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A) they came from families who themselves had been victims of some form of social injustice.
B) they had warm, close relationships with at least one parent who was a "strong moralist" and committed to humanitarian causes.
C) their efforts were in part a reaction to having been raised in a troubled family environment in which parents and children were in frequent conflict.
D) they were firstborn or only children whose parents had taught them courage and independence.
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A) seminary students were more helpful than the average bystander was.
B) the bystander effect does not apply to religious people.
C) students were less helpful if they were late for an appointment.
D) students who were on their way to give a lecture on the parable of the good Samaritan were more helpful.
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Multiple Choice
A) People high in self-efficacy are most likely to be concerned and helpful.
B) Religiously committed people are more likely to help than are those who are not religiously committed.
C) Situation alone determines whether people help or not.
D) High self-monitors are more likely to help than low self-monitors are if they think helpfulness will be socially rewarded.
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Multiple Choice
A) the need to reduce private guilt.
B) the feel good-do good effect.
C) the social exchange theory.
D) the reciprocity norm.
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Multiple Choice
A) merely reduce private guilt.
B) reclaim a positive public image only.
C) both reduce private guilt and reclaim a positive public image.
D) neither reduce private guilt nor reclaim a positive public image.
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Multiple Choice
A) door-in-the-face phenomenon.
B) system justification theory.
C) reciprocity norm.
D) cognitive dissonance phenomenon.
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Multiple Choice
A) the overjustification effect.
B) attributions.
C) self-concepts.
D) cognitive dissonance.
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Multiple Choice
A) are closest to the person who dropped the envelope.
B) physically resemble the person who dropped the envelope.
C) just had their photograph taken.
D) remain anonymous.
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Multiple Choice
A) they are anonymous.
B) they don't expect to see them again.
C) they expect to meet them again.
D) they are deindividuated.
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A) deceit.
B) visibility.
C) awareness.
D) transparency.
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A) eliminates; increases
B) softens; sustains
C) does not change; amplifies
D) increases; eliminates
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Multiple Choice
A) they live in a large city.
B) there are many witnesses to an event.
C) they have just seen another person helping someone else.
D) they are pressed for time.
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Multiple Choice
A) takes inadequate notes.
B) does not like this class as well as her other courses.
C) has been absent due to illness.
D) has not been able to concentrate in class.
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Multiple Choice
A) social-exchange theory.
B) drive theory.
C) triangular theory.
D) motivation crowding theory.
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Multiple Choice
A) evolutionary psychology
B) the social norms theory
C) nominative determinism
D) the self-presentation theory
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Multiple Choice
A) noticing the incident
B) interpreting the incident as an emergency
C) weighing the costs and benefits of helping
D) assuming responsibility for intervening
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Multiple Choice
A) 100 percent
B) 70 percent
C) 40 percent
D) 10 percent
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