Exam 3 - Coursepack Review Questions

NOTE: Use these at your own riskÖ they should give you a good idea about the main points and important details of the 4 coursepack articles.  But there is no substitute for reading the actual articles, and anything mentioned in the articles is fair game for the exam.

Aron et al. (1991)
1.  In what ways does an individual in a close relationship include his partner in his self-representation?  (pp. 88-89)
2.  What is the hypothesis of Study 1 in terms of allocation of resources to the self, to a close other, and to a stranger?  (p. 89)
3.  In Study 2, participants were asked to visualize either their mother or Cher with various objects.  What was their hypothesis about differences in recall between the "mother" group and the "Cher" group?  (p. 92)
4.  Which are you more likely to remember accurately, the toy you saw your little sister play with at the mall or the toy you saw a unknown girl playing with at the mall?
5.  Based on the results of Study 3, which of the following characteristics should you be slowest to respond to: words that describe both you and your boyfriend, words that describe you but not your boyfriend, or words that donít describe either of you?
6.  Fill in the blank: The closer your relationship with another person, the _______ (more or less) likely you are to include that other person in your self-representation.

Baldwin et al. (1990)
1.  When women were told to visualize their parents in a previous study, what effect did triggering this relationship schema have on their ratings of how enjoyable it was to read a vignette with sexual content?  Why is that?  (p. 102)
2.  What effect did being primed with the disapproving face of Bob Zajonc have on graduate students' ratings of their own research ideas? (p. 104)
3.  In Study 2, Catholic women were primed with either a blank card, a picture of Bob Zajonc frowning, or a picture of the Pope frowning.  Why include the picture of Bob Zajonc if the blank card was the control and these women didn't know who Zajonc was?  (p. 107)
4.  Did it matter whether the Catholic subjects in Study 2 were devout Catholics or non-practicing Catholics?  Why or why not?  (pp. 107-108)
5.  According to the authors, are we born with relationship schemas or do they develop over time?  (p. 109)
6.  What advantages might there be in relying on relationship schemas?

Worchel (1999)
1.  How is the actor/observer effect related to racial bias?  Self-fulfilling prophecy?
(p. 114)
2.  What does outgroup homogeneity mean and why does it occur?  (pp. 116-117)
3.  What do stereotypes consist of and how can they change?  (pp. 118-119)
4.  Would you expect more stereotypes to exist in Bosnians' perceptions of Serbs or in Bosnians' perceptions of Americans?  Why?  (pp. 119-120)
5.  What characteristics of targets and perceivers make stereotyping more likely?  (pp. 120-121)
6.  How are stereotypes passed on through generations?  (pp. 122-124)

Bargh & Raymond (1995)
1.  According to the authors, are most sexual harassers aware of the fact that their behavior is harassing?  (pp. 130-131)
2.  Fill in the blanks:  For many men, being in a position of power ______________ (automatically/consciously) triggers the concept of sex, and this activation of sex can be accomplished simply be seeing a woman who is ______________ (physically attractive/in a subordinate position).
3.  What does the ASA scale measure?  How does a man's score on the ASA relate to the strength of his association between power and sex?  (p. 133)
4.  Bargh and colleagues primed male subjects with words related to power.  How did this manipulation influence high vs. low ASA subjects' ratings of the attractiveness of a female confederate?  (p. 135)
5.  Why do some men, and not others, learn to associate power with sex?  (p. 136)
6.  How might the Fundamental Attribution Error explain why men in positions of power tend to see the behavior of subordinate women as indicative of sexual attraction or interest?

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