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PSY204 Prosocial behaviour
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Preguntas del test (31)
1Acts that are positively viewed by society.
- AProsocial Behaviour (p. 518)
- BHelping Behaviour (p. 518)
- CAltruism (p. 519)
- DEmpathy (p. 522)
2Acts that intentionally benefit someone else.
- AHelping Behaviour (p. 518)
- BProsocial Behaviour (p. 518)
- CAltruism (p. 519)
- DKin Selection (p. 520)
3A special form of helping behaviour, sometimes costly, that shows concern for fellow human beings and is performed without expectation of personal gain.
- AAltruism (p. 519)
- BMutualism (p. 520)
- CHelping Behaviour (p. 518)
- DProsocial Behaviour (p. 518)
4Views complex social behaviour as adaptive, helping the individual, kin and the species as a whole to survive.
- AEvolutionary Social Psychology (p. 520)
- BSocial Learning Theory (p. 528)
- CSpecific Personality Traits (p. 537-538)
- DSocial responsibility norm (p. 548)
5Cooperative behaviour benefits the cooperator as well as others; a defector will do worse than a cooperator.
- AMutualism (p. 520)
- BKin Selection (p. 520)
- CPhysiological Arousal (p. 523)
- DEvaluating the Consequences (p. 523)
6Those who cooperate are biased towards blood relatives because it helps propagate their own genes; the lack of direct benefit to the cooperator indicates altruism.
- AKin Selection (p. 520)
- BMutualism (p. 520)
- CLabelling the Arousal (p. 523)
- DAttachment Style (p. 538)
7Ability to feel another person’s experiences; identifying with and experiencing another person’s emotions, thoughts and attitudes.
- AEmpathy (p. 522)
- BAltruism (p. 519)
- CAttribution (p. 529)
- DSocial responsibility norm (p. 548)
8In attending to an emergency, the bystander calculates the perceived costs and benefits of providing help compared with those associated with not helping.
- ABystander-Calculus Model (p. 522)
- BPhysiological Arousal (p. 523)
- CEvaluating the Consequences (p. 523)
- DAttribution (p. 529)
9What are the three steps in Jane Piliavin's bystander-calculus model of helping?
- APhysiological Arousal
- BLabelling the Arousal
- CEvaluating the Consequences
- DAttending to the Arousal
- EInsightful evaluation
10Empathetic physiological reaction response. Greater arousal leads to greater helping likelihood.
- APhysiological Arousal (p. 523)
- BLabelling the Arousal (p. 523)
- CKin Selection (p. 520)
- DSpecific Personality Traits (p. 537-538)
11The view championed by Bandura that human social behaviour is not innate but learnt from appropriate models.
- ASocial Learning Theory (p. 528)
- BModelling (p. 526)
- CSpecific Personality Traits (p. 537-538)
- DSocial responsibility norm (p. 548)
12Tendency for a person to reproduce the actions, attitudes and emotional responses exhibited by a real-life or symbolic model. Also called observational learning.
- AModelling (p. 526)
- BAttribution (p. 529)
- CAltruism (p. 519)
- DEmpathy (p. 522)
13Acquiring a behaviour after observing that another person was rewarded for it.
- ALearning by Vicarious Experience (p. 528)
- BJust-World Hypothesis (p. 529)
- CEvaluating the Consequences (p. 523)
- DCompetence (p. 540-541)
14According to Lerner and Miller, people need to believe that the world is a just place where they get what they deserve. As evidence of undeserved suffering undermines this belief, people may conclude that victims deserve their fate.
- AJust-World Hypothesis (p. 529)
- BBystander Effect (p. 530)
- CSocial responsibility norm (p. 548)
- DBystander Apathy (p. 532)
15People who feel good are much more likely to help someone in need than are people who feel bad.
- AMood (p. 535-536)
- BSpecific Personality Traits (p. 537-538)
- CAttachment Style (p. 538)
- DSize of Home Town (p. 538-539)
16People who scored high on the attributes of agreeableness, self-transcendence values, empathic self-efficacy, ability to forgive, and capacity to feel embarrassed were more likely to engage in prosocial behaviour.
- ASpecific Personality Traits (p. 537-538)
- BMood (p. 535-536)
- CAttachment Style (p. 538)
- DSize of Home Town (p. 538-539)
17Descriptions of the nature of people’s close relationships, thought to be established in childhood.
- ASpecific Personality Traits (p. 537-538)
- BAttachment Style (p. 538)
- CMood (p. 535-536)
- DCompetence (p. 540-541)
18People from small-town backgrounds were more likely to help than those from larger cities.
- ASize of Home Town (p. 538-539)
- BAttachment Style (p. 538)
- CSocial responsibility norm (p. 548)
- DDiffusion of Responsibility (p. 532)
19Often involves an unusual event, can vary in nature, is unplanned and requires a quick response.
- AEmergency situation (p. 530)
- BAttend to Event (p. 531)
- CAssume Responsibility (p. 531)
- DDecide what can be done (p. 531)
20People are less likely to help in an emergency when they are with others than when alone. The greater the number, the less likely it is that anyone will help.
- ABystander Effect (p. 530)
- BEmergency situation (p. 530)
- CBystander intervention (p. 529)
- DBystander Apathy (p. 532)
21The idea that we should help people who are dependent and in need. It is contradicted by another norm that discourages interfering in other people’s lives.
- ASocial responsibility norm (p. 548)
- BBystander Apathy (p. 532)
- CDiffusion of Responsibility (p. 532)
- DSpecific Personality Traits (p. 537-538)
22This occurs when an individual breaks out of the role of a bystander and helps another person in an emergency.
- ABystander intervention (p. 529)
- BBystander Effect (p. 530)
- CBystander Apathy (p. 532)
- DEmergency situation (p. 530)
23A theory proposing that the presence of others can inhibit people from responding to an emergency: the more people, the slower the response.
- ALatané and Darley’s Cognitive Model (p. 530)
- BSocial Learning Theory (p. 528)
- CBystander-Calculus Model (p. 522)
- DEvolutionary Social Psychology (p. 520)
24What are the four steps to Latane and Darley's cognitive model.
- AAttend to event
- BIs event defined as an emergency?
- CAssume responsibility
- DDecide what can be done
- EStand and wait for someone to act
- FStare at the sky
25Do we even notice an event where helping may be required, such as an accident?
- AAttend to Event (p. 531)
- BEvent Defined as Emergency (p. 531)
- CAssume Responsibility (p. 531)
- DDecide what can be done (p. 531)
26How do we interpret the event?
- AEvent Defined as Emergency (p. 531)
- BAttend to Event (p. 531)
- CAssume Responsibility (p. 531)
- DDecide what can be done (p. 531)
27Do we accept personal responsibility for helping?
- AAssume Responsibility (p. 531)
- BDecide what can be done (p. 531)
- CEvent Defined as Emergency (p. 531)
- DAttend to Event (p. 531)
28What do we decide to do?
- ADecide what can be done (p. 531)
- BAssume Responsibility (p. 531)
- CEvent Defined as Emergency (p. 531)
- DAttend to Event (p. 531)
29Explanations for why people tend not to help when in a group.
- ABystander Apathy (p. 532)
- BDiffusion of Responsibility (p. 532)
- CBystander intervention (p. 529)
- DBystander Effect (p. 530)
30Tendency of an individual to assume that others will take responsibility (as a result, no one does). This is a hypothesised cause of the bystander effect.
- ADiffusion of Responsibility (p. 532)
- BBystander Apathy (p. 532)
- CBystander Effect (p. 530)
- DSocial responsibility norm (p. 548)
31The dread of acting inappropriately or of making a foolish mistake witnessed by others. The desire to avoid ridicule inhibits effective responses to an emergency by members of a group.
- AFear of Social Blunders (p. 532)
- BDiffusion of Responsibility (p. 532)
- CSocial responsibility norm (p. 548)
- DBystander Effect (p. 530)
Información
- Descripción
- PSY204 - Week 13 - Prosocial behaviour - Chapter 13 - Practice quiz
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- S E
- Idioma
- English
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