assumed other people in the area had responsibility.
QUESTION 22 Which statement best describes gender? (A) The sexual characteristics a person possesses. (B) The group of people an individual is sexually attracted to. (C) The range of behaviours considered appropriate for males and females. (D) The psychological meaning of being male or female which is influenced by learning.
QUESTION 23 According to McMillan and Chavis (1986) membership is the feeling of (A) _ sharing history common places and time. (B) being able to make a difference to a group. (C) belonging or sharing a sense of personal relatedness. (D) needs being met by the resources received through membership in a group.
QUESTION 25 Which stage of Duck’s stages of dissolution (2006) predicts that the individual reflects on the state of the relationship generally and the partner specifically? (A) dyadic (B) grave-dressing (C) intrapsychic (D) social
QUESTION 28 Researchers analysed the results using a Mann—Whitney U test. The p value was set at p < 0.05. The calculated result was p = 0.01. An inference that can be made about the results is that the p value of p = 0.01 (A) indicates that there is a statistically significant difference between the silent and noisy study conditions. (B) indicates that there is no statistically significant difference between the silent and noisy study conditions. (C) proves that there is a difference between the silent and noisy study conditions. (D) does not allow a conclusion to be drawn. In the investigation participants were randomly allocated to either a silent or noisy study condition. In each condition they were instructed to study and learn a novel piece of information. The participants’ memory for this information was then assessed using a multiple choice test. Processed data is presented in the figure below. 16.0 © 15.0 eS 14.0 2 13.0 » 12.0 = 11.0 <= 10.0 [> ) 2 8) = 8. 5S 7.0 [5 60 = 50 f— E 40 > 3.0 5S 2.0 (>) Z 1.0 0.0 Silent Noisy Study condition
QUESTION 32 (3 marks) Describe group social influence with reference to compliance and internalisation.
QUESTION 33 (2 marks) Describe prejudice expressed as ageism using an example.
QUESTION 35 (2 marks) Describe how empathy can influence prosocial behaviour using an example.
QUESTION 36 (2 marks) Describe one way to reduce prejudice using an example.
QUESTION 37 (3 marks) Investigators at the University of Illinois (2010) reported that children who grow up as an only child (i.e. without brothers or sisters) are more likely to develop social skills through friends as opposed to children who grow up with brothers or sisters. It was suggested that parents with only one child should encourage social experiences through childcare preschool or play dates. Explain the difference between primary and secondary socialisation. Provide examples from the investigation.
QUESTION 40 (1 mark) Describe explicit racism.
QUESTION 41 (4 marks) Graduates of international schools abroad usually return to their home countries because of study and work restrictions in their host countries. Many choose to return to study at universities in their home countries. Gaw (2000) sought to investigate the experiences of returning international students. The research found that overseas-experienced students are an extremely diversified population. Many of these students when re-entering their home cultures encounter readjustment issues similar to culture shock and as a result struggle to acculturate back to their home country’s way of life. Explain how culture shock and acculturation can be psychological challenges of immigration. Support your response with real-world examples that are relevant to the investigation.
QUESTION 42 (1 mark) Identify the significance of the experiment by Asch (1951) for social psychological research today.
QUESTION 1 (5 marks) This question refers to the investigation conducted by Tajfel (1970). Tajfel defined social norms as ‘an individual’s expectation of how others expect [them] to behave and [their] expectation of how others will behave in any given social situation’. a) Predict how social norms may have influenced the behaviour of the participants in Tajfel’s investigation. [1 mark] b) Explain how the investigation was significant for the development of social identity theory with reference to two out of the three elements. Use examples from the investigation to support your conclusions. [4 marks]
QUESTION 3 (6 marks) This question refers to the experiment conducted by Ross Amabile and Steinmetz (1977). Researchers looked at role-advantaged and role-disadvantaged actors. They suggested that social perceivers characteristically fail to make the necessary allowances and consequently draw inaccurate social conclusions. The roles studied were those of the questioner and the contestant in a general knowledge quiz. After being randomly assigned these roles (by flipping a coin in their presence) both subjects heard a description of their own role and that of their co-participant. The questioner’s duties consisted of preparing ten ‘challenging but not impossible’ questions from their own store of general knowledge and then posing them to the contestant whose only duty was to try to answer those questions. Finally at the conclusion of the session the two participants and outside observers in a subsequent re-enactment were required to rate the questioner’s and the contestant’s general knowledge. a) Explain the types of explicit long-term memory using examples from the experiment. [4 marks] b) Identify the type of attribution all participants used when rating the performance of the contestants in the experiment. [1 mark] c) Identify the type of attribution all participants should have used when rating the performance of the contestants in the experiment. [1 mark]
QUESTION 4 (8 marks) This question refers to the investigation conducted by Tidwell Eastwick and Finkel (2013). Researchers aimed to investigate whether actual or perceived similarity led to greater romantic attraction. To do this participants completed a questionnaire that assessed several personality traits. They then attended a speed-dating event. During the event participants had 12 one-on-one dates with individuals of the opposite sex. Each date lasted for approximately four minutes at which point the participants were instructed to stand and move on to their next date. During the dates participants were encouraged to find out about their dates’ personalities interests and personal histories in order to get to know them. Immediately following each date participants completed an interaction questionnaire where they recorded their dates’ perceived characteristics (e.g. physically attractive charismatic) their perceived similarity and their romantic liking. From this the researchers calculated actual and perceived similarity for each pair. The results indicated that perceived similarity significantly predicted romantic attraction. a) During the speed-dating events the frontal lobes of participants would have shown high levels of activity. Recall two specific functions of the frontal lobe and identify an example of each from the investigation. [4 marks] b) Identify what origin of attraction was investigated. Provide evidence from the investigation that supports the origin identified. [2 marks] c) Describe a biological theory of attraction. Provide an example from the investigation that would support this theory. [2 marks]
QUESTION 5 (8 marks) This question refers to the experiment conducted by Bargh Chen and Burrows (1996). In the experiment researchers sought to explore whether attitudes could be automatically activated. a) Describe implicit attitudes using an example from the experiment. [2 marks] As part of the methodology participants were primed with stereotypes about older people. b) Describe stereotypes with reference to the tri-component model of attitudes. Provide examples from the experiment of two components of the model. [6 marks]
QUESTION 6 (4 marks) This question refers to an experiment that partially modified the methodology from Question 5 devised by Bargh Chen and Burrows (1996). In the experiment data was collected from two different Psychology classes (A and B). Scatterplots of the data for Class A and Class B are provided below. 10.0 = 9.5 Ft ~ 90 [-P) : 8.5 Sp 8.0 & 27.5 lor} = 7.0 - & 6.5 = 6.0 10.0 - 95 F - 9.0 [-) : 8.5 Sp 8.0 = 7.5 = = 7.0 2 65 => . 6.0 Class A e @ @ e 2 4 6 8 Number of older people primes in scrambled-sentence task Class B e e e e 2 4 6 8 Number of older people primes in scrambled-sentence task 10 10 a) Predict the Pearson correlation coefficient (7) that belongs to each Psychology class by completing the table below. b) Contrast what the two Pearson correlation coefficients suggest about the relationship observed during the investigation. [1 mark] [2 marks] c) Draw aconclusion about the relationship between mean walking time and the number of older people primes for Psychology Class A. [1 mark]
QUESTION 11 The type of social influence in which a person acts in the same way as the group although they may not agree with everything the majority does is known as (A) obedience. (B) compliance. (C) identification. (D)_ internalisation.
QUESTION 3 Explicit attitudes are (A) aperson’s conscious views towards people objects or concepts. (B) learned ideas we hold about ourselves others objects and experiences. (C) positive and negative evaluations that are not accessible to our conscious awareness. (D) oversimplified images of people who belong to a particular group causing them to appear more similar than they are.
QUESTION 11 The type of social influence in which a person acts in the same way as the group although they may not agree with everything the majority does is known as (A) obedience. (B) compliance. (C) identification. (D)_ internalisation.
QUESTION 19 Which statement does not describe the general aggression model? (A) It examines how blocking a person’s attainment of a goal can lead to aggression. (B) It proposes that aggression is an innate biological drive and we must adapt in order to control it. (C) It examines how person and situation input variables influence aggression through the cognitions emotions and arousal they generate. (D) It proposes that aggression is directly learnt and aggressive acts carried out by a model will be internalised by an individual and reproduced.
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