Students stand in groups waiting for someone to unlock their classroom. The people in each group are able to attend to the voices in their own conversation group and screen out the voices in others. This is an example of ______________?

Related Mcqs:

1. Stroebe and Diehl (1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
   1.That ‘production blocking’ does not occur in interactive brainstorming groups.
   2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
   3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
   4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.

   A. 1 & 2
   B. 2 & 3
   C. 1 & 3
   D. 2 & 4

2. Stroebe and Diehl(1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
   1.That ‘production blocking’ does not occur in interactive brainstorming groups.
   2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
   3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
   4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.

   A. 1 & 2
   B. 2 & 3
   C. 1 & 3
   D. 2 & 4

3. Tanvir is a graduate student who is studying identity formation. He selects a group of 5-year-olds, a group of 10-years-olds, and a group of 15-year-olds, and a group of 15-year-olds, and interviews each group asking them what they plan to be when they finish school. In this example, Tanvir is using:

   A. a multi-factorial research design
   B. a longitudinal research design
   C. a cross-sectional research design
   D. a nested condition research design

4. Dr. Jamshed wants to see if person’s IQ changes as they get older. To do this he takes three groups of subjects. Group i is made up of 10 years old, and Group III of 25 years old. Dr. Jamshed tests all three groups of their IQ level. The design of this experiment is called:

   A. longitudinal study
   B. more information is needed to determine the design of the experiment
   C. Gesell’s dome
   D. cross sectional study

5. If one student in a classroom begins to cough, others are likely to do the same. This best illustrates:

   A. the bystander effect
   B. deindividuation
   C. ingroup bias
   D. the chameleon effect

6. Viewing people from different groups as individuals and viewing people from different subgroups (such as Scots and English) as members of a single superordinate group represent which two types of prejudice reduction strategies?

   A. Intergroup contact
   B. Decategorization
   C. Recategorization
   D. a and b
   E. b and c

7. Viewing people from different groups as individuals and viewing people from different subgroups(such as Scots and English) as members of a single superordinate group represent which two types of prejudice reduction strategies?

   A. Intergroup contact
   B. Decategorization
   C. Recategorization
   D. a and b
   E. b and c

8. Experimental groups, treatment groups and control group represent ways to________________ outcome variables.

   A. Manipulate
   B. Correlate
   C. Attract
   D. Validate

9. Hearing voices that are not really there would be called a(n):

   A. hallucination
   B. delusion
   C. auditory regression
   D. depressive psychosis

10. Maya has always preferred individual assignments to group projects because she finds that she can accomplish more when she works on her own. the process that would best explain why Maya accomplishes less when she works as part of group is _________?

    A. social loafing
    B. social interference
    C. diffusion of responsibility
    D. the bystander effect