The process of changing your behavior to match that of others in a group is:

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. As we move, viewed objects cast changing shapes on our retinas, although we do not perceive the objects as changing. This is part of the phenomenon of _________________?

   A. perceptual consistency
   B. relative motion
   C. linear perspective
   D. continuity

5. As we move, viewed objects cast changing shapes on our retinas, although we do not perceive the objects as changing. This is part of the phenomenon of ________________?

   A. perceptual consistency
   B. relative motion
   C. linear perspective
   D. continuity

6. 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 ______________?

   A. shadowing
   B. selective listening
   C. parallel processing
   D. None of these

7. Sarah in a group which is responsible for keeping a mile in a local road clear of litter wice a year, anyone who wants to can help the group pick up garbage and litter along the highway. Which of the following describes the type of group Sarah is in?

   A. task and social
   B. social and inclusive
   C. task and exclusive
   D. task and inclusive

8. 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

9. ______________ involves observing and imitating the behavior of others?

   A. shaping
   B. modeling
   C. observing
   D. praising

10. Casual______of one’s own behavior or of the actions of others is a common practice that tends to be subjective and inaccurate:

    A. Evaluation
    B. Formulation
    C. Utilization
    D. Observation