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.

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. Which TWO of the following statements are true of blocking?
   1: The phenomenon of blocking provides an interesting and much-studied instance of failure to learn, in spite of contiguous presentations of the CS and the US
   2: In a blocking experiment, animals receive training with what is termed a compound CS (Phase 2)
   3: The experimental group has first received a phase of training in which the US alone is conditioned (Phase 1)
   4: The experimental groups shows no (or very little evidence of learning about the CS that is presented in Phase 1

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

3. 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

4. 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

5. When two groups of participants were each shown a different set of results based on a experiment with rats, both groups reported that the results shown to them were obvious outcomes. This suggests that sometimes things appear to be more obvious than they should. Which cognitive phenomenon can explain this effect?

   A. Hindsight bias
   B. Intuition
   C. Availability heuristic
   D. Conditional reasoning

6. Rasheed watches as customer with at least 40 items lines up at his express checkout line. He decides the customer must be a real “idiot” to miss the sign that indicates Rasheed’s checkout line is an express line with a limit of 10 items. Rasheed’s attribution for the cause of the customer’s behavior is consistent with_________?

   A. drawing an illusory correlation
   B. false consensus effect
   C. the fundamental attribution error
   D. a defensive attribution

7. Research has indicated that egocentricity, group polarization and production-blocking all contribute to diminished_______.

   A. Group decision- making
   B. Group cohesiveness
   C. Organizational culture
   D. Group effectiveness

8. 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

9. 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

10. Which TWO of 1: Automatic thoughts are spontaneously generated thoughts associated with specific moods.
    2: Automatic thoughts are spontaneously generated thoughts associated with specific situations.
    3: In collaborative empiricism, the therapist formulates a hypothesis and then tests its validity himself.
    4: In collaborative empiricism, the client is asked to formulate a hypothesis and than helps the therapist to
    test its validity.the following definitions key features of Aaron Beck’s cognitive therapy are accurate?

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