Psychology
1. In behavioural psychotherapy : | |
A. Flooding cannot be achieved in an imaginal way |
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B. Systematic desensitization is an aspect of aversive conditioning |
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C. Response prevention is characteristically combined with flooding |
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D. Physical restraint is no longer used in response prevention |
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E. Virtuous circles are a factor in most fear-reduction techniques |
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2. Simple phobias : | |
A. Are commoner in men |
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B. Mostly arise de novo in adulthood |
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C. Are best treated by relaxation training |
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D. Typically lead to symptoms of depersonalization |
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E. Are associated with mitral valve prolapse |
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3. The following terms are correctly defined : | |
A. Stimulus generalization is when a response learnt in one situation is exhibited in another |
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B. Primary reinforcers are things such as food and water |
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C. Secondary reinforcers are things such as sex, money, etc |
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D. Stimulus discrimination is when a learner responds differently to two slightly different stimuli |
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E. Response discrimination refers to the ability to make the same response in the same situation time after time |
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4. The following are true of various types of learning : | |
A. shaping is also known as ‘cognitive dissonance’ |
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B. backward chaining can be used to teach children to toilet themselves |
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C. observational learning is a type of classical conditioning |
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D. modelling is a type of observational learning |
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E. a programme which begins with reinforcement of the last act in a sequence is known as ‘forward chaining’ |
F
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5. Systematic desensitization : | |
A. was developed by Skinner |
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B. is a form of operant conditioning |
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C. is the treatment of choice for obsessional thoughts |
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D. relaxation is an essential part of the treatment |
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E. drugs can be used to produce relaxation |
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6. Variable ratio schedules of reinforcement : | |
A. can only be used in operant conditioning situations |
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B. need proportionally more trials to achieve a given criteria of learning |
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C. increase the resistance to extinction |
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D. are more likely to produce emotional outbursts during the learning phase |
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E. are less likely to produce emotional outbursts during the extinction phase |
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7. With reference to conditioning models of behaviour : | |
A. it is difficult to label any real life situation as totally operant or totally classical |
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B. in the 1940s, several psychoanalysts applied them successfully to demonstrate Freudian concepts |
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C. they can explain either systematic desensitization or flooding, but not both |
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D. they are increasingly demonstrating how unimportant cognitive factors are in behaviour |
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E. they emphasize the importance of timing and order in any learning situation |
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8. In classical conditioning: | |
A. Thorndike is a key figure |
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B. Spontaneous recovery only occurs after a short delay |
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C. The longer the time between extinction and reappearance of CS, the weaker the response |
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D. Forward conditioning is when the CS always precedes the UCS |
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E. The strength of CR is proportional to the intensity of the UCS |
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9. The following statements about classical conditioning are true: | |
A. The learned immune response is an example of classical conditionng |
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B. Taste aversions typify classical conditioning |
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C. Classical conditioning underlies systematic densitization |
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D. Second-order conditioning may be a model for the acquisition of phobias |
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E. Incubation means that some stimuli are more likely to become CS than others |
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10. Operant conditioning: | |
A. Is the same as Instrumental conditioning |
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B. Is associated with B. F. Skinner |
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C. Extinction and spontaneous recovery do not occur |
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D. Positive reinforcers are inherently rewarding, e.g. food, sex |
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E. Negative reinforcers weaken a particular response |
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11. The following are true of reinforcement: | |
A. Escape conditioning is an example of negative conditioning |
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B. A shuttle-box utilizes avoidance conditioning |
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C. Behaviour learned through avoidance conditioning is resistant to extinction as it is often reinforced by fear reduction |
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D. Money is a secondary reinforcer |
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E. Secondary reinforcers are also known as ‘conditioned reinforcers’ |
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12. In reinforcement: | |
A. A variable ratio schedule means that reinforcement is given after a variable amount of time |
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B. Gambling is an example of variable-interval conditioning |
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C. Partial reinforcement is involved in the development of superstitious behaviour |
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D. Variable ratio reinforcement results in quick, stepped responding |
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E. Behaviour learned through partial reinforcement is very resistant to extinction |
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13. Regarding operant conditioning: | |
A. Punishment is synonymous with penalty |
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B. Punishment strengthens positive responses |
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C. Shaping is best used when the complete response desired is simple |
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D. Toilet training is an example of ‘backward chaining’ |
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E. ‘Time-out’ is an example of the use of penalty |
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14. Regarding cognitive processes in learning: | |
A. Seligman described learned helplessness |
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B. Insight learning can occur in primates |
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C. Bandura demonstrated vicarious conditioning |
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D. Practice of a skill is necessary until the point of almost-correct performance |
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E. Sign-learning theory includes the formation of cognitive maps |
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15. The following are true of perceptual theories: | |
A. The ecological view states that the perceptual system constructs detail from clues in the environment |
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B. Constructionism is an example of top-down processing |
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C. Weber’s law states that as stimulus magnitude increases, larger changes in physical magnitude are required |
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D. Fechner’s law applies to electric shocks |
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E. Weber’s law does not hold when stimuli are very intense or very weak |
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16. In perceptual organization: | |
A. Camouflage demonstrates reversal of figure and ground |
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B. Perceptual phenomena demonstrate Gestalt effects |
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C. Gestalt theories are an example of bottom-up processing |
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D. Perception of depth and distance illustrate ecological views of perception |
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E. Perception of movement does not rely on movement of the retinal image |
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17. The following are true: | |
A. Perception of motion depends on interstimulus interval |
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B. Perceptual sets demonstrate top-down processing |
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C. Chunking of information facilitates processing |
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D. The ‘visual cliff’ suggests depth perception develops around six-months of age |
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E. Attention always occurs without conscious effort |
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18. The following are true of memory: | |
A. The capacity of short term memory (STM) can be increased by chunking |
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B. Visually-encoded information fades more quickly from STM |
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C. Decay theory suggests that forgetting is item-dependent |
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D. Retroactive inhibition suggests that previous learning impairs subsequent learning |
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E. ECT can interrupt consolidation and produce retrograde amnesia |
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19. Models of memory include: | |
A. Dual memory theory |
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B. Perceptual Representation System |
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C. Transfer-appropriate processing |
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D. Constructive memory |
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E. Maintenance rehearsal is more effective than elaborative rehearsal |
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20. Regarding the neurophysiology of memory: | |
A. Bilateral damage to the hippocampus produces retrograde amnesia |
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B. Basal forebrain lesions can result in a Korsakoff’s type memory deficit |
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C. 5-HT agonists impair cognition since acetylcholine release is under inhibitory 5-HT tone |
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D. Endorphins are involved in memory processes |
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E. RNA is involved in memory transfer |
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21. Regarding theories of thought: | |
A. Cognitive maps may exhibit systematic distortion |
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B. ‘Home’ is a natural concept |
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C. Scripts are mental representations of concepts |
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D. Problem solving involves ignoring negative evidence |
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E. Incubation can help to break mental sets |
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22. The following are true about theories of personality: | |
A. Adler described ‘striving for superiority’ |
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B. Adler emphasized the importance of sexual urges |
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C. Jung described ‘introversion’ and ‘extraversion’ |
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D. Trait theories employ a normothetic approach |
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E. Eysenck used a ‘dimensional’ approach to personality |
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23. Regarding personality: | |
A. Costa and McCrae’s model only holds in Westernized countries |
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B. John Watson is associated with personality research |
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C. Bandura described ‘reciprocal determinism’ |
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D. Carl Rogers described ‘self-actualization’ and ‘self-concepts’ |
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E. Maslow is associated with ‘conditions of worth’ |
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24. The following are true of motivation: | |
A. Drive reduction theory is based on the principle of homeostasis |
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B. Primary drives are learned desires |
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C. People perform best when their level of arousal is low |
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D. ‘Need achievement’ demonstrates clear gender differences |
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E. Belongingness and love are at the apex of Maslow’s hierarchy of needs |
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25. Regarding emotion: | |
A. Facial movements expressing emotion are controlled by the pyramidal system |
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B. The James-Lange theory emphasized the importance of physiological responses |
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C. The Cannon-Bard theory described ‘transferred excitation’ |
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D. Social referencing only occurs in brain-damaged patients |
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E. Facial feedback can drive emotional experience according to the Schacter-Singer theory |
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26. Regarding social construction of the self and attribution theory: | |
A. Festinger described ‘social comparison’ |
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B. ‘Relative deprivation’ means that however much we get, it is less than we deserve |
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C. According to attribution theory, in internal attribution, distinctiveness is high, and consensus and consistency are low |
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D. The fundamental attribution error means that we tend to overattribute the behaviour of others to external factors |
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E. The ultimate attribution error means that we attribute others positive actions to external causes, and negative actions to internal causes |
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27. Regarding attitudes: | |
A. Attitudes consist of cognitive, affective, and behavioural components |
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B. Attitudes can only be learned through operant conditioning |
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C. The ‘mere-exposure effect’ suggests that the more that we are exposed to an object, the more negative our attitudes will be towards it |
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D. The ‘Elaboration-likelihood model’ says that persuasive messages can change people’s attitudes via peripheral and central routes |
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28. The following are true of theories about attitudes: | |
A. Leon Festinger is associated with ‘cognitive dissonance theory’ |
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B. Cognitive dissonance may be more likely to change attitudes in individualist cultures such as Europe or the USA |
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C. Daryl Bem is associated with ‘Self-perception theory’ |
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D. ‘Self-perception theory’ suggests that people infer their behaviour to match their attitudes |
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E. People may change their behaviour in situations where they are not sure what their attitudes are |
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29. The following are true of prejudices and stereotypes: | |
A. The ‘authoritarian personality’ may be more likely in people who were not exposed to punishment, and so feel that they do not have to obey or defer to others |
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B. ‘Illusory correlations’ can occur when noticeably objective behaviour is performed by a few members of an easily identified ethnic group |
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C. The ‘contact hypothesis’ suggests that we are more likely to reduce our prejudices when we are exposed to members of the other group who are of a higher status |
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D. Norms can be descriptive (what others approve or disapprove of) or injunctive (indicate what others do) |
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E. Deindividuation may cause people to perform aggressive or illegal acts in certain situations |
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30. The following are true of conformity: | |
A. Compliance occurs when people adjust their behaviour as a result of unspoken group pressure |
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B. Ambiguity of the situation increases the likelihood of conforming to a group norm |
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C. ‘Social impact theory’ holds that the power of a group depends on how important and how close that group is to the person in question |
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D. Women are more likely to conform to a group than men |
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E. The presence of others who disobey can make someone more likely to be obedient |
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31. The following are true of aggression: | |
A. Freud proposed that aggression is a biological urge, and is due to Thanatos |
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B. The amygdala and hypothalamus are involved in aggression |
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C. Aggressive behaviour is more likely in collective cultures |
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D. Immediate reward or punishment can alter the frequency of aggressive acts |
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E. Aggression is more likely to occur following an expected failure than an unexpected one |
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32. In altruistic behaviour: | |
A. The ‘bystander effect’ indicates that the more people who witness an emergency, the less likely it is that someone will help |
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B. The tendency to blame oneself rather than the group is called ‘diffusion of responsibility’ |
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C. Task-oriented leaders are more effective when the task is structured |
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D. Person-oriented leaders are most effective when the group is working under time pressure |
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E. ‘Groupthink’ is likely when the group is isolated, and is under time pressure |
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Last Updated on Sunday, 30 June 2013 21:40